Analyze the case and answer the questions Essay Example | Topics and Well Written Essays - 250 words

Analyze the case and answer the questions - Essay Example Imaging-X-rays, ultrasounds, CT-scans, MR- are also used to determine tumor stage. Biopsies, laboratory tests of fluids (cytology) such as urine, blood, and lymphatic fluids can also be used. Surgical reports on the size and appearance can also be used. The doctor selected an ultra sound to determine the exact location, size and spread of the tumor to the lymphatic nodes and other organs. A biopsy is the removal of part or the whole tumor for pathology examination such as microscopy. This is done to determine malignancy or benign. A combination of the two methods was sufficient to determine the mode of treatment. Chemotherapy is the application of antineoplastic drugs to kill cancer cells and inhibit the tumor growth. Surgery removes the entire tumor and a regimen of chemotherapy to kill any remaining cancer cells. If any remaining cells are left the cells proliferate faster and become more invasive. Monthly systematic palpation of the breast aids in earlier detection. It should be done after menstruation when hormones are more stable. If a lump is detected further consultation at a doctor is

The Influence of Culture on Tuscan Families Essay Example for Free

The Influence of Culture on Tuscan Families Essay For many, the word Tuscany conjures up images of olive trees, vineyards, Chianti and remarkable works of art. It’s a romantic place with picture perfect landscapes and ancient churches and villages. Tourists from all over the world visit Tuscany each year to take in the sights, tastes and sounds of its glorious culture. Their visit is enhanced if they are familiar with the area’s colorful history, which reaches far into the past and continues throughout many, many cultural changes that make up its present. This essay employs political, religious, judicial and class stories from the region’s vivid history to help us form a picture of what family life in Tuscany may have been like from 1250 to 1500. It was, by all accounts, a great time to live in Tuscany. The region developed its own status after the Roman empire fell, when a series of rulers emerged to take control. By the twelfth century the Tuscan cities were gradually gaining their independence as republics and forcing the nobility to live in the cities (Van Helden 2). The land was fertile and the opportunity for various businesses was great. Most importantly, a class system developed that valued hard work over noble birth. Those high in the hierarchy lived within the same communities as the working class. The elite families that did control the power over the next few hundred years made decisions that would ultimately dictate everything from family tradition to fine art and literature. In the late Middle Ages, just around the fourteenth century, a simple political system was in place. In Italy, there was no political union, but the country was divided into many different town councils (www. greatdante. net, 2) As with many democratic societies of past and present, there were various political parties. Here in Italy, these were called the Guelfi and the Ghibellini. The Guelfi, a group held in favor of the Pope rather than the Emperor, held the majority of the power in the country. This party was especially popular in Florence, where it was separated into two subgroups: the whites (bianchi, in favor of the emperor) and the blacks (neri, in favor of the Pope). The years around 1300 were the ones in which political fights between whites and blacks became stronger and more dramatic (www. greatdante. net 4). At this time, Italy was not culturally or politically unified, which led to a variety of subcultures within Tuscany. There were many different Italian dialects to choose from. A family’s language might have been based on their geographic location, their religion and their political views. For the most part, this diversity did not lead to violence. Instead, it seemed to benefit the region. In addition to the renowned artwork of the time, some of the world’s best writers such as Dante, Petrarch, and Macchiavelli found inspiration in the conflicting viewpoints of the Tuscan communities. In a space of fifty years, during the lifetime of Dante, 1265-1321, Florence transformed itself from a political and economic backwaterscarcely keeping pace with its Tuscan neighborsto one of the richest and most influential places on the continent (Dameron 12). It was one of the world’s most prominent cities for two industries that were necessary for civilized societies: wool and banking. This was the beginning of the Florentine Renaissance that led to such legendary works by Michelangelo, Leonardo and Donatello, among others. We may be familiar with these names, but what about the cultural backdrop from which they prospered? What factors allowed them to flourish during this time period? Business people who were high in government made many decisions, but the Church was -2- also a major influence in the design of the times. In fact, religion, community and business often merged in the minds of Tuscans who placed emphasis in all three throughout their lives. As one author describes it: A busy grain market on a site where a church once stood, for instance, remained a sacred place where many gathered to sing and pray before a painted image of the Virgin Mary, as well as to conduct business. At the same time, religious communities contributed directly to the economic development of the diocese in the areas of food production, fiscal affairs, and urban development, while they also provided institutional leadership and spiritual guidance during a time of profound