Southern Baptist Church Essay Example | Topics and Well Written Essays - 1000 words

Southern Baptist Church - Essay Example She being in the image of God as her husband and thus equal to him has the God-given responsibility to respect her husband and to serve as his helper in managing the household and nurturing the next generation." Another part of the document declares emphatically: "the office of pastor is limited to men as qualified by Scripture." To some church members, SBC is living in the past. Thus, at least 10 faculty members of the Southeastern Baptist Theological Seminary and an unknown number of educators from five other SBC seminaries have reportedly left or were forced out of their jobs for refusing to sign the church document. Indeed, the women's fight for equality has come a long way since the Suffragists won the right to vote such that the meaning of women's "submission" to men may have changed significantly over time (Melick, 1998). Now, it is considered right and just for women to serve in the military, work in underground mines or fly an airplane (Hosken, 1981). Does the SBC edict agai nst women pastors belong to the dark ages when the prevailing culture expected women to be subordinate to men and very few women were as well educated as men The SBC in its Baptist Faith and Message acknowledges its commitment to gender equality, pointing out that men and women are of equal worth before God since both are created in God's image. Thus, both men and women are qualified for service in the church. However, the church maintains that the position of pastor is limited to men and women can only serve as helpers, the same way 10 of the 16 helpers in Paul's ministry were women as noted in the Apostle's letter to the Romans. According to SBC, its position on women pastors complies with the explicit teachings of the Scripture, which does not support the practice of allowing women to serve as pastors (Melick, 1998). On this subject, the SBC cited three reasons: 1) there were no women pastors in the New Testament times; 2) none of the instructions regarding church order include instructions for women pastors; and 3) some texts on church order explicitly forbid women to occupy the position of pastor. In effect, the church acknowledges that women have the same rights and privileges as men but in the same breath say that a woman cannot occupy a man's position, which at a glance seems to be contradictory. The church maintains that there is no contradiction here, as there is no contradiction when Paul in 1 Timothy 2:12 affirms the equality of men and women in salvation but equally and just as clearly affirms the priority of men in church leadership. In addition, the Bible says marriage is to be a companionship of equals (Genesis 2:24) and husband and wife have equal value as persons (Galatians 3:28). Nonetheless, the Scripture teaches a hierarchy of responsibilities, which is necessary for creation, time and our humaneness (SBC, 2000). In this organizational hierarchy, everyone needs to submit to someone else to maintain human order. The wife submits to her husband, while the husband submits to Jesus, who in turn submits to God. Each of them should then treat those who submit to them with respect. In this connection, Ephesian

Game theory Essay Example for Free

Game theory Essay Game theory is a broad field of study that involves examining ways in which strategic decisions are derived. The study is applied in areas where strategic interactions among rational players produce outcomes with respect to the preferences of those players (Fudenberg Tirole 1991). Game theory is a branch of applied mathematics that is mostly used in the social sciences situations like, economics, psychology, political science, and philosophy. The theory is also used in other fields like, biology, engineering, political science, international relations and computer science. Game theory can be classified as; non-cooperative (or strategic) games and co-operative (or coalitional) games (Fernandez Bierman 1998). Non-cooperative games are involved with how intelligent individuals interact with one another in an effort to achieve their own goals. Co-operative games are where players co-operate in their moves (strategies) to achieve the desired common goals. ‘Strategic-form’ or ‘normal form’ games and ‘extensive form’ games. ‘Strategic form’ games are games where actions by players are taken simultaneously and order of the play is irrelevant to the game’s outcome. ‘Extensive form’ games are games where actions are taken by the players in a sequence and order of play is relevant to a games outcome. They are usually presented in a tree diagram. Symmetric and Asymmetric games; Asymmetric games are where the payoffs for playing a particular move depend only on the other player’s strategies. Symmetric game is where identities of the players can be changed without changing the payoff to the strategies. Zero-sum games and non-zero sum games; Zero-sum games are where the total benefits to all players add up to zero (Camerer 2003). In non-zero sum games, the total benefits do not necessarily adds up to zero. Discrete and continuous games; discrete games have finite number of players, moves, events and outcomes. Continuous games have infinite numbers. The basic elements of game theory are; an agent (an entity with preferences/options), game (All situations in which at least one agent can only act to maximize his utility through anticipating responses to his actions by one or more other agents), utility (amount of benefits/welfare an agent derives from occurrence of an event), payoff (an ordinal utility number assigned to a player at event of a certain outcome), outcome (an assignment of a set of payoffs, one to each player in the game), strategy (player’s plan on which action to take to achieved his/her desired payoff) and trees and matrices (ways of representing games that is based on order of play) (Fernandez Bierman 1998). Game theory is based on the following assumptions: Players in a game are able to make their own preferences i. e. they are free agents. Players are economically rational and they can, assess outcomes, calculate paths to outcomes and choose actions that they think will yield their preferred outcomes. Agents’ purpose is to maximize their utility. Game outcome depends on the actions taken by the players (Camerer 2003). Game theory has been used to explain in different fields to explain varied phenomena. In economics, game theory has