The Art of War by Sun Tzu Essay - 1256 Words

â€Å"The art of war is of vital importance to the State. It is a matter of life and death, a road either to safety or ruin.† -Sun Tzu The modern world accepts laziness, disrespect, rebelliousness, and mediocrity. The days of hard work and discipline are long gone; replaced by decaying morals and nonexistent parenting. If this nationwide contagion continues to develop, the result will be a country unable to sustain, govern, or defend itself. The solution is evident: military service. Mandatory military service in the United States for individuals 18 years of age for a period of two years would have numerous benefits, as well as alleviate many problems facing America. Compulsory military service gives a second chance to high school†¦show more content†¦Sadly, the Boomers grandchildren did not adopt the ideals and skills of their grandparents. Generation-Y, for the most part, lacks discipline, respect, a good work ethic, and a strive to succeed. The depressing fact is t hat Generation-Y’s total mentality will be passed down to their children, and their children, and so on. This cycle would ultimately result in the downfall of America (â€Å"The 20 Differences† 1). Morals are not the only thing passed from parent to offspring. Lifestyles and genetics are also passed down; and right now, American’s are fat. Currently 34.9% of American adults are obese. The CDC defines â€Å"obese† as a Body Mass Index (BMI) greater than or equal to 30 (â€Å"Adult Obesity Facts† 1). For comparison, a 5†10† male who weighs 150 pounds would have a BMI of 21.5. That same male would have to weigh 210 pounds in order to be considered obese. Obesity causes numerous health problems. In a study on obesity in America, National Geographic stated, â€Å"Being overweight is associated with 400,000 deaths a year and an increased risk of heart disease, type 2 diabetes, and colon, breast, and endometrial cancers. Most poignant is the psychological pain of those stigmatized by obesity. In one study at Michigan State University, undergraduates said they would be more inclined to marry an embezzler or cocaine user than an obese person.† (â€Å"Obesity Article† 1) Obesity is also incredibly expensive. In 2008 alone the U.S.Show MoreRelatedThe Art Of War By Sun Tzu1867 Words   |  8 Pages THE ART OF HUMAN RESOURCES Kimberly M. Ayres University of Houston â€Æ' The Art of Human Resources The Art of War by Sun-Tzu, translated by Ralph Sawyer, has become a timeless roadmap to successful business management practices. This text provides valuables insights into human resources and the role it plays in the business environment today. Countless lessons can be learned from Sun-Tzu’s teachings. Specifically, instructions on proper strategies regarding planning, staffing, training, leadershipRead MoreThe Art Of War By Sun Tzu1674 Words   |  7 Pages The Art of War by Sun Tzu The Art of War was known as the most famous book of two past two millennia. The author of the book, Sun Tzu was a Chinese general, military strategist and a philosopher who lived in China. The Art of War by Sun Tzu presents the best philosophy of warfare which manages conflicts and how to win the battles. This book is published and translated internationally. There are numerous theories considering the text of his theories. It not only includes philosophies, the, mostRead MoreArt Of War By Sun Tzu1358 Words   |  6 PagesTo begin, in Art of War by Sun Tzu, he refers to war as a designed strategy. He claims, ‘To win one hundred victories in one hundred battles is not the acme of skill. To subdue the enemy is the acme of skill.’ (Tzu, 1943, p. 79). This means that a well-designed strategy is to initiate the fuse with the enemy with a non-violent stunt like giving urine to the enemy instead of wine (Tzu, 1943, p. 79). This enrages them causing recklessly thinking and th ey make the first move to attack and the defendantRead MoreThe Art Of War By Sun Tzu1905 Words   |  8 PagesOriginally written in Chinese in 514 B.C., The Art of War by Sun Tzu outlines basic, yet crucial principles and factors in military strategy that Sun Tzu claims would ensure victory in a war. There are several English translations of Sun Tzu’s work, each having a slightly different interpretation due to the meticulous task of finding exact terms from Chinese to English, but some have been reviewed as reliable in conveying the true message of Sun Tzu. This includes the importance of considering economicRead MoreSun Tzu s The Art Of War1047 Words   |  5 PagesSun Tzu’s The Art of War in World War II During the Spring and Autumn Period (771 B.C.E. -406 B.C.E.) of Chinese history, the Zhou dynasty began to face opposition from several competing warlords and dynasties. In the midst of this conflict emerged the Wu general, Sun Wu, later titled Sun Tzu. He was the most innovative military officers of his time and his techniques and stratagem were transcribed into The Art of War which was later revised and became the most important military text in the ensuingRead MoreAnalysis Of The Art Of War By Sun Tzu1249 Words   |  5 PagesBook Analysis: The Art of War by Sun Tzu Ancient Chinese scholar Sun Tzu wrote The Art of War