Designing the Perfect State - 1174 Words

From the ancient to the modern, societies have always been striving to create the perfect state. Philosophers, such as Plato and Lao Tsu, have provided opinions for centuries as to what constitutes this state. The perfect state is one in which true cooperation exist, allowing the state to effectively overcome any problem. Although some argue absolute collaboration is unreachable, the reality is that with a set of fundamental elements this state is possible. To establish this society, there must exist an equal distribution of wealth, to eliminate the conflict caused by social stratification. There would be a strict division of labor based on each individual’s strengths, allowing the growth of interdependence. Additionally, there would exist censorship from unnecessary knowledge to eliminate distractions from collaboration. Furthermore, there must exist a shared leadership system, allowing for collaboration between multiple leaders and eliminating conflicts caused by dictatorshi p. Characterized by these four elements, the perfect state would be one capable of efficiently maintaining full collaboration, allowing for effective problem solving. The ideal state would have an equal distribution of wealth, because a state in which the populace is at constant competition with each other cannot remain truly cooperative. This would allow for detachment from wealth, decreasing conflict between individuals. Lao Tsu once said the claim of wealth and attachment to things will causeShow MoreRelatedThe Morality Of Genetic Enhancement884 Words   |  4 PagesEnhancement The morality of genetic enhancement (GE) differs from person to person. The stance Michael J. Sandel’s takes is that eugenics and GE has no morality. He states in his work, â€Å"The case against Perfection†, that manipulating ones genes makes one less human; since, humans are not perfect which is what makes one human and by designing a perfect person one is taking away their humanity. 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Analysis Of Mtv s Girl Code And Guy Code - 922 Words

Writing Assignment Hegemony is the term for how one group gains and maintains power over other groups of people, they accomplish this by using media as an agent to normalize their power, so even the subaltern groups deem it the norm (Hegemony, slide #). How groups are represented in mainstream media and even if and when they are represented shapes the way the viewers, and thus the public, view different groups (Critical Media Literacy part I, slide #). The way these groups are portrayed is for the most part a conscious choice on the part of the creators, each portrayal is carefully crafted to send the audience a certain message about ideology and societal norms (Kenner, 6). MTV’s Girl Code and Guy Code are set up very similarly and it would be easy to brush off their differences, but in comparison these texts say a great deal about the way contemporary culture perceives gender. Gender refers to the way society expects one to act depending on where they adhere to the gender bin ary, men or women (Categorical Thinking, #). Even with the very premise of the shows it say a great deal about gender as it implies a rigid and absolute correlation –or categorical way of thinking- that gender and sex are the same, while it also excludes those who do not fall into the categories laid out (Categorical Thinking, slide 3). Girl Code and Guy Code very much so are set up to reinforce the hegemonic views of gender in society. Both texts have a similar segment of how to â€Å"pick up† someone.Show MoreRelatedEssay Mtv And The Madonna Phenomenon2134 Words   |  9 Pages MTV and The Madonna Phenomenon quot;Madonnas intuitive grasp on the televisual world in which we live- of the mediums possibilities for engaging spectators in diverse ways- that in part accounts for her success. She is the supreme television heroine.quot; (E. 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Communication in the Organization-Free-Samples-Myassignmenthelp

Question: Discuss about the Communication in your Choosen Organisation. Answer: Introduction The communication event is taking place in a classroom where two participants are trying to construct an object. The instructions to the communication process are that the participants should be seated back to back. Only one participant is allowed to use verbal communication in describing the procedure, while the other participant tries to construct the object from the information provided and not allowed to use any form of verbal communication. As this happens, the rest of the students are observing the different communication techniques being employed by the participants. This paper will focus on the theories of communication and show how they were applied in that event to enhance the communication process Theories and concepts of communication observed in the event As the two participants were exchanging messages in limited communication forms, there was an observation of kinesics, where body movement was used to communicate. The participant with the instructions often tried to describe and illustrate the instructions to the other participants using body movement. Such as waving of hands and clapping. On the other hand, the participant with limited verbal communication would be seen making facial expressions depending on the clarity of the instructions. Eye movement, as well as eye contact, was another way that participants would communicate thus relaying their emotions. Moreover, during the event, communication emblems came in handy in passing messages across the participants. With the use of kinesics, the communication seemed