How to master your next phone interview

How to master your next phone interview In this era of texting, when phone conversations are increasingly rare, a phone interview can be a daunting step during the job hunt process. It’s hard enough to do a face-to-face interview, but in this case you have to  create a rapport with a potential employer with no facial expressions to guide you. And just because you’re not in front of someone, suited up and resume in hand, doesn’t mean that your conversation is any less important. In fact, a survey on CareerBuilder revealed that 87% of employers could tell if a job candidate was a good fit within the first 15 minutes of a phone interview. Here are a few tips to help keep you sane and increase your chances of success if you’re asked to dial in to get to know your future employer.Warm up your voice.Don’t let your phone interview be the first vocal contact you have with another person on interview day. Call a friend or family member and have a chat. If no one’s around, have a conversat ion with yourself in the shower. Do anything it takes to get in conversation mode so you don’t sound like you just rolled out of bed at interview time.Treat it like the real thing.So what if your interviewer can’t see you? Dress up as you would for an in-person interview, wearing professional, comfortable clothing that makes you feel your best. Sit upright in a real chair. Don’t slump on the couch, lie on your bed, or sprawl out. Act like a professional and you’re more likely to sound like one.Do your research.Your interviewer wants to know that you’re serious about the job, and the best way to show you really want it is to seek out information about your interviewer, the company, the position, the industry, etc. Do as much homework as you would for an in-person interview. If you are well informed, you will also be prepared for any question your interviewer might toss your way.Don’t babble too much.Filling awkward silences with babble is a t ic we all have in interviews, and it sounds even worse on the phone. Never talk to simply fill dead air and never keep your interviewer from getting in a word edgewise. Finish your sentences and allow room for the other person to respond- this is not only a good recipe for a natural interview conversation; it’s also a sign that you’re a considerate person.Talk to a face.If you can do a bit of Google stalking and find a photo of your interviewer, print it out or pull it up on your computer so you can look at it during your interview. This can help you connect with your interviewer and match her or his voice to a face. If you can’t find a photo of your interviewer, try looking at a picture of someone in your field that you respect and pretend that you are trying to impress that person.End on a positive note.No matter how well (or terribly) you think the interview went, make sure to end with pep and confidence. Thank your interviewer for the call, reiterate your in terest in the position, and remind him or her that you’d be a great fit- and a strong asset!- to the team. Even if you’re not feeling it, project professionalism and positivity in those final moments.  Then, immediately send a thank you note just as you would after an in-person interview.

The Ultimate SAT Biology Subject Test Study Guide

The Ultimate SAT Biology Subject Test Study Guide SAT / ACT Prep Online Guides and Tips If you’re applying to selective schools, you might have to submit SAT Subject Test scores along with your regular SAT (or ACT) scores. The Biology Subject Test (also called Biology SAT II) is a popular one because a vast majority of students take biology in high school, and most students find it less intimidating than chemistry or physics. This test can be a great way to fulfill your Subject Test requirements, especially if you plan on studying biology in college and want to show off your skills. In this study guide, I’ll give you all the background information you need to start studying for the Biology Subject Test as well as example questions, practice materials, and study tips to use along the way. Biology SAT Subject Test Overview: Format and Test Dates In terms of Biology SAT Subject Tests, you can choose to take either Biology Ecological (Biology-E) or Biology Molecular (Biology-M). According to the College Board's descriptions of the two SAT Subject Tests, Biology-E "leans more toward biological communities, populations, and energy flow," whereas Biology-M is more "geared toward biochemistry, cellular structure and processes, such as respiration and photosynthesis." Both versions have the same test format and guidelines: Total Time: 60 minutes Total Number of Questions: 80 multiple-choice questions Scoring: Scored on a scale from 200 to 800 No calculator allowed! Sixty of the questions are identical for both versions of the test, while the last 20 are specialized to either E or M. Biology E/M is offered on the May, June, August, October, November, and December SAT Subject Test dates. Should You Take the Biology Subject Test? Which Version? Now that you understand what the Biology SAT Subject Test entails, should you take it or not? To help you decide, you need to first find out if any of the schools you’re applying to require or recommend SAT Subject Tests. You can do this by simply looking at our other article for a full list of schools that ask applicants to send Subject Test scores (we also introduce these schools’ specific requirements). If you already know that you need to take Subject Tests, there are a few reasons you might look to the Biology test as a viable option. