Restructuring in Airline Industry Essay Example | Topics and Well Written Essays - 2500 words

Restructuring in Airline Industry - Essay Example The cause of this crisis was the increase in the fuel prices as in the worse economic fiasco faced by many nations across the globe. This led to the falling down in demand of fuel in USA and Britain. Breaking out of Gulf War saw many airlines shutting their business down, among these were the Eastern Airlines -US, British airline Air Europe, Pan American and a few smaller airlines like Midway-US and TEA in Belgium. The end of Gulf War was not any better for any of these airlines. From the world's top-20 airlines only British Airways, Cathay, SIA (Singapore Airlines) and Swissair made a net surplus in each of the three years 1991-1993. The worst hit was the North-American airlines; on the contrary many Asian airlines functioned beneficially. Many airlines needed huge capitals to survive in those years among them was Air France. The member states of the European Union received US $ 10.4 billion in 'state aid' in the year 1995. This was government support offered following authorization by the European Commission. In 1997, Alitalia was given $ 1.7 billion of state aid. Several Airlines received government funds about $ 1.3 billion that were not classified as state support. Subsequently, in 1994 and the years to follow, with financial prudence a number of airlines returned to stipulate development and gain profits. Generally, this was the time when a boom occurred in the airline business. In addition, 1998 was the most lucrative year ever. (Doganis, 2001) Airlines suffered a setback right after 9/11. A year following the assault on WTC, 54% of airline employees in NY district who were removed remained jobless. By and large, joblessness in the New York state remains towering, at 7.4 percent, and current statistics illustrate that more or less 40 percent of those laid off subsequent to 9/11 are still jobless. Even though billions of dollars in centralized support have been billed to help the airlines affected by the rebellious assault, removed airline employees have by and large been unsuccessful to profit up to now from this aid. Apparently, not just US but many other countries suffered in the aftermath of 9/11's events. There was an abrupt, close to total disruption of air traffic in the United States on 9/11, which persisted for quite a few days after that. On the other hand, Clark (Sept. 25, 2001) found that even though some businesses proposed to use video-conferencing and automobiles to replace for air travel, largely companies hadn't suspended business travel by air. Airline industry possibly has attained soaring rates of development, but this has not been convoyed by soaring rates of productivity, relatively contradicting. The Airline industry profits have been relatively less as compared to some other businesses, and in recent years there have been extreme losses too. It is alongside this setting that the industry is experiencing several fundamental 'restructuring'. The better part of the post-war period the industry was subjugated by the nationalized airlines, known as 'flag carriers', and the regimes that possessed them frequently financed and used them as devices to further their

WHICH METHOD (MRI OR DIAGNOSTIC MAMMOGRAPHY) IS MORE SENSITIVE AT Essay - 1

WHICH METHOD (MRI OR DIAGNOSTIC MAMMOGRAPHY) IS MORE SENSITIVE AT DECTECTING BREAST CANCER IN WOMEN UNDER THE AGE OF 50 - RESEARCH PROPOSAL - Essay Example Medical experts impute the decline in breast cancer deaths to earlier detection and more efficient treatments. Breast cancer is dangerous because of its early latent character and long asymptomatic stage. Treatment can be much more effective if detected in the early stages. The benefits of early detection are capable of offsetting the anticipated risks and costs involved. This research project is therefore proposed to examine the relative sensitivity and cost effectiveness of two methods of detecting breast cancer. The methods examined are Magnetic Resonance Imaging and Digital Mammography. The study is confined to women under the age of fifty due to the particular issues faced by patients in this age group. Breast cancer is a common form of cancer, accounting for a high rate of mortality among women, next only to lung cancer (Taft & Taylor, 2001). The incidence of breast cancer is on the rise all over the world, posing a significant risk for women. One out of eight women in the developing world is estimated to develop breast cancer at some stage of their lives. Among the various factors identified as responsible for the incidence of breast cancer, genetics, environmental and lifestyle risk factors are considered significant ones (Nkondjock, & Ghadirian, 2005). Mortality caused by breast cancer is especially high among women between the ages of forty and forty-nine. Even apart from the mortality rates, the emotional and psychological impact of the condition is severe. Fear of the disease and the nature of treatment to be undertaken add to the negative impact (Breast Cancer Screening For Women Ages 40-49 – NIH Consensus Statement. Medscape General Medicine. 1999) Early, accurate detection leading to effective and less drastic treatment methods can significantly reduce the trauma associated with breast cancer, resulting in better prognosis and

Global War on Terrorism Assignment Example | Topics and Well Written Essays - 1250 words