lively. This shows that body movement plays a key role during communication whether verbal or non-verbal. Another thing that was observed during the communication in the event is that there was a lot of paralanguage being used. The participant reading the instructions would occasionally vary his tone to show emphasis on specific actions. The tonal variation would occasionally be coupled with body movements, eye contact, and hand movements. The other participant would then heed the message and respond by nodding the head or maintain eye contact when listening or in cases where the instructions were not clear. At times, the participant receiving the instructions would waive the hand to get the attention of the other participant (Golding and Murdock, 2014).The use of paralanguage at this event shows how effective it is in including it in a communication process as it helps to show emphasis on specific areas of the communication. Paralanguage can be very useful while giving a speech where one person talks while the audience listen. During the construction of the object, the participant would mostly giveincomprehensive instructions, which he also did not understand. However, as the construction progressed, the two participants would look at the available parts of the object and use their judgment to determine which piece would be used next or would fit the object. The way in which the two participants related with what they had around them to determine what would be the next step was is referred as aesthetics (McGraw-Hill, 2017). At the event, the participants would only determine the next step once they had encountered it and figure it out by relating what was around them. The skilled usage of aesthetics depends on how the individual is exposed to the world as well as the point of view of the individual. For instance, suppose the participant constructing the object had been exposed in the field of civil engineering, the construction of the object would be easier as he would be able to create the object virtuall y in his mind from the small number of instruction he could understand and figure out the rest of the steps. Another thing that was observed as the participant constructed the object is the occasional conflict of ideas. The conflict of ideas mainly came from the various point of views from each of the participant. The conflict would mostly be seen when the instructions failed to be clear, and the participant constructing the object had to decide which piece to use next. In other instances, the participant constructing the object would be steps ahead by using his judgment to figure out the next step; however, he was in most cases doing it wrong. The act of using oneself judgment to figure out the next step is referred to as internal attribution, which depends on the individuals experience and how he views the world. In such a case, it is an internal attribution (McLuhan and McLuhan, 2011). However, on the same case, the participant would respond to the cheers from the observing students and respond to them which in most cases helped to guide him when he was doing it wrong. This is referred a s external attribution Finally, despite external attribution contributing to the construction process, at times the cheers from the observing students would interfere with the communication process between the two participants. This interference from the surrounding is referred as noises (Cobley and Schulz, 2013). In this particular event, the kind of noises that had effect on the communication is known as physical noises. The noises did not just affect the communication at event, but also affected the construction of the object since the participant constructing the object was forced to listen to the observing students, as the participant reading the instructions was not loud enough. The noises depict how our normal communication process is occasionally distracted by noise leading to delivery of skewed messages. Conclusion Communication process takes place in different forms. However, the form of communication taken by the sender of the message will heavily rely on the kind of message to be sent as well as the type of audience the message should engage. The theories of communication are some of the tools that help us understand the communication process as well as provide platforms where one can relate a particular communication situation. However, these theories at times prove to be weak when applied individually, therefore using a combination of theories will help achieve the intended communication results. Just like in the event, where communication was taking place under limited circumstances, applying the theories mentioned above contributed to the communication of the two participants while constructing the object. References Berger, C. (2011). Communication theories and other curios.Communication Monographs, 58(1), pp.101-113. Cobley, P. and Schulz, P. (2013).Theories and models of communication. Berlin: De Gruyter Mouton. Golding, P. and Murdock, G. (2014). Theories of Communication and Theories of Society.Communication Research, 5(3), pp.339-356. Littlejohn, S., Foss, K. and Oetzel, J. (2013).Theories of Human Communication. Mattelart, A., Mattelart, M., Taponier, S. and Cohen, J. (2014).Theories of communication. London: Sage. McGraw-Hill (2017).Defining Communication Theories. [online] Mhhe.com. Available at: https://www.mhhe.com/mayfieldpub/westturner/student_resources/theories.htm [Accessed 4 Aug. 2017]. McLuhan, E. and McLuhan, M. (2011).Theories of communication. New York: Peter Lang. Werry, C. (2015). Rhetoric and reflexivity in cognitive theories of language.Language Communication, 25(4), pp.377-397.

