Pollution and Environment Essay - Man Must Dominate...

Man Must Dominate Nature and the Environment How shall we deal with the environment? is an ethical question much discussed, but rarely answered with any well-thought-out justifications. Rather, individuals attempting to answer it have often made claims stating that certain things are obvious. In this paper, I intend to analyze one of these ethical principles which is considered to be inherently obvious. For every culture has regarded certain things as obvious and needing no further explanation -- and every culture differs vastly on what it considers to be an obvious truth. Thus, it seems that these truths are not, in themselves, obvious. Rather, they require further scrutiny to determine their validity. Hence, in this†¦show more content†¦We must still eat, sleep, and eliminate waste. We also have the same drives; the base upon which our essential physical natures are built is not much different from the drives of a monkey, for instance, or a whale. Nietzsche described the nature of the drives and desires of a species in Beyond Good and Evil. He said, if it is a living and not a dying body ... it will have to be an incarnate will to power, it will strive to grow, spread, seize, become predominant -- not from any morality or immorality but because it is living and because life simply is will to power. (Good and Evil 259) If we, like other animals, have a life which simply is will to power, and that this will to power expresses itself through the desire to grow, to expand, and to dominate, then to stifle this with a claim of morality is to commit a slow species-wide suicide by refusing humanity the ability to participate in the expression of the will to power which life simply is. Other animals, which also have a will to power (as that is what life simply is), are most certainly not concerned with environmental ethics. If an organism is introduced into a new ecosystem, it will strive to grow, spread, seize, become predominant until the ecosystem evolves a new balance. The organism does not practice an ethic of self-regulation for the good of the ecosystem; to do so would be suicidal for that organism.Show MoreRelatedMoby Dick : The Age Of Ecological Crisis3655 Words   |  15 Pagescharacter and for its theme of humankind’s violence against nonhumans (4). But Buell ultimately sees the novel as a â€Å"cultural failure,† faulting Melville for not clearly representing the need for human beings to recognize their role in destroying the environment and for Melville’s subordination of whales in favor of focusing more intensely on â€Å"homocentric† concerns relating to larger metaphysical and philosophical questions and the whaling indu stry in general (4-5). Although there may be some merit in Buell’sRead MoreEssay about Ecofeminism4924 Words   |  20 PagesEcofeminism The first part of this essay will outline the main arguments of the feminist ecologists and deal with the concept of Ecofeminism. The second part will sketch the main arguments of Rosemary Radford Reuther book, Gaia and God. 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Gale and Design ® andRead MoreCorporate Social Responsibility10163 Words   |  41 Pagesexist within every companys infrastructure; however, the authors enlightening contentions enable the reader to realize that social integrity is not something that is often at the forefront of modern day business dealings. Ethics, business and society must work in tandem or there is no purpose for any of its existence. Unethical practices are what harbor ill will and create a climate of contempt and distrust, which is no way to run a business, be it personal or otherwise. Â…It is a necessary and criticalRead MoreLas 432 Research Paper: Gmos20901 Words   |  84 Pagesof discussion in recent years, has been around for decades. Within this report it details the history, and processes of this technology. A process that was once done naturally through nature and deliberate actions of farmers is now being taken to new levels with scientists in a contr olled scientific environment. This innovative technology is not without its legal, political and social issues, all of which will be discussed in depth. Among other things, this report also addresses the environmentalRead MoreSlums, Favelas, Ghettos and Shanty Towns: a Global Epidemic3426 Words   |  14 Pagesaffordable housing, and/or poor land-use policies. More specifically a slum household is defined by UN-Habitat as a group of individuals living under the same roof in an urban area who lack one or more of the following: Durable housing of a permanent nature that protects against extreme climate conditions. Sufficient living space which means not more than three people sharing the same room. Easy access to safe water in sufficient amounts at an affordable price. Access to adequate sanitation inRead MoreAnnotated Bibliography: Plagiarism39529 Words   |  158 Pagesaccess: the role of social determinants of health in dengue surveillance in Colombia. Global Health Promotion, 19(4): 45-50. 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Some 2 billion people† already lack water supplies. Water use has risen six-fold over the past 70 years. By 2050, it is estimated that 4.2 billion people live in countries that cannot meet people’s daily

