Definition and Examples of Symbolic Action

Definition and Examples of Symbolic Action A term utilized by twentieth century rhetorician Kenneth Burke to allude when all is said in done to frameworks of correspondence that depend on images. Emblematic Action According to Burke In Permanence and Change (1935), Burke recognizes human language as emblematic activity from the semantic practices of nonhuman species. In Language as Symbolic Action (1966), Burke expresses that all language is inalienably powerful in light of the fact that emblematic demonstrations accomplish something just as state something. Books, for example, Permanence and Change (1935) and Attitudes Toward History (1937) investigate emblematic activity in such zones as enchantment, custom, history, and religion, while A Grammar of Motives (1945) and A Rhetoric of Motives work out what Burke calls the dramatistic premise of all representative activity. (Charles L. ONeill, Kenneth Burke. Reference book of the Essay, ed. by Tracy Chevalier. Fitzroy Dearborn, 1997) Language and Symbolic Action Language is a types of activity, representative actionand its temperament is with the end goal that it tends to be utilized as a device. . . .I characterize writing as a type of emblematic activity, embraced for its own sake.(Kenneth Burke, Language as Symbolic Action. Univ. of California Press, 1966)To fathom representative activity, [Kenneth] Burke persuasively contrasts it and reasonable activity. The hacking down of a tree is a viable demonstration though the expounding on the cleaving of a tree is an emblematic workmanship. The inward response to a circumstance is a disposition, and the externalization of that mentality is a representative activity. Images can be utilized for viable purposes or for sheer euphoria. For example, we may utilize images to gain a living or in light of the fact that we like to practice our capacity to utilize them. Anyway rationally particular the two are, they frequently overlap.(Robert L. Heath, Realism and Relativism: A Perspective on Kenneth Burke . Mercer Univ. Press, 1986)The absence of an away from of emblematic activity in The Philosophy of Literary Form [Kenneth Burke, 1941] isn't the shortcoming some may envision it to be, for the possibility of representative activity is only a starting point. Burke is basically recognizing expansive classes of human experience, with the goal of binding his conversation to the elements of activity in language. Burke is progressively intrigued by how we make language into a vital or adapted answer (that is, in how representative activity works) than in characterizing emblematic activity in any case. (Ross Wolin, The Rhetorical Imagination of Kenneth Burke. Univ. of South Carolina Press, 2001) Various Meanings The end to be drawn from setting different meanings of representative activity one next to the other is that [Kenneth] Burke doesn't mean something very similar each time he utilizes the term. . . . An assessment of the numerous employments of the term uncovers that it has three separate yet interrelated implications . . .: semantic, delegate, and laxative redemptive. The first incorporates all verbal activity; the second covers all demonstrations which are delegate pictures of the fundamental self; and the third incorporates all demonstrations with a laxative redemptive capacity. Unmistakably, representative activity incorporates significantly more than verse; and obviously, nearly anything from the full scope of human activity could be an emblematic demonstration in at least one of the faculties given previously. . . .Burkes practically narrow minded statement that every single idyllic act are consistently representative acts in each of the three implications is one of the one of a kind highlights of his framework. His contention is that however any demonstration might be emblematic in at least one different ways, all sonnets are consistently delegate, laxative redemptive acts . This implies each sonnet is simply the genuine picture of the which made it, and that each sonnet plays out a laxative redemptive capacity for oneself. (William H. Rueckert, Kenneth Burke and the Drama of Human Relations, second ed. Univ. of California Press, 1982)

Your views stand out among others i have read and here is why Personal Statement

Your perspectives stand apart among others I have perused and here is the reason - Personal Statement Example Nonetheless, American culture watched new skylines of life and learned new exercises. Individuals feared the loss of work and the hardships that would go with the monetary catastrophe. Despondency was a monetary pulverization, however it changed the social point of view altogether. For example, ladies think that its simpler to land low-wage positions that opens new open doors for them in spite of the fact that it was an unmistakable deviation from perfect sex jobs in a family around then. Ranchers couldn't bear the substantial weights of banks credits and saw the ware costs fall pointedly. The occasion constrained mass horticultural based populace to move in urban settlements to get a new line of work. By the presentation of CCC, NWA, and WPA, individuals begin feeling that their administration is really working for them. The legislature had more control and an expanded effect on people’s life and that waits on till today. Exactly when the American economy was reshaping itself and recovering from the downturn, United States had to go into the WWII. Incidentally, the war helped the monetary movement and decreased work that had flooded to in excess of 11 percent. Be that as it may, business analysts accept that the genuine flourishing began not before the war finished. What disturbs me more than anything else is the idea that opportunity comes through government. In a perfect world, government ought to shield its residents from interior or outer vicious and dangerous components. Should government be permitted to begin a war?

November

November Im on the train home to Philadelphia. Currently: four women run my lifeSZA, Solange Knowles, Sappho, my mother. Schoolwork saturated the first two weeks of November, and then last week was suddenly too free. Now its Thanksgiving break. Next week will be absurdly busy, and I am not looking forward to it. A few things that happened in November: I spent a day giving math problems to seventh-grade girls. A friend from high school visited me. I boarded a plane to New York, spent a day interviewing there, and then almost missed my flight back to Boston. I grew restless and finished two books. I grew restless and bought two more. I spent way too much time with my head buried in booksfrigid weather, 4:30 PM sunset1, overlong reading list; it was bound to happen. Here are some snippets from the past month. (Ive kind of been following my own schedule and not doing many student-life related things because of the time constraints imposed by the rest of my life. Welp.) Sappho At some point in the semester, it occurred to me that I owe a lot to ancient Greece, to Pythagoras and Euclid and Zeno and Ptolemy. They are people who made math fundamental and rigorous. I imagined Id read some classical philosophy this semester. Instead, I am reading a 2007 book2 that tells me to distrust Platonic forms and simplified models. I am reading Sappho3 instead of Socrates. So much for philosophy. books/making time to read/coping with life I read a lot before coming to MIT but stopped during my freshman year, mostly because I was trying to throw myself into being A Well-Adjusted College Student. I was doing standard freshman things and standard rebellious thingsmaking friends, baking spontaneously, going sledding, walking around Boston aimlessly with friends, dying my hair pink, dancing at parties, disowning parts of my previous self. It was a lot of fun, but in April I started to miss all the dimensions of my personality Id thrown out in order to follow new friends around. I felt, in addition, that we were constantly doing things to be sensational. It was a lot of fun, but we were not really getting to know each other. I spent my freshman spring unhappily, largely by my own doing. I felt disconnected from student life. I spent too much time completing perfect schoolwork. The social dynamics of my living group stressed me out, and I was unhappy that I read only textbooks and wrote only proofs. So I spent the summer running around Hong Kong and slowly getting back into the swing of reading and writing. I came back to MIT refreshed. I moved to a more diverse place. And I made a commitment with one of my friendseach week, we meet for an hour and do nothing but read. Usually we end up staying for much longer than an hour. In a similar way, I committed to working out: gym, twice a week, with a friend. This is, apparently, the most effective way for me to get things doneby making commitments with other people. Its much easier for me to justify skipping a workout when all thats at stake is my long-term health (clearly not that important), but when you add a friend whos at the gym waiting for mewell, I cant just not show up, can I? I love my friends. Where would I be without them? As a side effect, spending this much time with people one-on-one has led to much stronger relationships. My grades have dropped this semester; my schoolwork is no longer perfect. I am not really doing badly in classesI am just not doing as well as before. But I am also so happy, though prioritizing my happiness often makes me uncomfortable. Heres what my best friend, Jenn, said about this at one particularly desperate point: . She puts it so well. Where would I be without Jenn? SZA/Solange Spending time with books means spending time with music. My playlist for the month includes some sad songs at the periphery of RB. It sounds almost like a breakup playlist, which is apt because November has indeed been a breakup with good weather and good grades. None of these songs have anything to do with MIT; theyre just to set a mood. Listen if youd like. playlist My mother keeps texting me emojis. I cant wait to see her. gratitude Every Thanksgiving, I go through the motions of expressing gratitude for my friends and family, but this year, I think I finally understand what it really means to be thankful. I apologize if that sounds cheesy or ungrateful or plain dumbI just feel more than ever as though I am being propped up by the people around me in some tangible way. I finally opened my life up to tumult, and I realized, over and over, that I could rely on my friends and family to help me when I struggled. Im thankful for them. I am also thankful for this blog. Thank you if you have sent me emails. Thank you if you havent but are still here reading. Thank you, world, for being so good to me these past few months. :) 1 I always pledge my allegiance to the northeast U.S., but I wonder if the chapped skin and the static electricity and low spirits of winter are really worth the quaintness and the pace of life and all the other enjoyable aspects of life here. 2 The Black Swan by Nassim Nicholas Taleb 3 If Not, Wintertranslated by Anne Carson, who writes some delicious poetry herself, if youre into that kind of thing. As for Sapphoonly fragments of her work survive. Whats most impressive to me is that her poetry remains poignant and intense even when half the words have been lost to the elements, even without musical accompaniment from the lyre.