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. When to Consider Taking the Biology Subject Test Here are three cases in which it's a smart idea to consider taking the Biology SAT Subject Test. #1: You Just Took a Biology Class It's best to take the test in the spring right after you finish a biology course to cut down on study time. Here is the College Board’s recommended preparation for the Biology Subject Test: A one-year introductory college preparatory course in biology A one-year course in algebra Laboratory experience The Biology Subject Test is an especially good idea if you’ve just taken AP Biology (and have already prepared for the AP test). Subject tests are less intense than AP tests, so in comparison, it will probably seem like a breeze to you. #2: You Haven't Taken a Science Subject Test Most colleges that require or recommend SAT Subject Tests are looking for one in the humanities and one in the sciences (except for a couple of outliers such as MIT, which wants math and science Subject Tests). If you need to take a Subject Test in the sciences and you’re nervous about it, Biology is the way to go. It should be slightly easier for you than Physics or Chemistry will be if you’re a stronger humanities student. Why? The Biology test involves fewer obscure concepts and calculations, and you can rely slightly more on memorization and basic logic to answer the questions. #3: You Have a Special Interest in Biology If you’re interested in pursuing biology as a course of study, it’s a great idea to take the Biology Subject Test as a way to demonstrate your aptitude for the subject. If you’ve also done other specialized programs or projects in high school related to biology, taking the Subject Test will only bolster the cohesiveness of your application. Alright, let's do this. Assuming some or all of the factors listed above apply to you, and you’ve decided to take the test, there’s still one more decision to make: Biology E or Biology M? How to Decide Between the Biology E and Biology M Versions I gave you a short description of the content of each of these two tests in the previous section, but it probably wasn't enough information for you to make a decision. This choice ultimately comes down to whether you’re more comfortable with the macro or micro aspects of biology. SAT Biology-E deals more with large-scale energy flow in ecosystems and changes in the environment over time. By contrast, Biology M focuses more on the chemical elements of biology that occur on a minuscule scale. If you’re more of a science-oriented student, you’ll probably be better off with Biology-M. If you’re more into subjects like history and English, Biology-E might be a better choice. Keep in mind that the two tests aren’t completely different. There are only 20 questions out of 80 that are specific to either E or M. For this reason, I wouldn’t stress too much over your choice. If you took a biology class and did reasonably well in it, you shouldn’t have a problem with either version of the test. Oh, and for anyone who’s wondering- yes, you can take both Biology-E and Biology-M, but you can’t take them both on the same test date (makes sense, considering they’re almost the same test!). Biology-M is more about this type of stuff. You know- all the creepy things happening at the molecular level inside your body. Right. Now. What’s on the Biology SAT II? Here’s a content overview provided by the College Board that lists the division of topics for each version of the Biology SAT Subject Test: From the chart, you can see that many more questions are devoted to Cellular and Molecular Biology on the Biology-M test, and many more are devoted to Ecology on the Biology-E test. Notice that Biology M also has slightly more questions on Genetics, whereas Biology E has slightly more questions on Evolution and Diversity. Both tests have the same number of questions dealing with Organismal Biology. These topics should all be familiar to you if you’ve taken a biology course. The types of skills tested on both Biology-E and Biology-M include the following: Recalling fundamental concepts and specific facts (about 30% of test) Applying biological knowledge to practical scenarios presented on the test and solving problems using mathematical relationships (about 35% of test) Making inferences and forming conclusions based on qualitative and quantitative data (about 35% of test) Essentially, 70% of questions will present a scenario and then ask you to make deductions or calculations based on it. The scenario could be a chart of bacteria growth or a description of a lab procedure. It’s important to know the fundamental