Foundations of cognitive grammar Essay Example | Topics and Well Written Essays - 6000 words

Foundations of cognitive grammar - Essay Example Therefore, there is a need to fill in the gap and discuss adjectives in terms of cognitive grammar. Moreover, there is an essential gap in discussion about boundedness in adjectives. This research paper is focused on consideration of two characteristics of adjectives: boundedness and gradability. A contextual modulation is suggested as the means to consider a problem of adjectives in cognitive grammar in a broader context. It is also suggested to focus on functionality of adjectives. A study of boundedness and gradability is conducted on the basis of constructing schematic domains comprising gradability as the main characteristic of adjectives (Paris, 1997). Schematic domains as a background of further study are justified, because content of adjectives is often neglected. A focus on schematic domains is justified in terms of cognitive linguistics, because content of adjectives or other parts of speech ‘set up’ in minds of humans. Nevertheless, it is possible to suppose t hat a stability of boundedness applied for adjectives may be manipulated under certain conditions; this is the prospect of the future study. The issue of boundedness in adjectives is discussed further on in a broader context. The range or point on a scale taken by bounded and unbounded adjectives. On the basis of theoretical framework basing on the works of contemporary linguists ranging from 80s till nowadays, the issue of boundedness is considered. In spite of the fact that boundedness has been considered as a rigid characteristic of nouns/verbs/ adjectives our study is focused on a possibility to consider boundedness as a more flexible feature. Unbounded adjectives reflect a range on a scale and bounded adjectives reflect point-like conceptualization on a scale. Moreover, cognitive frames are essential for human understanding and interpretation of different situations. In order to fill in the gap in the studies focused on human cognition and language it is relevant to discuss sch ematic domains. Furthermore, cognate base of boundedness is considered from a perspective of cognitive grammar. A different connection between superlatives and comparatives is discussed on the foreground of the schematic mode. Gradability is a factor influencing on the cognate base in the schematic domain. Thus, it is relevant to consider the way human cognition perceives and produces schematic domain modes. Boundedness illustrates the process of schematic domains reflection in human cognition. Therefore, this study brings in an innovative vision on boundedness in adjectives relevant to theory of lexical semantics and cognitive grammar. Table of contents 1.0 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 2.0 Background †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 3.0 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......7 4.0 Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 4.0 Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 5.0 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..20 1.0 Introduction Cognitive grammar is currently becoming popular among researchers and learners of any language. This discipline