Is Britain a Meritocratic Society

It was determined by history that people need a belief based upon which they would build their present and future. Here is where the need for formulating various concepts of society derives from. One of the popular approaches to defining society is that of the meritocratic society.Advertising We will write a custom essay sample on Is Britain a Meritocratic Society? specifically for you for only $16.05 $11/page Learn More First coined by Michael Young in his 1958 book named The Rise of Meritocracy, this conception is a combination of merit and aristocracy. Merit, broadly speaking, is a prominent value distinguishing one between the others and a will and hard work to use them as a tool for achieving success in life, and aristocracy is the upper class of the society who are the most privileged. In general, meritocracy is an aristocracy based on merit and ignoring kinship1. That said, meritocracy or a meritocratic society is a type of society in which those who have talents and extraordinary intellectual abilities and skills will achieve success in life and, what is more, reach the leading and ruling positions in their community regardless of their family ties and background2. According to the postulates of this approach to defining society, those who are the brightest and the most hard-working and persistent will occupy the highest positions in the society whether it be ruling a little group of people, an organization or a whole country. Generally speaking, meritocracy is: A principle of allocation of people to positions in the socio-economic hierarchy, typically jobs. †¦ The theory is that meritocracy offers a ‘ladder of opportunity’, on which everyone has an equal chance to climb as far as their ‘merit’ permits.3 Meritocratic society operates based on several principles, as initially defined by Michael Young in his book. First of all, meritocracy requires administrative tool controlling the redistribut ion of human talent. That means that there should be specially authorised organization testing people’s unique abilities and skills before they occupy their positions in the society. Generally speaking, it means that there should be a special network of examinations and that certain position requires a certain set of skills, so prior to entering it, the potential occupant should be tested for having such skills. Second, the skills mentioned above should be fixed and unchangeable.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More It does not mean that they remain the same over centuries; instead, they change once in a while so that they correspond to the needs of certain historical epoch but what remains unchangeable is the high level of knowledge and talent required for taking up higher appointments. Third, there is no place for competition in a perfect meritocracy. This principle may soun d a little weird if thinking about the very essence of the meritocratic approach but it is believed that administrative procedures have no defects thus eradicating competition as such. It may be explained by the fact that people are redistributed according to their abilities and talents so that they believe that they are exactly where they deserve to be thus there is no need to compete with others and prove that they are better than others4. Such a conception of society is a source of particular problems. First and foremost, meritocracy as such leads to socio-economic inequality in the society. From the theoretical perspective, it is viewed as the path towards equal opportunities but the practice has proven that society cannot operate when based on merit. Instead, family ties and the background, not intellectual abilities or unique skills, are the criteria for determining chances for success. It may be easily explained by one simple fact – those who have already occupied high positions in the society do not want their children to hold lower ones thus blocking access to the talented people without the similar background5. The second challenge is the problem of defining the merit as such. As the times have changed, one new element was added to the concept of merit. It is that of kinship as it was already mentioned above. That said, as long as society values prestige and family ties instead of creative and intellectual potential, it cannot function and develop as a meritocracy in its traditional sense. The third problem of such a conception of the society is that living in the meritocratic conditions people are taught that inequality is justifiable. The reason for this belief lies in the definition of merit as such6. As long as people believe that they do not have the opportunity to obtain certain positions without certain skills or talents and that they deserve to be exactly where they are, they do not have the desire to change this reality, self-evolve, and reach new horizons. Many may believe that meritocracies are as dead as Julius Caesar but, in fact, they