No god but God Free Essays

Reza Aslan’s book, ‘No god But God’, is a comprehensive telling of the story and the history of one of the major religions in the world today. Going through the 352 pages of the book, even a person who had no knowledge of Arabia’s pre-Islamic history, no familiarity with Islamic rise, and no previous comprehension of the various teachings and philosophical factors, is a great experience of exploration in the world of Islam and the Muslim way of thought. What makes this book unique is that it connects many of what is going on in the Islamic world with the latest events concerning terrorism and militant Islamic groups in different places of the world. We will write a custom essay sample on No god but God or any similar topic only for you Order Now Knowing that Aslan is a Muslim who earned different degrees in Religions and Arts in the United States gives us an idea about the amount of information that each reader can obtain. Throughout the book, the reader is being guided by an insider who is knowledgeable in what concerns all the related elements. And, from the other side, this can be another component in highlighting the fact that the book is written in a way that is easy to understand and that is completely comprehendible. CONTENTS AND THOUGHTS The author of the book begins by explaining the reasons that led him to write the book and to create such a volume about Islam. He explains that the main reason is not to go through the history and present conflicts within the religion, but to attempt to foresee its future and how it will evolve. â€Å"This book is not just a critical reexamination of the origins and evolution of Islam, nor is it merely an account of the current struggle among Muslims to define the future of this magnificent yet misunderstood faith. This book is, above all else, an argument for reform†Ã‚  Ã‚   (Prologue). The book is divided into ten distinct sections; each one goes through a certain stage of the birth and development of the religion. And in many of these chapters, many direct references and explanations are made concerning events that we see today and their origin and impact on the Muslim world of today in relation to a variety of subjects. The first section of the book ‘The clash of monotheisms’, is an introductory part in which the author states the reasons that led him to writing the book. He states that Islam is not, as some claim, a violent religion that cannot co-exist with modern values of democracy and human rights. â€Å"A few well-respected academics carried this argument further by suggesting that the failure of democracy to emerge in the Muslim world was due in large part to Muslim culture, which they claimed was intrinsically incompatible with Enlightenment values such as liberalism, pluralism, individualism, and human rights. It was therefore simply a matter of time before these two great civilizations, which have such conflicting ideologies, clashed with each other in some catastrophic way. And what better example do we need of this inevitability than September 11?† (Prologue). He claims, instead, that certain circumstances were the reason why the Muslim world is so much behind in these fields. In the first chapter of the book, ‘The sanctuary in the desert: pre-Islamic Arabia’, the reader can virtually live through the conditions and events that were taking place in Arabia before the emergence of the religion. Here we find many indications to the fact that, contrary to the reality of today, the Arabian Peninsula was populated by the followers of many religions: Jews, Christians, and others. â€Å"It is here, inside the cramped interior of the sanctuary, that the gods of pre-Islamic Arabia reside: Hubal, the Syrian god of the moon; al-Uzza, the powerful goddess the Egyptians knew as Isis and the Greeks called Aphrodite; al-Kutba, the Nabataean god of writing and divination; Jesus, the incarnate god of the Christians, and his holy mother, Mary† (Aslan 3). And in reference to the Jewish community the author states: â€Å"The Jewish presence in the Arabian Peninsula can, in theory, be traced to the Babylonian Exile a thousand years earlier, though subsequent migrations may have taken place in 70 C.E., after Rome’s sacking of the Temple in Jerusalem, and again in 132 C.E., after the messianic uprising of Simon Bar Kochba. For the most part, the Jews were a thriving and highly influential diaspora whose culture and traditions had been thoroughly integrated into the social and religious milieu of pre-Islamic Arabia† (9). The following three chapters, ‘The keeper of the keys: Muhammad in Mecca’, ‘The city of the prophet: the first Muslims’, and ‘Fight in the way of God: the meaning of Jihad’, give the reader an in-depth clarification about how Islam came to life, from the beginning of the story of the prophet of Islam, Muhammad, his life before recognizing the mission that he was set to accomplish and the various events that shaped the era of the beginning of the new religion and how the Muslim believers, including the prophet himself, were treated by the people of their tribe and all the conditions that led the Islamic state to be established in Medina instead of Mecca, the original city of the prophet. What