been employed to explain business behaviors and economic conditions. Economic theories have embraced game theory in explaining and exhibiting certain economic behaviors. Economists have used other related theories in trying to understand rational interaction of strategic economic decisions that are made by people. These theories are closely linked to game theory and they include, decision theory, general equilibrium theory and mechanism design theory. Decision theory is a game theory of a single player against nature that focuses on preferences and the formation of beliefs (Fernandez Bierman 1998). The theory is used to demonstrate how best to acquire information before making a decision. Equilibrium theory is a branch of game theory that deals with trade and production and mostly with where there are relatively large number of individual consumers and producers (Fudenberg Tirole 1991). It is widely used in the macroeconomic analysis of broad based economic policies like monetary and fiscal policies, stock markets analysis, interest and exchange rates studies. Mechanism design theory is built on game theory but have special focus on the consequences of different types of rules (strategies). Example of a game theory is price game used by companies in a duopolistic market to increase their market share. In a duopoly market, two firms control the market and they use factors like prices, quality products and services, promotions, branding and promotion to compete over the market share (Samuelson 2008). When market share of one company increases, the other company’s share decreases. Firms in sectors that sells homogeneous products (e. g. energy sector), uses pricing strategy to win increase their market share. Taking example of two oil companies in a duopolistic market in current oil price surge, the companies are faced with problem of adjusting their prices upwards since this will adversely affect the demand of their oil products and thus reduce their revenues. Increase in crude oil prices has been experienced in the world, and oil and petroleum companies have to increase their retail prices upwards to realize earnings from their venture. Companies also have objective of increasing the volume of their sales, by increasing the market share of their products. Since petroleum companies trades homogeneous products, the main marketing tool to increase their market share is price. For two companies in a duopoly market, if one company increases its prices, and other maintains or even reduces, the former loses market share to the latter. Both companies face the following possibilities from their moves; reduction of market share of their products and hence their future revenues and profit or reduction in their profit margin or loss and hence shrink of their financial performance and growth in the future. Therefore each of the firms is faced with dilemma of which move to take in this situation of sharp increase in their raw materials. The two firms have the following strategic problem; to ensure profitability of their companies amid high cost of their sales, and pressure to maintain their prices at competitive price over their rivals in order to increase demand of their products. These are conflicting goals that management of each company must resolve by making strategic price decisions. Pricing strategies for the two firms are either to increase the price that would results to increase in revenue and retain its market share, reduce price which results to increase in market share of its products or maintain the price (Ibid 2008). Each company want to maximize its utility in the pricing moves i. e. to select a move that will see its market share maintained or increased and also ensure profitability of the company. Each strategy that the companies may take have implications on the other i. e. move by one firm affects the other firm. Example, in case of one firm decreasing its prices, this will affects negatively market share of the other as the demand of the former company’s product increases. Therefore, each company is expected to take choice that will result to its favor. Since the two firms are competing for success in their business, there is no cooperation expected while making this very important pricing choice. However, both firm being the only supplier in the market, they can cooperate and set their price mutually in a way that will ensure that no company will lose out to the other. Such arrangements are common in oligopolistic markets, where producers when faced by price pressure mutually agree to set their prices at the same level that will maintain the market share levels. In this game, each player (company) prefers to increase its market share over the other over maintaining the current market share. Therefore, they are taking conflicting moves to win over the other. The information about the available strategic choices is available to both firms. Both firms also know the current market share of their products and prices of the rival group. Each company has information about the strengths of the other company and knows how much they can support low prices in the price wars. They also know that the cost of crude oil has increased in the world market and that price was the tool to increase their revenues and growth. The only information both companies do not have is which choice their rival make and when. Companies will not make price changes at the same time; therefore the company that will make price changes after the other will have advantage over the other as it has prior information that is very important in making the pricing decisions. This game is an extensive game and the moves are in a sequence order. Therefore, timing of their moves is very important as it will give the second company advantage to make a well informed move. Using a hypothetical case, we take example of one company making first move and then the other follows. Using the game tool we can get the possible outcomes and solutions in an economic situation like ours. The payoffs assigned to each possible result indicate situations where a company can benefit (high payoffs) or lose out to the other competing company (low payoffs). Using a hypothetical example of oil companies BP Inc and Shell Plc as companies that operates in a monopolistic market, we can examine outcomes of pricing moves made by the two companies. The game can be used to give solutions to the price problem in a tight monopolisic market. The pricing game is based on the following