Global War on Terrorism - Assignment Example The author of the paper states that the war on terrorism officially started after the 9/11 attacks on the US soil although earlier attacks on US embassies in Kenya, Tanzania and the attempted bombing of the Los Angeles international airport were alarming. The then president, George Bush took the initiative and claimed to fight the war on terrorism on behalf of the whole world. Following the invasions of Afghanistan in 2001 and then targetting Iraq in 2003, NATO forces have been involved in all operations as the attacks of 9/11 were considered an attack on all the 19 member countries of NATO. A very active participant of this war has been Pakistan which has been supporting the US on the matter and fighting against terrorists by allowing US forces along with their own army to carry operations in parts of Waziristan(northern Pakistani territory). Due to this war countries have the highest budget allocated to defense. This is all the taxpayer money we are talking about, which is you, me and us. Do we want to allocate our resources on just fighting terrorists in a war which never seems to end? Do we want to see innocent people being killed like in the case of Iraq, Afghanistan, and Pakistan? Do we want this amount of destruction, chaos, and insecurity? Of course, the answer to all of those questions would be no. I refuse to agree with the idea of the global war on terrorism. This war has been a total failure increasing the number of killings, the use of weaponry globally and the doubt in the minds of people if they are being ruled by cruel, self-centered and power hungry leaders.W hat seems to be the idea of the general masses is that the war on terrorism is being used to achieve Uthe S driven goals as it keeps on attacking and killing more and more without eliminating the Taliban forces.T his war has been so much hyped about by the media that it has become part of the headlines of every news channel in the world. The US has gone so far to fight the war that it has created a torture facility in Cuba with the name of 'Guantanamo Bay' which initially held the prisoners of war from Afghanistan and Iraq.  Prisoners are subject to the highest degree of torture from physical remand like electric shocks to psychological abuse, including religious insults such as the Quran being kicked on the ground.M ost of the prisoners kept in this place have been proven innocent but their lives shackled. The war shows the US interest in the oil-rich countries to obtain unhindered sources of oil.T his war is the war being fought by Uthe S alone without the support of the UN, which is the council representing the whole world. If UN does not support the global war on terrorism it is unfair and unjustified for this war to continue as it keeps on creating more and more problems for the whole world(Balken,2005).T the number of bombings and the technology being used by the terrorists is rising sharply,showing signs that this is a never-ending war which will just keep o n causing harm to the environment, the psyche of the people, the insecurity among countries(international relations) and causing unwanted bloodshed and violence(Hancock,2008). The resources of the whole world are being heavily used in a cat and mouse race with a heavy cost of living. Increased expenditures for the global war may come at the expense of consumption expenditures, the classic guns-butter trade-off. These expenditures could come at the expense of outlays for investment, including business fixed investment, residential construction, infrastructure, public and private expenditures on health and education, the primary human capital categories, and research and development(Goldsmith,2007).  

Customer Service Banking in Branches Essay Example | Topics and Well Written Essays - 1250 words

Customer Service Banking in Branches - Essay Example Therefore, while the headquarters of banks are to decide about policies and strategies for different countries and regions, the role of branches becomes very crucial for attracting customers. Though internet banking has also arrived on the horizon, an average banker still prefers banking with the branches in the neighborhood. Customer services form the key factor in making the banking experience enjoyable for a retail customer. Today value addition and management of quality are the buzzwords not only for the manufacturing sector but for services sector as well. Therefore it is an emerging subject with potential of having a long term impact on the business prospects and profitability on the services sector. In fact if we take a look at some of the international banks, it becomes all the more clear when we see the way they have evolved over the years, while spreading their reach to countries and regions outside their home ground. Taking good care of customers happens to be one of the k ey focus areas of these banks. In fact, at times banks go overboard in order to please the customer and keep rolling their finances. Perhaps this sense of urgency is one of the factors behind the sub-prime crisis that has shaken the economies around the world. In any case, the study will be limited to study and analyze the customer care aspect of bank branches without going much in detail on the sup-prime aspects. Research Questions and Objectives The main intention of the study is to develop an understanding of the concepts of services sector in general and banking industry in particular. During the study an effort will be made to observe the general working at couple of branches of at least two different banks to seek answers to the following key objectives. Establish a well studied relationship between the economic prospects and banking industry. The relationship has in effect undergone rapid changes in view of the fast spreading effects of globalization Analyze some of the progressive banks and compare their growth with some of the leading industries/ companies. This will help in finding out the attractive factors making the sector unique. Analyzing the impact of e-commerce and e-banking in the overall banking business and the segment or percentage of people making use of such advance facilities. Some of the steps initiated by banks in order to reduce the turnaround time and making the banking experience of customer at the branches less tiring. Analyzing the broader perceptions of customers towards facilitation of banking at branches. Research Methodology Research approaches and methods radically influence the research content and, consequently, the policies designed in response to that content. Research philosophy is a belief about the way in which data about a phenomenon should be gathered, analyzed and used. This thesis is a qualitative case study which focuses on an analysis of the policies being adopted by banks to cater to the needs of the customer at their branches. To carry out such a study in general we resort to two main approaches; Deductive reasoning, which works from the more general to the more specific subjects. Sometimes this is informally called a "top-down" approach. In such approach we take up the 'theory' and then try

