The Importance Of Motivation On Student Experience

Motivation plays a crucial role in the day-to-day life of every human being. It is responsible for the different decisions we make every day, the goals we set, and how we go about attaining those objectives. Without motivation, completing tasks and accomplishing goals will prove difficult, often impossible. In this essay I am going to discuss the importance of motivation in maximising my student experience in the University of Aberdeen. I am also going to describe Alderfer’s ERG Theory, Vroom’s Expectancy Theory and Locke’s Goal Theory, and show how these motivation theories apply to my intention to make the most of my student experience. Motivation is the energy, the driving force behind our actions. Motivation determines the goals a person attempts to achieve, the energy that is devoted to attaining the goal and the persistence with which the goal is pursued (Smith, 2011, p. 182). Every student comes to the university with the intention to graduate and obtain a diploma therefore an extrinsic motivation is present in the student life. There is certain recognition for people who have been successful in their chosen degrees, and there is a social pressure that everyone faces to not fail a course and drop out of the university. An intrinsic element of motivation is also a factor in our studies. We experiment with many different subjects during our course of study, and we decide on a discipline that we would enjoy pursuing throughout our career. I chose to study Economics asShow MoreRelatedWhat is Intrinsic Rewad?1466 Words   |  6 PagesWhat is intrinsic reward, intrinsic reward is a non-monetary reward, where it not involved physical things; for example; motivation, cooperation, self-esteem, and encouragement. Its more refers to motivation that comes from inside an individual rather than from external rewards, such as money or grades. It comes from the pleasure from the task itself and sense of satisfaction in completing any task that you have done. Intrinsic reward are differ from extrinsic reward, where extrinsic reward is likeRead MoreGoals Of An Educational Environment Essay1483 Words   |  6 Pagesan educational environment is to motivate students toward environmentally friendly behavior change. The need for student motivation in the high school setting is attributed to the fact that motivation creates positive experience, which helps in improving learning outcomes. Actually, students with positive experiences usually report better attitudes and increasingly positive expectations in their learning process. Through effective motivation of students, teachers and school administrators ca n closeRead MoreHow Motivation Fit Into My Content Area Goals857 Words   |  4 Pagesmy own questioning when surveying my students, I asked a more diverse range of questions to appeal to more aspects of student motivation. Beyond understanding motivation, I wanted to find how motivation fit into my content area goals. On this topic I found three articles that explored how to create motivation when teaching reading. These studies were useful in their alignment to my subject area. The author of one of those studies Lang, explored his experience teaching literature to a juvenile detentionRead MoreCultural Observation Essay1255 Words   |  6 Pagesdifferent cultures I may encounter in my future students. Observation is one of many methods an educator can evaluate their students. Through observation can a teacher better enhance their instructions based on their student needs. For instance, the observation I made during my field experience served as a better insight towards different cultures. Through my field experience I became aware of the importance motivation, body language and creativity are in student success. To begin, the first significantRead MoreEffective Reading and Writing Instruction Essay1231 Words   |  5 PagesDespite the importance of writing, many students are performing below grade level and lack the necessary skills needed to be successful (Zumbrunn Krause, 2012; Santangelo Olinghouse, 2009). There are many factors that shape students’ writing development but there are others that contribute to students’ writing problems. According to Graham (2008) and Zumbrunn Krause (2012), students and teachers both struggle to grasp the concept due to the complex nature of writing and writing instructionRead MoreMotivation in Physical Education1719 Words   |  7 PagesMotivation in Physical Education Problem Statement The health benefits of physical activity are well documented to date. Researchers also are fairly confident as to how often, how much, how long, and what types of activity one must engage in for health enhancing results. Therefore, the