is interesting in this book is that it makes, during the telling of the story, references to many things that we see today in the Muslim world. One of the examples of this is the reference made to the story of the Hijab or the Islamic clothes and head cover of Muslim women, which has became an identifying characteristic of Muslim women today. It is surprising to find out that the whole idea is not even brought by the Quran or the original Islamic teachings: â€Å"Although long seen as the most distinctive emblem of Islam, the veil is, surprisingly, not enjoined upon Muslim women anywhere in the Quran. The tradition of veiling and seclusion (known together as hijab) was introduced into Arabia long before Muhammad, primarily through Arab contacts with Syria and Iran, where the hijab was a sign of social status. After all, only a woman who need not work in the fields could afford to remain secluded and veiled†¦ the veil was neither compulsory, nor for that matter, widely adopted until generations after Muhammad’s death, when a large body of male scriptural and legal scholars began using their religious and political authority to regain the dominance they had lost in society as a result of the Prophet’s egalitarian reforms† (65-66). The next chapter, ‘The rightly guided ones: the successors to Muhammad’, goes through the events that took place after the death of the prophet, and how conflicts appeared on the succession in what concerns the position of Islamic leader of Caliph, or successor. The sixth chapter, ‘This religion is a science: the development of Islamic theology and law’, is the one that contains most of the information about the teachings, the myths, the different philosophical views, and the various rituals that make up the religion. Here, the reader will have an idea about the different schools of thought. The following chapter, ‘In the footsteps of martyrs: from Shi’ism to Khomeinism’, presents the story of how the Shi’ite Muslim sect appeared as a result of the killing of Ali, the fourth Caliph after Muhammad and the political and religious consequences of this appearance that we can see in our world today. It relates the new factors of faith that were introduced into Islam by the Shi’ite sect and how those factors were always being used according to desires and wishes of the leaders, such as Kommeini in what concerns modern Iran. Next, the chapter ‘Stain your prayer rug with wine: the Sufi way’ is a description of another sect of Islam, which is Sufism. It goes through many of the different concepts that Sufis use and believe in which are completely different than those of mainstream Islam and Shi’ite Islam. The ninth chapter, ‘An awakening in the east: the response to colonialism’, talks about the effects of European colonialism on Muslim countries and the way that it was faced: â€Å"the nationalists sought to battle European colonialism through a secular countermovement that would replace the Salafiyyah’s aspiration of religious unity with the more pragmatic goal of racial unity: in other words, Pan-Arabism† (Aslan 233) The final chapter, ‘Slouching toward Medina: the Islamic reformation’, discusses the establishment of the Muslim states after the end of colonialism. An interesting idea that the author presents in this chapter is the comparison between the reforms that took place within the Christian history which led Christian societies to move towards democracy, human rights, and pluralism and the conditions that are being shaped today within Islamic societies. And he states that Islamic societies may need to go through violent and extremely shaky conditions before reaching the final desired destination that others in the Western world reached. According to the author, there is an ongoing struggle taking place in the Muslim world between the forces of traditional religious beliefs and those that want to move their societies into the modern foundations of democracy and human right. He states that â€Å"in the developing capitals of the Muslim world – Tehran, Cairo, Damascus, and Jakarta – and in the cosmopolitan capitals of Europe and the United States – New York, London, Paris, and Berlin – where that message is being redefined by scores of first and second generation Muslim immigrants. By merging the Islamic values of their ancestors with the democratic ideals of their new homes, these Muslims have formed†¦ a ‘mobilizing force’ for a Muslim reformation that, after centuries of stony sleep, has finally awoken and is now slouching toward Medina to be born† (Aslan 254). In many parts of the book, there is a mentioning of terrorism and the reasons that led to its creation. Ben Laden is mentioned several times, even though the concepts that the author wants to express are not presented in the level that a reader expects. Aslan states that Ben Laden’s concept of Islam is wrong and that it is not the conception of the majority of Muslims: â€Å"Muslims may share bin Laden’s grievances against the Western powers, [but] they do not share his interpretation of Jihad† (87). CONCLUSION The book is a rich source of information about the history of Islam and the about the Muslim societies of today. It gives the reader a full, even though not detailed, description of everything that led the reality of those societies into what is being seen today. The writer tried to show the true face of Islam and to explain to everyone that what extremists stand for today is something that has nothing to do with religion, and that they have their own version and interpretation of the Quran. The author, to a certain extent, succeeded in clearing many points about the religion and to underline the idea that Islam is originally a peaceful religion. The book was certainly worth writing and publishing especially in this time when everyone should know more about the other in order to avoid and prevent further confrontation. Works Cited Aslan, Reza. No god but God: The Origins, Evolution, and Future of Islam. New York: Random   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   House, 2005.    