Fracking A Natural Source Of Clean Energy Essay

Hydraulic fracturing is a technique in which a liquid is injected under high pressure into a well in order to create tiny fissures in the rocks that lie deep beneath the earth; The rocks then allows gas and oil to flow into the well. In fracking, or hydraulic fracturing, drillers inject water, chemicals, sand, or gravel, deep underground to crack open shale rock that can contain huge deposits of oil and gas. Combined with another technique known as horizontal drilling, which is exactly what it sounds like. Fracking is often used as an overall term to describe the whole process of shale energy development, vertical and horizontal drilling, the fracturing process, and the extraction of the oil and gas. Fracking is a controversial debated, both environmental and political issues. Advocates say it is a safe and economical source of clean energy but many critics claim fracking can destroy drinking water supplies, pollute the air, and add to the greenhouse gases that cause global warming. The fracking process starts with a well that is drilled vertically or at an angle from the surface to a depth of 1 to 2 miles, maybe more, according to the U.S. Environmental Protection Agency. The vertical well is then encased in steel and/or cement to ensure the well doesn t run the risk of leaking into any groundwater. Once the vertical well reaches the deep layer of rock where natural gas or oil exists, the well curves about 90 degrees and begins drilling horizontally along thatShow MoreRelatedFracking And Its Effects On The Economy1589 Words   |  7 PagesThe fracking industry in its entirety, although surrounded by a shroud of controversy, is an economic stimulator that many do not acknowledge. The potential replacement of coal for efficient and clean energy would not be possible if it weren’t for the utilization of hydraulic fracturing, also known as fracking, and horizontal drilling. To consider fracking as only a danger to the environment would be an overstatement while saying fracking only provides natural gas and nothing else is an understatementRead MoreThe, A Documentary By Josh Fox1296 Words   |  6 Pagesclose proximity to a hydrofracking facility. Throughout the film, Fox travels around the country and meets with families that have been negatively impacted by fracking companies moving into their communities. Due to the amount of pollution that hydrofracking can cause, many of the families that Fox meets with no longer have the luxury of clean water supplied through their faucets. GasLand really opened up my eyes to the dangers of hydrofracking, and the negative externalities that consumers have toRead MoreFracking : How It Affects The Environment?1124 Words   |  5 PagesFracking: How It Affects The Environment? Concerns with the environment have recently been front and center in the United States. 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Fracking water is difficult to clean, leading many companies to dispose of much of the water deep undergroundRead MoreFracking And The Environment : Fracking983 Words   |  4 PagesTayler Hedgecock Dr. Allen Composition 2 MWF 11 AM Fracking and the Environment Hydraulic fracturing, also known as fracking, is not an environmentally sound method of acquiring cleaner, cheaper energy. Fracking is a practice that is being used in order to collect natural gas from deep within the earth’s layers of shale rock. Fracking is the process in which water, sand, and chemicals are forced with immense pressure, approximately ten to fifteen thousand pounds per square inch, into the shale rockRead MoreHydraulic Fracturing And Its Effects On The Environment1087 Words   |  5 PagesMay 2015 Hydraulic Fracturing â€Å"Our country will have drilled and fracked our way down a blind alley for a short lived energy boom† (qtd. In †¦). Hydraulic fracturing, also known as fracking, is the process of drilling and injecting fluid into the ground at high pressure in order to fracture shale rocks to release natural gases inside. Many people are referring to fracking as an energy revolution that will last America at least 100 years. What they don’t know is that at the rate we are going, it wontRead MoreFracking Essay1393 Words   |  6 PagesThe Result of Fracking on the Natural Gas Industry Introduction Hydraulic fracturing otherwise known as fracking has flooded the market with cheap and reliable natural gas to the exportation and power production markets all while being limited by logistics. Emspak, J. (2014, August 12) shows that natural gas production by fracking has expanded gas production by 32 times the amount in 2008. This lowered the cost 40% over that span of time. The demand for clean cost efficient power production shifted

Database Records and Relational Data Worksheet - 1004 Words

University of Phoenix Material Database Records and Relational Data Worksheet Complete Parts A and B of this worksheet. Cite your sources. Part A: Database Records l Answer the following patient information questions using the table provided. Refer to figure 4-10 on p. 83 of Health Information Technology and Management for assistance. 1. What patient resides in California? What is the patient number? The patient that resides in California Sofia Yakaria Pallares. Her patient number is 10259. Gartee, R. (2011). 2. Who is the provider of Sofia Yakaria Pallares? What credentials does her provider have? Ruth Ann Raymond is Sofia’s provider and Ruth Ann Raymond has her MD license. Gartee, R. (2011). 3. What†¦show more content†¦Be clear and concise, use complete sentences, and explain your answers using specific examples. Cite your sources. 1. What are the main components of a database? One of the main components of a database is characters. Characters are letters, numbers and punctuation marks. You are using characters when you are typing a sentence for example. Another main component would be fields. Fields separate data in defined fields. When data is being entered even if you don’t have an answer for all fields a space is still left but it would be blank. If you have ever seen an excel spreadsheet that would give you an idea of how data is lined out into different fields. Records are a main database component as well. Records are a group of fields that are about one thing. An example would be social security numbers in a database of patients. Each patient would have a social security number and each social security number is in a field. That field would have the same information which is that patients social security number even though every ones is different and there would be many listed depending on how many patients was in the database. Gartee, R. (2011). 2. 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The proponents have come up with a proposed study to develop their existing manual system through computerization, design, create a link database system in their inventory functions to easily process their transaction and avoid the common problems that they encounter. This system is effective and efficient for it will alert them to any stock-out, overstock and missing items. Inventory clerks

Reading and Writing Development Free Essays

Reading and Writing Development Tyesha Woods March 10, 2013 ADE/202 Susan Clark The two age groups that I have chosen are early childhood and middle childhood. Early childhood ranges from two to six years of age and middle childhood ranges from six to ten years of age. In the beginning stages of early childhood the child would not be reading or writing just yet. We will write a custom essay sample on Reading and Writing Development or any similar topic only for you Order Now But they would be starting to learn how to read and to write. They should be learning how to recognize letters and how to put them together to form words. At the end of this stage the child should be able to read and write, or they should be at the beginning stages of reading and writing. The beginning stages of middle childhood the child should be at the beginning stages of reading and writing. By the end of the middle childhood the child’s reading and writing skills should be more advance. They should be able to read at a higher level. They should be able to take spelling words and look them up in the dictionary, write out the words, and make the words into sentences. For the children in early child the material that I would use would be handouts. The handouts will have the letters for the kids to trace. Then they would a beginners reading book. They would have to read the book and they would have to write about what they read. Another thing that I would do, is give the children an assignment where they had to match up the word with the picture. For example if the handout had pictures of a dog, cat, kite and cow the child would have to match the word with the picture. That should help with the reading aspect. For the writing I would have the child write the words out two times each. The material that I would use for the children in middle childhood is vocabulary and reading. I would give spelling words and assign to read a book. As far as the spelling words the first thing that I would do is have the students write out the words five times each so that they can get know the words. The second thing that I would do is, have the children look up the words in the dictionary. Another thing that I would do is having the students make sentences out of the words that I have given them. The finale thing that I would do is to give the students a spelling test. Now for the reading I would assign the children a book to read and the students, would have to read a few pages at a time. By the end of the week the student should finished the book, and as a weekend assignment they would have to write a small book report. The book report would have to tell what they read. I would also ask the children to write down the words that they did not understand. So, that I could take the words and turn them into spelling words. I would do this so that children would have a better understanding of the words that the children did not understand. I feel that these methods will help the children to improve their reading and writing skills. For both groups I would ask the parents to get involved with the children’s schoolwork. I would ask the parents to make sure that the kids do the work when the children are home. I will give the children work packets to take home so that they can keep practicing their work. The work that I would give would be done when the kids have spring break or on the weekend. I would do this so that the kids will not forget what they have learned in school. I would not give so much work that it would take away from the kids time off, but just enough to keep them sharp when it comes to their school work. I would recommend that the parents do the work with the children for two hours out of the day. The parents and the teachers need to work together. That is why I keep saying that the parents can help the child; the teachers can help the child while they are at school. The parents help at home by making sure that the child does the schoolwork and the teacher will check to make sure that the child did the work. If the parents and the teachers work together they can both help the child to strengthen their reading and writing skills. References Teresa M. McDevitt and Jeanne Ellis Ormrod. (2004). Child Development: Educating and Working with Children and Adolescents. Retrieved from Teresa M. McDevitt and Jeanne Ellis Ormrod, ADE202 website. How to cite Reading and Writing Development, Papers