reasons to become or to stay physically active are inescapable, and the opportunities to practice health enhancing behaviors are innumerable. The United States Department of Health and Human Services (HHS)Read MoreGood Health Requires Physical Activity648 Words   |  3 PagesInstitute [NHLBT], 2014). Provided with such benefits it would be expected that engagement and maintenance of PA among college students would be higher. However, reality is, only 38 % of college students participate in regular vigorous activity, and only 20 % participate in regular moderate activity (Douglas, Collins, Warren, Kann, Gold, Clayton Kolbe, 1997). Because of the importance of PA to a person’s well-being it is not only important to know and understand the possible underlying factors existentRead MoreThe Importance Of Motivation As A Teacher1512 Words   |  7 PagesAn Introduction to the Importance of Motivation As explained by Lou Holtz, â€Å"[i]t’s not the load that breaks you down, it’s the way you carry it.† His statement is true for the importance of motivation. As a teacher candidate, learning the concept of motivation is crucial for my well-being and for the future of my students. The way that students are taught and encouraged have a huge impact on their careers and their life. In this paper I will be exploring how I was motivated during my earlier yearsRead MoreRelationship Between Self Regulation And Motivation869 Words   |  4 Pagesdevelopments in how teachers can motivate students to self-regulate their learning. Sansone and Thoman reach a conclusion in their research that made a critical case of the relationship between self-regulation and motivation. The purpose of their argument was to explain the importance the â€Å"interest experience† plays in students maintaining motivation in order to self-regulate. They used research already completed to explain their suggestion that the â€Å"interest experience is the missing piece in the self-regulationRead MoreMotivation And School Applications Of Motivation839 Words   |  4 PagesMotivation and School Applications Early theoretical models of motivation consider its source to be primarily instinctive (Schunk, 2012). The stimuli-response model of the behaviorist paradigm did not account for the cognitive aspects current theorists assert are intrinsic to the learning process (Martinez, 2010; Schunk, 2012). Behaviorism is the attempt to understand humans through observations of their actions rather than on a cognitive level and considers the learning process as a superficial

A Brief Note On The Security Of Information - 1445 Words

Introduction Information is an aid to every single person, national/independent organization, logical investigations. Every activity depended on this stored information. There are different means of storage of information like files, documents and computer. But the digitalized storage of information in computer or computer network has become more efficient in maintenance, quick access of information, long life storages. Besides these advantages, there are also some challenging criteria in information digitalization. One of the major and major criteria is the security of that information. This Security of the information plays a major role in the business and its continuity. Not only in the areas of business, is security of information†¦show more content†¦Information Systems and its Implementing Strategies 3.1. Pre-defined Security policies and best practices A security Policy is the term referred as the strategy a company defined to analyze its critical assets and safeguarding principles of it. An organization or an individual must set up pre-defined and standard policies for security. It is purposed to determine the security assets and importance of protection to its employees. It should involve all the factors like ï‚ § Managing and maintaining of usernames, passwords. ï‚ § Response to a security instance. ï‚ § Secure way of using internet and internal e-mails. The initial step of an effective security policy lies in determining the employees and their responsibilities, use of the resources and how sensitive they must be handled, effective usage and restricted acts. These policies help in building up company’s resources, its critical assets, methodologies and way of protecting them. 3.1.1. Revising of policies: These policies have to be revised to check whether the policies are understood by the staff and can be practically implemented or not. They should be reformed as per the need and necessity. They should clearly assign the roles and responsibilities of every employee, their privileges. 3.1.2. Policy Violation acts: The violation acts also must be defined intending to realize the value of security policy in case of violating the policy acts. So that the