uncertainty (Dameron 75). Of course, diverse belief systems aren’t always the perfect utopia that history books make them out to be. There was some conflict throughout this age of historic prosperity. Many times community disputes over such things as property and status were settled in a court setting to help eliminate the use of violence. The court systems were relatively new to the Tuscan region in the twelfth century and procedures were quite experimental. Whereas early medieval placita had become largely formulaic by the tenth century, twelfth-century courts and arbitrations generated a variety of documents, including sworn testimony of witnesses, the claims and counter-claims of the litigants, and the judgment of the arbitrators (Radding 3). The documents that remain from some of these cases help paint a picture of what life was like inside courtroom and out. By studying these conflicts, we are able to gain a new vision for the strategies used by families and communities to assert and defend claims. Hearing their voices allows us -3- clues into their personalities, what was acceptable or offensive in that day and age. The documents sometimes provide enough direct speech to reveal how these often humble Tuscans saw the issues between them – the arguments offered by the opposing parties in support of their claims (Radding 4). While we must assume some of the holes in the story, one thing is for certain: the courtrooms of Tuscany were just as diverse as the beliefs of its people. The judicial process evolved over the years between 1250-1500. Private courts, which handled complex arbitrations between parties, spawned more efficient communal courts. Different cities in Tuscany had their own particular systems to handle disputes, as Radding summarizes here: Pisa, a neighbour and traditional rival of Lucca, was quicker to develop urban institutions (starting in the 1080s) and to adopt Roman law, which appears rather suddenly in 1159. Florence was smaller than either Lucca or Pisa in the twelfth century and its institutions were less developed, leaving disputes in the contado largely outside the control of the citys courts. Ecclesiastical institutions, finally, had the option of recourse to church courts, including the papal courts, even for cases whose legal substance was no different from those that secular courts routinely dealt with (8). Despite these distinctive variations, a series of uniformities grew to help define the character of the culture and the communities. Documents could be used a proof, but in societies where land was not surveyed or registered and social relations often were undocumented, public behaviors could be almost as important (Radding 10). Perhaps one -4- reason Tuscany prospered in the medieval times was because they had a civilized process in place to work out their disputes. Sometimes these conflicts were simpler than others; the reasoning by which a solution was reached was often much different than how we resolve conflict today. Such is the case of a boundary dispute with neighboring landowners Passavante di Sesto and Chianne di Ghiandoro. It mattered a great deal whether Passavante’s wife had cut down a certain tree secretly or openly: â€Å"Open, i. e. , public, direct action was a claim to rights; people could see you doing it, and would conclude that, if you were not challenged, you had right on your side. ’(Wickham 83) This example provides evidence that simple claims were considered, even if the reasoning was a bit skewed by today’s standards. The study of Tuscan judicial development is an important point in the exploration of family life, especially considering the marriage rituals. Due to the fact that religion and government played an important role in the culture, both of these components were represented in the marriage process. According to one author, weddings of the Italian Renaissance were different than those found in the rest of Western Europe (Thomas 4). This historian draws from her knowledge of fourteenth century Florence to describe each step of the tradition. If a Tuscan couple wanted to get married, they would first present the idea to both of their families. The first phase was the meeting of the men of both families to draw up the marriage contract (Thomas 5). At this meeting, members of the judicial system, guarantors and arbiters, would be present to help negotiate the dowry and other financial agreements. To make it official in the eyes of the law, a notary was on hand to write up -5- the final contract. The second place took place in the bride’s home, where the bride and groom and their relatives were present, along with a notary (Thomas 6). This is the point where the Church enters the picture. The notary’s job was to ask questions that had been dictated by the Church in order to receive the couple’s statement of mutual consent. Once the couple agreed to the stipulations of the Church, the man placed a ring on the woman’s finger and they were considered husband and wife. It is also worth noting that in Italy at this time the act of marrying was referred to as ‘giving someone the ring’ (Thomas 7). The bride’s family celebrated with a substantial banquet for all. Typically, the final phase of the ceremony concluded at the end of the ring day, when the bride joined her new husband at his home. Escorted by her husband’s friends and family, the bride rode a white palfrey through town to her new home, the way lit by torchlight. In Rome, the spouses met Sunday at church, where they attended Mass and received a blessing from the priest. In Florence, however, the entire ceremony remained secular (Thomas 8). This entire practice eventually succumbed to more pressure from the Church, which required the mutual consent