Context Aware Academic Planner Design

Context Aware Academic Planner Design Designing a Context Aware Academic Planner Al Khan bin Abdul Gani Abstract Academic calendar planner is an application whereby can give tremendous advantages to students, particularly university students and academic personnel. By using the academic calendar planner, student and academic personnel can manage their academic schedule anytime anywhere. Academic calendar planner let user to edit and amend their calendar activity up to date. Rather than that, user can have the interaction between other user which is interaction between lecturers and students. One ability that can’t be find in other academic calendar planner is the ability to change the view from monthly, weekly and daily basis and per semester based on user preference. And for that, academic calendar planner allow user to create group and which each user has ability to see the schedule of other user. Keywords— Academic Planner, social application Introduction The aim of this paper is to determine the context aware to be considered to develop academic planner by do literature review on previous paper and conducting a survey of students and lecturers to acquire the response regarding the academic planner. This paper focuses on proposed academic planner for UiTM. Academic calendar planner is an application whereby can give tremendous advantages to students, particularly university students and academic personnel. By using the academic calendar planner, student and academic personnel can manage their academic schedule anytime anywhere. Academic calendar planner let user to edit and amend their calendar activity up to date. Rather than that, user can have the interaction between other user which is interaction between lecturers and students. One ability that can’t be find in other academic calendar planner is the ability to change the view from monthly, weekly and daily basis and per semester based on user preference. And for that, acad emic calendar planner allow user to create group and which each user has ability to see the schedule of other user. Background This application develop for those student, lecturer and academic personnel who’re looking for featured application to manage their academic calendar. Current system in Universtity for an example UiTM only provide non-dynamic academic application to Student and Lecturer. Basically they totally rely on academic calendar to help them manage their academic schedules. But the problem with the existing academic calendar is, the calendar are limited to certain activities such as: Only academic personnel has right to add new academic plan, university events, public holidays etc. Lecturer and student can only view the calendar. They don’t have the authorization to do the updates or change any of the calendar information. Sometimes Lecturer wants to cancel and do the class replacement. Because of limited functionality of the current academic calendar, this leads to unreliable calendar information. In certain circumstances, student need to meet their lecturer, unfortunately lecturer is not are not around. This is due to unreliable calendar information about the availability status. METHODOLOGY This research is to determine key areas for a specification requirement to be considered for designing a context aware Academic. Two approaches have been used to find the best practice to identify the appropriate elements and features based on a literature survey and questionnaires. FRAMEWORK Element/Feature Application Figure 1: Research mission. Figure 1 represent the methods used to determine the features before design the application Literature review A literature review need to be done in order to continue the study on this topic. A literature survey was conducted to investigate the current issues and common element features of developing a context aware. Table 2 is a draft of element functions involving the academic planner system. TABLE 2: DRAFT FROM LITERATURE SURVEY The existing other Planner A literature review need to be done in order to continue the study on this topic Context awareness Ubiquitous computing (pervasive systems) was first proposed by Weiser (1991). Context-aware systems are a type of pervasive system and are viewed by computer scientists as a mature technology [1, 2]. A definition for context is given by Day in [3]: context is any information that can be used to characterize the situation of an entity, an entity is a person, place, or object that is considered relevant to the interaction between a user and an application, including the user and application themselves. Context-aware systems are able to gather contextual information from a variety of sources without explicit user interaction and adapt their operation accordingly [4]. Context-aware systems have the ability to integrate easily with any service domain, such as healthcare, commerce, learning and transport. A context-aware system must include three essential elements: sensors, processing and action. Three types of sensors are defined: physical, virtual and logical [5]. A physical sensor, such as a camera or thermometer, captures information about its local environment [6]. In contrast, virtual sensors extract information from virtual space, which is defined as the set of data, applications and tools created and deployed by the user. Logical sensors combine physical and virtual sensors to extract context information. For example, a company can infer that an employee is working from home using login information (a virtual sensor) and a camera (physical sensor) [1]. Context-aware user interfaces facilitate the user interaction by suggesting or prefilling data derived from the users current context. This raises the problem of determining which context information can be used as input for which interaction element in the user interface. This task is especially challenging as the texts that describe the elements, e.g. their labels, often differ in the terminology used. To facilitate the interaction with an application, we need user interfaces (UIs) that provide proactive assistance, for example by suggesting which values to enter in a form. Melanie is his paper present a novel mapping process for that purpose which combines the advantages of string-based and semantic similarity measures to bridge the vocabulary gap