more than 2000 years earlier, probably for kings, generals and solders of his time. However, this book is still relevant in this high-tech modern world. It has still a powerful energy to work as a useful guidance for modern times. The Art of War is actually about struggles and confrontation we all go through in our daily lives. We as all face same kinds of dilemmas in our hearts and minds when it comesRead MoreSun Tzu Art Of War Analysis964 Words   |  4 PagesObjective Analysis 69. Sun Tzu’s The Art of War (Sunzi bingfa) is a remarkably lucid, compact and sometimes enigmatic treatise. Although the main purpose was to be applied in war, its philosophies can be applied in any activity involved with conflicts or competition. Written in the sixth century BCE, it emphasises the role of military force in international relations: â€Å"Warfare is the greatest affair of the state, the basis of life and death, the Way (Tao) to survival or extinction. It must be thoroughlyRead MoreSun Tzu Art of War for Maxis2378 Words   |  10 PagesAppendix I UNIVERSITI TUNKU ABDUL RAHMAN FACULTY OF BUSINESS AND FINANCE ACADEMIC YEAR: 2009/2010 JAN 2010 TRIMESTER UBMM1011 SUN ZI’S ART OF WAR BUSINESS STRATEGIES Assignment cover Sheet Course details Course : ______________________________________ Year and Semester of study : _______________________________________ Lecturer’s Name : __DR. WONG KEE LUEN_____________________ Assignment Details Topic : _____________________________________ Due Date : Week 7, 5 March 2010Read MoreEssay about The Art of War by Sun Tzu698 Words   |  3 Pages The Art of War has been used quite frequently throughout the years by many intelligent leaders and scholars. The day of its origin is still unknown, as well as who actually wrote it. It is believe that a Chinese military leader named Sun Tzu is the author, but people nowadays begin to question if he actually existed. Some people say it is a collection of Chinese military strategies that were passed down generation from generation. Whatever the origin of these teaching is, it is clear that whoeverRead MoreEssay about Sun Tzu and the Art of War1208 Words   |  5 PagesThroughout the ages of history, there were many wars that were fought. For every victory and defeat, what was it that really determined the outcome of the war? Which army leader had the better or worse battle plan? With the plan they had, did it increase their chances of victory? Were there key factors in an army leader’s plan that lead to their defeat? Or, was the best decision made to completely avoid war ? For a lot of the wars that took place and the ones that were avoided many years ago

Poverty in Canada Relative Poverty Measurement Essay

Poverty is an ongoing problem in Canada. Poverty is defined as the inability to obtain the necessities for life . Despite poverty being an ongoing problem, how to properly measure it is disputed among scholars. There are two basic formations for the measurement of poverty: the relative measurement and the absolute measurement. In Canada they are called the low income cut off, or LICO, measurement and the market basement measure, or MBM, measurement. The LICO measurement is individuated to Canada whereas the MBM measurement is a worldwide standard. Of the two the LICO measurement of poverty is most relevant for Canadian politicians. This because a relative measurement allows for policy makers to understand poverty based upon what it means†¦show more content†¦The LICO defines some as improvised if they spend 62% or more of their yearly income on necessary goods . Absolute poverty measurements are based upon a worldwide standard. They measure if a person is too able to earn enough money to satisfy the basic needs of individuals . This formation therefore looks at deprivation since it looks to see if you have enough to survive. Additionally this standard is a worldwide standard of what it expected to be needed by individuals to survive. Thus the absolute poverty measuring is a more fixed and world standard of measuring poverty. The Canadian version of this measurement is the MBM. It defines poverty as anyone who has a yearly income below the market basement, the amount that is defined as the minimum needed to have the access to the most basic necessities of life . The basement though will change as newer technological advances are deemed necessary for basic living . In 1988 this poverty line the market basement was $20,230 for a four person family. This is â€Å"roughly half of the LICO†¦ poverty line incomes† The big difference between the two measures is the understanding of necessity. The MBM looks to see what life is like living at the bare minimum requirements. It looks to see if what would happen if you bought only that was required and nothing else. This is different from the LICO measurement which looks to see if Canadians have enough income after necessities are purchased to live like a Canadian. ItShow MoreRelatedThe Social Issue Of Canada1087 Words   |  5 PagesIntroduction Canada is regarded as one of the wealthiest industrialized countries in the world. This indication is contrary to the well-being reality affecting Canadians. Despite being part of the Organization for Economic Co-operation Development (OECD), Canada has lagged behind her otherwise wealthy counterparts in the industrialized countries being position 19 out of 22 nations (Breznitz and Zysman, 2013). 