phase to happen within its doors, similar to the way we conduct our traditional marriages today. The marriage ceremony was very much the same throughout all class systems of medieval Tuscany. Of course, the level of pomp and circumstance was the main distinguishing factor between them, but not much else. Social intercourse in its highest and most perfect form now ignored all distinctions of caste, and was based simply on the existence of an educated class as we now understand the word (Burckhardt 2). Due to a -6- flattened hierarchal structure, the birth and origin of a person did not influence their standing in society, with some exceptions. Members of truly elite families who inherited wealth and leisure through generations generally held decision making positions of power. These people worked in judicial systems, law or medicine but were just as respected as those who worked the fields. This was one of those rare times in history when classes were fused. It was a direct result of the dynamic built within city walls, where the nobles and burghlers dwelt together. Here, the interests and pleasures of both classes were thus identified and the feudal lord learned to look at society from another point of view than that of his mountain castle (Burckhardt 4). Families benefited from this in many ways, sons and daughters could marry into a more wealthy family without much disagreement or societal stigmas associated with it. Parents were optimistic for their children, since there were more options than ever to move up and around within the system. This approach differed from the rest of Europe, where English and French chivalry reigned supreme. Those who were knights and valiant warriors were placed on a pedestal and more valued than others, earning higher titles and more land with each adventure. To the Tuscans, the cultivation of the soil, as practiced by the ancients, would be much nobler than this senseless wandering through hills and woods, by which men make themselves like to the brutes than to the reasonable creatures (Burckhardt 8). These Italians respected hard work, family and community consciousness much more so than travel exploits and conquering. According to one early historian: And, as time went on, the greater the influence of humanism on the Italian mind, -7- the firmer and more widespread became the conviction that birth decides nothing as to the goodness or badness of a man. In the fifteenth century, this was the prevailing opinion. There is no other nobility than that of personal merit. The cultivation of the soil, as practiced by the ancients, would be much nobler than this senseless wandering through hills and woods, by which men make themselves like to the brutes than to the reasonable creatures (Burckhardt 12). This way of thinking was quite popular during the time of Dante, who addressed the culture in context with a more traditional hierarchy in some of his writings. Dante, for example, derives from Aristotle’s definition, ‘Nobility rests on excellence and inherited wealth,’ his own saying, ‘Nobility rests on personal excellence or on that of forefathers’ (Burckhardt 12). Even the rich families who prided themselves on wealth did not receive any special treatment in matters of law or politics due to such a strong cultural structure. The Church, in more traditional societies of the time was used as a means to provide for the younger sons of noble families. This was not the case in Tuscany. Bishoprics, abbacies and canonries were often given from the most unworthy motives, but still not according to the pedigrees of the applicants. If the bishops in Italy were more numerous, poorer, and, as a rule, destitute of all sovereign rights, they still lived in the cities where their cathedrals stood and formed, together with their chapters, an important element in the cultivated society of the place (Burckhardt 12). In the meantime, the government supported the humanistic movement. One leader, Cosimo, who lived during 1389-1464, ruled the city of Florence and spent much of his fortune on charitable acts. He fostered a climate of simple living while cultivating -8- literature and the arts. During his rule and that of his sons and grandson, Florence became the cultural center of Europe and the cradle of the new Humanism (galileo. rice. edu 3). This elite family enjoyed the support of the masses, who, for the most part, followed this example to work hard and become educated. But the Tuscan people did more than work. They enjoyed many entertainment options that served as welcome distractions from business and intellectual life. Lorenzo de Medici, Cosimos grandson who was known as The Magnificent, influenced the types of entertainment held and often sponsored the activities. Mystery plays, based on the theme of the Passion (the sufferings of Jesus), were regularly staged for the enjoyment and edification of the citizens (www. learner. org 5). Festivals also served as a way to bring communities together, in addition to celebrating religious holidays. Families brought children young and old to celebrate the feast day of Saint John, Florence’s patron saint. Horse races were held throughout the city and magnificent festivals were especially common in the late fifteenth century (www. learner. org 6). This allowed the populace to convene and relax in a fun setting. Contrary to much of the rest of the civilized world, some of Tuscany’s Church leaders applauded these efforts. The culture was very much steeped in a strong spiritual movement that veered from the traditional way of Christian thinking. A preacher named Savonarola helped to establish its roots among city citizens. His thinking ultimately spread beyond Florence and throughout Tuscan households to