In Overcoming Obstacles Essay Topics

In Overcoming Obstacles Essay TopicsNowadays overcoming obstacles essay topics have become popular these days. So many students are facing various hurdles in their personal lives, which make them difficult to overcome. They may get lost or have to stress about examinations, family problems, job matters or personal problems. It is impossible to handle everything while in school so in this kind of situation, the students need a guide to overcome obstacles essay topics.In overcoming obstacles essay topics there are some helpful tips that may help you. Though you may use the tip that suits you well, there are still many things that you should consider before relying on the tip. Before you make up your own essay topic, make sure that you are confident enough to proceed with the essay.First of all, you should consider the complexity of the subject and how it may be written on the essay. Having a simple subject and writing a simple essay will help you to save time and will help you achieve the objective of the essay.Secondly, you should consider the discipline needed to write the essay topic. It is very important that you have a very good focus, no distractions from day to day, and no mistakes. You should use the article writing tools that may help you to create an outline for the essay topic.Thirdly, consider the different approach in solving the subject. Try to explore the different ways to think about the subject or essay. You can do this by brainstorming or by asking different experts in the field.Finally, think about the obstacle that you need to overcome. If there is no obstacle, you can move on to the next one. If there is an obstacle, try to think of an alternative to solve it.Remember that you should have an honest opinion about the obstacle and solve it. You should not hide the problems and should not hide the solutions. Try to see the situation from all sides. Use your heart and not your head.

Argumentative Essay Risky Giving - 1317 Words

â€Å"Risky Giving† In the Name of the Father and of the + Son and of the Holy Spirit. Amen. â€Å"Oh, you shouldn’t have. It’s too nice. It’s too expensive. I don’t deserve it. You shouldn’t have bothered†¦Ã¢â‚¬Å"You bought me a present? Why would you do such a thing? Oh, I know you think you’re being generous, but the foundation of gift giving is reciprocity. You haven’t given me a gift. You’ve given me an obligation.† (Sheldon Cooper, Big Bang Theory) And that’s how our world – and our sinful nature – understands gift-giving, no matter when it happens: not a gift, but a transaction, a bargain, a deal. We give in order to get in return. To our old sinful nature, gifts are marked Free with an asterisk. There are always conditions or strings attached to our gift giving. Now I’ve gotta do something for you. Give something back. Measure up. And we treat a day of Thanksgiving no differently. Obligation. Duty. Somehow, we must give God a gift of equal measure – a thank you note worthy of his appreciation. But there’s the hang up; you can’t. What could you possibly give that Jesus doesn’t already have? If life and forgiveness with God is a transaction, our sin leaves us dead every time; sorry, but your card is denied; your credit is no good here. We’ve got it all backwards. For man’s ways of gift-giving are not God’s ways: In the fullness of time God gave His only begotten Son, to be born of a Virgin, to be born under the Law to redeem us who are under the Law. He was given up, betrayed. HeShow MoreRelatedArgumentative Essay : Education Reform1906 Words   |  8 Pages Asehun 1 Senay Asehun Ms. McAlister Eng. 112 – 21 28 April, 2016 Argumentative Essay on Education Reform The year is 2012. In the movie Back to the Future II, two years from now, in 2016, Marty McFly travels from the past to save his family’s future. The future is almost upon us, and yet it would seem that our education system has changed little since Back to the Future hit theaters in 1985. â€Å"We still have same teachersRead MoreLogical Reasoning189930 Words   |  760 Pages............................................................................................ 97 Being Too General .............................................................................................................................. 101 Giving Too Many Details .................................................................................................................. 105 Being Pseudoprecise .........................................................................................Read MoreDeveloping Management Skills404131 Words   |  1617 Pagesare especially relevant for students who have had little managerial experience or skill training. These supplements foster skill development needed to implement assignments typically included in a management skill-building course. Writing reports, giving class presentations, interviewing managers, and conducting group meetings are all prerequisites for building skills in the core management skill areas, so we have provided material on these three topics that students will find helpful. 18 INTRODUCTION Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages S A L Self-Assessment Library How Much Do I Know About Human Resource Management (HRM)? 