Foundations of Corporate Social Responsibility †MyAssignmenthelp

Question: Discuss about the Foundations of Corporate Social Responsibility. Answer: Introduction The following report is based on the analysis of the Corporate Social Responsibilities of an organization. The researcher has highlighted the CSR practices of the business organizations and examined the relations that exist between the legal guidelines of the country. The article that has been selected for analysis has drawn up the conclusions from a large number of databases which includes sample studies from 23,000 companies of 114 different countries in the globe (Liang and Renneboog 2017). Apart from highlighting the common issues of the article the researcher has also described the main methodology that has been used to complete the research that is being analyzed as well as pointed out the different results that the article has concluded. The gaps in the literature have also been identified to increase the scope of the research. The following article has dealt with Corporate Social Responsibilities and the approach taken by different companies in different countries depending upon the laws and regulations in each of those countries. However there are some problems in implementing the CSR programs in different countries as in some countries the laws to implement them are tougher while in the others the laws to regulate such are not so tough in nature. The authors have also found out that the management of most of the companies lacks the intent to implement the CSR activities. They take the advantage of the lower ratings of CSR in most of the countries. Thus the most common issue identified by the following authors is the lower level of CSR activities implemented by the companies in the common law countries whereas the opposite happens in the countries with Scandinavian law countries (Liang and Renneboog 2017). The following issues are of great importance as because CSR is one of the most important considerations of the global industrial front. It is one of the most important task of the companies to undertake CSR activities as a part of their operations in different countries. However the research has shown that most of the organizations take advantage of the slack regulations and laws of the country and hardly undertakes CSR activities. Thus such operations can invite different complex situations. The authors of the particular text have described the findings to be of two fold in nature (Cheng Ioannou and Serafeim 2014). If the activities are considered at the Macro level then the role of legal origin in driving the finance and the other economic outcomes comes into question however the Macro level does not support the following and describes CSR to be the welfare mechanism for the shareholders of the organizations. Thus CSR is considered to be a blend of both rules and the choice of the organizations in implementing them in the organizational framework. The methodology is considered to be the most precious part in the conduction of a research. A proper and effective methodology selection can help the research to be successful in nature. The researchers have used the post positivism research method to deduce the results as it involves a scientific approach to render the conclusions. On the other hand the researchers used the deductive approach to find the philosophy of the research. The use of the deductive philosophy helped the researchers to address the specific needs of the research. The information regarding the CSR activities of the companies in the different countries was evaluated both by using primary as well as secondary data. The primary data was obtained by the conduction of a survey whereas the secondary data was obtained from earlier researches on CSR and the journals and articles of different companies. The primary as well as the secondary data was useful to deduce the results of the research. The researchers have visualized the distribution of the sustainable development channels in different industries all around the globe by using the adjusted Vigeo sustainable country ratings. The ratings are scaled according to eight different types that represent the degree of sustainable development. This includes different types of developmental categories like environmental responsibility, social responsibility and institutional responsibility of the country where the company operates (Littell and Doh 2015). The dark color in the ratings category indicates a high sustainability of the business while a fair color may indicate a less sustainability of the business. The effective methodology used by the researchers helped them to get a clear picture of the CSR activities in different parts of the world (Liang and Renneboog 2017). The Scandinavian and European countries like France and Germany generally have a strict regulation and thus the companies operating there have to maintain t he CSR rules to stay sustainable. As mentioned earlier it is just the opposite in most of the other countries having not so strict regulations. The findings of the research are directly related to the results. As mentioned in the results section there is a huge gap in the laws and regulations of most of the European countries with the other countries of the world. These countries follow strict regimes and adhere to different policies which make it a must for the companies to implement CSR policies that are beneficial for the employees and the society. On the other hand these same companies may or may not follow the CSR rules when they operate in other countries with least rules and regulations. It is up to the management of the company to implement CSR activities which may be beneficial for the society. The case of Milk Scandal in China has been illustrated by the researchers to highlight the negligence of most of the organizations in adhering to different CSR policies (Clapp and Rowlands 2014). The researchers have also used other example like the Deepwater Horizon oil spill and the Indian Ocean Earthquake as an example of such a crisis. Thus this shows that absence of a proper CSR strategy can cause serious damage to the countries where a firm operates. Applicability of the Results As mentioned in the earlier section, the absence of substantial CSR initiative can cause serious damage to the reputation of the business as well as cause problems to the operations of the business. The results thus indicate that a shift from the traditional mentality is needed by the management of the organizations to attain success in the business. Therefore the business organizations operating in countries with low level of CSR regulations must make it a point to implement proper CSR activities (Carroll 2015). The implementation of proper and effective CSR policies will help the organization to avoid complex situations like the mentioned examples of the following research in the future. The results of the following research can be and must be implemented by the organizations to achieve sustainability and limit the possibility of any damage. The applicability of the results can also help them to earn brand reputation as CSR activities are aimed towards the development of the societ ies as a whole. The research has been conducted in a proper and efficient manner with utmost accuracy to most of the details. However there are still some issues and concerns that the researchers have failed to identify in the work . Though most of the Asian countries have a low level of CSR regulations, there are certain trade regulations and other tax related policies that the companies have to face while starting or operating their business in these countries. Therefore these companies face a tough time while doing business and thus it is hard for them to implement the CSR policies after ensuring the completion of all the other criteria. The researchers have also failed to identify the specific cause of the absence of the regulations in most of the developing countries and how to bring at par with that of the legally developed countries. Conclusion The researchers have presented a well constructed report on the issues that are related to the CSR policies of the organization. The use of the deductive approach to come to the conclusion of the research has been useful to find out the exact results of CSR activities in different legal countries of the organization. The researchers have been able to identify the important issues related with the topic of the following research and are also successful in determining the importance of such issues. The researcher has also analyzed the results of the research and has identified the applicability of the research in the different business organizations. The thorough analysis of the research will help the readers to get an idea of CSR related activities and its importance in operating a smooth business operation. References Bhattacharya, C.B., Korschun, D., Sen, S. and Routledge, H., 2017. Corporate social responsibility.Journal of International Law,26(2). Carroll, A.B., 2015. Corporate social responsibility.Organizational dynamics,44(2), pp.87-96. Cheng, B., Ioannou, I. and Serafeim, G., 2014. Corporate social responsibility and access to finance.Strategic Management Journal,35(1), pp.1-23. Clapp, J. and Rowlands, I.H., 2014. Corporate social responsibility.The Essential Guide to Global Environmental Governance. Routledge: London, pp.42-44. Liang, H. and Renneboog, L., 2017. On the foundations of corporate social responsibility.The Journal of Finance,72(2), pp.853-910. Littell, B. and Doh, J.P., 2015. Corporate social responsibility. InThe Routledge Companion to Non-Market Strategy(pp. 121-136). Routledge. Pedersen, E.R.G. ed., 2015.Corporate social responsibility. Sage. Schwartz, M.S., 2017.Corporate social responsibility. Routledge. Suliman, A.M., Al-Khatib, H.T. and Thomas, S.E., 2016. Corporate Social Responsibility.Corporate Social Performance: Reflecting on the Past and Investing in the Future, p.15. Tai, F.M. and Chuang, S.H., 2014. Corporate social responsibility.Ibusiness,6(03), p.117.