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Fairness in the American Taxation System Essay Example for Free

Fairness in the American Taxation System Essay The hot topic in America right now is taxation. While many members of society believe the current taxing system is fair, others believe it is not. The President, congress, and the senate try their hardest to work together to please the entire population with all of the reforms they make. Not only is paying taxes mandatory for American citizens, it is a public duty. The reason people are required to pay tax is because the government uses the money collected to support the country Americans live, breath, and work in. Taxes are like a form of rent. With our country being as diverse as it is, there are many people that cannot survive on their own nor pay any sort of taxes. The most common reason for persons not being able to pay up is disability. It is up to the rest of the citizens of the United States to help support this percentage of people that are not able to work. Since these people are unable to work and provide for their families, the government created a social program called Welfare. This program is very special and gives security to the people receiving it for a better, poverty-free life. Another program for the underprivileged is called Medicaid. Similar to Welfare, this gives insurance to people that cannot afford to pay medical bills, etc. The type of tax that is currently in play in the United States is called Progressive tax; the more you earn the more you pay. â€Å"The new economy rich often favor tax increases because, in contrast to Republicans and their business backers, they enthusiastically support increased government spending on education, health care, and scientific research† (Callahan, David 14). While some say this is not just, obviously the government, congress, and voters believe so. Some people believe it to be fair because the rich have more to offer then the poor; they work hard for their money and have a lot to show for it. Federal taxes this year will approach $3,300 a person. To tax everyone equally is out of the question. Many individuals and families cannot possibly bear a Federal tax of $3,300 per capita. So government must treat people, not equally but unequally. Harriss, Lowell 271) It would be unfair and brutal for a poor family in our country to pay the same amount of money in taxes as the wealthiest family in America. Tax increases on the rich would not be punishment nor unfair, â€Å"They worry about poor people and pollution. They want government to make sure that Americans have the kind of education they need to compete in the global economy† (Callahan, David 13). Although all citizens would not be taxed the same amount annually, the progressive sys tem gives each citizen the right to live a blessed life. Regarding making the taxation system â€Å"simple, equal, and fair,† (Simple 42) â€Å"fulfilling all of these objections is challenging† (Simple 42). No Matter how the law of taxation is set, there will always be people to protest and their will always be people to challenge the system. â€Å"Degrees of fairness in taxation cannot possibly be measured, but we can often sense that one condition is nearer than another to the concept we have in mind† (Harriss Lowell 271). Reasonable, humane, productive, creative, generous, innovative persons – voters embodying the attributes we admire – and persons embodying the attributes we consider destructive of the good life – envy, spite, greed, profligacy, short-sightedness, selfishness – will probably have different views about a fair scale of progression. (Harriss Lowell 273) The types of admirable views listed above show that progressive tax is truly the best decision for America. Not only is it the right choice in equality, but it is morally well-rounded. Most of the taxes we pay go to citizens that are deprived of money. The government ensures that the money taken out of an individuals check is put to good use. Other taxes go to support the entire country. If taxes did not exist, it would be every man for himself and our economy would be a disaster. Without a progressive taxation system, America would not be as strong as it is today. There would be an even bigger difference between the wealth and poverty line. People travel all over the world to come to the United States to achieve the â€Å"American Dream,† and the government’s law of taxation allows individuals to do just that.