parts of an experiment (independent and dependent variables) and be able to project your understanding onto unfamiliar situations. The other 30% of questions just ask you to recall biological facts directly. I'll provide examples of different types of questions you can expect to see on the test in the next section. You might see questions about changes in species population density in a particular ecosystem. It's the ciiiiiircle of liiiiiiifeeeee! Biology Subject Test Question Types Here are a few official examples of the different types of questions you might see on the Biology Subject Test. Each question corresponds to one of the three skills I mentioned above. Type 1: Data Interpretation As I mentioned in the previous section, many of the questions on the test ask you to look at data and make deductions from the information given. In this question, although species Y isn’t explicitly mentioned in the chart, we know from the background information that whatever percentage of species X is planted, species Y seeds must make up the remainder. To answer the question, we have to figure out where the graphed line intersects with the line that indicates the 25% mark on the x-axis (that is, the harvest at the point where 25% species X and 75% species Y were planted). It appears that the harvest was 50% species X, which means it must also have been 50% species Y. Therefore, the correct answer is C. Type 2: Applying Concepts In this question, you’re asked to apply your biology knowledge to a given situation. Why did the results recorded in the graph occur based on what you know about the experiment? From the background information (and from studying for the test), we know that thymine is one of the four main nucleotide bases present in DNA. Choice E makes the most sense as an answer to this question because as the embryos develop, they’re consistently forming DNA using the radioactive thymine that’s available to them. As I wrote above, you'll also be asked to apply your knowledge of the scientific method and lab procedures to specific scenarios on the test. Take a look at the next question dealing with this radioactivity experiment: The correct answer is choice C. This would be an appropriate control scenario because RNA contains uracil instead of thymine. The results of the experiment upon adding radioactive uracil would demonstrate definitively that the original experiment measured DNA and not RNA synthesis. Type 3: Recalling Facts You'll also see questions like this on the Biology Subject Test that ask you to recall basic facts. The answer to question 1 would be (B), and the answer to question 2 would be (A). Sometimes these questions are accompanied by diagrams. Here's an example of one in a slightly different format: This is a little more challenging since you need to identify the parts of the flower that the numbers are labeling and also remember the functions of those specific parts. The answer to question 6 is (A), and the answer to question 7 is (D). 10/10 would pollinate. Where to Find Practice Materials for the Biology Subject Test If you're looking to prep for the Biology SAT Subject test, you'll need some quality study materials. I've compiled a list of where to find the best practice tests and review guides. Free Online Sample Questions and Tests This is a list of online (official and unofficial) practice materials for the Biology E/M Subject Test. Most of these resources don't provide complete practice tests, but there are tons of questions available that will expose you to the full range of the content on the exam. Official Biology Subject Test Practice Questions We'll start with the best of the best: official practice questions created by the College Board. All of these questions are extremely realistic and very similar to the ones you'll see on test day. General Biology: 24 practice questions with answer explanations. Biology-E: Five questions specific to Biology-E. Biology-M: Five questions specific to Biology-M. The SAT Subject Tests Student Guide: Pages 20-24 offer a total of 17 biology questions (11 on general biology, three on Biology-E, and three on Biology-M). Answers and explanations are available here. CrackSAT Practice Tests and Questions Although all of these tests are much shorter than the real thing, they're still incredibly useful as practice materials. Note that since there's less of a focus on lab and data analysis, these questions might be less challenging than those on the actual test. SAT II: Biology Google Site This site has two full-length practice tests and two diagnostic tests. It doesn't have automatic scoring since all pages are scanned PDFs, so these are good to print out and take like the real test. Be sure to emulate real testing conditions as closely as possible: follow the official time limit and take them in a quiet room without distractions. Free Online Content Review Khan Academy is a free website and partner of the College Board that provides tons of learning materials, including video lessons, practice questions, and answer explanations, for the SAT and various school subjects. Its biology section