between context and UI element, and which is able to automatically extend its vocabulary by observing the users interactions. Their research show that these two features dramatically increase the quality of the resulting mapping. Unlike previous approaches, the proposed mapping process does not require any training or manually tagged data. Further, it does not only use the label to describe the context and UI elements, but additional texts like their tooltips. Context-aware applications are expected to become a remarkable application area within future mobile computing. As mobile phones form a natural tool for interaction between people, the influence of the current context on collaboration is desirable to take into account to enhance the efficiency and quality of the interaction [1]. Context-aware mobile devices have so far been investigated mainly from the technological point of view, examining context-recognition and sensor technologies inferring logic, system architectures or infrastructure. There have also been examples where contextual information has been used to facilitate co-operation between mobile users. User’s personal information, such as reminders, phonebook contacts or calendar notes, can be used as an information source which is used when creating location-sensitive messages, as done with CybreMinder [2]. Schmidt et al. [3] introduced a context-aware phonebook, which indicates the availability of a contact the user wants to call to. Location is probably the most commonly used context attribute, and it has been used to develop numerous location-aware mobile systems, such as GUIDE tour guide in Lancaster [4] or visitor’s guide at Tate Gallery, London [5]. Cloud Application A cloud application (or cloud app) is an application program that functions in the cloud, with some characteristics of a pure desktop app and some characteristics of a pure Web app. A desktop app resides entirely on a single device at the users location (it doesnt necessarily have to be a desktop computer). A Web app is stored entirely on a remote server and is delivered over the Internet through a browser interface. Like desktop apps, cloud apps can provide fast responsiveness and can work offline. Like web apps, cloud apps need not permanently reside on the local device, but they can be easily updated online. Cloud apps are therefore under the users constant control, yet they need not always consume storage space on the users computer or communications device. Assuming that the user has a reasonably fast Internet connection, a well-written cloud app offers all the interactivity of a desktop app along with the portability of a Web app. If you have a cloud app, it can be used by anyone with a Web browser and a communications device that can connect to the Internet. While tools exist and can be modified in the cloud, the actual user interface exists on the local device. The user can cache data locally, enabling full offline mode when desired. A cloud app, unlike a Web app, can be used on board an aircraft or in any other sensitive situation where wireless devices are not allowed, because the app w ill function even when the Internet connection is disabled. In addition, cloud apps can provide some functionality even when no Internet connection is available for extended periods (while camping in a remote wilderness, for example). Cloud apps have become popular among people who share content on the Internet. Linebreak S.L., based in Spain, offers a cloud app named (appropriately enough) CloudApp, which allows subscribers to share files, images, links, music, and videos. Amazon Web Services offers an AppStore that facilitates quick and easy deployment of programs and applications stored in the cloud. Google offers a solution called AppEngine that allows users to develop and run their own applications on Googles infrastructure. Google also offers a popular calendar (scheduling) cloud app. FINDINGS Questionnaires Analysis Proposed Feature In Academic Planner After several study in traditional planner and existing planner that related to Academic Planner, reviewing literature and questionnaire, the new features introduced to improve the academic planner Optimizing class scheduling in collaborative mobile systems through distributed voting Decision making through distributed voting can help automate routine-like collaborative class schedule, appointment and Event. In this paper author concentrate on how distributed voting strategies can be used for scheduling meetings in mobile and pervasive environments. Their work focuses on optimizing the meeting scheduling result for each participant in a mobile team by using user-specific preferences and information available on their devices. This negotiation is done in a distributed manner directly between the peers. In this paper author describe different approaches for the decision making strategy involving voting theory to balance out the different user preferences and availabilities. The weight of the votes from each participant can also be adjusted according to their importance or necessity in the given meeting. We also introduce briefly an approach to support distributed decision making strategies pervasively using a lightweight Web-based platform. To conclude the paper, w e give our views on the future development directions and evaluation plans as well as extend the approach for other related domains [1]. Categorizing Task Occurrence Pattern When we make a future plan of our work, we can predict or forecast the upcoming tasks, because we know that fair amount of our tasks are to be occurred as were occurred in the last year/month repeatedly. In addition, we know we have many dependent tasks; for example, there will be a series of regular meetings with the ofà ¯Ã‚ ¬Ã‚ ce staff for which various auxiliary tasks need to be completed, for example, Announcement, Setting up Room, and Sending Minutes tasks. These related tasks are approximately on the same time grid with other corresponding tasks. This type of regularity is called a Task Occurrence Pattern, which arises from the repetition of tasks and the alignment of related tasks [4]. To conà ¯Ã‚ ¬Ã‚ rm how much the real tasks are on the Task Occurrence Pattern, all tasks of a year of a user, who is a graduate student, are gathered and inspected from the view point of dependence and recurrence.