How to cite No god but God, Essay examples

Counselling Skills Free Samples for Students †MyAssignmenthelp.com

Question: Discuss about the Counselling Skills. Answer: Introduction For a long time, the concept of counselling has existed. In a bid to understand themselves, humans have sought answers through ages. We have strived to counsel and nurture our abilities, realise the opportunities and to help ourselves in means that are associated with the practice of formal guidance (Low, 2015). This concept is paramount. For instance, when there is a collaboration between students and teachers, the learning progresses in a practical and useful way. The younger generation realises the importance of their freedom from psychological issues and understands the options they have by taking good advantage of them. Thus, counselling targets to help people detach from the chains of despair and efficiently manage situations in life. Definition of counselling Counselling refers to the principled and skilled utilisation of a relationship to facilitate emotional acceptance and development, maximum development of individual resources and self-knowledge ("UNESCO Counselling Modules", 2017). Five relevant counselling skills Contemporary research suggests that the therapy type during counselling is not so much important in the determination of the outcome of sessions, but the specific behaviours of the counsellor are necessary (Nelson-Jones, 2013). They include; enthusiasm, the belief that the patient can change and determination. Even if there is nothing that can assure change, the client most likely will develop the capacity to change if the relationship with the therapist is overboard and productive. In essence, the interaction between the counsellor and the client is a compelling premise in the relationship (Maxwell, 2013). As such, the therapist needs to possess some specific and relevant skills to ensure a fruitful engagement; empathy, good rapport, attentiveness, being genuine, collaboration among others. Empathy refers to the ability and power to perceive another persons experience and uncannily communicate the perception back to him or her in a bid to amplify and clarify his/her meaning and experiencing (Nelson-Jones, 2013). It does not encompass the identification and sharing similar experiences with the person being counselled (McLeod, 2014). A reflection that is effective has a more direct engagement process and involves serious aspects like making inferences that are reasonable about the clients emotional experiences (Maxwell, 2013). Thus, empathy dictates that the therapist chooses words that are different but lay the same message. For example, if a client gets angry about a situation that is deemed small to the therapist, then he or she must not respond with anger or a negative statement because there could be counter-productivity to the change process (McLeod, 2014). Rapport refers to a state where there is a harmonious understanding between one person or group with another enabling an easier and greater communication (Newton, 2013). In a nutshell, it means getting along well with one another or a group of individuals by having common things making communication more efficient and swift (Newton, 2013). The commencement of an interpersonal relationship with a stranger is a stressful event that calls for proper planning and arrangement (McLeod, 2014). Attentiveness refers to the ability of the counsellor to keenly and patiently listen to the client and render the necessary help. It aims at understanding and capturing the nonverbal and verbal data that the client communicates (Reese, 2016). Additionally, attentiveness helps the counsellor to identify the nitty gritty of the clients problem. For instance, the client may be having psychological problems like tangentiality and circumstantiality, but because the therapist is non-attentive, he or she may not capture these issues (Reese, 2016). Genuineness entails the ability of the counsellor to be himself or herself freely. It encompasses the congruence between the inner feelings and the outward expression. Moreover, there ought to be a lack of defensiveness, role playing, pretense among others (Reese, 2016). These factors may deteriorate the clients situation if he or she realises promptly. For instance, the counsellor may express the willingness to help the client handle his or her sexual or drug problem. However, if the body language shows discomfort and inability to do so, then the