Vegetarianism To Meat Or Not To Meat Essay Example For Students

Vegetarianism To Meat Or Not To Meat Essay As children, one of the first things we learn is to recognize the friendly barnyard animals. We easily can spot the furry cow with the gentle eyes, the feathery chickens who run wildly about, and the pink pigs that roll in the mud. We may also sing about that nice farmer, Old McDonald, and all of his nice animals. The truth is that Old McDonald with a straw hat has been replaced by a business man in the hard hat. Ninety-five percent of the meat we eat does not come from Old McDonalds farm. Hens, chickens, turkeys, and over half of beef cattle, dairy cows, and pigs come from an animal factory (Sussman, 95) which is a mechanized environment. This new farming method finds blue skies, tall silos, and grassy hillsides good for calendars but, bad for business. Those pictures are not cost effective. Animals are not treated with the loving care of a farmer but, are treated like inmates on death row. Poultry, pigs, and calves are forced to live in total confinement never to see the light of day until they head to the slaughter house. Hens are frequently crowded into small cages which they may not leave for a year or two. We will write a custom essay on Vegetarianism To Meat Or Not To Meat specifically for you for only $16.38 $13.9/page Order now Pregnant sows are often put in stalls that are their homes for three months at a time. After having her piglets, a sow may be pinned to the floor for four to seven weeks in order to keep the sow from rolling over on her babies. Cows may be fed steady diet of molasses laced saw dust, shredded newspaper, plastic pellets, poultry manure, and processed slaughter house wastes in order to gain weight faster. Confinement is so complete that the animals do not have room to move (206). Not only are the animals forced to live in this unnatural environment, they are also pumped full off antibiotics, hormones, steroids, and are dipped in pesticides. Over half the cattle and nearly all pigs, calves, and poultry are fed a steady diet of antibiotics and related Jarboe 2 medications to help control diseases. No one is sure what the long term side effects may be for people who consume these meat and dairy products (145). Have you ever seen a big rig driving down a highway hauling cattle? A trucker hauling livestock can legally drive two to three days nonstop leaving the creatures without food or water. Truckers who do stop to rest or water their cargo do so because they choose to, not because the law requires it . It is not surprising that much livestock is driven through days of suffocating heat and below zero nights uncared for, crowded, and sometimes literally frightened to death. Some of the animals arriving alive at the slaughter house have broken limbs or other injuries due to crowding and piling. At the journeys end the cattle are already confused and frightened at their treatment and strange surroundings. Now they must be sent through such procedures such as castration, dehorning, branding, and injections and various chemicals (Null, 86-87). The four slaughtering methods the government has declared humane are captive bolt, carbon dioxide, electrical stunning, and gunshot. The methods were devised from the Humane Slaughter Act of 1958. The Act says that all livestock must be unconscience before slaughtering. Unfortunately, the act has not provisions for punishment of those who choose to use an inhumane slaughtering technique (Sussman, 223). Captive bolt gun, which is usually used on cattle, uses compressed air or blank cartridges. The device fires a thick bolt into the animals forehead. Some bolts are designed to stun the animal by concussion rather than penetration of the skull. Carbon dioxide is used on swine and sometimes sheep and calves. The animals ride on a conveyor belt into a pit filled with 65-75% concentration on carbon dioxide. The gas causes the animals to become unconscience. The electric stunner is handled by a packing house worker on any kind of animal. .u856db5dbd33821ef189736ce2a15e413 , .u856db5dbd33821ef189736ce2a15e413 .postImageUrl , .u856db5dbd33821ef189736ce2a15e413 .centered-text-area { min-height: 80px; position: relative; } .u856db5dbd33821ef189736ce2a15e413 , .u856db5dbd33821ef189736ce2a15e413:hover , .u856db5dbd33821ef189736ce2a15e413:visited , .u856db5dbd33821ef189736ce2a15e413:active { border:0!important; } .u856db5dbd33821ef189736ce2a15e413 .clearfix:after { content: ""; display: table; clear: both; } .u856db5dbd33821ef189736ce2a15e413 { 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; } .u856db5dbd33821ef189736ce2a15e413:active , .u856db5dbd33821ef189736ce2a15e413:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u856db5dbd33821ef189736ce2a15e413 .centered-text-area { width: 100%; position: relative ; } .u856db5dbd33821ef189736ce2a15e413 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u856db5dbd33821ef189736ce2a15e413 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u856db5dbd33821ef189736ce2a15e413 .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; } .u856db5dbd33821ef189736ce2a15e413:hover .ctaButton { background-color: #34495E!important; } .u856db5dbd33821ef189736ce2a15e413 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u856db5dbd33821ef189736ce2a15e413 .u856db5dbd33821ef189736ce2a15e413-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u856db5dbd33821ef189736ce2a15e413:after { content: ""; display: block; clear: both; } READ: Sleep deprivation and business Essay The stunners are shoved against the animal, shocking it into insensibility. If not handled correctly, the electical stunner can cause temporary paralyzation. Jarboe 3 The gunshot method is preferred among small operations and most farmers. A .22 or .38 caliber bullet is shot into the animals brain. Unfortunately, if the animal moves its head at the wrong time, the bullet can miss the desired spot causing the animal to bleed in agony until another bullet is fired (224-226). Chickens continue to be treated like . Vegetarianism To Meat Or Not To Meat Essay Example For Students Vegetarianism To Meat Or Not To Meat Essay As children, one of the first things we learn is to recognize the friendly barnyard animals. We easily can spot the furry cow with the gentle eyes, the feathery chickens who run wildly about, and the pink pigs that roll in the mud. We may also sing about that nice farmer, Old McDonald, and all of his nice animals. The truth is that Old McDonald with a straw hat has been replaced by a business man in the hard hat. Ninety-five percent of the meat we eat does not come from Old McDonalds farm. Hens, chickens, turkeys, and over half of beef cattle, dairy cows, and pigs come from an animal factory (Sussman, 95) which is a mechanized environment. This new farming method finds blue skies, tall silos, and grassy hillsides good for calendars but, bad for business. Those pictures are not cost effective. Animals are not treated with the loving care of a farmer but, are treated like inmates on death row. Poultry, pigs, and calves are forced to live in total confinement never to see the light of day until they head to the slaughter house. Hens are frequently crowded into small cages which they may not leave for a year or two. We will write a custom essay on Vegetarianism To Meat Or Not To Meat specifically for you for only $16.38 $13.9/page Order now Pregnant sows are often put in stalls that are their homes for three months at a time. After having her piglets, a sow may be pinned to the floor for four to seven weeks in order to keep the sow from rolling over on her babies. Cows may be fed steady diet of molasses laced saw dust, shredded newspaper, plastic pellets, poultry manure, and processed slaughter house wastes in order to gain weight faster. Confinement is so complete that the animals do not have room to move (206). Not only are the animals forced to live in this unnatural environment, they are also pumped full off antibiotics, hormones, steroids, and are dipped in pesticides. Over half the cattle and nearly all pigs, calves, and poultry are fed a steady diet of antibiotics and related Jarboe 2 medications to help control diseases. No one is sure what the long term side effects may be for people who consume these meat and dairy products (145). Have you ever seen a big rig driving down a highway hauling cattle? A trucker hauling livestock can legally drive two to three days nonstop leaving the creatures without food or water. Truckers who do stop to rest or water their cargo do so because they choose to, not because the law requires it . It is not surprising that much livestock is driven through days of suffocating heat and below zero nights uncared for, crowded, and sometimes literally frightened to death. Some of the animals arriving alive at the slaughter house have broken limbs or other injuries due to crowding and piling. At the journeys end the cattle are already confused and frightened at their treatment and strange surroundings. Now they must be sent through such procedures such as castration, dehorning, branding, and injections and various chemicals (Null, 86-87). The four slaughtering methods the government has declared humane are captive bolt, carbon dioxide, electrical stunning, and gunshot. The methods were devised from the Humane Slaughter Act of 1958. The Act says that all livestock must be unconscience before slaughtering. Unfortunately, the act has not provisions for punishment of those who choose to use an inhumane slaughtering technique (Sussman, 223). Captive bolt gun, which is usually used on cattle, uses compressed air or blank cartridges. The device fires a thick bolt into the animals forehead. Some bolts are designed to stun the animal by concussion rather than penetration of the skull. Carbon dioxide is used on swine and sometimes sheep and calves. The animals ride on a conveyor belt into a pit filled with 65-75% concentration on carbon dioxide. The gas causes the animals to become unconscience. The electric stunner is handled by a packing house worker on any kind of animal. .u2c0ef03176951346fce78826798087d8 , .u2c0ef03176951346fce78826798087d8 .postImageUrl , .u2c0ef03176951346fce78826798087d8 .centered-text-area { min-height: 80px; position: relative; } .u2c0ef03176951346fce78826798087d8 , .u2c0ef03176951346fce78826798087d8:hover , .u2c0ef03176951346fce78826798087d8:visited , .u2c0ef03176951346fce78826798087d8:active { border:0!important; } .u2c0ef03176951346fce78826798087d8 .clearfix:after { content: ""; display: table; clear: both; } .u2c0ef03176951346fce78826798087d8 { 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; } .u2c0ef03176951346fce78826798087d8:active , .u2c0ef03176951346fce78826798087d8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2c0ef03176951346fce78826798087d8 .centered-text-area { width: 100%; position: relative ; } .u2c0ef03176951346fce78826798087d8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2c0ef03176951346fce78826798087d8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2c0ef03176951346fce78826798087d8 .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; } .u2c0ef03176951346fce78826798087d8:hover .ctaButton { background-color: #34495E!important; } .u2c0ef03176951346fce78826798087d8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2c0ef03176951346fce78826798087d8 .u2c0ef03176951346fce78826798087d8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2c0ef03176951346fce78826798087d8:after { content: ""; display: block; clear: both; } READ: Decision Making Process: Improving Our Ability to Essay The stunners are shoved against the animal, shocking it into insensibility. If not handled correctly, the electical stunner can cause temporary paralyzation. Jarboe 3 The gunshot method is preferred among small operations and most farmers. A .22 or .38 caliber bullet is shot into the animals brain. Unfortunately, if the animal moves its head at the wrong time, the bullet can miss the desired spot causing the animal to bleed in agony until another bullet is fired (224-226). Chickens continue to be treated like . Vegetarianism To Meat Or Not To Meat Essay Example For Students Vegetarianism To Meat Or Not To Meat Essay As children, one of the first things we learn is to recognize the friendly barnyard animals. We easily can spot the furry cow with the gentle eyes, the feathery chickens who run wildly about, and the pink pigs that roll in the mud. We may also sing about that nice farmer, Old McDonald, and all of his nice animals. The truth is that Old McDonald with a straw hat has been replaced by a business man in the hard hat. Ninety-five percent of the meat we eat does not come from Old McDonalds farm. Hens, chickens, turkeys, and over half of beef cattle, dairy cows, and pigs come from an ;animal factory; (Sussman, 95) which is a mechanized environment. This new farming method finds blue skies, tall silos, and grassy hillsides good for calendars but, bad for business. Those pictures are not cost effective. Animals are not treated with the loving care of a farmer but, are treated like inmates on death row. Poultry, pigs, and calves are forced to live in total confinement never to see the light of day until they head to the slaughter house. Hens are frequently crowded into small cages which they may not leave for a year or two. We will write a custom essay on Vegetarianism To Meat Or Not To Meat specifically for you for only $16.38 $13.9/page Order now Pregnant sows are often put in stalls that are their homes for three months at a time. After having her piglets, a sow may be pinned to the floor for four to seven weeks in order to keep the sow from rolling over on her babies. Cows may be fed steady diet of molasses laced saw dust, shredded newspaper, plastic pellets, poultry manure, and processed slaughter house wastes in order to gain weight faster. Confinement is so complete that the animals do not have room to move (206). Not only are the animals forced to live in this unnatural environment, they are also pumped full off antibiotics, hormones, steroids, and are dipped in pesticides. Over half the cattle and nearly all pigs, calves, and poultry are fed a steady diet of antibiotics and related Jarboe 2 medications to help control diseases. No one is sure what the long term side effects may be for people who consume these meat and dairy products (145). Have you ever seen a big rig driving down a highway hauling cattle? A trucker hauling livestock can legally drive two to three days nonstop leaving the creatures without food or water. Truckers who do stop to rest or water their cargo do so because they choose to, not because the law requires it . It is not surprising that much livestock is driven through days of suffocating heat and below zero nights uncared for, crowded, and sometimes literally frightened to death. Some of the animals arriving alive at the slaughter house have broken limbs or other injuries due to crowding and piling. At the journeys end the cattle are already confused and frightened at their treatment and strange surroundings. Now they must be sent through such procedures such as castration, dehorning, branding, and injections and various chemicals (Null, 86-87). The four slaughtering methods the government has declared humane are captive bolt, carbon dioxide, electrical stunning, and gunshot. The methods were devised from the Humane Slaughter Act of 1958. The Act says that all livestock must be unconscience before slaughtering. Unfortunately, the act has not provisions for punishment of those who choose to use an inhumane slaughtering technique (Sussman, 223). Captive bolt gun, which is usually used on cattle, uses compressed air or blank cartridges. The device fires a thick bolt into the animals forehead. Some bolts are designed to stun the animal by concussion rather than penetration of the skull. Carbon dioxide is used on swine and sometimes sheep and calves. The animals ride on a conveyor belt into a pit filled with 65-75% concentration on carbon dioxide. The gas causes the animals to become unconscience. The electric stunner is handled by a packing house worker on any kind of animal. .u2661288698d0b9a0797a39a37d3f23ec , .u2661288698d0b9a0797a39a37d3f23ec .postImageUrl , .u2661288698d0b9a0797a39a37d3f23ec .centered-text-area { min-height: 80px; position: relative; } .u2661288698d0b9a0797a39a37d3f23ec , .u2661288698d0b9a0797a39a37d3f23ec:hover , .u2661288698d0b9a0797a39a37d3f23ec:visited , .u2661288698d0b9a0797a39a37d3f23ec:active { border:0!important; } .u2661288698d0b9a0797a39a37d3f23ec .clearfix:after { content: ""; display: table; clear: both; } .u2661288698d0b9a0797a39a37d3f23ec { 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; } .u2661288698d0b9a0797a39a37d3f23ec:active , .u2661288698d0b9a0797a39a37d3f23ec:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2661288698d0b9a0797a39a37d3f23ec .centered-text-area { width: 100%; position: relative ; } .u2661288698d0b9a0797a39a37d3f23ec .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2661288698d0b9a0797a39a37d3f23ec .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2661288698d0b9a0797a39a37d3f23ec .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; } .u2661288698d0b9a0797a39a37d3f23ec:hover .ctaButton { background-color: #34495E!important; } .u2661288698d0b9a0797a39a37d3f23ec .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2661288698d0b9a0797a39a37d3f23ec .u2661288698d0b9a0797a39a37d3f23ec-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2661288698d0b9a0797a39a37d3f23ec:after { content: ""; display: block; clear: both; } READ: Online Dating Sites And Mobile Dating Apps Essay The stunners are shoved against the animal, shocking it into insensibility. If not handled correctly, the electical stunner can cause temporary paralyzation. Jarboe 3 The gunshot method is preferred among small operations and most farmers. A .22 or .38 caliber bullet is shot into the animals brain. Unfortunately, if the animal moves its head at the wrong time, the bullet can miss the desired spot causing the animal to bleed in agony until another bullet is fired (224-226). Chickens continue to be treated like .