is especially helpful since it offers an overview of essential concepts, many of which you'll find on the Biology SAT Subject Test. In addition to in-depth videos that teach you the basic (and even more advanced) biology concepts, Khan Academy offers more than 80 biology practice questions. While these questions don't look like those you'll see on the Subject Test, they're still useful for helping you learn and retain the fundamentals of the subject. Paid Review Books In addition to free resources, there are a few helpful review books you can buy that are specifically for Biology E/M. You can also check out this article that focuses on the best books to use for the Biology Subject Test based on your score level. The Official SAT Subject Test in Biology Study Guide: This official book is a must-have. It includes two full-length Biology tests (that were actually administered in the past!) as well as detailed answer explanations and a few test-taking tips. Buy it for around $13 on Amazon. The Official Study Guide for ALL SAT Subject Tests, 2nd Edition: This book contains official practice tests for all SAT Subject Tests, including, of course, the Biology test. It's a good choice if you're planning to take other SAT Subject Tests and prefer having one comprehensive resource. The current price is around $19 on Amazon. Barron's SAT Subject Test Biology E/M, 6th Edition: Although this is an unofficial resource, it's got a lot of material you can work with, including more than 350 questions and two full-length practice tests. It currently sells for about $16 on Amazon. Cracking the SAT Subject Test in Biology E/M, 16th Edition: This book by The Princeton Review aims to get you a perfect 800 on the Biology test. Although its questions aren't as realistic as those in official resources, it does offer a solid array of learning material, from helpful test-taking strategies to practice tests. You can buy it for around $14 on Amazon. Sterling SAT Biology E/M Practice Questions: High Yield SAT Biology E/M Questions: If you want a comprehensive resource of Biology practice questions, look no further. This book offers an astounding 1,500+ practice questions and answer explanations. The current cost is about $23 on Amazon. And when you're done taking practice tests, you can reward yourself with something that would be unacceptable to consume in public. In the immortal words of the Goo Goo Dolls, "And I don't want the world to see me / 'Cause I don't think that they'd understand / When everything's made to be chocolate / I just want you to know who I am." Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. How to Study for the Biology Subject Test Here are a couple of pointers to keep in mind as you study for the Biology SAT Subject Test. Don’t Over-Prepare Remember that this isn’t an AP test- there are no free-response questions, and much of the test involves interpreting information that’s already been provided to you. Therefore, if you recently took a final exam for a biology class or the AP Biology test and felt pretty confident about your performance, you shouldn’t have any issues acing the Subject Test. I’d still recommend taking a practice test (as discussed in my next point), but there’s no need to kill yourself with studying if the information is fresh in your mind. If it’s been a year or so since you took a biology class, a few hours of review might be in order. Again, though, this test shouldn’t be especially challenging for you if you’ve already completed a mid- to high-level biology course. Take Plenty of Practice Tests Even if you feel very comfortable with the subject matter, you should take at least one practice test as an experiment to see how high you’re scoring. This way, if you’re at a satisfactory score level, you can avoid wasting time with additional studying. If your results are lower than expected, analyze your mistakes and then study the relevant content areas (or just do similar practice problems if your mistakes are related to data interpretation more so than they are to general biology knowledge). You can also do some practice questions for each version of the Biology test on the College Board website and/or those in the other resources listed above. Practice tests can help raise alarms about unexpected problem areas on the test. Acing the Biology Subject Test: 3 Essential Test-Taking Tips In this section, I'll give you a few tips for when you actually sit down to take the Biology SAT Subject Test. Tailoring your strategy to the format and content will do wonders for your score! Tip 1: Read the Background Information- but Don’t Overthink It As you saw from the examples above, questions on the Biology SAT Subject Test often come paired with background information to contextualize the data being provided to you. This will come in the form of a paragraph that describes the experiment so you don’t get confused when you look at the corresponding chart or graph. Always take a moment to read this paragraph, as it sometimes contains information that isn’t clear if you view the data in isolation. However, don't get too wrapped up in understanding