544 glOBalization! Performance Appraisal Around the World 558 An Ethical Choice Recruiting the Unemployed 561 Self-Assessment Library How Good Am I at Giving Performance Feedback? 563 Myth or Science? â€Å"Work Is Making Us Fat† 564 Point/Counterpoint Social Media Is a Great Source of New Hires 567 Questions for Review 568 Experiential Exercise Evaluating Performance and Providing Feedback 568 Ethical DilemmaRead MoreProject Managment Case Studies214937 Words   |  860 PagesDevelopment Department was established to provide il coordination between departments, but they have not really helped. They just stick their nose in when things are going good and mess everything up. They have been out to see several customers, giving them information and delivery dates that we can t possibly meet. John Rich: I have several engineers who have MBA degrees and are pushing hard for better positions within engineering or management. They keep talking that formal project managementRead MoreLibrary Management204752 Words   |  820 Pagesmore sophisticated, articulate, and unwilling to settle for what management theorists call the lower-level needs. â€Å"Managing participation is a balancing act: between management control and team opportunity; between getting the work done quickly and giving people a chance to learn; between seeking volunteers and pushing people into it; between too little team spirit and too much.†7 This requires managers to become better teachers and coaches, mentors, and developers of human pot ential, rather than â€Å"whip-wielding

The Effects Of Stress And Stress On Health And A Sound...

Introduction Trauma and stress are part of everyone’s life. At some stage or later in life, individuals experience some situations that alter their life in a great deal. The term stress is used by many people, which describes some unusual events that change the behavior of a person towards a specific scenario. Many times, the term stress is used to describe the condition of the person which is inappropriate. While stress is an ongoing and part of everyday life, it is essential that every person learns to manage stress on a regular basis. Managing and coping with stress is linked to improved health and a sound life. There are many strategies by which a person can manage stress. Some people tend to manage stress while others are on a medication to cope with the stress and helps them to control it. Post-traumatic stress disorder is a kind of stress and anxiety disorder which develops in a person when he experiences one or more traumatic events in his life. These events might be related to severe accidents, the death of family and friends or any other threat to a person’s life. The behavior of individual sufferings from post-traumatic stress disorder is generally seen ignorant or distanced from other individuals typically with those who are associated with stressful situations. An example that would be appropriate in this regard would be an individual who has survived from a veteran war will avoid stories related to war because it brings back disturbing memories and adds toShow MoreRelatedNoise Pollution Essay1248 Words   |  5 Pagesmajor types of pollution such as water pollution, air pollution, solid waste, radioactive and nuclear energy, and lastly noise pollution. Noise pollution, or environmental noise, is displeasing sound created by humans, animals, or machine s, that disrupts the activity or balance of domestic and animal life. 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Discussing and Evaluating Conceptions of Social Justice

Question Do you think more recent ideas such as Amartya Sens (1999) capabilities framework is a useful way of thinking about social justice? Answer Introduction Social justice mainly refers to a just society where everyone has equal social, economical and political rights and opportunities and where there is no discrimination or prejudice on the basis of sexuality, gender, race, religious beliefs, social class, political affiliations, or any other characteristics. Social justice has three dimensions to it. It is expressed in distributional terms or using the recognition paradigm and the more recently characterised third dimension, recognition-redistribution paradigm (Fraser, N., 2005). Poverty and inequality in terms of income and wealth are the social problems termed under distributional justice whereas recognition paradigm is more concerned with non-material dimensions of social justice such as domination and oppression. It is about how people in a society are treated and about how valued their opinions are. The third dimension is a combination of the two (redistribution and recognition) and argues that when there is a conflict between div ersity and solidarity, the public policies should be more in favour of solidarity. In spite of years of legislation to tackle the problems of inequality, discrimination, and poverty, barriers to social justice still exist even today. In Britain, the coalition Government, with a clear intent to eradicate these barriers came up with a new approach which focussed on creating equal opportunities for all, giving them equal