The Invisable Man essays

The Invisable Man essays The novel, Invisible Man, by Ralph Ellison explores the issue of life, liberty, and the pursuit of happiness through the main character. In the novel, Invisible Man, the main character is not giving a name. In our paper we will refer to him as the Protagonist. Ellison explores how unalienable rights cannot be obtained without freedom from the obstacles in life especially from one's own fears. In the novel Invisible Man, several major characters affect the Protagonist. One of the major characters is Dr. Bledsoe, who is the president of the school. Dr. Bledsoe had a major effect on the main character, because the Protagonist idolizes him. "He was every thing that I hope to be," (Ellison 99), but the Dr. Bledsoe degrades him when we says "Why, the dumbest black bastard in the cotton patch knows that the only way to please a white man is to tell him a lie" (Emerson 137) and calls him a Nigger. In addition, the Protagonist grandfather had a major effect on him. The ! Protagonist's grandfa ther last word, "Live in the Lions mouth" (Ellison 16) has a lasting effect on him throughout most of the novel. Finally and most important, Ras the Destroyer, whom the Protagonist fears whom along with Dr. Bledsoe in a separate encountering calls him "a educated fool" (Ellison 140). The first encounter of the Protagonist own fears is introduce when his grandfather' s tells the Protagonist to go against the white man by "overcome 'em with yeses" (Emerson 16). These words haunts the Protagonist when he is kicked out getting kicked out of college. When Dr. Bledsoe kicks him out of college, the Protagonist reflects on his grandfather last words "undermine 'em with grins, agree 'em to death^"(Emerson 16). For a moment, the Protagonist wonders if his grandfather might be right. However, due to the Protagonist fear of failure, the Protagonist doubts his grandfather wise words, because he does not want to believe that his role in life is to undermine the white ma...