assumptions: both BP Inc and Shell Plc are rational entities and in their moves their objectives are to increase their market share. Both firms make a sequential move on pricing that take extensive form (Fudenberg Tirole 1991). Shell Plc makes their decision after the BP Inc makes their pricing move. There is perfect market information symmetry (all company has all market information). Other factors that affect influence market share of the companies are constant. Strategies employed are price increment, price reduction or maintaining the price level. Payoffs (utility functions) for the moves are assigned as: Company that increases its market share over the other gets 5, company that losses its market share to the other gets -5. The payoffs represent the companies gain or loss in market share. The range for payoff is from -5 to 5, with both the lowest and the highest value representing the highest gain and the highest loss. The medium values represent an outcome of moderate change in the market share of the companies. The game can be represented in a tree diagram as follows: BP Inc P^ Pv PÂ ¦ Shell P^ Pv PÂ ¦ P^ Pv PÂ ¦ P^ Pv PÂ ¦ (0, 0) (-5, 5) (-2, 4) (5, -5) (3, 3) (4, 2) (4, 0) (2, 4) (2, 2) If BP Inc increases its prices ( P^) due to increased world crude oil prices, and shell Plc increases (P^) too the outcome will be (0, 0) i. e. their market share would not change but their sales may reduce due to decreased demand. If Shell Plc reduces (Pv) the prices after BP Inc has increased its prices, the pay offs are (-5, 5) i. e. BP Inc will loss its market share at a rate that is same as one Shell Plc will increase its market share. In the scenario that BP Inc will raise its prices and Shell maintains its prices (PÂ ¦), the payoffs are (-2, 4) i. e. market share for BP will reduce (Pv) but at low rate compared to Shell increment rate will be. On the other hand, if BP Inc reduces its prices first and then Shell raises its prices, the outcome will be (5, -5) i. e. market share for BP will increase at a rate that’s same as the one Shell Plc will lose its share. If both firms reduces their prices, the payoff is going to be (3, 3) i. e. their market share will not change but their sales will be better (higher revenue than if prices are higher). However, if BP reduces its prices but Shell maintains its price, the pay off will be (4, 2) i. e. BP’s market share will increase comparatively higher than Shell’s. In the last scenario, in case BP maintains its price level but Shell Plc increases its price the outcome payoff will be (4, 0) i. e. BP’s share will increase over Shell’s at relatively higher rate. But if BP maintains its prices and Shell reduces its prices, the pay off will be (2, 4) i. e. Shell Plc will increase its market share at a higher rate than BP Inc. In the last possible scenario, if both BP and Shell maintains their prices, the payoff will be (2, 2) i. e. there is not going to be changes in the market share, though both firms will have higher sales than if they raise their prices. The game theory provides the solution that the second (shell) should take a move to reduce its price, if BP increases as it will greatly increase its market share. Also it can get increased market share and profit if it maintains its prices, after BP increases its prices. To the company that makes the first move, the best solution is to maintain the price level as it will have higher payoffs without risking the move by the Shell. These options are the only one that will increase their market share and profitable growth. The price game theory can be used to understand economic changes in duopolistic markets. The game can be used in making strategic pricing and marketing decisions. The approach is important to economic theorists in describing the economic rationale that relates to commodity prices, demand and supply dynamics (Guala 2005). Despite the usefulness of game theory, there are some challenges to this theory. The assumptions on which the theory is based sometimes do not hold (Fernandez Bierman 1998). Game theorist assumption that players always act in a way to directly maximize their utility sometimes is violated by human behaviors i. e. in practice, human behavior often deviates from this model. This is because of the following factors that need to be considered; irrationality, new models of deliberation, and different motives (). In real life some people tend to respond irrationally in a situation where they are ideally expected to respond rationally. Also different people are motivated by different things and thus tend to respond differently in the same situation. To this end some theorists take game theory as tool for suggesting how people should respond but not as a tool to predict human behaviors and that game theory is used to explain strategic reasoning rather than strategic behaviors. Other limitations of the theory are based on the assumptions that prices changes are the only factors that will affect the demand of the oil products and consequently the market share. In real life there are rational factors that affect the market share of a product or a company. Quality of products and services, brand strength, promotions and other marketing strategies influences the demand of a product and its market share. Companies may also be motivated by other factors other than increasing market share when making pricing decisions. The theory also does not assign specific values to specify to what percentage a company gain or lose the market share. Since it’s an economic analysis it should give outcomes that can be easily understood and that make economic sense. However, the theory is very important in giving the general description of how individuals are expected to respond given a certain economic conditions. In the economic field the theory has been instrumental in explaining behaviors of firms and individuals’ producers and consumers. The theory is also very important in understanding how strategic decisions relate. Reference: Camerer, C. (2003). Behavioral Game Theory: Experiments in Strategic Interaction. Princeton: Princeton University Press Fernandez, L F. ; Bierman, H S. (1998), Game Theory with Economic Applications, Addison-Wesley Fudenberg, D. , and Tirole, J. (1991). Game Theory. Cambridge, MA: MIT Press Guala, F. (2005). The Methodology of Experimental Economics. Cambridge: Cambridge University Press Samuelson, L. (2005). Economic Theory and Experimental Economics. Journal of Economic Literature 43:65-107.