change the thinking of many. The idea was simplicity within a time of prosperity. Savonarola was concerned about what he considered abuses by the church and -9- about peoples excessive interest in material goods. He preached against the accumulation of worldly possessions and called for a bonfire of the vanities in which people were to burn immoral paintings, cosmetics, and such entertainment-related items as musical instruments and playing cards (www. learner. org 9). Although his philosophies found many avid listeners in Tuscany’s humanist culture, the Church ultimately condemned him for blasphemy against their beliefs. The Church, after all, was one of the most wealthy establishments in the country. Of course, all good things must come to an end. The Aragonese government, established by the middle of the fifteenth century, started in Naples what followed a hundred years later in the rest of Italy – a social transformation in obedience to Spanish ideas, of which the chief features were the contempt for work and the passion for titles (Burckhardt 15). The caste-focused culture made its way through even the smallest towns by 1500 and what was once considered noble work was quickly sacrificed as Tuscans made a mad dash to find higher places in society within categories such as law, medicine, officer or knight. It is no wonder that the splendor and richness of the area declined steadily after a caste-system was put into place. Families were now forced to live a life that they were born into. Lower class parents would grow their families as large as possible for the main purpose sustaining their own household economy with parents employing children as sharecroppers to increase yield. Some Marxist analyses assume that sharecropping is a form of surplus labor extraction based on increasing labor intensity, because of inherent tendencies of households to exploit the unpaid labor of its family members (Emigh 22). -10- In this way, parents were able to feed their children and participate in the local economy. The slow transition into a capitalist society affected families in different ways. The families who already had wealth in their bloodlines were typically more successful than others. This still required a fair amount of enterprising creativity, but richer and larger families had a better chance to benefit from the system. Once Florentines entered local markets, however, they completely dominated them, because Florentines were much wealthier than local inhabitants and could generally outbid them. Florentines bought land from local inhabitants, who generally still sold land for the same reasons but were rarely able to purchase land (Emigh 17). As a result, local market structures, which might have been successful if they were able to compete locally, were largely eliminated. A problematic economy meant many changes for households. A family who might have owned land for generations was suddenly forced to sell the land in marriage dowries that they couldn’t afford make with cash. Partible inheritance, dowries, and local markets were mutually reinforcing. These practices divided the land into relatively small pieces, which were frequently bought and sold to adjust for the size of a family, to recombine pieces of land split apart by inheritance, to dispose of land at inconvenient locations, and to pay off debts (Emigh 35). The land that was once owned by many was beginning to be bought up by an elite few. Poverty became more rampant and, with it, the decline of education and culture. The change in economy was due to a number of various variables. The onset of the â€Å"Black Death† in 1348 contributed to the reduction of labor supply and increased the need for human capital. A new social norm, that came to prevail in the marriage market -11- with the demise of the feudal system, both contributed to the increase in urban dowries from the 13th to the 15th centuries. In his famous Divina Commedia, the poet Dante Alighieri was the first to suggest that dowry values were increasing in Florence at the end of the thirteenth century and the beginning of the fourteenth century (Botticini 1). By the mid-1430s, the average dowry in the city was 820 lire – eight times its value in the thirteenth century. At the same time, the rural dowry stayed constant, perhaps as a result of less class influence. Rural communes, as they were known, were slow to follow trends of the city, and by the fifteenth century they were still enjoying some benefits of a flattened hierarchal society. Village living was still diverse and citizens depended on cooperative relationships between people to prosper, rather than clear-cut social levels. Families lived the simple life that Savonarola preached, not only because it strengthened their communities, but it also was a natural way of life. It’s interesting to note that, although there were more communes in Tuscany than urban cities, there has been little research done to analyze how these families were affected by urban changes. With the help of a humanistic culture and a flattened hierarchal structure, Tuscan families of all class levels flourished. It was a remarkable time for prosperity. The children of this era had numerous opportunities to flourish in a diverse culture that encouraged creativity in all forms of life, especially the arts. The judicial system worked hand in hand with the church to preserve a society that valued hard work and community over greed and power. Once the latter two elements entered the picture, however, lower class households adapted to form self-supporting farms in order to survive the introduction of capitalism. -12- WORKS CITED Botticini, Maristella. â€Å"Social Norms, Demographic Shocks, and Dowries in Florence, 1250-1450. † Society