Mozart influence on Freemasonry and in the Impact on Social Change Research Paper

Mozart influence on Freemasonry and in the Impact on Social Change - Research Paper Example In this aristocracy, he longed to serve an aristocratic society that heavily underappreciated and even failed, most of the time, to appreciate him for who he was. The only place that he appears to have made significant change in the course of his life was Prague, where the society seems to worship him to date, as he seemed to inspire a sense of understanding amongst the people of Prague, who had an intense liking for him and his works. In relation to his life in Prague and the status, he managed to achieve in life, as well as in death, has seen him change the society in that the society there appreciated him by gaining an understanding of him and his struggles throughout his career in Austria, as well as appreciating aristocracy. With this in mind, his background plays a crucial role in comprehending how his influence on society came into being, especially to the people of Prague who respected him and were transformed by him, by virtue of understanding him, his past, and his struggle s. On his background, he was born as a child prodigy who was expected to carry forth the legend of his father, who repeatedly worked towards the success of his children. With this in mind, the people that understood him looked at him as a person under pressure to endure that he did not disappoint his father, in that he was even a born musical genius s and composer (â€Å"Let’s go Mozart† 4). This made his story heavily romanticized over time and to date has continued to shape society on its right by having people believe in his tragic. This is especially so I the concept of believing in oneself, where there are numerous analogies and legends, as well as myths that refer to the life of Mozart and aim at inspiring the society that one can make it in life (Gay, 1). In addition, scholars have even referred to the life of Mozart in relation to appreciation of music, by ensuring that certain societies that were

Analyze the influences of internal politics in desired career path in Essay - 1

Analyze the influences of internal politics in desired career path in criminal justice - Essay Example I am able to implement several strategies in order to escape the cut through satisfying my boss with decent, high-quality work. To begin with, I have to be smart in everything I does. I have to demonstrate the level of my education and the significance of attaining a master’s degree in social work, psychology and criminal justice to complement my experience and advance in my career. The advantage I have is that several of the other probation officers hold bachelor’s degrees in associated fields therefore, with my masters; I am still in a good position to beat them and understand these probationers. Moreover, I also have to connect and share information with other professionals, which I may come across probably those that we did, masters degree together. Most of them are involved in community activity groups, social service programs, and even the family members of the probationers (Walker, 2001). Working with such people may help me get to understand new approaches for administering probationers. Besides, through spending additional time with other individuals in the life of the offender, I will be demonstrating that I have a stake in supporting and helping the offender get back to productivity. Afterwards, the offender will be more principled and predisposed to obey my rules and suggestions thus increasing the rate of my success and accomplishment. Throu gh such a strategy, it is difficult to be cut off because the outcome of my handwork will be evident and everyone will appreciate my success (Walker, 2001). Those are the most appropriate and professional way to manage the challenges posed to me by my