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By using a global poverty map and standard soil productivity measures, we find that the regions in sub-Saharan Africa with better soil quality actually experience higher rates of poverty. Our dataset consisted of 5334 subnational units from 46 sub-Saharan African countries. For soil quality, we used a seven-dimensionRead MoreDesertification As A Global Problem1138 Words   |  5 Pagesand the numerous environmental problems of dry lands are over 250 million, and more than one billion people in over 100 countries are at risk (â€Å"Desertification as a global problem† 1). Additionally, desertification tends to affect communities in poverty, thus international cooperation and sharing of global resources is required to solve the issue. The UNCCD was entered into force in 1996 in order to address sustainable land management through restoring land and soil productivity and reducing theRead MoreLimitation of National Income4235 Words   |  17 Pagesthe twenty five nations of the European Union. Ireland has made huge strides in improving her relative standard of living. In 1994 Ireland’s GDP per capita was just 84% of the EU average but extremely rapid economic growth allowed the Irish economy to surge past the EU15 average in 1999 and this progress has been maintained. In contrast, Germany’s relatively slow growth has seen erosion in her relative advantage in living standards – from a level 10% above the EU average in 1994 to a level only 3%Read MoreSocial And Economic Policy Decisions Impact Income Equality3504 Words   |  15 Pagesnet worth shrink by 150 percent (Flavelle, 2014). With this new report, it challenges the idea that suggests Canadians are getting wealthier laterally (Flavelle, 2 014). This paper will examine how poverty is linked to poor health and argue the profound health consequences of the growing inequality in Canada. Recommendations for addressing this concern will also be made. 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Dr. Patricia O’Reilly Life on New Planet 2 Introduction: The debate about the relative merits of exploring space with humans and robots is as old as the space program itself. There are some arguments that are advanced in any discussion about the utility of space exploration and the roles of humans and robots. Those arguments in roughly ascending order of advocate support are the following: 1.Read MoreMinimum Wage6018 Words   |  25 Pageswage.) Since the minimum wage is set in nominal terms, its real value declines as prices rise until Congress raises the wage floor again, creating the sawtooth pattern evident in Chart 1. ? As shown in the chart, the minimum wage fell dramatically relative to the average manufacturing wage during the 1980s, prompting one-third of the states to impose state minimum wages above the federal level. 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Child Protection Policy free essay sample

Approximately 4 out of 10 children in Grades 1-3 and 7 out of 10 in higher grade levels have complained of verbal abuse by their teachers; 36. 53 % of children in Grades 4-6 and 42. 88% of high school students surveyed indicated they have experienced verbal sexual violence in school and 11. 95% of children in Grades 4-6 and 17. 60% of high school students have experienced inappropriate touching. †¢Source: â€Å" Towards A Child –Friendly Education Environment†, PWU- C. CWC- UNICEF for Plan Philippines in 2009 Physical, Verbal and Sexual Abuse and Violence Among Children , (i. . Bullying, etc. ) A. 73. 58% of children in Grades 4-6 and 78. 36% in high school surveyed in urban areas have suffered verbal abuse violence from their peers; 30. 17% of children in Grades 4-6 and 37. 57% in high school surveyed in rural areas have experienced physical abuse or violence committed by their peers; 26. 74% of children in Grades 4-6 and 43. 71% in high school in urban areas surveyed have experienced verbal sexual abuse committed by their peers and 9. 65% of Grades 4-6 and 17. 71 of high school students experienced inappropriate touching. Source: â€Å" Towards A Child –Friendly Education Environment†, PWU- B. C. CWC- UNICEF for Plan Philippines in 2009 MANDATE ? Art. XV. Sec. 3(b). 1987 Philippine Constitution: â€Å"the State shall defend the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development†¦Ã¢â‚¬  Article XIV, Section 3, (b): â€Å" all educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights†¦Ã¢â‚¬  ? ? Article 218, 220, 233 of the Family Code of the Philippines and PD 603 â€Å"gives the school, its administrators and teachers, or the individual, entity or institution engaged in child care the special parental authority and responsibility over the minor child while under their supervision, instruction or custody†Ã¢â‚¬ ¦.. â€Å"Authority and responsibility shall apply to all authorized activities whether inside or outside the premises of the school, entity or institution†¦. † DECLARATION OF POLICY †¢ Deped shall ensure that our schools are conducive to the education of children. The best interest of the child shall be the paramount consideration in all decisions and actions involving children. Teachers are their substitute parents and are expected to discharge their functions and duties with this in mind. DepED shall promulgate a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. †¢ OVERVIEW HIGHLIGHTS OF THE POLICY ? 