Mathematics Teaching In Early Years Settings Education Essay

Mathematics Teaching In Early Years Settings Education Essay Learning is a fundamental process, and one believed to be life long. Subsequently, education allows for learning to be progressed through the acquisition of knowledge and development of reasoning and judgment. Providing children with the necessary attributes to both read and communicate fluently, as well as count and calculate confidently are of significant importance, hence, to review progression, the Government insist on the analysis of frameworks. In July 2007, the Secretary of State asked Sir Peter Williams to review the teaching of Mathematics within Early Years and Primary schools. Through extensive research, Williams (2008) made ten final recommendations about how to improve the teaching of mathematics, addressing its distinctive requirements. Williams (2008) expressed that, The high standards achieved in mathematics in recent years can be maintained and improved further only by addressing the unique needs of this subject, a discipline which is not always embraced with enthusiasm and confidence. (ibid 2008 p.1) The recommendations highlighted that the improvement for the quality of mathematical teaching should not solely rely upon teachers and practitioners. Parents and families are of significant importance, particularly where an intervention programme is required. In addition, Head Teachers and members of Senior Management play an active role in ensuring that every child receives the best mathematical education. The accomplishment of this is very much dependent upon children having an unassailable start to their educational journey; hence, Williams (2008) proposed three specific recommendations for early years. Recommendation six highlighted that there should be a continuing increase in the proportion of graduate practitioners in early years settings: The review agrees that the presence of someone with Qualified Teacher Status, with early years specialism, working with children wherever possible is vital. (Williams 2008 p.38) This recommendation could signify considerable changes for early years education, encouragingly echoing a key aim outlined within The Childrens Plan; Building brighter futures (2007), that there shall be a graduate early years professional in every full day care setting in England by 2015. Furthermore, practitioners would require a firm understanding of mathematical pedagogy, expressing distinctive features that would support high quality learning. Children require an array of opportunities to learn in an environment that is stimulatingly rich and appropriate to their development, achieved through positive enthusiasm and direct teaching of mathematical skills and knowledge. There is significant value for the understanding of how the range of childrens educational experiences, during their first five years, can have profound implications on their mathematical learning. Consequently, Williams (2008) expressed there was a broad consensus on the importance for the need of uniformly good early years environments providing quality teaching. Central to that are the teachers and practitioners creating enabling environments and positive relationships, adopting effective pedagogy throughout all aspects of learning. Williams (2008) explored how childrens experiences with mathematics should be built upon play and spontaneous learning, fostering their natural interest in numeracy and problem solving. Achieving this requires the understandin g of how the use of childrens own graphical explorations, though mark making, is highly significant and of great value to practitioners. Williams (2008) however discovered that support for mathematical mark making was very rare, needing specific focus, as allowing children to develop their ability to extend and organise their thinking was defined as highly important. Williams (2008) commissioned recommendation four to highlight the significance of early years practitioners having specific mathematical mark making materials to support their professional development. Previous research into childrens mathematical graphics lays further emphasis on the value of these materials as Worthington (2008) expressed: The emphasis with childrens mathematical graphics is very much on children making sense of the written language of mathematics and effective pedagogy to support their thinking. (Ibid 2008) Worthington (2008) highlighted the importance of understanding how mathematical mark making could have dramatic effects on childrens learning, as allowing children to adopt their own form of mark making to symbols, will in future years, encourage them to combine their representations with that of standard mathematical symbols. As children progress through the primary curriculum, it is clear how there is a logical pattern to teaching and learning. Williams (2008) stressed the significance of children receiving excellent teaching and a high quality curriculum: each relying on the other for successful learning. Furthermore, within the mathematic curriculum, Williams (2008) believed there to be a well-structured programme that took into account how to develop most childrens learning. From this, Williams (2008) proposed, under recommendation nine, that the primary national curriculum for Mathematics should continue as currently prescribed, subject to any changes proposed by Sir Jim Rose. On the other hand, however, Williams (2008) identified how the transition from Early Years to Key Stage one can lead to discontinuity in learning through attempts to match early learning goals to the National Curriculum. A preceding review to Williams (2008) report expressed the importance of smooth transitions, conveying furth er certainty of its significance. The Childrens Plan: Building brighter futures (2007) expressed, Smoothing these transitions will benefit all children and allow each child to progress at a speed that best suits their needs while they are adjusting to their new environments. (ibid 2007 p.63) The effects of this transition on childrens mathematical learning may generate significant problems, leading to a loss in interest, omitting the opportunity to develop good attitudes towards the subject. Ensuring that a positive approach towards mathematics is a predominant feature, Williams (2008) outlined his key recommendation; a mathematical specialist in ever school. Engaging with a deep mathematical knowledge, the specialist would be central to effective teaching and learning, aiding quality instruction and intervention. The specialist would encompass attributes and characteristics that could advance mathematical learning, developing enthusiasm across the school. Continuing Professional Development (CPD) would incorporate a specifically designed programme, facilitating critical reflection on how to implement learning practices, and how to interrelate all strands of the mathematical curriculum. Williams (2008) also expressed how such programmes of studies could build upon complimentary Government aspirations, leading to the introduction of teaching becoming a Masters level profession. Through greater access