every aspect of the experiment. It’s best to maintain a practical mindset and just focus on understanding the parts you need to know so you can answer the questions. Take the second sample question above. Here it is again for your reference: You can see that some of the information in the paragraph- such as the fact that radioactivity was measured in "counts per minute"- doesn't actually help you answer the question. Be efficient, and avoid dwelling on smaller details that might not be important. Tip 2: Don't Linger on Hard Questions As you're taking the Biology Subject Test, you might come across some questions you can't figure out right away. If you spend more than 30 seconds on a question without getting any closer to the correct answer, skip it for the time being and move forward. Lingering on problems that give you trouble spells danger for this test, so try to answer all the less challenging questions first so you don't run out of time at the end and miss any easy points. Tip 3: Keep Guessing to a Minimum Although there's no guessing penalty on the regular SAT, SAT Subject Tests are still under the fractional-point subtraction's reign of terror. This means that guessing incorrectly is worse for your score than leaving a question blank. Answering a question incorrectly on the Biology Subject Test will cause you to lose 1/4 a point, leaving a question blank results in no loss or gain of points, and answering a question correctly earns you one point. As a result, don't guess on a question unless you can eliminate at least one wrong answer choice. Otherwise, you're taking too much of a risk. If you're completely stumped by a question, just leave it blank. If you can't decide between five answer options that all seem equally viable to you, leave the question blank. Conclusion: How to Prep for the Biology SAT Subject Test The Biology Subject Test can be an easy and convenient way to fulfill your SAT II requirements for college applications. You have the option of taking either Biology-E (ecological) or Biology-M (molecular), but 75% of the questions are the same on both tests. Both versions of the test are an hour long and include 80 multiple-choice questions that deal with topics ranging from cell biology to genetics to evolution. Though these questions mostly cover basic biology knowledge, there's also a significant amount of data interpretation and analysis of experimental scenarios. Take a practice test to see where you stand, and do additional studying if you find your knowledge is lacking. If you were successful in your high school biology class, you should generally have no problem doing well on this test with just a little bit of preparation! What's Next? Are you currently taking AP Biology? Learn more about the format and content of the AP test, and get a rundown of the best resources you can use to study for the exam! You should also read our complete review guide for AP Biology. You can use it to brush up on some skills that will come in handy for the Biology Subject Test as well. While you're studying for the Biology Subject Test (or even if you're just taking bio), take advantage of our articles reviewing key bio concepts. Start with our exploration of the distinction between homologous and analogous structures, then go on to our guides to enzymes, the photosynthesis equation, cell theory, cell membranes, and the endoplasmic reticulum. Still not sure whether you should take the Biology Subject Test? Check out this expert advice on which Subject Tests you should take based on your goals and interests. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

A cultural experience Essay Example | Topics and Well Written Essays - 1000 words

A cultural experience - Essay Example The Geography of China focuses on not only the position of China but also the enormous human source it has in the world. Located in South East Asia it is the third largest country in the world with 6.5% of land area and second largest in population. China has one more self importance in the world of history that is has the oldest civilization background tracing back to 3500 years. It is a mountainous country. Mountains and hills occupy 65% of the total area of China’s Landscape. China has lot of rivers and lakes Yangtze and The Yellow River are the most famous in the world. Nearly 95%of the population dwells in the North and South regions of China. The highest population count is in fact a strong supporting feature of China. The unity among the people had been a supreme cause in the development of China. Religion too has a great significance in China. Buddhism, though came from India initially, took its massive support only from China. As a result artistic and admirable monuments were built in order to set a strong belief in the Buddhist thought. Religion is cooperated with large family organizations. Either the father or husband takes care of the family. Children live with their parents till they get married. After getting married they will be shifted to a separate apartment. Coming to the food culture of China, they give importance to nutritional values. Colors seem to play an important role in the daily intake of China. Chinese associate colors with the main organs of the human body. Color, flavor, and smell have their equal partake and contribution in their food habits. They combine two to three colored ingredients such as green, light green, dark green, red, yellow, white etc added with sauces and cook. The Chinese had a strong traditional belief that type of food has medicinal values in it. A theory called â€Å"harmonization of foods† by Yi Yin reflects on the link between the five flavors and major organs of human body. They are sweet,