client may understand that indeed there is pretense here thus leading to mistrust and lack of confidence in the helper (Low, 2015). Finally, collaboration maintains the capacity to work along and close with the client. More than eighty percent of the clients therapeutic outcomes are as a result of individual efforts. The counsellor just supports the efforts (2017). As such, the client needs to understand that the use of professional progress is anchored on collaboration. For instance, the counsellor must not make personal decisions about the client, but instead, he/she should engage the client. Therefore, the usefulness of the relationship has to be based on working together (Vitelli, Galiani, Amodeo, Adamo, Valerio, 2015). Application of the skills in the mock counselling session The mock session has demonstrated improved and upheld skills of counselling. Upon reflection on the session, it is apparent that counselling needs to be effected in a more diverse and collaborative way (Low, 2015). First, I began by drawing the sit for the client. This gesture demonstrates a creation of rapport. Additionally, I introduced myself and welcomed the student to the room. This demonstrates to him that there is nothing to fear, I am a friendly person just like any other close frined of his. This indicates the need to propel the session to a more intimate level of self-revelation by the client. This is the reason that he was able to reveal his sexual orientation to me in the first place. To demonstrate relaxation, the client sighs in relief and says he needed to talk to someone. Therefore, it was clear that my strategy to alleviate his anxiety was fruitful (Langaard Toverud, 2013). Empathy entails the understanding of the clients situation but not to get emotionally attached to it or play a role in a countertransference stance (Vitelli, Galiani, Amodeo, Adamo, Valerio, 2015). I maintained an interpersonal distance because any form of closeness would warrant me to render comfortability or a shoulder to lean on. Moreover, it is because of empathy that I maintained a good professional response where I just asked the client to be calm and that I comprehended his problem (Sharpley Sagris, 2013). Despite having met similar cases in the past, I tried my level best not to get emotional. The demonstration of attentiveness was above board in the mock session. First, I was less inquisitive and more listening. For instance, the client began the narration of his sexual ordeal, and because I did not want to have him cut short, I just let him speak. Additionally, when someone is in deep emotions, he /she must be left to speak what is troubling him/her because it helps relieve the stress (Green, 2014). Opening up is the first form of therapy. When the client was crying, I did not stop him. This is the reason after the session; he was more relaxed and renewed. Again, the situation of the client was complicated and needed uncanniness to comprehend. As such, there was a clear demonstration of the counselling skill of attentiveness (Green, 2014). Being genuine is a gift that any human can have. In the session, I demonstrated this skill by being heavily armed with modern interventions. First, I understood the clients problem and then offered the best options. The desire to be the one breaking the news to his religious parents was a remarkable gesture. My body language was congruent with my expression (Langaard Toverud, 2013). Here, I ensured that there was a clear demonstration of willingness. I even asked the client to let me speak with his partner in case of trouble. I needed to involve the client in his healing process. First, I was asking him to be open with me after reassuring him of confidentiality. Then, he accepted the offer of being clearly genuine and understanding. Letting him solve part of the problem was easy. I wanted him to handle a person he did not fear, his lover and let me gradually introduce his sexual issue to the parents (Goss Adebowale, 2014). Therefore, it was a professional moment for me as well, ad ding a wealth of experience. Personal limitations faced during the session Just like any other counselling session, mine was not without limitations. They provide an opportunity to handle the next session in a more succinct and keen manner so that the best comes out of the relationship with the client. These included almost losing myself in sympathy, inability to follow the stages laid down in the counselling process, over-insistence on reassurance, hastiness and inadequate professionalism (Egbochuku, 2013). When the client explained about the problem of sexual orientation that he has and the background of his religious upbringing, I felt some aspects of betrayal to his parents. I had initially read about a case in the LGBTQ group forums where parents hacked a young girl for being a lesbian. This is the hardest news that parents can ever tolerate especially after being fond of their children (Egbochuku, 2013). For these reasons, I felt like weeping when instead, I was supposed to empathise and help the client solve his problem. Therefore, it is imperative to handle problems of clients in good time and professionally. Secondly, the counselling process has a systematic interpersonal relations stages that guides objective