religion :: essays research papers

St. Therese of Lisieux There are some people that find the great St. Teresa of Avila, the namesake of my Therese Martin, rather terrifying. When you get to know a little about her, she seems very charming and you begin to like her. Little Therese, on the other hand, has never been disliked and has never made anybody in the least afraid. She was characterized by a complete ordinariness and if it wasn’t for her being an exceptional person, she would be a â€Å"normal† woman. Nevertheless, her main significance lies in her spiritual doctrine, the method which she herself described as the â€Å"Little Way†. A large part of her appeal is that she made the astounding promise just before her death that she would spend her heaven doing good on earth, a promise which has been carried out by the performance of countless miracles, a good number of them miracles of grace. There are certain things about her that have to be overcome. One of these, which was not her fault, is her upbringing. The â€Å"saint of antimacassars† or â€Å"of the lace curtains† is one of the most astonishing of all the great saints. Therese’s â€Å"Little Way† of spirituality did not once permit her to have any ecstasies or visions. She made no prophecies. â€Å"She had nothing in the nature of a stigmata, nor did she wear any invisible ring, such as was put on the finger of St. Catherine of Siena." (Maynard, 290) Her life was so ordinary that when she lay dying, she heard two Sisters talking in the kitchen, saying that they wondered what the Reverend Mother would find to say about Therese went she sent out her obituary notices. Therese did experience the phenomenon of what is called second sight, but that is a known psychic symptom and has no necessary connection with holiness. If she was a mystic at all she belonged to that class which enjoys nothing more than union with God. The Martin family is known mainly for one thing: they all aimed at holiness. Therese’s father, Louis Martin, in 1847, when he was twenty-four traveled to the monastery of St. Bernard and applied for admission as a beginner. He was told that he did not know enough Latin, and was advised to return home and learn more before applying again. He went back to Alencon, his home town, and did study for a while, meanwhile carrying on his trade as a watchmaker.

Are Curfews Fair to Juveniles Essay

Cities across the United States have imposed curfews on juveniles for many years. Teen curfew laws restrict the hours that juveniles may be on the streets or in public places at night (Sutphen and Ford). Some people consider curfews infringing on people’s constitutional rights. Curfews are hard to implement by law enforcement, and, in fact, take law enforcement away from more serious crimes. More crimes occur during daytime hours and more children are victimized in their homes than on the streets. Although curfews are made to protect our juveniles and to deter crime by juveniles, does imposing these curfews violate the juvenile’s civil rights and target the true underlying problems involved in enforcing these issues? People have a right to personal freedoms, including juveniles, but curfews take away some personal freedoms of juveniles. A 16-year-old en route to a fast-food restaurant is stopped and questioned five times, by five different police officers (Davidson). Even though this teen had no intension of any mischief, he or she was stopped five times. When a juvenile transitions from a child to an adult they are required to take on more responsibilities, curfews limit them as they make the transition into adulthood. This hinders the juvenile from making adult decisions. Youth curfews use the idea of childhood based on innocence/ignorance, passivity and dependence, in order to prevent young people from crossing the boundary into adulthood before society deems them ready (O’Neil). Most parents want the freedom to choose how to raise their children and what values they want to instill in their children. If the state leaves guidance in the hands of the parents, they can monitor their child’s development and gradually increase her liberty and responsibility by allowing her to experience new situations and to make choices as she develops into an adult (Assessing the Scope if Minors’ Fundamental Rights: Juvenile Curfews and the Constitution). Curfews stifle the personal freedoms of juveniles. The enforcement of curfews presents even more reasons to abolish curfews. It is hard for law enforcement to enforce curfews and curfew violations are not taken seriously. Juvenile curfews will not stop young people who are intent on committing crime, in part, because the penalties for a curfew violation are not that serious (O’Neil). There are also limited police officers to help with the enforcement of curfews. Because of the curfews, it takes the police away from more serious crime that are happening in cities across the United States. The enforcement of juvenile curfews is hard to put into effect, and there are limited police officers to enforce these curfews, which are often not even taken seriously. Crimes by juveniles occur more often during the day than at night. When either both parents work, or there is a single parent household, juveniles must come home from school alone. Since juveniles are left unsupervised, they sometimes commit crimes and these crimes usually occur during the day. Those opposed to curfews replied that most juvenile crimes occurred in daylight hours, that most children were not criminals, and that many legitimate nocturnal activities were being suppressed (Juvenile Curfews and the Major Confusion Over Minor Rights). Since most juvenile crimes occur during the day, why should a curfew be imposed on juveniles? One of the main reasons juvenile curfews were imposed, was to protect the juveniles from the dangers that could occur during the late hours of the night. Although many feel curfews protect juveniles from these dangers, many times that is not the case. Many juveniles are victimized in their own homes. Critics argue that because many juvenile crimes occur during the day and most juvenile victimization occurs at home, nighttime curfews fail to target the worst problems (Juvenile Curfews and the Major Confusion Over Minor Rights). Although juvenile curfews were put in place to protect children, the streets are not always the places where children are victimized. Most large cities in the United States impose juvenile curfews. Juveniles have rights to the personal freedoms their parents allow and the government needs to let the parents raise their children without interference. Because most juvenile crimes are committed during the day, and since curfews restrict night time activities, we should abolish these curfews. Curfews also take law enforcement officers away from more serious crimes. Curfews were made to protect juveniles and to deter juvenile crime, but since most juveniles are victimized at home and most juvenile crimes are committed during the day, curfews are ineffective and should be abolished.