1. Goal: effective implementation of a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. 2. PROHIBITED ACTS . Child abuse; 2. Discrimination against children; 3. Child Exploitation; 4. Violence Against Children in School; 5. Corporal Punishment; 6. Any analogous or similar acts; and 7. Bullying or Peer Abuse ? â€Å"Violence against children committed in schools† refers to a single act or a series of acts committed by school administrators, academic and non-academic personnel against a child which result in or is likely to result in physical, sexual, psychological harm or suffering, or other abuses including threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to the following acts: 1. 2. 3. 4. Physical violence Sexual violence Psychological violence Other acts of violence ? â€Å"Corporal Punishment† refers to a kind of punishment or penalty imposed for an alleged or actual offense, which is carried out or inflicted, for the purpose of discipline, training or control, by a teacher, school administrator, an adult, or any other child who has been given or has assumed authority or responsibility for punishment or discipline. â€Å"Bullying or Peer Abuse† – refers to willful aggressive behavior that is directed towards a particular victim who may be out-numbered, younger, weak, with disability, less confident, or otherwise vulnerable, more particularly: a. Bullying b. Cyber-bullying 3. DUTIES AND RESPONSIBILITIES OF SCHOOLS ? Ensure the institution of effective child protection policies and procedures and monitor compliance thereof; Ensure that the school adopts a child protection policy, organize and convene Child Protection Committee (CPC) for the school; Conduct the capacity building activities for the members of the CPC and Guidance Counselors/Teachers; Ensure that the participatory and other rights of children are respected and upheld in all matters and procedures affecting their welfare; Coordinate with appropriate offices and other agency or instrumentality for appropriate assistance and intervention, as may be required in the performance of its functions ? ? ? 4. ESTABLISHMENT OF CHILD PROTECTION COMMITTEE (CPC) Composition: School Head/Administrator – Chairperson Guidance Counselor/ Teacher –Vice Chairperson Representative of the Teachers as designated by the Faculty Club Representative of the Parents as designated by the PTA Representative of pupils/students as designated by the Su preme Student Council Representative from the Community as designated by the Punong Barangay, preferably from the BCPC. ? ? ? ? ? ? Functions of CPC’s: ? Initiate information dissemination programs and organize activities for the protection of children; Establish a system for identifying students who may be suffering from significant harm based on any physical, emotional or behavioral signs; Monitor the implementation of positive measures and effective procedures in providing the necessary support for the child and for those who care for the child; and Ensure that the children’s right to be heard are respected and upheld in all matters and procedures affecting their welfare. ? ? ? 5. PREVENTIVE MEASURES: Capacity Building of School Officials, Personnel, Parents and Students ? Strategies: ? Conducting sessions, trainings and seminars on positive peer relationships and enhancement of social and emotional competence; ? Using training modules which include positive and non-violent discipline in classroom management and gender sensitivity; ? Employing of means which enhance the skills and pedagogy in integrating and teaching children’s rights in the classroom. 6. PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS BULLYING AND OTHER ACTS OF ABUSE ? PROCEDURES: All bullying incidents shall be reported to the School Head. The School Head shall in turn inform the parents of the pupils concerned and a meeting shall be held for that purpose. The student shall be referred to the CPC for counseling and other interventions. The School may impose Non-punitive Measures in accordance with the principles of Positive and Non-Violent Discipline. ? ? ? Punitive measures will be a las t resort. 7. PROCEDURES IN HANDLING CHILD ABUSE, EXPLOITATION, VIOLENCE AND DISCRIMINATION CASES 1. Expeditious conduct of investigation and reporting of cases; 2. School Head or the Schools Division Superintendent shall forward the complaint within 48 hours to the Disciplining Authority, who shall issue an Order for the conduct of a fact-finding investigation, not later than 72 hours from submission; 3. If the person complained of is a non-teaching personnel, the Schools Division Superintendent shall cause the conduct of a fact-finding investigation within the same period; 4. Criminal and civil liability shall not be a bar to the filing of an administrative case; 5. The Revised Rules of Procedure of DepED in Administrative Cases shall apply in all other aspects; 6. The identity or other information that may reasonably identify the pupil or student shall remain confidential; and 7. The identity of a respondent-teacher shall likewise be kept confidential. 8. ASSESSMENT AND REFERRAL OF VICTIMS TO LSWDO ? The CPC shall accomplish the Intake Sheet; ? The School Head may refer the victims and offenders to LSWDP for assessment and appropriate intervention thank you