are not the tales of the past. Nowadays most developed societies consider themselves to be meritocratic, as they believe that there are equal opportunities to succeed in life for everyone who has talent and works hard.Advertising We will write a custom essay sample on Is Britain a Meritocratic Society? specifically for you for only $16.05 $11/page Learn More Moreover, they claim that the harder you work, the higher you get, and, of course, your talent and intellectual and creative potential are the only things that limit you in climbing the ladder. Together with that, people in the developed societies stress that they totally ignore the person’s background and family ties if he or she demonstrates yearning to succeed in life and has unique skills. Britain in this sense is not an exception, and it is a meritocratic society. In general, most people stick to a concept of merit. What is more, today, it almost does not matter what class you come from or what your ethnic background is because if you are talented and persistent, the possibility of achieving success is high. More than that, you are most likely to achieve the position your skills allow you to, so everyone in the society occupies exactly the right place. What is more prominent is that there have been many positive shifts in the movement towards perfect meritocratic society such as elevating a barrier of class. That means that birth in a working-class family, for example, does not preclude a talented person from gaining higher education and becoming a citizen of high-status. Regardless of the positive developments mentioned above class still matters in the overall setting of one’s life. It originates from the parents’ love and their desire to help their children find the best possible place in life not from stressing that class is a barrier to inte llectual and creative development. That said, parents might want to let their kids attend the most prestigious schools they can afford thus granting them certain merits in life7 as education has become one of them. What is more, they may help their children occupy particular positions thus inverting the natural course of meritocracy. Parents’ interference with their children’s lives is what is one of the main preclusions to perfect meritocracy. It should be said, however, that this statement is only fair in the case of high-status families, especially those occupying the highest ruling positions in the society. In most cases today, those who hold them cannot make a boast of their social status as they have it due to their background. It does not mean that they do not have any merits at all; it only means that, in the case they had not had the status of their family, they would not have been where they currently are since their skills and talents do not correspond to it . That said, the desire of the parents especially those who are involved in politics and ruling the country to prevent their children from falling is what keeps British society from achieving a state of perfect meritocracy.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Together with that, universal access to education including school and higher education is what is often viewed as a preclusion to build a perfect meritocratic society in its traditional sense. There is a point of view that the ability to obtain education should not be universal, as it inverts the natural course of the development of meritocracy because it is a primary source of inequality in the society8. The main argument in favour of this statement is that there is inequality in the ability of families to help their children with gaining the education and that the one with more prestigious education occupies better positions of higher status regardless of the level of knowledge, skills, and talent. I am strongly inclined to believe that even though there are many problems deriving from the meritocratic concept of society, there is one promising opportunity of the present times that can help return to the meritocratic society in its traditional sense. With the outburst of informat ion and communication technologies and the overall shift to the knowledge-driven world, those without family ties with the highest circles of the community have gotten their chance to succeed in life with the help of their skills and talents. Since higher education has become available to nearly anyone and is no longer a prerogative of the privileged ones, the educational system has become that administratively authorised unit that can control the redistribution of talent. I do believe in it because education leads to inequality in society not in the case of different level of the college prestige but in the case if some people had the opportunity to obtain the higher education because of their family’s status in the society, and others had not. When everyone is equal in access to education, even though the level of prestige differs, there emerges the possibility