for Economic Dynamics Meeting Papers. (2004): 1. Burckhardt, Jacob. â€Å"The civilization of the Renaissance in Italy: Part 5, Society and festivals. † Athenaeum Reading Room web site. 7 Mar. 2005. http://evans-experientialism. freewebspace. com/burckhardt07. htm Dameron, George. Florence and Its Church In The Age of Dante: Middle Ages Series. Pennsylvania: University of Pennsylvania Press, 1994. â€Å"Dante Alighieri on the Web. † Dante Alighieri web site. 7 Mar. 2005 http://greatdante. net Emigh, Rebecca Jean. â€Å"Economic interests and sectoral relations: the undevelopment of capitalism in fifteenth-century Tuscany. † The American Journal of Sociology 108 (March 2003): 1075. Radding, Charles. â€Å"Review: Courts and Conflict in Twelfth-Century Tuscany. † Rev. of Courts and Conflict in Twelfth-Century Tuscany, by Chris Wickham. Institute of Historical Research web site. 7 Mar. 2005. http://www. history. ac. uk/reviews/paper/raddingC. html -13- â€Å"Renaissance: What inspired this age of balance and order? † Learner web site. 7 Mar. 2005. http://www. learner. org/exhibits/renaissance/florence_sub. html â€Å"The Medici Family. † The Galileo Project web site. 7. Mar. 2005. http://galileo. rice. edu/gal/medici. html Thomas, Kirsti. â€Å"Medieval and Renaissance Marrage: Theory and Customs. † Author web site. 7 March, 2005. http://www. drizzle. com/~celyn/mrwp/mrwed. html Van Helden, Albert. â€Å"Florence and Tuscany. † Connexions web site. 7 Mar. 2005 http://cnx. rice. edu/content/m11936/latest/ Wickham, Chris. Courts and Conflict in Twelfth-Century Tuscany. Oxford: Oxford University Press, 2003: 83. -14-

The Culturally Responsive Pedagogy Education Essay

The Culturally Responsive Pedagogy Education Essay Todays classrooms oblige teachers to tutor students varying in culture, language, abilities and various other characteristicsà ¢Ã¢â€š ¬Ã‚ ¦ Teachers must form a classroom culture where every student despite of their cultural and linguistic background are greeted, supported and supplied with the best aptitude to learn (Richards, et all). In my opinion, culture is essential to learning as it plays a role not only in conversing and receiving information but also in determining the thinking process of individuals as well as groups. A pedagogy that acknowledges, reacts to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures and prepares students to live in a pluralistic society. Culturally responsive teaching  is a pedagogy that identifies the importance of including students cultural references in all aspects of learning (Ladson-Billings, 1994). Culturally responsive pedagogy is based on student-centered approach to teaching whereby the students distinctive cultural potential are classified and nurtured to encourage student achievement and a sense of well-being about the students cultural place in the world. As from my knowledge, culturally responsive pedagogy comprises of three functional dimensions: the personal dimension, instructional dimension, and the institutional dimension. Culturally Responsive Pedagogy: The personal dimension is a process involving emotional and cognitive factors whereby teachers must engage in their teaching so that it becomes more culturally responsive. In fact, there are two components in a personal dimension. These components are self-reflection and self-exploration. Self- reflection is the most essential part of the personal dimension. This is because teachers need to honestly examine themselves in terms of attitudes, belief, values as well as their ultimate goal in order to create a more welcoming and safe environment for the students and their families (Villegas Lucas, 2002). Self- exploration is the opportunity that is created to explore their personal histories and experiences, as well as the history and current experiences of their students and families (Richards, et al). A better understanding and knowledge enables teachers to appreciate the differences and deliver unbiased instructions which ultimately prepare them to address the needs of all their stud ents. The instructional dimension is basically instructions use through activities, practices, materials and challenges that are associated with teaching cultural responsiveness in a classroom. The institutional dimension of culturally responsive pedagogy highlights the need for reorganization of the cultural features that are distressing the institution of schools, school policies and procedures (including distribution of finances and resources), and society involvement. According to Gorski and Covert ¼Ã…’there are six types of condition that have to be implemented in classrooms to ensure culturally responsive educational curriculum and setting in order to support students. First and foremost, teachers must ensure that every student have an equal opportunity to achieve her or his full potential. Secondly, students must be geared up to competently involve themselves in a more progressive intercultural society. Thirdly, teachers must also be geared up to effectively facilitate learning for every student no matter how culturally different or similar from her or himself. Fourthly, the school must be a dynamic participant in ending subjugation within their own territory, to produce a socially and critically active and awareness in students. Fifthly, in terms of student-centered and comprehensive of the voices and experiences of the students should be implied in their education. Last but not least, the educators, activists, and others must take a more active role in reexamining all educational practices and how they affect the learning of all students: testing methods, teaching approaches, evaluation and assessment, school. *Gorski, P. Covert, B. (2000). Multicultural pavilion: Defining multicultural education. The instructional dimension consists of materials, activities which can form basic instructions as well as strategies. There are about twenty-four Cultural Responsive Instructional Guidelines to endorse active learning, continues review, scaffolding, providing instruction to context and other. (Adapted from Klump, J., McNeir, G. 2005, and Artiles and Ortiz (2002)). In fact, there are ten additional guidelines to this cultural responsive instruction: 1. Students differences as well as their commonalities are acknowledged. 