engagements (Chen, 2013) It includes initial disclosure, then deep exploration and finally a commitment to the interventions. I did not articulate well the disclosure phase because of the integration of the clients other forms of data like the past psychological problems, medical and surgical history among others. I was hasty in rendering my perceived solutions perhaps due to the previous experiences with clients of similar problems. As such, I needed to improve tactical skills and recall that every case is unique in its way ("Counselling psychology and beyond", 2015). As much as there was an aspect of professional engagement, I did not involve an improved and modern professional process that ensures there is proper recognition of special clues that may lead to an understanding of the clients problem. Conclusion The mock session is about a client who was bred under stringent Christian values from Catholic parents. He has a problem with a sexual orientation where he is attracted to the same gender, the males. The session commenced with a shallow introduction and full expression of the clients feelings. He was shaken and unhappy about the pressure from his lover and parental engagement. As such, I offered to help with the parents as he tackles the partners problem. The five primary skills of counselling involved include; being genuine, empathy, building rapport, being attentive and collaboration. Professionalism in the paramount concept in counselling and guidance. References (2017). Retrieved 8 March 2017, from https://www.ccpa-accp.ca/wp-content/uploads/2015/05/NOE.What-is-Counselling-A-Search-for-a-Definition.pdf Chen, P. (2013). Guiding College Students To Develop Academic Self-Regulatory Skills.Journal Of College Teaching Learning (TLC),8(9), 29. Counselling psychology and beyond. (2015).Counselling Psychology Quarterly,1(1), 5-9. Egbochuku, E. (2013). Counselling Communication Skills: Its Place In The Training Programme Of A Counselling Psychologist.Edo Journal Of Counselling,1(1). Goss, S. Adebowale, O. (2014). Counselling and guidance in Africa.British Journal Of Guidance Counselling,42(4), 353-358. https://dx.doi.org/10.1080/03069885.2014.918363 Green, B. (2014). Counselling Skills for Working with Trauma Sanderson Christiane Counselling Skills for Working with Trauma 328pp 22.99 Jessica Kingsley 9781849053266 184905326X.Learning Disability Practice,17(2), 10-10. Langaard, K. Toverud, R. (2013). Youth Counselling in School Health Services: The Practice of Intentional Attentiveness.Nordic Journal Of Nursing Research,30(4), 32-36. Low, P. (2015). School counselling in Singapore: teachers thoughts and perceptions.Asia Pacific Journal Of Counselling And Psychotherapy,6(1-2), 17-27. Maxwell, C. (2013). Bereavement Counselling.Employee Counselling Today,1(4), 8-13. McLeod, J. (2014).Doing Research in Counselling and Psychotherapy(1st ed.). London: SAGE Publications. Nelson-Jones, R. (2013).Introduction to counselling skills(1st ed.). Los Angeles, Calif.: SAGE. Newton, T. (2013). Empathy in Psychotherapy: how therapists and clients understand each other.Counselling And Psychotherapy Research,13(1), 81-82. Reese, R. (2016). EcoWellness Guiding Principles for the Ethical Integration of Nature into Counseling.International Journal For The Advancement Of Counselling,38(4), 345-357. Sharpley, C. Sagris, A. (2013). Does eye contact increase counsellor-client rapport?.Counselling Psychology Quarterly,8(2), 145-155. UNESCO Counselling Modules. (2017). Retrieved 8 March 2017, from https://www.unesco.org/education/mebam/module_2.pdf Vitelli, R., Galiani, R., Amodeo, A., Adamo, S., Valerio, P. (2015). Psychotherapy and counselling in Italy: A situation still in the phase of definition.European Journal Of Psychotherapy Counselling,1(3), 459-474.

Preferred Learning Styles free essay sample

This paper covers a variety of topics related to learning styles. The author includes auditory, visual and kinesthetic, among others. The author also covers the emergence of online learning. Introduction: What is learning? How Do People Learn? What is a Preferred Learning Style? Visual. Auditory. Kinesthetic. How to Reach Everyone. What Teachers Can Do. What employers Can Do. What students Can Do. A New Approach: Online Learning Experiences of a Cyber Team: A Critique. List of Contact Made. What We Learned as an Online Group. Teaching in the United States was traditionally frontal teaching, where the teacher would stand in front of the class and lecture with little or no interaction, and even less consideration for those students who did not learn very well from that style of teaching. In the last 20-25 years, educators have begun to pay more attention to the fact that not every student learns in the same way. We will write a custom essay sample on Preferred Learning Styles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They have become more aware of and more responsive to the research that has been done in the area of learning and learning styles (Snyder, 2000). Learning is an interactive process, the product of student and teacher activity within a specific learning environment. These activities, which are the central elements of the learning process, show a wide variation in pattern, style and quality (Hood, 1995).