to valuable recent research into mathematics, the specialist would offe r head teachers an array of opportunities to circulate effective practices and models of learning. Consequently, the mathematical specialist would become an invaluable constituent to primary schools; however, Williams (2008) needed to address the necessary training and professional development concerns. Williams (2008) proposed that mathematical specialists would receive an additional five days for Continuing Professional Development; however, the logistics could raise considerable barriers, and therefore still require further analysis. Effective learning through curriculum and pedagogy are central to both classroom practice and teachers knowledge and beliefs. Predominantly, pedagogy should be learner centred; embracing models of learning that encompass a collection of technique and effective assessment. Implementing this is very much dependent upon the teacher and through Williams (2008) recommendation, in future years includes the mathematical specialist. Assessment for Learning (AFL) is a tool used within schools to establish the progress of all children, aiming to improve individual attainment levels. Allowing children time to question, as well as answer and try out their own strategies, ensure that assessment becomes a collaborative procedure, offering teachers an array of opportunities to develop childrens learning. From reviewing evidence of mathematical achievement, Williams (2008) concluded that it appeared there was no single cause for under attainment, consequently leading to no single answer. One solutio n adopted by the Government is intervention programmes, aimed at children who are failing to achieve the basics. Intervention occurs across the curriculum, through, as the National Strategy describes, the three waves model. Wave one outlines the necessity for quality, inclusive teaching, targeted at all pupils needs. Wave two furthers this with group intervention, designed to accelerate the learning for particular groups of children expected to draw level with their peers. The individualised programme of intervention occurs during wave three, when teaching becomes specifically targeted and personalised. According to Williams (2008), the importance of intervention to the subject of mathematics, is paramount. There is a growing body of international evidence showing that a carefully considered response to these problems of under attainment in mathematics can restore young learners to a successful pathway for future study in the subject. (Williams 2008 p.45) Throughout his review, Williams (2008) put forward a strong recommendation for early intervention and under recommendation eight, outlined that children with serious difficulties should receive daily intensive one to one teaching from a qualified teacher. Previous research into early intervention can lay further significance on Williams (2008) recommendation. Dowker (2004) set out general principles outlining that intervention should ideally take place during the early stages of a childs education, aiming to reduce the risk of negative attitudes. Subsequently, Williams (2008) review sincerely welcomed the new initiative Every Child Counts (2008), a coalition partnership, between the Government and the charity Every Child a Chance, aiming to engage in the search for solutions for mathematical under attainment. The Every Child Counts (2008) programme is aimed at the lowest attaining Year two children, imposed at this stage, as it is believed to have maximum impact at a timely and prac tical period of a childs learning. In January 2009, Ofsted released the publication, An evaluation of National Strategy intervention programmes, incorporating a small-scale survey concluding on the impact of intervention. Ofsted explained that: Intervention is most successful when confident leaders and well organised teachers select from the National Strategy programmes and develop a curriculum that meets the needs of pupils and the circumstances of the school. (Ofsted 2009 p.18) Building upon this, Williams (2008) outlined that intervention should be led by a qualified teacher, generally involving one child, and incorporate the appropriate use of multi sensory resources and diagnostic assessment. Achieving this lays further emphasis on the importance of having well-trained teachers, with support from mathematics specialists. Leading an intervention programme would require significant support from head teachers and senior management, but additional to this the child must be committed, supported comprehensively by parents. Although this encouragement and assistance should occur for all children during their educational journey, it has been made evident how parents can further aid a child with mathematical difficulties. Williams (2008) identified that parents often miss the opportunity to help their child, as they are not aware of current mathematical teaching methods. Addressing this, teachers and practitioners should encourage parents, bringing them up to date on how they can support. Furthermore, Williams (2008) expressed the imperative need for teachers to recognise the wealth of mathematical knowledge a child learns outside of school, therefore, aim to encourage parents to use this out of school knowledge to participate in mathematical activities together. Williams (2008) review of mathematics could implicate significant changes within the structure of primary education and training of new and established teachers. Having an extensive knowledge of how effective interaction and instructive teaching can extend childrens thinking, with particular attention to their use of accurate mathematical language, lays further importance of having highly qualified and skilled teachers. Furthermore, Continuing Professional Development, with predominant reference to mathematics, is essential; with Head Teachers ensuring teachers have many opportunities to progress. With regard to intervention programmes, it is clear how essential training may need implementing, with specific focus on Initial Teacher Training and Continuing Professional Development programmes. As intervention is more widely adopted across primary education, it may become apparent for the review of Initial Teacher Training courses, ensuring that all trainees experience an intervention p rogramme. With regard to my personal teacher training, the Williams (2008) review made it evident how securing curriculum knowledge and effective pedagogy is paramount in aiding children to achieve their potential. Building upon the standards outlined by the Training and Development Agency (2009) it is apparent how knowing and understanding relevant national strategy frameworks can aid with the execution of inclusive teaching, overcoming barriers to learning and assessment. Furthermore, with the proposed national roll out of the Every Child Counts (2008) scheme in 2010 2011, the Williams (2008) report would become of significant value to my teacher training and future career, providing substantial information about the importance of effective mathematical teaching, encompassed with a positive and enthusiastic approach.