of equality because all that as the end results matters is not the name of the college indicated on the diploma bu t the level of knowledge and whether a person has skills needed for feeling the position. That said, the level of education has become one more merit. Of course, those enjoying the advantage of kinship will occupy most ruling positions but people with high intellectual abilities and robust creative potential will find their way to attaining a high place. One more argument in favour of the meritocracy of British society is the Queen’s Honour system9. It may be considered to be out in the left field but, in fact, meritocracy is about being rewarded for unique skills and persistent work. With this in mind, Queen’s system of Honours proves that there is some other way to reward people rather than the career, power, and money and that those who work for the good of their country should be titled and remembered. Together with the system of rewards, it also demonstrates the hierarchy in the society with being knighted as a symbol of reaching the highest ladder of it or the hi ghest rank possible. So, British society is just one little step away from becoming a perfect meritocracy. Since the end of World War II, there have been many positive shifts in achieving social justice and equality such as carrying out various reforms aimed at eradicating barriers keeping talented and skilled people away from becoming successful and obtaining high status in society. It should be said that taking one last step towards transforming in a perfectly meritocratic society may be even harder than all those previous ones that have already been taken, as it would mean that those occupying the highest ruling positions would let their children live their lives by means of their own unique character traits, knowledge, and persistence, i.e. their merits. Bearing in mind everything that was mentioned above building a society based on meritocratic approach is only possible in the case if every next generation forgets about the success and status of the current generation and start s its way from the very beginning with their intellectual and creative potential as the only criteria for achieving set objectives. It, to my mind, is impossible due to the human’s nature, as the parents always want their children to have the best conditions for living their lives. The only option that might be possible in such case is creating conditions for fair competition in the society even though it is contrary to the postulates of the meritocratic society. I can explain it by providing the statement that without the competition there is no opportunity for achieving equality, as there are people who might have similar skills and talents so there should be a way of choosing it. So, developing competitive atmosphere together with education may become that administrative tool for redistributing human talent that is necessary for meritocratic society in it traditional sense. Reference List Allen, Ansgar, ‘Michael Young’s The Rise of the Meritocracy: A Philosoph ical Critique’, British Journal of Educational Studies, vol. 59, no. 4, pp. 367-382. Bloodworth, James, ‘Meritocracy is a Myth‘, Independent (2014). Web. Duru-Bellat, Marie., Tenret, Elise., ‘Who’s for Meritocracy? Individual and Contextual Variations in the Faith’, Comparative Education Review, vol. 56, no. 2, p. 223-247. Gelman, Andrew, â€Å"Meritocracy Won’t Happen: The Problem with the ‘Ocracy’†, Washington Post (2014). Web. Lister, Ruth, ‘Ladder of Opportunity of Engine of Inequality?’, The Political Quarterly, vol. 77, no. 1, 2006, pp. 232-234. Saunders, Peter, ‘Meritocracy and Popular Legitimacy’, The Political Quarterly, vol. 77, no. 1, 2006, pp. 183-194. Strong, Roy, ‘England’s Class System is a Meritocracy‘, The Telegraph (2014). Web. Wooldridge, Adrian, Measuring the Mind: Education and Psychology in England C. 1860-c.1990 (Cambridge: Cambridge University Press, 2008). Footnotes 1 Adrian Wooldridge, Measuring the Mind: Education and Psychology in England C.1860-c.1990, p. 166. 2 Peter Saunders, ‘Meritocracy and Popular Legitimacy’, The Political Quarterly, vol. 77, no. 1, 2006, p. 183. 3 Ruth Lister, ‘Ladder of Opportunity of Engine of Inequality?’ The Political Quarterly, vol. 77, no. 1, 2006, p. 232. 4 Ansgar Allen, ‘Michael Young’s The Rise of the Meritocracy: A Philosophical Critique’, British Journal of Educational Studies, vol. 59, no. 4, pp. 370-374. 5 Andrew Gelman, †Meritocracy Won’t Happen: The Problem with the ‘Ocracy’†, Washington Post. 6 Marie Duru-Bellat Elise Tenret, ‘Who’s for Meritocracy? Individual and Contextual Variations in the Faith’, Comparative Education Review, vol. 56, no. 2, p. 223. 7 Peter Saunders, ‘Meritocracy and Popular Legitimacy’, p. 183. 8 James Bloodworth, ‘Meritocracy is a Myth’, Independent. 9 Roy Strong, ‘England’s Class System is a Meritocracy’, The Telegraph. 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