2. Validate students cultural identity in classroom practices and instructional materials. 3. Students are educated about the diversity of the world around them. 4. Justice and mutual respect are promoted among students. 5. Assess students ability and achievement validly. 6. Foster a positive interrelationship in the midst of students, their families, the community and school. 7. Motivate students to become active participants in their learning. 8. Students are encouraged to think critically. 9. Challenge students to strive for excellence as defined by their potential. 10. Show support students in becoming socially and politically conscious. (Banks Banks, 2004; Gay, 2000; Ladson-Billings, 1994; Nieto, 1999 cited in Richards, et al. 2006, pp.8-11.) The institutional dimension is an institution that emphasizes on the needs to transform the cultural aspects that are affecting three areas such as the schools organization, school policies and systems which includes the allowance of school finances and resources (Little, 1999). Organization of the school includes the administrative structure which in a way it relates to variety. Organization of school also uses the physical space in developing schools and arranging classrooms. School policies and procedures refer to policies and practice that may result an impact on the deliverance of services to students from diverse backgrounds. Last but not least, the community involvement is more concerned towards the institutional instruction to community contribution in which families and society are estimated to discover ways to be more involved in the development of school, instead of the school looking for acquaintances with families and society. Conclusion: In a nutshell, I believe that these three dimensions that were mentioned above create critical understanding of the effectiveness of a culturally responsive pedagogy. Cultural responsive pedagogy enables students to learn about their own culture as well as the culture of others. Students will also learn to appreciate and treasure cultural differences around them. Teachers are highly looked upon as role model by the society. Therefore, it is important that teachers must be culturally responsive so as to demonstrate positive values and be an example to students. In fact, extra effort of teachers is required to enhance high levels of development in students and within this process; student should never lose any element of their cultural identity.

Metaphilosophical Pluralism and Paraconsistency: From Orientative To Mu

Philosophical Methodology Metaphilosophical Pluralism and Paraconsistency: From Orientative To Multi-level Pluralism M.E. Orellana Benado, Andrà ©s Bobenrieth, Carlos Verdugo Universidad de Valparaà ­so ABSTRACT: In a famous passage, Kant claimed that controversy and the lack of agreement in metaphysics — here understood as philosophy as a whole — was a ‘scandal.’ Attempting to motivate his critique of pure reason, a project aimed at both ending the scandal and setting philosophy on the ‘secure path of science,’ Kant endorsed the view that for as long as disagreement reigned sovereign in philosophy, there would be little to be learned from it as a science. The success of philosophy begins when controversy ends and culminates when the discipline itself as it has been known disappears. On the other hand, particularly in the second half of the twentieth century, many have despaired of the very possibility of philosophy constituting the search for truth, that is to say, a cognitive human activity, and constituting thus a source of knowledge. This paper seeks to sketch a research program that is motivated by an intuition that opposes both of these views. Section 0.0 Introduction In the West, human beings have been doing philosophy for roughly 2,500 years. Eastern traditions are, perhaps, even older. What can we learn about philosophy itself through this experience and practice? This is the initial question of metaphilosophy, the body of discourse that collects and articulates our observations and reflections about philosophy as a human activity. Answers to it are essential in order to address the further issue of what contribution, if any, philosophy has made, or can be hoped to make, toward the education of humanity. For, to be sure... ...its set of well-formed formulas. (15) Wang, Hao: Beyond Analytic Philosophy (Cambridge M.A., London: MIT Press, 1988) p. 10. (16) For another view that, together with those of Rescher and Wang, restricts the scope of metaphilosophy to philosophy see Double, Richard: Metaphilosophy and Free Will (Oxford : Oxford University Press 1995). For an example of a discussion that falls within the institutions of philosophy component see Mandt, A.J.: "The inevitability of pluralism: philosophical practice and philosophical excellence" in Cohen, A./ Dascal, M. (eds): The institution of philosophy (La Salle: Open Court, 1991), pp 77-101. (17) The authors acknowledge with gratitude the generous support provided by Fondo Nacional de Desarrollo Cientà ­fico y Tecnolà ³gico (Chile) to the research project here outlined as well as the confidence and comments of two anonymous referees.