A variety of English Essay Example | Topics and Well Written Essays - 2000 words

A variety of English - Essay Example 29). In their discussion on language variation Becker and Bieswanger (2006, p. 174) specify that a variety of English language may stem from three distinguishable components which can be identified as 1) geographical 2) sociolects and 3) functional. As stated previously, geographic varieties are explored through the recognition of characteristics that are linked with the adoption of dialects on the basis of region. However, the notion of sociolects encompasses the critical influence of social aspects in addition with economic components as the key factors for determining the extent of language variation as it emerges as an outcome of social status, nature of job or work and affiliation with groups. Accordingly, the aspect of functional varieties is linked with the selected use of language as per the existing scenario and the specific requirements of interaction with regard to the given situation (Becker and Bieswanger 2006, p. 174). Once the basic assessment of language variation has been conducted, it is important to suggest that the concept of a standard denotes that a specific linguistic system is labeled as the norm in a society and thus distinguishes itself from the variation of linguistic systems which may exist in the same society. As an integral concept in the study of linguistics, the notion of variety has been incorporated into scholarly works and analysis to identify and apply the teachings of the discipline for comprehending the role of language as the most significant element of human reality and the social construct. In alignment with this view, this paper comprehensively explores the popular debate on the notion of whether the existence of language variation in English can possibly encourage the language to emerge as truly neutral means of communication and correspondence. The paper incorporates scholarly articles and sociolinguistic

Analysis of Canadas Healthcare System

Analysis of Canadas Healthcare System INTRODUCTION Canada is a developed country located in the northern part of North America. In 1867, it became a self-governing state while retaining its tie with the British crown. When it comes to economic and technology, Canada is developing in parallel to its neighbour to the south, which is the United State of America. It is a member of the Commonwealth of Nations, with a democratic constitutional monarchy as their form of government. In the past years, Canada’s politics faces the challenges of reaching the population’s demands for quality improvement in education, social services, economic competitiveness and health care. The health care system in Canada is funded publicly and delivered on a provincial or territorial basis, within a guidelines set by the federal government (Canadian Health Care, 2007). Every Canadian citizens are provided with preventative services and medical treatments from general practitioners at the same time having access to hospitalisation, dental surgery and other medical services. However, in the past few years Canada’s Healthcare System is facing controversy because of it’s soaring costs. INCREASING COST OF UNIVERSAL HEALTH CARE IN CANADA According to a latest study (Esmail N., Palacios M., 2013), conducted by the Fraser Institute with the title â€Å"The Price of Public Health Care Insurance: 2013 Edition†, the average Canadian household now pays approximately $7,860 in taxes for health care insurance., which is 53.3% higher than of in 2003. Over the past decade the cost of healthcare in Canada doubled and is believe to exceed the $200 billion budget mark. Canada’s health care costs continue to grow at a faster rate than the government’s revenue, largely driven by spending on prescription drugs. In the last five years, however, growth rates in pharmaceutical spending have been matched by hospital spending and overtaken by physician spending, mainly due to increased provider remuneration (Marchildon G., 2013). In addition, this trend is also caused by what the health system spends on doctors, which rose by an average of 6.8 % every year. Of that value, 3.6% was caused by the increase in physician’s fees. Other driving factors for the increase in healthcare costs are population growth, aging population and increased health care demand. Consequently, this rise in Canada’s universal health care costs is said to be the reason why the government has limited ability to provide other services such as