The Van Hiele Theory Of Geometric Thinking

The Van Hiele Theory Of Geometric Thinking This chapter will provide a brief explanation of the theoretical framework on Van Hiele theory of geometric thinking. Consequently review and discuss on literature involving van Hiele theory and dynamic geometry software, follow by review of literature on teaching and learning of geometry by dynamic geometry software Cabri 3D as an instructional tool. Then chapter conclude by reviewing literature on designing learning activities. The Van Hiele Theory of Geometric Thinking The van Hiele model of geometric thinking is one theory that offers a model for explaining and describing geometric thinking. This theory resulted from the Dutch mathematics educator doctoral work of Dina van Hiele-Geldof and Pierre van Hiele at the University of Utrecht in the Netherlands which completed in 1957. Pierre van Hiele formulated the five levels of thinking in geometry and discussed the role of insight in the learning of geometry in this doctoral thesis. Van Hiele reformulated the original five levels into three during the 1980s. Dina van Hiele-Geldorfs doctoral thesis, which was completed in 1957, focused on the role of instruction in the raising of a pupils thought levels. Her study centered on thinking of geometry and the role of instruction in assessing pupils to move though the levels. The following summary of Van Hiele theory history is taken from Hanscomb,Kerry, (2005, p.77): A convenient location for many primary sources on the Van Hiele model is Fuys et al. (1984).Other primary sources are van Hiele and Van Hiele-Geldof (1958) and Van Hiele (1986). Secondary sources for Van Hiele research are Mayberry (1983), who found that students may operate at different levels for different concepts; Mayson (1997),who claims that gifted students may skip van Hiele levels; and Clements and Battista (1992),who cite finding indicating that the van Hiele levels involve cognitive developmental factors as well as didactical factors. The van Hiele theory has been applied to clarify students difficulties with the higher order cognitive processes, which is necessary to success in high school geometry. In this theory if students do not taught at the proper Hiele level that they are at or ready for it, will face difficulties and they cannot understand geometry. The therapy that offered for students by this theory is that they should go through the sequence of levels in a specific way. (Usiskin, 1982b). It is possible to generalize the Van Hiele model to the other topics such as physics, science and arts. Because the main idea of this theory is the consequence of levels and believing that each level is built on properties of the previous level as many researches has done based on this theory on science education. Characteristics of Van Hiele level of geometric thought Van Hiele theory argues there are some misconstructions in teaching of school mathematics and geometry, which was existed for long time based on the formal axiomatic geometry and was created by Euclid more than two thousand years ago. Euclid logical construction is based on his axioms, definitions, theorems, and proofs. Therefore, the school geometry that is in a similar axiomatic fashion assumes that students think in a formal deductive level. However, it is not usually the case and the students have the lack of prerequisite understanding about geometry. Van Hiele discusses this lack creates a gap between their level of geometric thinking that they are, and the level of geometric thinking that they required for and they expected to learn. He supports Piagets points of view Giving no education is better than giving it at the wrong time. Teachers should provide teaching that is appropriate to the level of childrens thinking. Van Hiele theory suggests: It depends on the students level of geometric thinking the teacher can decide in which level the teaching should be begun.(Van Hiele, 1999) According to the van Hiele theory, a student moves sequentially from the initial level (Visualization) to the highest level (Rigor). Students cannot achieve one level of thinking successfully without having passed through the previous levels. Furthermore, Burger Shaughnessy (1986) and Mayberry (1983) have found that the level of thinking at an entry level is not the same in all areas of geometry. During last decades many researchers and investigators tried to support the Van Hiele model or disapprove of it and still some try to improve or adjust this model. Many of the researcher used Van Hiele level of geometric thought as a suitable and proper theory in their research using dynamic geometry software (Smart, 2008). The Van Hiele levels have certain properties specially for understanding the geometry. First of all, the stages have fixed sequence property. The five levels are hieratically, it means students must go through the levels in order. He/she cannot fit in level N without having gone through the previous level (N-1). Students cannot engage in geometry thinking at higher level without passing the lower levels. Second property is adjacency of the levels. At each level of thought what is essential in the previous level become extrinsic in the existing level. Individual understanding and reflection on geometric ideas are needed to move from one level to the next one, rather than biological maturation. Third each level has its own symbols and linguistic and relationships for connecting those symbols. This property is a distinction of the stages. For example when a teacher use a language for higher level of thinking than students level of thinking, students cannot understand the concepts and try to just memorizing the proofs and do the rote learning. In this case miscommunication emerge (Hong Lay, 2005). The next characteristic, clarifies two persons in different levels cannot understand each other. As each level of thinking has its own language and symbols so students in different levels cannot understand each other. Lastly, the Van Hiele theory emphasize on pedagogy and the importance of teacher instruction to assist students transition through one level to the next one. This characteristic indicates that appropriate activities which allow students to explore and discover geometric concepts in appropriate levels of their thinking are the best activities to advance students level of thinking. Phases of learning geometry Van Hiele theory defines five levels of learning geometry which students must pass in order to obtain an understanding of geometric concept. To progress from one level to next level should be involve these five levels as Usiskin argued: The learning process leading to complete understanding at the next higher level has five phases, approximately but not strictly sequential, entitled: Inquiry Directed orientation Explanation Free orientation Integration (p.6)(Usiskin, 1982a). These five level are very valuable in designing activities and design instructional phases. Phase one: Inquiry First phase of learning geometry starts with inquiry or information satge. In this stage students learn about the nature of the geometric objects.in order to design appropriate activities, Teacher identify students prior knowledge about new concept which need to be learnt. Then teacher design proper activities to encourage and encounter students with the new concept which is being taught. Phase two: Directed orientation During this phase while students doing their short activities with set of outcomes like: measuring, folding and unfolding, or geometry games, teacher provides appropriate activities base on students levels level of thinking to encourage them be more familiar with the concept being taught. Phase three: Explanation As the name of this phase demonstrates, in this stage students try to describe their learning of new concept in their own words. Students in this phase start to express their conclusions and finding with their other classmates and teacher in their own words. They communicate mathematically. The role of teacher in this stage is supplying relevant mathematical terminology and language in a proper manner, by using geometrical and mathematical language accurately and correctly. Phase four: Free orientation In this phase geometrical tasks that appeal to numerous ways is presented to the students. This is the students who decide how to go about accomplishing these tasks. As the way of solid geometry, they have learned to investigate more complex open-ended activities. Phase Five: Integration In this stage students summarize completed tasks and overview whatever they have learned to develop a new network of concepts. By completing this stage it is expected that students attained a new level of geometric thought. One of important properties of these phases of learning in Van Hiele theory is not linear in nature. Sometimes students need a cycle form of these phases by repeating more than one time to overcome certain geometrical concepts. The role of teaches here is providing suitable activities based on these five phases to develop each level of van Hiele geometric thinking. The Van Hiele level of geometric thinking According to Van Hiele theory, the development of students geometric thinking considered regarding the increasingly sophisticated level of thinking. These levels are hierarchies and able to predict future students enactment in geometry(Usiskin, 1982a). This model consists of five levels in understanding, which numbered from 0 to 4. However, in this research we defined these levels from 1 to 5 to be able categorize students, who are not fitted in the model as level 0. Level 1, Visualization Level 2, Analysis Level 3, Informal deduction Level 4, deduction Level 5, rigor Level 1: Visualization The base stage of Van Hiele geometric thinking which is encountered with goals of mathematical domain is Level 1. The objectives of the first level are functions like the underpinning elements of everything that are going to be studied. Understanding at this stage includes visualizing base objects. At this level visualization defines as comprehension or seeing initial objects in students minds. For instance, a number line in this stage could be defined as real numbers in the domain of real numbers. Vectors and matrices can be seen as basic objects in the domain of leaner algebra. So perceiving vector as a directed segment or matrices as a rectangular table of numbers lies in level 1. Elementary teachers know that it takes a few years of school for pupils to master visualization level. For example, it takes long time for students to see real numbers in a number line format. Similarly, perception of an ordered list or array of numbers, or an ordered pair of points is not something that occurs to an untaught mind and eye. Hence, serious teaching effort and introduction needed to students achieve Level 1and it is not assumed the visualization of initial objects to be obvious or trivial for students. Geometry in Iran starts in elementary school and continues until level 8 with introducing geometry shapes like circles, squares, triangles, straight lines, etc. At the level 1 student learn to recognize geometric characteristics in objects that can be physically seen. At this stage student are assumed to be able to categorize geometric shapes by visual recognition, and know their names, for example, in solid geometry in level 1, if shown a picture of a polyhedron like a cube, students would be able to say that it is a cube because it looks like one for him or her. At this stage, it is not required to think of a cube, or any other geometric object, in terms of its properties, like saying a cube has 6 faces and 12 edges. With visual recognition a student would be able to make a copy, by drawing, plotting or using some sort of dynamic geometry software, of a shape or configuration of shapes if they could be shown or told what it is they were supposed to be copying. In this stage, the instruction should be based on the name the student has memorized for the object and not the objects properties. For instance, it could be draw a cube not draw a polygon with 12 equal edges that are perpendicular to the base and 6 equal faces. Level 2: Analysis Stage At analysis stage, students begin to analysis objects that were only visually perceived at pervious level, identifying their parts and relations among these parts. They focus on the properties of these objects. For example, focus on Real Numbers in this stage can be closure under operations. This property can be leading to distinguishing subsets of Real Numbers inside the set which are Integers and Rational Numbers. In solid geometry, the analysis stage is where students begin seeing the properties associated with the different shapes or configurations. A cube will now become a shape with 6 equal faces which opposite faces are parallel and 12 edges and adjacent angles right angles and having opposite faces equal, as well as having the diagonals intersect in their middle. However, at this stage, it is not assumed that students will be seeking logical relationships between properties such as knowing that it is enough for a Parallelepiped as a solid with parallel opposite faces and all the other properties follow. Neither is it assumed that students will think about a cuboid as a special type of Parallelepiped. Therefore, students will identify shapes and solids based on the wholeness of their properties. In other words, relationships between shapes and configurations remain merely on the list of properties they have. At this stage if a student were asked to describe a shape or solid, the description would be based on the objects properties. At the same time, if a student were asked to reproduce a shape or solid based on the list of properties, they would be capable of do so. Students would also be able to verify figures and solids hieratically by analyzing their properties. In this stage student can recognize the interrelation between figures and their properties. For example, knowing the property that the Parallelepiped the student would be able to deduce that cuboid is special kind of Parallelepiped. Level 3: Informal Deduction Stage Informal deduction is known as the third level of geometric thinking. Some of researchers name this level as abstract/Relation level too(Battista, 1999; Cabral, 2004). In this stage students can reason logically. This stage is achieved when a student can operate with the relation of figures and solids and is able to apply congruence of geometric figures to prove certain properties of a total geometric configuration of which congruent figures are a part. They become aware about sufficient and necessary condition for a concept. A student fit at this level after achieving pervious levels (visualization and analysis). At this level more attention given to relations among properties. In other words, in this stage focus is properties of sets of properties. In this level according to relationship between properties of objects students attempt to group these properties into subgroups. Students try to find out what are the minimum of properties that needed to describe of the initial base elements. They intend to categorize properties which are equivalent in certain situation. The mathematical relationships between properties are the main focus in this stage. Understanding and finding these relationships is a kind of informal deduction. For example, in this stage students would start to improve the idea that some operations in real numbers follows from other sets like natural numbers. Then they would start making an approach understanding the Real Numbers axiom as a systematic commutative field. But they cannot make proofs for such