Danegeld: Survival and Demise Essay examples -- Literature

And that is called paying the Dane-geld; But we've proved it again and again, That if once you have paid him the Dane-geld You never get rid of the Dane.# Poet Rudyard Kipling outlined it best with his poem Dane-geld, first published in 1911. Even though it was written as an allegory for the relations of humanity at large, the specificity of the source demands elucidation in regard to how such a metaphor even came into existence. While no society plans for its own destruction or subjugation intentionally, the realities of such actions are a matter of historical fact. One such instance, and indeed perhaps the most pivotal of all such events for the English-speaking world, is the creation of the Dane-geld in pre-Norman Britain and how the efficiency of the Anglo-Saxon kingdoms in collecting the national tax led directly to their downfall. There were indeed other factors involved in the success of the Norman Conquest in the latter half of the eleventh century but without this pre-existing, self-sufficient means of funding, which was used to fuel William the Conqueror's military machine in post-1066 campaigns, it is doubtful that the immediate impact of the invasion - the nearly complete replacement of the Anglo-Saxon hierarchy with Norman rulers - and the devastation of northern England, through the genocidal acts of the Harrying of the North, could have been achieved. This essay will outline the process by which the Dane-geld came into existence, its impact on Anglo-Saxon society and its immediate use by Norman invaders in taking this preexisting system and turning it against its creators in order to subjugate and control them in what would prove to be the most important invasion in the western world un... ... Anglo-Saxon England, 500-1087. Stanford, Calif.: Stanford University Press, 1984. Loyn, H. R.. Anglo-Saxon England and the Norman Conquest. 2nd ed. London: Longman, 1991. Williams, Ann. Kingship and Government in Pre-Conquest England, c.500-1066. New York: St. Martin's Press, 1999. Williams, Ann. The English and the Norman Conquest. Woodbridge, Suffolk, UK: Boydell Press, 1995. Williams, Ann. The World Before Domesday: The English Aristocracy, 871-1066. London: Continuum, 2008. Primary Sources The Anglo-Saxon Chronicle. London: Everyman Press, 1912. Translation by Rev. James Ingram (London, 1823), with additional readings from the translation of Dr. J.A. Giles (London, 1847). Online: http://omacl.org/Anglo/ Dane-geld, A.D. 980-1016. Kipling, Rudyard. First published in 1911. Online: http://www.kipling.org.uk/poems_danegeld.htm

Arts1301 – Evidence and Methodology in Darwin’s Origin of the Species

Critically assess the roles of evidence and methodology in Darwin’s argument for natural selection in Chapter 4 of the Origin of Species. Darwin’s argument for natural selection in Chapter Four of ‘The Origin of Species’ is well-founded and convincing, due to the interweaving of both evidence and the methodology, which is of particular importance since this is the constituent upon which he represents his research data (evidence) and forms the basis of his argument.His theory is distinct from the others in the period, although similar ideas such as transmutation and extinction of species had been circulating while he fashioned his theory (and he does modify and incorporates some of these theories), Darwin’s uniqueness is likely a result of his ‘deviating’, attractive style of writing which provides a detailed, wide-ranging ‘complete package’ explanation of his theory founded upon common undisputable facts, whereas many previo usly proposed theories lacked evidence and less prominent arguments or methods of communication, therefore subject to criticism and sparking debate with the public and religious conservatives.In regards to the methodology Darwin uses, the hypotheses and concepts he forms for his argument are established from observations made by other experts, as well as ‘thought experiments’ and also his own experiments to test his predictions, justifying his conclusions both through an inductive and deductive method using secondary and primary sources of evidence. Throughout the chapter (Chapter 4: Natural Selection; or survival of the fittest), Darwin mainly relies on the observations of other experts in the field, such examples from the Sexual Selection subchapter, in which the observations of Sir R. Heron on the female peacock’s attraction of male counterparts and M.Fabre observing certain insects that â€Å"have been seen to fight for a particular female, †¦ (who) the n retires with the conqueror† [1] supports his argument/hypothesis (the ‘victor’ or the best adapted in terms of attracting or fighting through natural selection, is â€Å"always allowed to breed† [2] in this particular section, asserting â€Å"Thus it is, as I believe, †¦, have been mainly caused by sexual selection† [3], demonstrating his inductive methods to back his hypothesis. Furthermore, the evidence he draws from expert sources also support his argument and their status within the scientific community assists in persuading readers. Additionally, the observations which Darwin uses are relatively ordinary and commonplace, for example the aforementioned sexual selection example, to both the amateurs in the field, that is, the general public (E. g. he lower class; farmers and breeders) as well as the respective professionals thus allowing both parties in the audience to understand and encourage his argument further. Note that the ‘usua l’ means of providing evidence was through the Scientific Method, in use 200 years before Darwin, validates the hypothesis by designing a suitable experiment for testing, a deductive approach, so Darwin’s slightly aberrant inductive approach was to rationalise the empirical data to fit his argument. The prominence and influence of his inductive methodology are emphasised in his observations while visiting the Galapagos Islands, in particular of a collection of finches â€Å"which was in fact a closely related group of distinct species, all similar except for their bills† [4].On examining the disparate use of