Anniversairy suprise †Short Story Essay

John and Wendy had always been the perfect couple. They had practically invented â€Å"happily ever after†. After eight years together they were the couple with everything; the perfect relationship, a lifestyle their friends envied and a future others could only dream of.  On their anniversary Wendy always made their evening unforgettable. This would be no exception. She was up early to cook him a delightful breakfast, she gave him a kiss on the lips and straightened his collar before he walked out the door. She began to clean the house from top to bottom and with her shopping list carefully prepared she backed the car out of the garage and set off for the shops. After stocking up at the super market and the butcher, Wendy picked up a special anniversary surprise, before she booked her appointment at the hairdressers. She wanted to look her best for him so he would always appreciate that he was married to the woman of his dreams.  It was a wet and windy day, umbrellas were being blown inside out and people were huddling for shelter. Wendy’s hair was windblown and her face was wet from the rain sweeping across the railway platform. As the doors of the train opened there was a rush of cold, damp and flustered passengers filling the carriage. Seats were full and standing passengers were pressed up against complete strangers. This was how John and Wendy met. John apologised for splashing her and when she turned to reply she knew then that there was a connection. In the months and years that followed their relationship strengthened but their lives took separate paths. Johns law career took off and his reputation and popularity soared. Wendy, however, found herself in his shadow. Her struggle to publish a novel was fraught with disappointment and missed opportunities. There talks were all of his clients, his cases and his victories. Her world was a solitary one, with little to celebrate. The demands of his job increased, his hours at work consumed more of his time and she began to wonder what absorbed so much of his attention. His accounts of lunches with clients, weekend conferences and late night briefings contributed to her insecurity.She needed to find a solution to her dilemma.  It was the evening of their anniversary. She poured him a glass of wine, a shiraz, his favourite year, the year they met. This would be an unforgettable vintage.†Darling lets drink to our future together†. He raised his glass and swirled the claret. â€Å"To us† he exclaimed and emptied his glass. The glass shattered as it hit the wooden floor. John grimaced and swayed – finally, falling to his knees, while clutching his chest. In an instant he was dead. She cleared away the dishes from the table and wiped clean the kitchen top. There was a knock at the door. Stepping carefully over the lifeless body of her now former husband, she walked towards the door. She turned the latch, a cold gust entering the hallway as she opened the door. She switched on the light revealing the silhouette of a man. He whispered † Is everything taken care of? I have the tickets.† She nodded giving away not † Now we can begin our new life together. Get your bags†

Jan & Ken: Managing Conflict in Relationships Essay

Q #1: Using the chapters on language and emotions to help frame your answer, suggest two ways that Ken could open this conversation more productively, beyond clearly expressing his emotions and using â€Å"I† language. Ken could have used language that promotes cooperation and mutual respect. †Jan, we’ve been friends for a long time and I’d like to discuss a situation before it interferes with our relationship.† or â€Å" Jan, there’s a problem in our friendship that we need to address.† By aiming for the win-win approach he can begin the conversation in a better frame of mind (Wood, 2013, P242). Also, by striving to take each person into consideration, Jan would have seen both parties equally and not felt she had to defend herself so abruptly. Therefore, honoring both partners and the relationship would have benefitted the opening statement (Wood, 2013, P.242). Q #2: How do you perceive Jan’s effort to convince Ken to forgive her? Based on what you have learned in this chapter, suggest two ways she might more effectively seek Ken’s forgiveness.  I see Jan being able to convince Ken that her intentions are sincere by first being committed to everyone’s satisfaction and applying the win-win approach (Wood, 2013, P. 230). â€Å" I’m sorry Ken, what can I do to fix this?† Secondly, by using a softer tone and better voice response (Wood, 2013, P.232). Had she combined the two at the time she replied to Ken, she would have been more effective. â€Å" Oh Ken, I did not realize what I was doing would end up hurting you, I never meant to hurt you! Can you ever forgive me?† Q #3: What are two nonverbal cues used by Jan. What are two nonverbal cues used by Ken? In what ways did the nonverbal cues used by both Ken and Jan impact the message? What are the verbal messages used by each? What, contradictions occurred between the nonverbal cues and the verbal message and how did the contradictions impact the interaction? Both Ken and Jan used body language and increase/decrease of volume as nonverbal cues (Wood, 2013, P. 121). Jan bobbed her head, pointed her fingers toward him and when she was frustrated and defensive she raised her voice. Ken emphasized each point by the sudden stop of hand gestures and in at least two separate instances, lowered his voice with frustration. These gestures are considered Kinesics (Wood, 2013, P. 126). By using these specific cues both Ken and Jan were setting the tone of the conflict and causing it to reflect badly (Wood, 