education, transportation and pension benefits. Increased health care costs will results into higher labor costs, which might cause companies to hire lesser workers, produce less output, or raise their prices. The high expenditure for health causes the budget for other government programs and priorities be restricted. EFFECT ON CANADA’S ECONOMY The abrupt rise in health care costs and insurance can affect several parts of the economy. The rise in health care costs can cause job growth to slow down because it costs companies more money to add new employees. Wage increases have also slowed for current employees, since companies must spend more money on health care premiums. The public sector includes the federal, state and municipal governments. The public sector is dealing with costs rising more than revenues. This places a high degree of examination on discretionary health care spending. Companies are faced with rising health care spending often cut other expenses, such as reducing health care benefits, requiring employees to pay a larger share of their health care benefits, or reducing wage increases. Furthermore, increasing health care costs can cause Canada’s goods and services to be less competitive in the international markets. If all other factors remain constant, the increasing health care costs will most likely be reflected in final product costs and depending on how rapidly costs rise in other countries; this may result in more expensive goods and services. IMPACT ON NATIONAL AND INTERNATIONAL HEALTH CARE POLICY The soaring cost of healthcare is a burden to a country in so many ways. For the community, this increase means that there is less money in their savings and triggering hard choices in balancing food, rent and needed care. For small companies, it will make it harder for them to add new employees, more difficult to maintain coverage for retiree and makes them not competitive globally. The effect of it in the local government is it will lead to higher medicare cost thus reducing funding on other priorities such as infrastructure, public safety and education. The government’s activities to lessen the burden of high health care cost includes funding and facilitating data gathering and research to regulating prescription drugs and public health while continuing to support the national dimensions of medicare through large funding transfers to the provinces and territories. The governments collaborate through conferences, councils and working groups comprised of ministers and deputy ministers of health. Nongovernmental organizations at both federal and provincial levels influence policy direction and the management of public health care in Canada. One of the policy is that only physicians are legally allowed to prescribe a full range of pharmaceutical therapies. However, in recent years, a number of provincial governments have changed their laws and regulations in order to permit some providers, including nurse practitioners, pharmacists and dentists, to have limited authority to prescribe pharmaceutical therapies within their respective scopes of practice. Policy makers should develop funding strategies that will contain the cost of delivering health care and providing economic stimulus to increase provincial and territorial revenues or income, while maintaining the delivery of quality healthcare services to all Canadians. POLICY INTERVENTION SOLUTIONS EDUCATION AND TRAINING In addressing the issue of expensive cost of healthcare, one of the possible solution is the population-wide health education about prevention and any other relevant information about health. The government can launch self-care programmes that would lessen the demand for consultation and hospitalisation. Self -care programmes includes the â€Å"patient as the expert† approach, home self-monitoring techniques and the use of latest gadgets and technology such as mobile phones, computers and telemedicines. In general, these self-care programmes trains and empowers the people to be involved in their own care and be able to manage their own condition. It also includes interventions that imparts knowledge and skills to the people to participate in decision making, to monitor and control the disease and the change in behaviour thus decreasing the chance of seeking expensive medical services. TAX BENEFITS AND PAYMENT TO CAREGIVER In Canada’s Economic Action Plan (CEAC, nd), the government is committed to recognised the sacrifies that many citizens exerts to take care of their children, spouses, parents and other family members with health issue. In support of this objective, Budget 2011 introduced a new Family Caregiver Tax Credit to provide tax relief to those who care for an infirm dependent relative .This initiative provides tax relief to those who care for an infirm dependent relative, including, for the first time, spouses, common-law partners and minor children. Same with direct payments from government, such as agriculture subsidies or social security benefits, tax benefits and payment are given directly to the citizen in exchange of accomplishing a desired behavior. As a