chances to progress in life, devolving power to people, transparency of governing, supporting social action by involving social and volunteer institutions and embedding equality. These principles in turn led to the governments identification of its key areas of focus in the attainment of their equality strategy which are: tackling problems of inequality related to family background by providing early years and education, health care, child care and social mobility, eradicating child poverty, creating a labour market that is fair and flexible, opening of public services and changing the attitudes of people by building respect for all and reducing crime and violence (Pearce, N., and Paxton, W., 2005). The main objective of this assignment is to discuss the applicability and usefulness of Amartya Sens Capabilities framework in tackling and overcoming these problems and support the idea since, Amartya Sens theory may be a promising approach for social justice analysis because it can reflect the many ways in which human lives are blighted. Amartya Sens Capabilities Framework Amartya Sen, an Indian economist and philosopher has made big contributions to the theory of social justice. He came up with a framework for evaluating poverty, inequality and development, known as the Capabilities Framework. According to his arguments the freedom to achieve things is primarily important and that depends upon peoples capabilities to do what they value or to be what they value. It is concerned with the identification of these value objects and sees the evaluative space in terms of functioning and capabilities to function. The Capabilities approach is essentially a people-centred approach which puts the people at the centre of the stage rather than any organizations or the governments (Sen, A., 2002). According to him, measuring the quality of life based on growth of a country is bad since it doesnt take into consideration the lives of those who are deprived. Either the nations are compared by international welfare measures or internal striving by a nation to achieve development for its people; capabilities provide the best basis for thinking about development since they provide us with an excellent way of understanding the idea of development (Nussbaum, M., 2003). The capabilities approach makes explicit, the implicit assumptions in the basic needs approach about the value of choice and participation freedom. It extends beyond the analysis of poverty and inequality. Foundation of the theory The basis of Amartya Sens theory began with him distinguishing between the commodity, capability (to function), human functioning, and utility. He disagreed with traditional welfare economics where well-being was typically related to opulence (commodity command and income) or utility (fulfilment of desire, happiness). Like Aristotle, Sen emphasizes that, though economic growth, goods and commodities are necessary for development, it is not everything. It is just a means of attaining something else (Sen, A., 1990). What people are able to achieve with their wealth/commodity determines the quality of their life which depends upon their capacity to convert the wealth into something valuable. Instead of looking only at the commodities, it is important to consider how well they are able to function with what is available to them. Similarly utility approach concentrating on happiness is also challenged by Sen. He argues that desire fulfilment is not the only aspect of human life and there are intrinsic values of welfare neglected in this approach. Considering these, he came to a conclusion that a more direct approach focussing on human functioning and capability is required. He distinctly defines functioning and capabilities. Capabilities approach in thinking about social justice The prime strength of Amartya Sens capabilities approach is that it is very flexible. He describes a set of intrinsically valuable capabilities such as being well nourished, being well educated, live long, escaping avoidable morbidity, writing and communicating and so on but the important part of his theory is that he does not describe a specific set or list of capabilities (Sen, A., 1984). This point has been argued upon a lot and has been criticised as being a short coming of the theory. But this gives flexibility and according to Sen, the weighing of capabilities by a particular person depends upon his personal value judgements and it is only practical. Sens work has also been criticised for underplaying negative freedom with positive freedom. Critics argue that sometimes negative freedom tends to feature more prominently in capabilities approach that distinguish internal capabilities from external conditions required to achieve these capabilities. But Sen has acknowledged the sig nificance of negative freedom as intrinsic and instrumental and argued that capability failure can stem from absence of positive freedoms as well as violation of personal rights. Next, this theory can be used to assess individual advantage in different spaces. This theory also helps in broadened understanding of the informational base of evaluation and changes the focus back on people as ends in themselves instead of just