A Student’s Dilemma

The purpose of this memo is to identify the ethical dilemma Helen is trapped into and her responsibilities towards making the correct decision. Helen Kanell is a final year student with a 4. 0 average grade point at the Empire State University. She is also the president of Beta Alpha Psi, the accounting student honor society. Being a president of such honorable society requires a great deal of responsibility and time commitment. Helen is already appointed a position at the Big & Apple LLC. Yet, Helen plans to complete her studies with at least a 3. 90 GPA to qualify for the highest academic honor â€Å"summa cum laude. However, she is currently maintaining a B average in four out of five of her courses and needs to get an A at least in one course to be eligible for summa cum laude. In order to resolve Helen’s dilemma her best friend lick the copy of the Accounting 544 from the accounting department and gives it to Helen prior to the final exam. Before arriving to a conclusion Helen should consider her responsibilities towards the University, herself, and several other related groups. Maintaining academic integrity of the University should be Helen’s first priority. It’s her duty to follow the University’s Code of Conduct to uphold its reputation. Sue should be honest to the accounting department because she represents the accounting honor society, Beta Alpha Psi. As a leader of such honorable society cheating will not set the right example for rest of the student body. Helen’s should not take a decision which will cause her to be unfair to all those students who worked hard for the exam. It’s her responsibility to be fair to other student in the class and the department. As stated by the Golden Rule â€Å"we should treat other the way we want to be treated. No one would like to be cheated, therefore, Helen’s should not put fort her own interest and be unfair to others. Helen’s responsibility towards Big & Apple LLC is to act in a trustworthy and reliable manner. One of the reasons the company has hired is so that they can trust Helen with their financial and confidential information. She should understand the consequences of cheating in such situation because it can have a huge impact on her career. Instead of taking the wrong path to achieve success Helen should discuss her situation and seek for appropriate advice form her professor. Although, Helen’s best friend is concerned about her situation its Helen’s responsibility to report her best friends misdeeds to the professor of Accounting 544. Helen’s responsibility is to make her friend realize the consequences of her wrongdoings. She should make her friend understand the ethical values of what’s right and what’s wrong. Cheating is not an easy way out of difficult situations. Helen’s responsibility to herself is to avoid doing things which would lower her self-esteem. She should alert herself that cheating is unethical way of achieving success and would cost her much more than expected in her career. Making the right decision will give her peace of mind and she won’t have anything to regret for in future. Ethical values of honesty, integrity and trust should guide Helen in making the right decision in such situation. People with these values tend to think in the best interest of others. These ideals guide every individual to achieve greater success. If I was Helen I would not choose the path of dishonesty under any circumstances. My ethical values would not permit me to take advantage of the final exam cheat sheet. Instead, I would put my full concentration on my studies and work hard towards that A. To seek advice I would go to the Accounting 544 professor. I would discuss my crucial situation with him/her to resolve my dilemma. My decision would not change even if the Empire State University has an honor code and provides a $5000 award to students that graduate summa cum laude. Regardless of how difficult the situation could get its unethical for me to cheat to achieve such an honorable award. I believe the path of fraudulence will never lead a person to a successful profession, as well as life