Case Of Antonio Umbilical Hernia Surgery †MyAssignmenthelp.com

Question: Discuss about the Case Of Antonio Umbilical Hernia Surgery. Answer: Description I was assigned to a patient named Antonio who underwent the umbilical hernia surgery and is prescribed by the physician for the administration of deep venous thrombosis prophylaxis. I was working with the patient for postoperative care and was supposed to give medication through subcutaneous injection. Medication involves anticoagulant heparin 5000units as mentioned in the patients drug chart (ampules contained 25000units/mland volume 0.2 ml). I had donned my gloves prior to injection, after performing five moments of hand hygiene. Before injecting I had wiped the skin of the patient with alcohol and left for 30 seconds to dry. After injecting on the abdomen through syringe I had kept it for less than 10 seconds. Later I have disposed the injection without re-sheathing. I had pre-planned the steps to be followed and was mindful enough to follow the guide. Therefore, I could well perform the given assessment, even though nervous initially. Feelings Before performing the skill I was too nervous. I had administered the injection too quick as per my peer feedback. It may be because of my nervousness. It made me feel anxious about the outcome of the injection on the patient. It made me doubtful about the impact of the medication, on the recovery of the patient. Heparin was important for the patient as it prevents the harmful blood clots inside the veins after the surgery. Proper medication administration ensures a smooth blood flow through the vessels (Pourghaznein et al., 2014). If I had not injected properly, the blood clots would remain in the veins, causing post operative complications. Learning this skill was important for me as it was an integral part of my profession as per the nursing and midwifery council's (NMC) Standards for Medicines management (Nursingmidwiferyboard.gov.au, 2018). However, I regained my self-confidence as I have received positive feedback from my teacher. As per his feedback my injecting skill was very fast and I have performed the assessment very well. I was confident while performing the assessment according to my teacher. I plan to be more confident next time. I believe the positive outcome was due to adherence to clinical guidelines. Evaluation The positive outcome of the skill assessment is the learning the right technique of the administering medication subcutaneously. Mastering the skill requires professional judgment and sound knowledge of anatomy. It worked well as I have learnt about the four considerations while injecting the medication. It includes technique used, route of administration, equipment used and site of administration (Pourghaznein et al., 2014). I had used 45 degrees angle and introduced the needle at raised skin fold. However, to ensure the efficacy of medication in subcutaneous layer, 90 degree angle is preferable (Cross et al., 2017). I have performed well because the wiping skin with alcohol ensured aseptic technique. Immediate disposal of injection was necessary to prevent needle stick injury and exposure to blood borne infections (Pourghaznein et al., 2014). However, I should have kept the injection for 10 seconds before removing. This aspect did not work well although administration was successfu l. Analysis As I was analysing the future practice needing this skill, I had realised that the nurses are responsible for safe medication and adopting the right injecting skills will prevent complications. A poor competence of this technique may lead to intramuscular administration of the injection and reduced absorption of the medication (Pourghaznein et al., 2014). I realised that I need to master this skills even more and required further practice. It is because; I am responsible to adhere to NMC Standards for Medicines management (Nursingmidwiferyboard.gov.au 2018). Nurses can make rational decisions using evidence based practice. Nurses must continue with lifelong learning to know what is safe for patients (DiCenso, Guyatt Ciliska, 2014). Therefore, I should also learn the right technique of injecting the medicine such as the appropriate angle. The patients history may influence the injection decision. It includes body mass index, renal impairment, age, sex and presence of any other comorb idity. The past medication related factors and single checking of medicine must also be considered (Cross et al., 2017). According to Pourghaznein et al. (2014), there is a direct relation between the injection duration and injection site on pain and bruising of subcutaneous injection of heparin. Therefore, duration is an important factor for