using them as a means to economic activity, recognizing that different people from various cultures and society may have different values and aspirations. It also draws attention to group disparities based on class, caste, gender, race, sexuality or age (Clark, D.A., 2005). Martha C. Nussbaum furthered the research on this theory and came up with a list of capabilities answering the main limitation of this approach according to critics that is the capabilities not being defined. According to her, the capabilities included life, health, bodily integrity (freedom from assault and reproductive choices), emotions, practical reason, affiliation relating to social interaction, senses, imagination and thought relating to literacy and education, respect for species relating to the ability to co-exist and control over ones environment (Nussbaum, M.C., 2000). In the normative focus capability framework, in the analysis of a particular context, the selection of the functioning and capabilities as the informational space is done before identifying the context. The context being analysed may be poverty, justice or anything while conceptual focus, the analyst might first decide the context of analysis before deciding the informational space. For example if the context is poverty, whether to measure it using income, opportunities or consumption. In capability approach, poverty is defined as being deprived of basic capabilities which may vary from being well fed (well nourished), being clothed and properly sheltered, to complicated capabilities such as being able to take part in a community. People have varying needs and will require varying amounts of resources to achieve same standard of living. For example, the difference between an able-bodied person and a person with disability, the disabled person definitely requires more resources to att ain similar living standard as the able bodied person. This variability in translation of resources into capabilities is referred by Sen as Conversion factors (Hick, R., 2011). The Capability approach allows the inclusion of deprivation, conditions at work, and so forth to be included in analysing poverty thus providing with a broader focus than the direct approach of analysis. The basic capabilities refer to the innate talent of humans that is necessary for developing advanced capabilities. It is the foreground for moral concern. With the support of surrounding environment, many of these capabilities are converted into internal capabilities over the course of a persons life and become developed states of the person which, as far as the person is concerned, are sufficient conditions for the exercising of requisite functions. These internal capabilities combined with suitable external conditions for the exercise of the function is what defines combined capabilities. The latest version of the capabilities approach explicitly recognises five broad categories of instrumental freedoms that include: Economical facilities freedom, political freedom, social opportunities, transparency guarantees, and protective security. These instrumental freedoms contribute to the expansion of human capabilities. In capabilities approach, the empirical links between different capabilities and freedoms have also been examined. But one approach involving the building of a matrix of means and ends to help through the many complex interconnections between various capabilities with policy implications, has not been fully worked out. Operational ability of the Capabilities framework The question on whether the approach can be operational has been around for a long basically owing to the fact that Sen refused to endorse a list of these capabilities. In their Capability-based approach in monitoring human rights and equality in England, Scotland and Wales, researchers have adopted a deliberative approach (Burchardt. and Vizard. 2011). From existing human rights frameworks, they drew on a minimum core of dimensions and by deliberative consulting with the general public and with people groups at risk of discrimination and disadvantage came up with a list of dimensions that include life, health, education, security, standard of living, participation, influence, productive activities, self-respect, identity, social life, and freedom of expression. This approach is definitely a broad focus and an example of using consultative process to apply the capabilities approach. Martha C. Nussbaums list of ten philosophically derived capabilities that, she argues, are every citiz ens rights demonstrate the feasibility of the using the capability approach to support empirical analysis though it is termed non-trivial (Anand, P., Hunter, G., et al., 2009). There have been studies where the approach is used with a variety of non-resource based capabilities. For example it has been used in a multi-dimensional poverty analysis focussing on health, employment, education and learning, shelter (housing), social relationships and economic resources (Brandolini., and dAlessio., 1998). There are studies focussed on the outcomes in health and housing and studies that emphasize the importance of capability for work and capability for voice. These studies together