Metaphysical Thought Of Thomas Aquinas Philosophy Essay

Metaphysical Thought Of Thomas Aquinas Philosophy Essay Each science studies beings in a specific and determinate way. According to Aristotle, metaphysics studies the being in general, leaving aside their particular determinations.  [1]  Metaphysics thus, studies being qua being and what belongs essentially to it.  [2]  One of the concerns of metaphysics is what Aristotle termed as substance to indicate what, in fact, has existence in time and space, being subjected to the action of natural laws. Aristotle says: Clearly, then, the investigation of all things qua things belong to one science. Now in every case a science is concerned mainly with that which is first, both as that on which the others depend, and as that through which the others are named. Accordingly, if this is a substance, it is of substances that the philosopher should possess the principles and causes.  [3]   According to Aristotles metaphysical account, there is a distinction between what is apprehended by intuition and what is grasped by the intellect, between substance and essence. He says: Substances are also the parts which are constituents in substances taken in the first sense, which limit these substances and indicate a this, and without which the whole is annihilated. () The essence, whose formula is a definition, is also said to be the substance of each thing. The term a substance, then has two senses: it means the ultimate subject which is not predicated of something else, and also that which is a this and is separable, such being the shape or the form of each thing.  [4]  For Aristotle, substances are related to what exist in fact in the world, and about essence it is possible to say that, despite of the fact that it is part of the determination of the being, it has only conceptual existence. Aquinas adopted some of the presuppositions from Aristotles metaphysics in his ontology: such as all other sciences, metaphysics is causal, since it studies the principles through which beings are what they are.  [5]  Furthermore, Aquinas had to redefine some aspects and terminology of his predecessors in order to create his own metaphysical account. Staring with entia, given in sense experience it should be called substances. Each substance forms a complete whole, endowed with a structure that constitutes on ontological unity, or a unity of being. Insofar as a substance can be understood as one and defined, it is given the name essence. Essence is only substance insofar as it can be defined, it is what the definition says substance is. This is also a description of reality.  [6]   In Aquinas study of metaphysical beings, it is possible to assume that they can be analyzed in two distinct ways: as having a determinate form which distinguish themselves; or as existing in a strict sense, called respectively essentialist and existentialist perspectives by F. C. Copleston  [7]  . Considering the essentialist approach, Aquinas affirms that all beings have an essence which establishes a certain form to these beings: Because, a being in this sense is divided by the ten categories, essence must mean something common to all the natures trough which different beings are placed in different genera and species, as for example humanity is the essence of man, and so with regard to other things. Because the definition telling what a thing is signifies that by which a thing is located in its genus or species, philosophers have substituted the term quiddity for the term essence.  [8]   Considering the second way, the existentialist approach, beings existing in a strict sense, it is possible to realize that this book or this man are actually part of this world, inserted in space and subjected to the natural and causal laws. Here Aquinas makes a distinction between essence and existence. Therefore, after looking for reality in the sensible qualities of beings, then in their essences, then in their substances, philosophy had finally realized through Aquinas that true reality is actual essence.  [9]  Having an essence, means being able to be inserted into a genre and be part of a species through a specific difference. One can note that, given elements actually exist in time and space. Armand Maurer explains that Aquinas intends to expose the meaning of the terms a being and an essence, how being and essence are found in the different orders of reality, and the relation they have to our logical notions of genus, species and difference.  [10]   According to Gilson, existence is a condition for being, essence and all that can be studied by metaphysics and the core of reality. In Thomas technical language, the term esse means actual existence. It is the way a thing, which he calls res, is a being, an ens. It is to be that makes a certain thing to be a being. Esse is defined by its essence, namely that which the thing is.  [11]   By essentialism, it is possible to answer the following question: what something is? The definition, so states the essence of beings in general. For material substances, essence means the matter form composite subject to perception. Aquinas makes an analogy of the terms essence and existence to what Aristotle had made to the terms potency and act. Thus, the essence is the possibility that something determined to come into existence. By existentialism, the existence, in turn, is the upgrade of essence. This distinction between essence and existence as occurs with matter and form, act and potency, it is a logical one. Aquinas says: Everything that receives something from another is potential with regard to what it receives, and what is received in its actuality. The quiddity or form, therefore, which is the intelligence, must be potential with regard to the being it receives from God, and this being is received as an actuality.  [12]   Copleston explains that essence is that which answers the question what a thing is; it is substance considered as definable. It is clear that essence is that which is signified by the definition of a thing. In the case of material things the word essence signifies that which is composed of matter and form. Existence, on the other hand, is the act by which an essence or substance is or has a being. Existence denotes a certain act; for a thing is not said to exist by the fact that it is in potentiality but by the fact that it is in act. Essence is the potential metaphysical component in a thing, while existence is the act by which essence has being.  [13]   After having analyzed Aristotles and Aquinas concepts on essence and substance, it is possible to realize that Aquinas starting point to his metaphysics is Aristotles ontology, which is based in the doctrine of being qua being, or substance, the primary kind of being. From the distinction between essence and existence, as understood by Aquinas predecessors, such as Boethius and Avicenna, Aquinas goes beyond the Aristotelian metaphysics, to show that the final foundation of the ontology is not the substance but existence. Thus, St. Thomas establishes the metaphysical assumptions necessary to built his own metaphysical thought. 1,371 words