informal observation. Just in the next stage student would be able to produce proofs and deductions. That is where using the tools like Cabri 3D as a dynamic geometry software play very important roles. For most of the students jump to the third level, informal deduction, is not easy. Now they can group the properties and identify the minimum amount of the needed properties. For example a cube, which might have had at level 2 the properties of six equal square faces, twelve equal edges with equal diagonal, parallel edges, perpendicular Adjacent edges, now would describe with the smaller amount of the properties such as shape composed of six equal squares. As it is seen, students in this level start formulation definitions for classes of objects and figures. For instance, a right triangle can be defined as a special kind of triangle that has two perpendicular sides or a right angle. As in this stage parallelogram and rectangle are not independent shapes, cube and cuboid also would be a special model of Parallelepiped. In this level students could give informal arguments to prove geometric results. They start deductively thinking about geometry and it is one of important aspects of the present stage. Some simple rules may be using here, because students follow just simple logics. For example, if A=B and B=C then A=c. Most of fitted students in the informal deduction level would able to justify arguments that they presented before with informal logic relationships. Therefore, at this level they can give informal logical relationships and use them about earlier identified properties. All in all, students now start to recognize the significance of the deduction and logic in the Geometry. Level 4: Deduction Deduction is the fourth level of Van Hiele theory of geometric thinking. In this level students start to construct rather than just memorize the proofs. They are able to find differences between the same proofs. The goal of the previous level was discovering the relations among properties of the bases element by the students. At level 4 those relations are used to deduce theorems about base elements based on laws of deductive logic. The main purpose of level 4 is the organization of the statements about relations from level 2 and 3 into deductive proofs. Discussing to the real number example, at this level, it is expected of the students to prove, for real numbers if. Students are ready to accept a system of axioms, theorem, and definitions. They can create the proofs form the axioms and just using the models or diagrams to support their arguments. Thus, students are able to formally prove what they had proved previously in level 3 using diagrams and informal arguments. They also start to distinguish the need for undefined terms in Geometry, which is very hard concept to understand in purely logical system. Another point in this stage is that, students begin to become aware, understand and identify the differences between contrapositive, converse, and a theorem. They can also prove or disprove any of those relationships. In this level students become aware of relationships and connections between theorems and group them correspondingly. These level is the stage at which high school students are taught in Iran. Mesal 3d Level 5: Rigor In level fifth which named rigor, traditionally students hyper analysed the deductive proofs from level 4. They are looking to find the relationships between proves. This level looks to identified organizations of pervious level. For example, at this level the questions of are the proofs consistent with each other, how strong of a relationship is described in the proof and how do they compare with other proofs would be asked. The level of Rigor involves a deep questioning of all of the assumptions that have come before. This type of questioning also involves a comparison to other mathematical systems of similar qualities. For example, in Level 5if we considered Real Numbers we would begin to compare them as a field to other fields in general. It is fair to say that this level is usually only undertaken by professional mathematicians.(Smart, 2008) At Level 5 of van Hiele theory students can work in non-Euclidean of geometric system. So this level does not met by the high school students and it is usually assigned to college or university students in higher education. At non-Euclidean geometry constructing visual models for recognition is not easy and useful, so the focus is more on abstract concepts. So, most of geometry which is done in this level is based on abstract and proof-oriented. Students in this stage are capable to compare axioms systems such as Euclidean and Non-Euclidean. Most of the students who have fitted in this level become professionals in geometricians and geometry so they are able to carefully develop the theorems in different axiomatic geometric systems. Therefore as smart (2008) emphasis, this level usually is the work of professional mathematicians and their students in higher education that conduct research in other areas of the geometry. The Van Hiele started his research after he found that most of the students have difficulty with learning geometry. He observed that these students struggled with geometry, although they easily understood other mathematics topics. The results of their study showed, most of the High school students are taught at level 3and 4. Then van Hiele deduced most of the students had difficulty in learning geometry at level 3 and 4, because they could not understand geometry at level 2 to be able to move onto grasping level. Therefore, for melting this problem more focus is needed at second stage, analysis level and more emphasis on third stage, informal deduction. Then it can be expected that they are able to success at the deduction level.(Battista, 1999) Van hiele noted that students should pass through lower levels of geometric thinking smoothly and master them before attaining higher levels. Van Hiele theory recommends achieving higher level of thought needs a precise designed instructions. Since students are not able to bypass levels and achieve understanding, permanently dealing with formal proof can cause students to relay on memorization without understanding. In addition, geometric thinking is inherent in the types of skills we want to nurture in students. Research involving the van Hiele Model of Geometric Thinking and Interaction with dynamic geometry software Van Hiele described in his article (1999) that the learning geometry can be started in a playful environment to explore geometrical concepts with certain shapes, and properties, parallelism, and symmetry. He advised some mosaic puzzles in this purpose. In the line of his work, geometry based software provide the more powerful environment which can be used to enhance the level of geometric thinking. There are several studies carried out on effects of using some dynamic geometry software such as (geometers Sketchpad) GSP on levels of van Hiele . Different researches had been involving the Van Hiele geometric thinking since last decades. Some researchers used van Hiele Model as the theoretical framework while others used it as an analytic tool. Moreover many researches conduct study on geometric softwares like: Geometry Scratchpad used van Hiele theory to find out their effects on geometric reason, geometric thinking and other aspects. In order to find out whether dynamic geometry software is able to enhance the level of geometric thinking or not several researches has been conducted. In general, the van Hiele Model has been used in their research as an analytic tool and theoretical framework. For example, July (2001) documented and described 10th-grade students geometric thinking and spatial abilities as they used Geometers Sketchpad (GSP) to explore, construct, and analyze three-dimensional geometric objects. Then he found out the role that can dynamic geometry software, such as GSP, play in the development of students geometric thinking as defined by the van Hiele theory. He found there was evidence that students geometric thinking was improved by the end of the study. The teaching episodes using GSP encouraged level 2 thinking of the van Hiele theory of geometric thinking by helping students to look beyond the visual image and attend to the properties of the image. Via GSP students could resize, tilt, and manip ulate solids and when students investigated cross sections of Platonic Solids, they learned that they could not rely on their perception alone. In addition teaching episodes using GSP encouraged level 3 of the van Hiele thinking by aiding students learn about relationships within and between structure of Platonic solids(July, 2001). Noraini Idris (2007) also found out the positive effects of using GSP on level of Van Hiele among Form Two students in secondary school. In addition she reported the positive reaction of students toward using this software in learning geometry. In contrast Moyer,T(2003) in his PhD thesis used a non-equivalent control group design to investigate the effects of GSP on van Hiele levels. His research carried out in 2 control groups and 2 experimental groups in one high school in Pennsylvania. He had used Van Hiele tests written by Usiskin. However, Comparison of pre-test and post-test did not show a significant difference on increasing Van Hiele level of geometric thinking(July, 2001; Moyer, 2003). Fyhn (2008) categorized students responses according to the van Hile levels in a narrative form of a climbing trip(Fyhn, 2008). The theoretical framework used Smart(2008) for his research Introducing Angles in Grade Four was a combination of a teaching theory called Realistic Mathematics Education (RME) and a learning theory called the van Hiele Model of Geometric Thinking. His research findings suggest the usefulness of using lesson plans based on the two theoretical frameworks in helping students develop an analytical conceptualization of mathematics. In this study the model was neither proved nor disproved but just accepted as an analytic framework. Gills,J (2005) investigated students ability to form geometric conjectures in both statistic and dynamic geometry environments in his doctoral thesis. All participates were exposed to both environment and take parted, up to eight lab activities. He also used van Hiele theory as the main theoretical framework with more emphasis on geometric reasoning.(Gillis, 2005) Research that used the van Hiele Model as an accepted framework covers variety of different topics. For example, Gills,J (2005) find out the mathematical conjectures formed by high school geometry students when given identical geometric figures in two different, dynamic and statistic of geometric environments. Burger and Shaughnessy (1986) tested students from grade one to first year of university to determine in what level the students are functioning regarding triangles and quadrilaterals. Cabri 3D Most of the dynamic geometric software until 2005 has been constructed in 2 dimensions. Just a few dynamic geometry software, has constructed on Three-dimensional dynamic geometric software such as, Autograph and Cabri 3. Focus of present study is on Cabri 3D, which is a new version of Cabri II (2 dimensional software). Cabri 3D is a commercial interactive geometry software manufactured by the French company Cabrilog for teaching and learning geometry and trigonometry. It was designed with the ease-of-use in mind. Cabri 3D as dynamic and interactive geometry provides a significant improvement over those drawn on a whiteboard by allowing the user to animate geometric figures, relationships between points on a geometric object may easily be demonstrated, which can be useful in the learning process. There are also graphing and display functions, which allow exploration of the connections between geometry and algebra. The program can be run under Windows or the Mac OS(CABRILOG SAS, 2009). From Euclidean geometry, Compass, straightedge and ruler, for many years, have been used in as the unique method of teaching and learning geometry, and tools used to aid people in expressing their knowledge. With the creation of computers, new world opened up to teaching and learning geometry. The speed and memory of modern PCs, together with decreasing prices, have made possible the development of `virtual reality computer games making use of the 3D graphics chips included on modern graphics cards. some educational spin-off from this has been the development of 3D interactive geometry software such as Cabri 3D, Autograph ,etcà ¢Ã¢â€š ¬Ã‚ ¦ But tools can contain particular conceptions so; the aim of designing a dynamic geometry software package is to provide new instructional tools to study, teaching and learning geometry. While all the dynamic geometry software attempt to model use of straightedge, compass and ruler in Euclidean geometry, other futures like measuring capability and dragging possibilities and changing the view of objects in 3 Dimensional (Gonzaà ­lez Herbst, 2009). Cabri 3D launched in September 2004 by Cabrilog, this software has the capacity to revolutionize teaching and learning of 3D geometry, at all levels, in the same way that dynamic geometry software has for 2D (CABRILOG SAS, 2009). Cabri 3D can share the same aptitude for making new discoveries as a research tool. There are some important practical features of Cabri 3D. First, This program is capable to store the files as text in Cabrilogs development of the Extensible Markup Language (XML). XML is the simplest version of the SGML standard for creating and designing HTML documents (suitable for use on Internet sites).XML designed by the World Wide Web Consortium as a more flexible replacement for HTML. Next, as Oldknow discussed, Files developed in Cabri 3D can be inserted as active objects in web-pages, spread sheets, word documents and etc. It is an interesting future because this objects which inserted in the files can be manipulated by users who do not own a copy of Cabri 3D in the ir computers.(Oldknow, 2006) One of the important charactirisitc of Cabri package is draging.Arzarello, Olivero, Paola, Robutti (2002) found that dragging in Cabri allows students to validate their conjectures. They claimed that work in Cabri is enough for the students to be convinced of the validity of their conjectures. If the teacher does not motivate students to find out why a conjecture is true, then the justifications given by students may remain at a perceptive-empirical level. Students would claim that the proposition is true because the property observed on the Cabri figure stays the same when dragging the drawing, given the hypotheses do not change. When such a belief is shared in the classroom, then Cabri might become an obstacle in the transition from empirical to theoretical thinking, as it allows validating a proposition without the need to use a theory. These researcher asserted, if teacher makes explicit the role of proof in justification, then students will be motivated to prove why a certain pr oposition is true (within a theory), after they know within the Cabri environment, that it is true. To paraphrase Polya (1954), first we need to be convinced that a proposition is true, then we can prove it.(Arzarello, Olivero, Paola, Robutti, 2002). In some researches the centrality has given to dragging in 2D dynamic geometry software and its implications for developing different types of reasoning (Arzarello et al. 2002).in addition because dragging is something which might make motion in 3D (on the 2D screen), it is more difficult to interpret and understand by the user. The various aspects of dragging in 3D DGE are issues that could usefully be the focus for research.(Hoyl