2013, P. 232). Ken used a psychological exit response (Wood, 2013, P. 231) as a verbal message when he stated, â€Å" Maybe neither one of us can trust the other, maybe we shouldn’t tell each other anything†¦Ã¢â‚¬  And he implied she couldn’t be trusted further. Jan’s most obvious verbal message implied her friendship with Shannon was as important as her relationship with Ken by giving a passive, loyalty response that in volved both friends (Woods, 2013, P. 232). These verbal messages Ken and Jan used contradicted the original intention, which was how they both cared about the other within the relationship. It caused both of them to pull away from each other in a defensive frame of mind that not only defeated the purpose but also had a devastating effect on the relationship. Q #4: Reviewing the nonverbal and verbal cues identified in the last question, what are the roles that these play in the conflict? Do these cues lead to a more positive outcome or negative? How can nonverbal and verbal cues be used to lead to a more productive conflict resolution? Perception and interpretation (Wood, 2013, P. 76) played the most important role during this conflict because it engaged both parties to successfully use non-effective communication. The cues played the role of kitchen-sinking, unproductive conflict communication, frequent  interruptions, cross complaining, disconfirmation of each other (Wood, 2013, P. 204-206), and nonverbal metacommunication (Wood, 2013, P. 27, 233). Ken used them in his unsuccessful attempt to emphasize the seriousness of the situation, whereas Jan utilized them with her defensive listening (Wood, 2013, P. 155). This created a negative outcome. Cues are a symbolic perception of how we are interpreted whether it be verbal or non verbal. Therefore, our intention must first be focused on creating a good outcome and consider effective communication by engaging in dual perspective and monitor the communication (Wood, 2013, P. 31-33) to become productive and resolve any conflict. Secondly, relax! Don’t be so tense and intense about the situation, it comes across as the chilling effect (Wood, 2013, P. 178) and causes an unwanted reaction. Show that you are emotionally involved within the conflict by effectively expressing your emotions (Wood, 2013, P. 180-181) and respond sensitively when others communicate their emotions (Wood, 2013, P. 186-187). Show grace while engaged in the conflict (Wood, 2013, P. 243). Q #5: The conversation seems to be framed in a win-lose orientation to conflict. Each person wants to be right, and to win at the expense of the other. How can Jan and Ken move their conflict discussion into a win-win orientation? They should focus on a healthy conflict that involves all three parties: Ken, Jan and the relationship (Wood, 2013, P. 241). Honoring all three within the conflict confirms and regards the intention (Wood, 2013, P. 242). They should show grace in the nonverbal form (Wood, 2013, P. 243). This will allow both Ken and Jan to relax and become more open toward the conflict and achieve a good outcome. Q #6: Review the eight conflict-management skills discussed in the text. Identify three examples of these skills in the dialogue between Jan and Ken. It’s my understanding that Jan tried to take responsibility for her thoughts, feelings and the issue at hand (Wood, 2013, P. 239) by the response, â€Å" I’m sorry. I didn’t mean to tell her, it just kind of slipped  out† (Cengage Learning, Jan and Ken). In using this statement she also looked for a way to preserve the others’ face because she had accepted his point of the agreement (Wood, 2013, P. 240). Ken, while focused on the content level of meaning, intended to attend to the relationship level of meaning (Wood, 2013, P. 238) by these statements, â€Å" Jan, we need to talk.† and â€Å" I thought I could trust you and tell you anything.† (Cengage Learning, Jan and Ken). Q #7: Identify three places in the dialogue where Jan and Ken missed opportunities to manage conflict successfully. Give specific suggestions (supported by the text material) on how the conflict management strategies could have been incorporated to improve the in teraction. Ken began with, â€Å" Jan, we need to talk. Why did you tell Shannon about what happened between Katie and me?† (Cengage Learning, Jan and Ken). He could have approached her with, â€Å" Jan, can we talk? I feel as if I have been betrayed by your actions and I don’t want it to ruin our friendship.† This way he would be applying grace and sincerity toward the relationship (Wood, 2013, P. 243). By reacting to emotionally loaded language (Wood, 2013, P. 151) Jan callously stated, â€Å" Ken, I told her that long before the two of you started dating.† (Cengage Learning, Jan and Ken). She should have replied, â€Å" I confided in Shannon because we have also been friends for a long time and I thought I could trust her as well. † By admitting to him that she had trusted Shannon and confided in her it would show Ken that her decision reflected badly on her and that it really wasn’t intentionally to go against him. Jan retaliated with, â€Å" Yeah? Like the time I told you I was thinking about dropping out of school for one semester and you just happened to tell my dad?† (Cengage Learning, Jan and Ken). Had Jan applied active listening (Wood, 2013, P. 160-161), she would have realized that this conversation was about Ken and how he felt betrayed. She could have replied, â€Å" I am truly sorry Ken, can you ever forgive me?† References Cengage Learning. (Producer). (2011). Jan and Ken [Web Video]. Retrieved from http://alturl.com/522qq Wood, J. T. (2013). Interpersonal communication, everyday encounters. (7th ed.). Wadsworth/Cengage.