injection. Conclusion In conclusion, I need to change my learning style for new experiences and flourish on new challenges. Understanding the personal learning style will help develop the learning ability and partake in new opportunities during placement (Hallin, 2014). I need to identify my personal strengths and weaknesses as a nurse. It was because of this critical refection that I have identified the need of improved competence in subcutaneous injection skills in regards to duration of injection, the need to consider appropriate degrees of angle for injection, and other patient elated factors. Without reflection it would not have been possible to understand the importance of considering these factors for injection. Action plan I would improve my learning by observing role models as suggested by Liljedahl et al. (2016). I would observe my mentors carefully before taking my turn on injection activities. I would practice injecting the medication for 10 seconds and use an angle of 90 degrees. I will maintain a reflective diary to evaluate my performance, strengths and weaknesses as nurse. I would also collect feedback from my mentors and peers, on my improvement in this skill. According to Horton-Deutsch Sherwood (2017) nurses can become experts by reflecting on personal clinical encounters. It is useful to improve practice. Thus, I would learn safe medication practice and injection style. My strategy is to go for experimental learning as it is the strategic approach to learning while in clinical placement (Pai, 2016). Therefore, I would like to work with different patients and try to overcome my nervousness. It would increase my confidence for future practice. I would collect feedback from patent on affect o f my injection such as pain or any discomfort (Pourghaznein et al. 2014). References Cross, R., Bennett, P. N., Ockerby, C., Wang, W. C., Currey, J. (2017). Nurses Attitudes Toward the Single Checking of Medications.Worldviews on Evidence?Based Nursing,14(4), 274-281. DOI: https://doi.org/10.1111/wvn.12201 DiCenso, A., Guyatt, G., Ciliska, D. (2014).Evidence-Based Nursing-E-Book: A Guide to Clinical Practice. Elsevier Health Sciences. Retrived from: https://books.google.co.in/books?hl=enlr=id=bHqjBQAAQBAJoi=fndpg=PR29dq=Nurses+can+make+rational+decisions+using+evidence+based+practiceots=M3HmIgBoYMsig=c7gNVbCJHJMl7rxy5FbXRJFw270#v=onepageq=Nurses%20can%20make%20rational%20decisions%20using%20evidence%20based%20practicef=false Hallin, K. (2014). Nursing students at a universitya study about learning style preferences.Nurse education today,34(12), 1443-1449. DOI:https://doi.org/10.1016/j.nedt.2014.04.001 Horton-Deutsch, S., Sherwood, G. D. (2017).Reflective practice: Transforming education and improving outcomes(Vol. 2). Sigma Theta Tau. Retrieved from: https://books.google.co.in/books?hl=enlr=id=JMcmDwAAQBAJoi=fndpg=PP1dq=nurses+to+follow+reflective+practiceots=kpKQx7Rqf4sig=FCHWvaoAfHkP3yMXT0_yukjS--4#v=onepageq=nurses%20to%20follow%20reflective%20practicef=false Liljedahl, M., Bjrck, E., Kaln, S., Ponzer, S., Laksov, K. B. (2016). To belong or not to belong: nursing students interactions with clinical learning environmentsan observational study.BMC medical education,16(1), 197. DOI: https://doi.org/10.1186/s12909-016-0721-2 Nursingmidwiferyboard.gov.au (2018).Nursing and Midwifery Board of Australia - Professional standards. [online] Nursingmidwiferyboard.gov.au. Available at: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx [Accessed 25 Jan. 2018]. Pai, H. C. (2016). An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: A longitudinal study.Nurse education today,45, 156-162. DOI:https://doi.org/10.1016/j.nedt.2016.07.011 Pourghaznein, T., Azimi, A. V., Jafarabadi, M. A. (2014). The effect of injection duration and injection site on pain and bruising of subcutaneous injection of heparin.Journal of clinical nursing,23(7-8), 1105-1113. DOI: https://doi.org/10.1111/jocn.12291

Asia Pacific Business Management

Question: Define and describe Asia Pacific Business Management? Answer: Asia Pacific is one of the major drivers of the global economy. The international business has gone overseas for expansion. The Asia Pacific region presents the best opportunities for the growth of business. Asia Pacific is a diverse region with wide difference in culture in each country and there is variety in the level of political maturity, regulation of the government and infrastructural development of technology (Business-standard.com, 2015). The world economy has shifted its focus to the east and the global business has shifted its strategy to take the opportunities presented by the global economy. Asia is an emerging economy centre. The management of the business at the Asia Pacific region is