Earn College Credit by Taking Free Online Classes

Earn College Credit by Taking Free Online Classes It is possible to earn legitimate college credit by taking a free online class. The process isn’t always easy. But, if you’re willing to jump through a few hoops, you could complete a degree requirement by studying free online class materials. Heres how: Choose a College That Permits Credit for Experience In order for this to work, you need to be enrolled in a college that gives credit for some form of life experience. Ask your current college if they allow portfolio credit, independent study, or credit by exam. Alternatively, you could enroll in one of the big three flexible credit colleges. You may earn a regionally accredited degree from one of these programs, or you may transfer the credits you earn to a traditional college. Note that most colleges will still charge you a tuition fee for credit earned non-traditionally. Select a Free Online Class With a Counselor Talk to an academic adviser at your college to get help choosing a free online class. The counselor will help you select a class that fulfills your credit needs and help you understand what will be required to earn formal credit. Follow Program Guidelines to Create a Portfolio or Complete Exams Earning credit by taking a free online class will require you to submit portfolio work to your college, study alongside an instructor, or take a standardized exam to prove your learning. As you complete the free online class, stay on top of the requirements set by your college. Transfer the Credits to Your Regular College Once the free online class and additional college requirements are complete, you should be awarded a grade. If you are temporarily enrolled in one of the big three life experience colleges, you will need to transfer the earned credits to your traditional college.

Free Essays on Every Type of Human Activity Has a Malignant Equivalent

Every type of human activity has a malignant equivalent. The pursuit of happiness, the accumulation of wealth, the exercise of power, the love of one's self are all tools in the struggle to survive and, as such, are commendable. They do, however, have malignant counterparts: pursuing pleasures (hedonism), greed and avarice as manifested in criminal activities, murderous authoritarian regimes and narcissism. What sets the malignant versions apart from the benign ones? Phenomenologically, they are difficult to tell apart. In which way is a criminal distinct from a business tycoon? Many will say that there is no distinction indeed. Still society treats the two differently and has set up separate social institution to accommodate these two human types and their activities. Is it merely a matter of ethical or philosophical judgement? I think not. The difference seems to lie in the context. Granted, the criminal and the businessman both have the same motivation (at times, obsession): to make money. Sometimes they both employ the same techniques and adopt the same venues of action. But in which social, moral, philosophical, ethical, historical and biographical contexts do they operate? A closer examination of their exploits will expose the unbridgeable gap between them. The criminal acts only in the pursuit of money. He has no other considerations, thoughts, motives and emotions, no temporal horizon, no ulterior or external aims, no incorporation of other humans or social institutions in his deliberations. The reverse is true for the businessman. The latter is aware of the fact that he is part of a larger fabric, that he has to obey the law, that some things are not permissible, that sometimes he has to lose sight of moneymaking for the sake of higher values, institutions, or the future. In short: the criminal is a solipsist - the businessman, an integrated person. The criminal one track minded - the businessman is awar... Free Essays on Every Type of Human Activity Has a Malignant Equivalent Free Essays on Every Type of Human Activity Has a Malignant Equivalent Every type of human activity has a malignant equivalent. The pursuit of happiness, the accumulation of wealth, the exercise of power, the love of one's self are all tools in the struggle to survive and, as such, are commendable. They do, however, have malignant counterparts: pursuing pleasures (hedonism), greed and avarice as manifested in criminal activities, murderous authoritarian regimes and narcissism. What sets the malignant versions apart from the benign ones? Phenomenologically, they are difficult to tell apart. In which way is a criminal distinct from a business tycoon? Many will say that there is no distinction indeed. Still society treats the two differently and has set up separate social institution to accommodate these two human types and their activities. Is it merely a matter of ethical or philosophical judgement? I think not. The difference seems to lie in the context. Granted, the criminal and the businessman both have the same motivation (at times, obsession): to make money. Sometimes they both employ the same techniques and adopt the same venues of action. But in which social, moral, philosophical, ethical, historical and biographical contexts do they operate? A closer examination of their exploits will expose the unbridgeable gap between them. The criminal acts only in the pursuit of money. He has no other considerations, thoughts, motives and emotions, no temporal horizon, no ulterior or external aims, no incorporation of other humans or social institutions in his deliberations. The reverse is true for the businessman. The latter is aware of the fact that he is part of a larger fabric, that he has to obey the law, that some things are not permissible, that sometimes he has to lose sight of moneymaking for the sake of higher values, institutions, or the future. In short: the criminal is a solipsist - the businessman, an integrated person. The criminal one track minded - the businessman is awar...