demonstrate the ability of the capability approach to support various empirical analyses and the ability to extend the focus beyond resource-based dimensions to non-resource based capabilities. The capability approach provides a lens for analysing various social justice parameters and is normative. It stresses that peoples capabilities are intrinsically important as opposed to the importance of their wealth or income (means). It argues for the multi-dimensional approach in assessment which helps to ensure that informational indicators employed have a clear and accepted interpretation. Unlike more limited approaches such as the low income approach or the material deprivation approach, the capability approach with its multidimensional characteristics can contribute in a practical way to the study on social justice. By systematic approach to this framework can help ensure omission of inclusion errors (inclusion of parameters that do not come under the particular framework) and exclusion errors (failure to include important dimensions) by ensuring application of appropriate indicators (Hick, R., 2011). The capability framework would provide the basis for assessment of social and economical changes between countries and within a country. The approach may even provide an adequate evaluation of capitalist society. In focussing on ability of people to be or to do what they want and not the resources (means) involved but still in focussing on both the monetary and non-monetary constraints and dimensions, this approach can help to assess the outcomes of a capitalist society in terms of resulting unequal capabilities. An advantage of the capabilities approach is that, by focussing on the capabilities of people from the beginning, it easily addresses the inequalities that some suffer; inequalities in resources, opportunities, educational deprivations and failure of recognition. The capability approach overcomes traditional approach by overcoming the central problems in them which use the resources as being the core and has limited not only the constraints but also the indicators. The important insights in capability approach include; whether or not a researcher can be neutral between direct and indirect approaches to the analysis. But, any concepts that we apply should only reflect on the concepts that are enforced and not self-inflicted or voluntary non-participation. The theory also emphasizes that the lack of resources cannot be the only constraint of interest in an analysis. Thus, by putting focus on the absence of some very important capabilities instead of proxy resources like income, the approach towards ones capability can provide foundations not only to understand social injustice but also to fight them. Conclusion According to the Capabilities approach, the overriding objective of development is the expansion of human capabilities rather than economic growth. Despite the questions on how plausible this theory is in practice, the number of attempts to apply the theory to Social justice has multiplied in recent years. This theory has been very useful in investigating poverty, inequality, gender discrimination, social exclusion, disability, child poverty, well-being and identity and has also been related to human rights, human needs and security. Numerous attempts have to apply Capabilities approach in the measurement of poverty and well-being (Clark, D.A., 2005; Martinetti, C., 1994), in identifying the human development index covering income, life expectancy and education. Researches in identifying the links between income and expenditure and various capabilities are in favour of the Capabilities approach and suggest that income and capabilities do not go together. And it is useful in identifyi ng group disparities by referring to gross inequalities in terms of life expectancy, literacy, nutrition, gender, class, race and so on. These researches in the recent years prove the practical applications of this theory and the possibility of making the theory operational. Based on this, Capabilities framework is definitely a useful way of thinking about social justice. References Lister, R. (2007). Social Justice: Meanings and Politics. Loughborough University Institutional Repository, 15 (2), pp. 113-125. Pearce, N. and Paxton, W. (2005).Social justice. London: Politico's. Craig, G. (2006). N. Pearce and W. Paxton (Eds) (2005), Social Justice: Building a Fairer Britain, Institute for Public Policy Research/Politico's.Journal of Social Policy, 35(4), pp.714. Nussbaum, M. (2003). Capabilities as Fundamental Entitlements: Sen and Social Justice.Feminist Economics, 9(2-3), pp.33-59. Clark, D.A. (2005). The Capability Approach: Its Development, Critiques and Recent Advances. ESRC (Economic and Social Research council) Global Poverty Research Group. Martinetti, C.E. (1996). Standard of Living Evaluation Based on Sens Approach: Some Methodological Suggestions. Notizie di Politeia, 12(43-44), pp.37-53. Clark, D. A. (2005). Sens Capability Approach and the Many Spaces of Human Well-Being. Journal of Development Studies, 41(8), pp.1339-1368. Hick, R. (2011). The Capability Approach: Insights for a New Poverty Focus.Journal of Social Policy, 41(02), pp.291-308.