done by converging the business of the developed and the developing parts of Asia Pacific. The management of the business is done by adapting to the difference in the markets, dealing with the economic, political, cultural and geographical challenges (El Kahal, 2001). The western business has flourished in the Asia Pacific region as the western firms has adapted to the new approaches of doing business in the Asia Pacific region. The Western Business has adopted new styles of management practice in the Asia Pacific region. The innovative style of management has opened up lucrative opportunities for business in Asia Pacific. The business in the Asia Pacific region has to address to the need of the western countries as it offers new business opportunities (Gbta.org, 2015). The governance and the management models at the Asia Pacific region have to adapt to the diversity of the region. References Business-standard.com, (2015). India, China, Russia reiterated commitment to maintain peace in Asia-Pacific region. [online] Available at: https://www.business-standard.com/article/news-ani/india-china-russia-reiterated-commitment-to-maintain-peace-in-asia-pacific-region-115020201363_1.html [Accessed 3 Feb. 2015]. El Kahal, S. (2001). Business in the Asia Pacific. Oxford: Oxford University Press/Books. Gbta.org, (2015). Asia Pacific, led by China, Dominates Global Business Travel. [online] Available at: https://www.gbta.org/PressReleases/Pages/rls_072814.aspx [Accessed 3 Feb. 2015].

Wittgenstein Essay Example For Students

Wittgenstein Essay Why did Wittgenstein come to call the propositions of his Tractatus â€Å"senseless†(6.54)?The conclusions and final philosophical position of Wittgenstein’s Tractatus undermine and deny the possibility of his methods and objectives. Namely he concludes that metaphysical conjecture and the attempt to answer unanswerable questions is senseless. Since the Tractatus throughout posits solutions to the questions of reality, the meaningfulness of language and the possibility of human knowledge it has to all intents contradicted itself and rendered itself a senseless philosophical aberration. This is not to say however that it has become useless or invalid as a philosophical investigation. The aim of the Tractatus is to show â€Å"the only strictly correct method† of philosophy, which conversely destroys the orthodox remit of philosophy. As many of his contemporaries believed, Wittgenstein saw philosophy as been cluttered by a jumble of groundless metaphysical construct s, entities proposed to exist only to provide a foundation for various theories. The logical positivists, the Vienna Circle and an assortment of schools of philosophical thought saw these as the main stumbling block to obtaining the progress of philosophy. Wittgenstein uses the Tractatus to eliminate these entities from philosophy by showing that their creation is illegitimate and senseless. This is underlying intention and reason why he comes to make this claim (6.54). We must also understand the strategic reason why he does this, how this claim is used to develop an instructive picture of his method. Finally as we shall see although this conclusion is reached to undermine metaphysical philosophical investigation it is vital to the coherence and the credibility of the final step (denying the validity of this type of metaphysical method) that the logical processes of the Tractatus are valid. Why within the context of the Tractatus’s investigation is Wittgenstein led to this d enial and how does it technically fit into what he has said?Wittgenstein compares the Tractatus to a ladder that must be climbed, only to be thrown away once it is used. The Tractatus is supposed to show us the error of traditional forms of philosophical enquiry and provide an example of how if philosophical problems are addressed in the correct, rigorous manner they are not solved but dissolved. This is the motivation and the object of such a statement. It is vital to understand what Wittgenstein is trying to achieve and to understand the larger vision of what is being shown. Once this understanding is reached such a preposterous claim as 6.54 can make perfect sense. Of course whether this project was a success or not or whether it is even comprehensible is open to debate, but we must understand how Wittgenstein comes to this conclusion in such a way as to prove what he claims to be unprovable. We will write a custom essay on Wittgenstein specifically for you for only $16.38 $13.9/page Order now There is a symmetry and form to the Tractatus which is not coincidence. Each elucidation relates to others in such a way that the work is best viewed as an organic whole, not a progressive argument that uses certain premises to argue