Taoism Essays - Taoism, Chinese Philosophy, East Asian Religions

Taoism Philosophy of Mind in China Conceptual and Theoretical Matters Historical Developments: The Classical Period Historical Developments: Han Cosmology Historical Developments: The Buddhist Period Historical Developments: The Neo-Confucian Period Bibliography Introduction: Conceptual and Theoretical Matters Classical Chinese theory of mind is similar to Western folk psychology in that both mirror their respective background view of language. They differ in ways that fit those folk theories of language. The core Chinese concept is xin (the heart-mind). As the translation suggests, Chinese folk psychology lacked a contrast between cognitive and affective states ([representative ideas, cognition, reason, beliefs] versus [desires, motives, emotions, feelings]). The xin guides action, but not via beliefs and desires. It takes input from the world and guides action in light of it. Most thinkers share those core beliefs. Herbert Fingarette argued that Chinese (Confucius at least) had no psychological theory. Along with the absence of belief-desire explanation of action, they do not offer psychological (inner mental representation) explanations of language (meaning). We find neither the focus on an inner world populated with mental objects nor any preoccupation with questions of the correspondence of the subjective and objective worlds. Fingarette explained this as reflecting an appreciation of the deep conventional nature of both linguistic and moral meaning. He saw this reflected in the Confucian focus on li (ritual) and its emphasis on sociology and history rather than psychology. The meaning, the very existence, of a handshake depends on a historical convention. It rests on no mental acts such as sincerity or intent. The latter may accompany the conventional act and give it a kind of aesthetic grace, but they do not explain it. Fingarette overstates the point, of course. It may not be psychologistic in its linguistic or moral theory, but Confucianism still presupposes a psychology, albeit not the familiar individualist, mental or cognitive psychology. Its account of human function in conventional, historical society presupposes some behavioral and dispositional traits. Most Chinese thinkers indeed appear to presuppose that humans are social, not egoistic or individualistic. The xin coordinates our behavior with others. Thinkers differed in their attitude toward this natural social faculty. Some thought we should reform this tendency and try harder to become egoists, but most approved of the basic goodness of people. Most also assumed that social discourse influenced how the heart-mind guides our cooperation. If discourse programs the heart-mind, it must have a dispositional capacity to internalize the programming. Humans accumulate and transmit conventional dao-s (guiding discourses?ways). We teach them to our children and address them to each other. The heart-mind then executes the guidance in any dao it learns when triggered (e.g., by the sense organs). Again thinkers differed in their attitude toward this shared outlook. Some thought we should minimize or eliminate the controlling effect of such conventions on human behavior. Others focused on how we should reform the social discourse that we use collectively in programming each other's xin. Typically, thinkers in the former group had some theory of the innate or hard-wired programming of the xin. Some in the latter camp had either a blank page or a negative view of the heart-mind's innate patterns of response. For some thinkers, the sense organs delivered a processed input to the heart-mind as a distinction: salty and sour, sweet and bitter, red or black or white or green and so forth. Most had thin theories, at best, of how the senses contributed to guidance. While it is tempting to suppose that they assumed the input was an amorphous flow of qualia that the heart-mind sorted into categories (relevant either to its innate or social programming). However, given the lack of analysis of the content of the sensory input, we should probably conservatively assume they took the na?ve realist view that the senses simply make distinctions in the world. We can be sure only that the xin did trigger reactions to discourse-relevant stimuli. Reflecting the theory of xin, the implicit theory of language made no distinction between describing and prescribing. Chinese thinkers assumed the core function of language is guiding behavior. Representational features served that prescriptive goal. In executing guidance, we have to identify relevant things in context. If the discourse describes some behavior toward one's elder, one needs a way correctly to