the beak and food sources, Darwin asserts that natural selection had shaped â€Å"one species has been taken and modified for different ends†[5] and the inductive process in which arrives at his hypothesis is recurrent and persists in many (modern) secondary sources* describing Darwin’s theory. Apart from pure inductive reasoning from the obser vations of other experts, Darwin also justifies a number of his conclusions utilising deductive methods, a more conformed ‘scientific-method’ approach where hypotheses are tested, somewhat a reverse of inductive methods, consequently resulting in a very thorough examination of his hypotheses which are supported by a ‘cycle’ in which of inductive evidence supporting his postulate which in turn is backed by deductive evidence. As B.Runnegar advocates, â€Å"Natural selection, amazingly was simply developed from fabricated evidence† [8], Darwin does indeed take various accounts of ‘fabricated evidence’, that is, his ‘thought experiments’, in his argument, which display both inductive and deductive reasoning. One instance of this is seen in the observation of insects seeking plant nectar [9]. Darwin through research and observation proposes hypothetically (induction) that plants which excreted the most nectar, would most often b e visited by insects transporting the pollen, and most likely cross to give rise to various seedlings thus having the best chance of surviving. He then deductively proceeds to test his hypothesis by examining ale and female holly-trees, showing even in unfavourable weather conditions, female flowers rendered highly attractive by bees had been fertilised, before returning to a hypothetical, imaginary case where with different environmental conditions some species of bees may have adapted to collecting pollen, seen having a â€Å"differently constructed proboscis† [10] from certain types of flowers in the country. The inductive and deductive methods involved in demonstrating the separation of sexes, supports this single â€Å"doctrine of natural selection† [11] through detailed evidence and precise illustrations and explanations. Furthermore, ‘thought experiments’ analogous to the aforementioned example in the previous paragraph, are influential in his argum ent as they build upon prior accepted theories and theory loaded facts, allowing a deductive argument from the grounds that the assertions cannot be false, removing doubt and scepticism associated with certain hypotheses.In the subchapter ‘Extinction caused by natural selection’ leading onto the next subchapter ‘The probable effects of the action of natural selection through divergence of character and extinction, on descendants of a common ancestor’, Darwin alludes to the commonly accepted fact that extinction did occur, and provides a meticulous hypothesis on how extinction transpires with the aid of a diagram displaying the divergence of a particular species with each successive generation while in a previous subchapter, he suggests that man’s ‘artificial’ selection in breeding is comparable to natural selection rhetorically asserting â€Å"No one objects to agriculturists speaking of the potent effects of man’s selection† [12], and supposes in a hypothetical ‘thought experiment’ that men in different nations bred for swifter and stronger/bulkier horses, thus creating two sub-breeds, and over time horses neither swift nor strong, thus not used for breeding, would tend to disappear. By means of the diagram, he portrays the divergence of a certain species, a horse in this case, over time branching out to multiple descent species (in the case of horses, swifter/stronger characteristics) meanwhile showing another branch leading to the extinction of the less desired characteristics (slower, smaller horses for example). Hence, Darwin integrates an established theory into his hypothesis, which strengthens his argument into a presumably well founded, structured, persuasive argument since theories or facts with ‘prior commitments’ will have an implicit authority when the hypothesis is judged.Darwin’s theory of natural selection, like any other theory was subject to criticism s and tests to assess the plausibility of his hypotheses though he addresses, modifies and explains aspects of his hypothesis to produce a firm, comprehensive argument. With regards to the ‘Scientific Method’, â€Å"Howard E. Gruber, in his book ‘Darwin on Man’, sets out to argue that Darwin by 1838 had already deduced a hypothesis from the observations of previous years – except that his hypothesis was wrong. Thus, Darwin kept following a self-corrective path, tweaking ideas or throwing them out entirely† [13], hence portrays the significance of the methodology where a hypothesis is corrected until deemed satisfactory and corresponds with the evidence.There are many instances of Darwin addressing criticisms from other experts, (although these are in later editions of his book), one such example where â€Å"Mr H. C. Watson thinks I have overrated the importance of divergence of character †¦ convergence has likely played a part† [14 ] to which he responds â€Å"It would in most cases, be extremely rash to attribute convergence a close and general similarity of structure †¦ The shape of a crystal is determined solely by the molecular forces, and it is not surprising that dissimilar substances should sometimes assume the same form† using a deductive example, thus counteracting scepticism from experts in the field, consequently further supporting his various hypotheses in his argument for natural selection.Additionally, Darwin’s ability to account for possible objections to his hypothesis, evident in the ‘On the degree to which organisation tends to advance’ subchapter in which he conflicts with Lamarck’s belief that nature tended to absolute perfection in organic beings, questioning â€Å"how is it that †¦ a multitude of the lowest forms still exist †¦ Why have not the more highly developed forms †¦ exterminated the lower? † [15] and postulates that â⠂¬Å"natural selection †¦ does not necessarily include progressive development †¦ takes advantage of variations †¦ beneficial to each creature† [16], thus his remarks positively alter how the audience would judge and interpret the outcome of the hypothesis by backing his assertions with extensive evidence.Darwin knew if â€Å"he was to avoid the ridicule experienced by the writers of previous evolutionary tracts, he needed to put forward a rigorously tested theory† [17], and the all-encompassing research and evidence together with a range of refined methodological approaches allows the presentation of a well-founded argument that alters the thinking of the public in Darwin’s time, due to â€Å"Such confidence in his own ideas, use of large numbers of familiar examples, and presentation of theory in opposition to an alternative, made many a convert in his day, and is still as powerful today. † [18] References: [1],[2], [3] : Darwin, C. D. , 18 59. The Origin of Species. 