from a basis towards a conclusion. Wittgenstein is not a foundationalist philosopher establishing arguments and assertions on which to construct a system or theory. Wittgenstein’s objectives are implicit in every elucidation (or at least collection of elucidations). Wittgenstein does not attempt to develop a concrete argument to demark the limits of philosophy, knowledge and what we may speak of. Instead he demonstrates through the description of logical theory of representation how these boundaries are overstepped and hence where they lie. This aptly mirrors the essence one of Wittgenstein’s central ideas, that the form of representation (the way logical form is shared between representation and what is represented) cannot be described or said but only shown. Wittgenstein is trying to show that we cannot talk of what we cannot know and that to do so is senseless. Realising that it is self-contradictory to attempt to prove this he instead shows it. Wittgenstein does not as such come to the view that all the propositions of the Tractatus are senseless but rather leads us there progressively; the idea that the propositions are senseless is however there throughout, an inherent part of the work. It is stated explicitly at the end to clarify what has been inbuilt all along and to tie the project together. The circularity of the Tractatus is entirely deliberate, Wittgenstein begins by stating that †The world is everything that is the case† and his penultimate proposition is the one that is at hand claiming the senselessness of all that has been written. He starts by stating what can be said and after 70 pages or so of elucidation returns to this by stating what cannot sensibly be said- namely anything that is n ot the world and hence not the case, i.e. the contents of the Tractatus. Was the Tractatus to contemplate any other question of philosophy it would fail to say anything with any guarantee or certainty. To be entirely accurate it does fail to say anything with any guarantee and in doing so proves it’s initial premise. To dismiss his own work as senseless may first seem strange but when seen in this light, as an integral part of a demonstration in a work that consists of interrelated and interdependent facts, it becomes coherent. .u829125a34acbd12c6fa7551620f42210 , .u829125a34acbd12c6fa7551620f42210 .postImageUrl , .u829125a34acbd12c6fa7551620f42210 .centered-text-area { min-height: 80px; position: relative; } .u829125a34acbd12c6fa7551620f42210 , .u829125a34acbd12c6fa7551620f42210:hover , .u829125a34acbd12c6fa7551620f42210:visited , .u829125a34acbd12c6fa7551620f42210:active { border:0!important; } .u829125a34acbd12c6fa7551620f42210 .clearfix:after { content: ""; display: table; clear: both; } .u829125a34acbd12c6fa7551620f42210 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u829125a34acbd12c6fa7551620f42210:active , .u829125a34acbd12c6fa7551620f42210:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u829125a34acbd12c6fa7551620f42210 .centered-text-area { width: 100%; position: relative ; } .u829125a34acbd12c6fa7551620f42210 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u829125a34acbd12c6fa7551620f42210 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u829125a34acbd12c6fa7551620f42210 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u829125a34acbd12c6fa7551620f42210:hover .ctaButton { background-color: #34495E!important; } .u829125a34acbd12c6fa7551620f42210 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u829125a34acbd12c6fa7551620f42210 .u829125a34acbd12c6fa7551620f42210-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u829125a34acbd12c6fa7551620f42210:after { content: ""; display: block; clear: both; } READ: Seeing with a New Pair of Eyes EssayI would venture though that his last remark, matrix 7, the only matrix to stand alone, is a different case. The reason it has no elucidation is precisely because it is an evident fact (in the view of Wittgenstein) that we cannot speak of what we cannot know. To elucidate further would be to explore into the realms of metaphysics, to vainly attempt to discover something of which we cannot speak and to find the unfathomable reasons for this. To do so would be to step into the realm of what Kant describes (and dismisses) as â€Å"transcendental reality† the impossible position of viewing the world from without in an overview that is distinct from ones own point of perception. As it was to Kant (albeit for different reasons), to Wittgenstein this is a paradoxical idea and the attempt to do so is the very folly which leads us to many of the mistakes of metaphysics. Hence this is merely a statement of what can be known, unsullied by investigation, which is the only way it can retain its validity. Of course, as with the rest of the Tractatus, this phrase echoes with the thought of the all the other matrices in the work. The point has already been demonstrated but demonstrated though negation, marking the boundries of human knowledge Wittgenstein has over stepped them. This detached phrase is the positive affirmation of what has been proved, the valid conclusion to all that has been said before but unencumbered by the impossible and misleading burden of proof. Wittgenstein does not come to this statement at random merely because it happens to suit his purpose. Within the investigative structure of the Tractatus stat ement 6.54 is a logical if not inevitable result. As has been said the Tractatus consists of series of statements or elucidations which clarify Wittgenstein’s arguments. These elucidations are broken into seven sections each one containing an integral argument or position. The further statements in each section (other than the seventh) serve to expand, refine and reiterate these positions. In this way the argument develops whilst always being interlinked. â€Å"The world is everything that is the case†(1) Wittgenstein is here saying what there is that can be pictured. He expands this to explain that what is the case are â€Å"facts, not things†(1.1). It is the arrangements of things that are facts and the objects of picturing. These facts are independent and can be non existent or existent. This brings him to the concept of â€Å"atomic facts†. These are the building blocks of existence- the facts that exist and hence constitute reality- â€Å"What is th e case, the fact, is the existence of atomic facts†(2). These atomic facts are combinations of objects(2.01) and are objects are linked together within these facts(2.03) and the form of this combination is structure(2.033). In perceiving we make ourselves pictures of facts(2.1) and these pictures are a model of reality(2.12) Here Wittgenstein is saying that our pictures share the structure of reality, the structure in which objects form facts. This is the form of representation. –â€Å"the possibility that the things are combined with one another as are the elements of the picture†(2.51). This is how what we perceive is linked with reality. The crucial statement is that â€Å"the picture cannot place itself outside of it’s form of representation†(2.174) That is to say that the picture must share the form of what it represents and cannot represent it’s form of representation.. Regardless of how we look at them we will be unable to see what mak es these alike. The principle that a form of representation cannot be represented in the sense of described, only represented in the sense of shown, is very important as it is this premise that leads to statement (6.53). For a proposition to represent of itself would lead to paradox, such as Russell’s barber paradox. It is this picture which we have in our minds so â€Å"the logical picture of the facts is the thought†(3). When this thought is â€Å"expressed perceptibly through the senses† we have a proposition represented through a â€Å"propositional sign†. This is elucidated throughout the third section and leads to the statement that â€Å"The thought is the significant proposition.†(4). This progression essentially describes these pictures as having logical form which can be is the basis of the sense of thoughts and propositions and how they can communicate something new to us. They all share a logical form that can convey meaning to us. Logi cal form is the state of affairs in logical space that is, rightly or wrongly, represented by logical pictures. Wittgenstein also discusses in detail how this affects logic and language, what roles names have in language and their relation to propositions and the nature of tautology and contradictions. His investigations into this area are quite involved. For this reason it will be beyond the scope of this essay (and the scope of its author) to assess them properly. However it is enough to recognize that Wittgensteinhas found with the bounds of logic that the limits can only be dicovered from without as all logic leads to tautology and â€Å"all propositions of logic say the same thing.That is, nothing.