5th ed. United Kingdom: John Murray. Sexual Selection subchapter. [4], [5] : Evidence for Evolution (Page 5). 2011. Evidence for Evolution (Page 5). [ONLINE] Available at: http://txtwriter. com/backgrounders/evolution/EVpage05. html. [Accessed 30 September 2011]. [6] Darwin's Finches & Natural Selection – Biology Online. 2011. Darwin's Finches & Natural Selection – Biology Online. [ONLINE] Available at: http://www. biology-online. org/2/11_natural_selection. htm. [Accessed 03 October 2011]. [7] Darwin's Finches, Decent with Modification and Natural Selection. 2011. Darwin's Finches, Decent with Modification and Natural Selection. [ONLINE] Available at:http://www. fossilmuseum. et/Evolution/DarwinsFinches. htm. [Accessed 03 October 2011]. [8] : Natural Selection, Then and Now. 2011. Natural Selection, Then and Now. [ONLINE] – Article. Available at: http://www. darwinthenandnow. com/2011/02/natural-selection-then-and-now/#more-2551. . [A ccessed 01 October 2011]. [9],[10], [11], [12] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. – Natural Selection subchapter. [Accessed 01 October 2011]. [13] : – . Darwin's Methodology. Darwin‘s Method: Induction, Deduction, or Synthesis? , 1, 10 pages. [Accessed 01 October 2011]. [14] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. Convergence of Character subchapter. [Accessed 01 October 2011]. [15], [16] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. – Divergence of Character subchapter. [Accessed 01 October 2011]. [17], [18] : Science and Politics . 2011. Science and Politics . [ONLINE] Available at:http://sciencepolitics. blogspot. com/2004/12/wwdd-i-darwinian-method. html. [Accessed 02 October 2011]. Bibliography: Early Theories of Evolution: Darwin and Natural Selection. 2011. Early Theories of Evolution: Darwin and Natural Selection. [ONLI NE] Available at:http://anthro. palomar. edu/evolve/evolve_2. htm. [Accessed 29 September 2011].Natural Selection: Charles Darwin & Alfred Russel Wallace. 2011. Natural Selection: Charles Darwin & Alfred Russel Wallace. [ONLINE] Available at:http://evolution. berkeley. edu/evolibrary/article/history_14. [Accessed 29 September 2011]. Inductive and deductive reasoning. 2011. Inductive and deductive reasoning. [ONLINE] Available at: http://www. molwick. com/en/scientific-methods/024-reasoning. html. [Accessed 30 September 2011]. Sir Karl Popper â€Å"Science as Falsification,† 1963. 2011. Sir Karl Popper â€Å"Science as Falsification,† 1963. [ONLINE] Available at:http://www. stephenjaygould. org/ctrl/popper_falsification. html. [Accessed 01 October 2011].

Piagets Stages of Cognitive Development Essays

Piagets Stages of Cognitive Development Essays Piagets Stages of Cognitive Development Paper Piagets Stages of Cognitive Development Paper Up to this present day and age, there have been many different theories and approaches on how the common man develops. Of these, the most reasonable and recognized ones seem to be Piagets Stages of Cognitive Development, Freuds Stages of Psychosexual Development, and Eriksons Theory of Psychosocial Development. These three theories all approach this topic in very different ways, yet they all may be correct.  Firstly, we have look at how these approaches are similar. The most obvious one is that they all show how the common human being develops, but not in the same way. Also, Freuds theory and Eriksons theory are similar in several ways. Both stress and show the emotional dynamics of social development. Basically, this is saying that they both believe that learning the rules of society are different than learning how to walk or how to swim. Also, they both present four similar stages in he beginning, oral, anal, phallic/genital, and latency. Furthermore, they both talk about anxiety, clinical behavior, emotional behavior, abnormal behavior, and neurosis/psychosis behavior. For an specific reason, which will be explained later on, Piagets stages are very different, hence the miniscule similarity, if there are any. Secondly, we look at how these models differ. Piagets is clearly the most different. His model is composed of four, well researched stages, sensorimotor, pre-operational, concrete operations, and finally, formal operations. What these stages talk about are how the human being develops cognitively or how their thinking develops. This is different, as opposed to Freuds and Eriksons, which are mainly physically. On the other hand, Eriksons though similar to Freuds, has some differences. His theory doesnt stop at latency, unlike Freuds, or Piagets, which doesnt even include any same stages. It goes on with puberty, young adulthood, adulthood, and maturity, otherwise known as old age. Also, Eriksons model presents stages that can be passed after resolving the issue of their stage. Freuds and Piagets say that they grow into them, meaning they dont really have control on how fast they progress, but they do have control on whether they do want to progress. As we can see, these approaches all are capable of being perfectly right, even though they approach the topic in a different way. Its like saying someone took one road to get somewhere, and another took a different route and both got at the same destination at the same time. There wasnt a wrong road, they were both valid. Just as in this example, the three models are all capable of being valid.