†(5.43) Furthermore language limits the world to being â€Å"my world†, the world of the I. For this reason it is impossible to assert that â€Å"this and this there is in the world, that there is not. This would require one to step outside the limits of this personal w orld. Hence it is that when we talk of metaphysical issues or doubt the existence of the world that we are addressing questions without answeres and thus meaningless questions. It is also why the propositions of the Tractatus are senseless. It is precisely because the actual argument can lead to this conclusion in this way that Wittgenstein is able step outside his argument whilst retaining it’s relevance. This technical aspect is critical to the overall coherence of his work. .u6f588ee14f83be6afd6f80a4a820bb56 , .u6f588ee14f83be6afd6f80a4a820bb56 .postImageUrl , .u6f588ee14f83be6afd6f80a4a820bb56 .centered-text-area { min-height: 80px; position: relative; } .u6f588ee14f83be6afd6f80a4a820bb56 , .u6f588ee14f83be6afd6f80a4a820bb56:hover , .u6f588ee14f83be6afd6f80a4a820bb56:visited , .u6f588ee14f83be6afd6f80a4a820bb56:active { border:0!important; } .u6f588ee14f83be6afd6f80a4a820bb56 .clearfix:after { content: ""; display: table; clear: both; } .u6f588ee14f83be6afd6f80a4a820bb56 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6f588ee14f83be6afd6f80a4a820bb56:active , .u6f588ee14f83be6afd6f80a4a820bb56:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6f588ee14f83be6afd6f80a4a820bb56 .centered-text-area { width: 100%; position: relative ; } .u6f588ee14f83be6afd6f80a4a820bb56 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6f588ee14f83be6afd6f80a4a820bb56 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6f588ee14f83be6afd6f80a4a820bb56 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6f588ee14f83be6afd6f80a4a820bb56:hover .ctaButton { background-color: #34495E!important; } .u6f588ee14f83be6afd6f80a4a820bb56 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6f588ee14f83be6afd6f80a4a820bb56 .u6f588ee14f83be6afd6f80a4a820bb56-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6f588ee14f83be6afd6f80a4a820bb56:after { content: ""; display: block; clear: both; } READ: Know the structure of education from early years to post EssayWittgenstein’s argument’s are not without fault. They are idiosyncratic in both content and presentation as well as deeply involved and complex. Therefore there are many subtleties which have not been fully investigated or understood (certainly not in this essay but maybe not by anyone). Some of the statements appear to be contradictory and many appear to be insufficiently justified. However when read as a whole and the implications of each claim seems to support the others and the work seems to become axiomatic. None more so than the final claim that to speak of areas of ‘knowledge’ t hat we can have no justification of is invalid. This is proved by the action of logical proof and the refutation of that logical proof on it’s own grounds. The argument shows the â€Å"strictly correct method† of philosophy and the limits of Kenny, A-The Wittgenstein Reader,-(Oxford,Blackwell,1994)Bibliography:

Essay for Admission to Tulane University essays

Essay for Admission to Tulane University essays The rapidly changing economic situation over the past decade led to tremendous growth and transformation in the healthcare industry. Most traditional single-entity hospitals are now developing into multi-organizational hospital systems. Meanwhile, the challenge to remain a successful entity and deliver high-quality services becomes increasingly difficult. Such a difficult environment demands the leadership of individuals with strong business administration backgrounds, in addition to a thorough understanding of the healthcare field. In order to fulfill this need, I plan on combining my years as a business owner with a master's degree in health administration. The administration of a health center requires myriad responsibilities to set policies and procedures and oversee the daily operations of the institution. The board of directors, CEO and direct reports must ensure the most efficient operations possible to provide necessary medical care to patients. This necessitates the recruit ment, hiring, and training of the highest grade staff, which is a very difficult goal due to the growing demand for healthcare professionals and competition among healthcare facilities for the best candidates. At the same time, the services of the institution have ever to be upgraded under continuous improvement, quality assurance programs with an emphasis on six-sigma error reduction. This also demands to develop and implementing broad-based budgets that can succeed under the health insurance constraints and government regulations. Healthcare administrators must also wear some other hats, such as public relations and marketing to promote the institution in the community, fund raising to enhance the economic well-being of the organization, collaborating with other providers, sitting on local boards, and continually interfacing with their health center board of directors. Business has always been in my blood. When I was younger, I (sold papers, worked in...

Exam Essay Example | Topics and Well Written Essays - 500 words - 1

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