result, tax credits permit individual discretion on spending rather than the government dictating spending priorities for each person. The availability of tax credits is probably most beneficial to people with lower incomes,because low income families often cannot give up a salary to provide full-time care, nor do their jobs offer flexibility that would allow them to mix caretaking and working. A tax credit for individuals is a simple concentration of funds from the whole economy onto a specific population segment, assuming the tax credit is paid for with general revenues. In this manner the government’s expenditure on universal healthcare is somewhat reduced. In addition to that, there is a lesser need for aged care facility, disability care or hospital care since caregiver can perform home care. RESPITE CARE Caring for a disabled or old family member can be challenging, potentially impacting caregivers’ health, mental health, work, social relationships, and quality of life. To alleviate caregiver stress, enable caregivers to better cope with the demands of caring for a loved one, and improve caregiver and care recipient outcomes, many interventions have been developed. A short-term break for people and their carer/support person is called Respite Support. This short-term break is usually done away from home and overnight. Respite services are equipped to meet the needs of a disabled person while away from home and their usual support, and aim to create a positive experience for the person. Carer Support enables a usual caregiver to take a break from supporting a person by providing an alternative carer. Moreover, respite care is a vital part of the overall support that families need to keep their family members with a disability or chronic illness at home. Respite care is temporary care to persons with disabilities or special health care needs, including individuals at risk of abuse or neglect, or in crisis situations. Respite care can be an effective cost-saving measure that Canada’s government can venture more. In US, there is an estimated 50 million family caregivers nationwide that provide at least $375 billion in uncompensated services —an amount almost as high as Medicare spending and more than total spending for Medicaid, including both federal and state contributions and both medical and long-term care ($311 billion in 2005) (Gibson and Hauser, 2008). BUSINESS REGULATIONS COMBINING WORK AND CAREGIVING Caregiver can be defined as a person or individual who provides care or assistance to a member of the family in their home or the care recipient’s home who has a mental or physical disability, is chronically ill, old or who is on a palliative care. Caregiving is a difficult task but family members tend to naturally take care of their love ones and resort to medical institutions when the burden is too much. These caregivers might find it hard to balance their work and their family obligation. The government can addressed this issue by mandating businesses to allow employees to take medical leave to take care of a disabled or sick relatives. After the medical leave, the employee should be restored of the original job or to an equivalent job. By doing this business regulations, there is less demand for health services, nursing homes, disability services thus helping the government saved the cost for healthcare. REFERENCES Canadian Health Care (2007), Introduction. Retrieved from:  http://www.canadian-healthcare.org/ Esmail N., Palacios M., (2013), The Price of Public Health Care Insurance: 2013 Edition, Fraser Institute. Marchildon G. (2013), Health Systems in Transition: Canada Health System Review, University of Regina, Canada. CEAC, (n.d.), Family Caregiver Tax Credit: Canada’s Economic Action Plan, Retrieved from:  http://actionplan.gc.ca/en/initiative/family-caregiver-tax-credit Gibson, Hauser (2008), Valuing the Invaluable: A new look at the economic value of family-caregiving, Public Policy Institute, Washington. Analysis of Canadas Healthcare System Analysis of Canadas Healthcare System Canadian Health Care Canada is regarded as having one of the best health care services systems in the world. All Canadians residents are eligible to health care irrespective of income and health. However, like any benefit, there are a few exceptions that are governed in the policies of the provincial or federal governments. Although this system benefits Canadians immensely, there are still some people debating that by privatizing health care, better health care services would be available. However, another aspect of this is that the premium health care services would be only be affordable by the wealthy. The Canada Health Act was passed in 1984 by the parliament. This act established its principles on 5 main criteria: 1. Accessibility: all insured Canadians should have reasonable access to all health care services, as well as all health care providers must be equally compensated for the services provided. 2. Portability: any insured Canadian that moves to a different province is permitted to health care coverage for a territorial determined waiting period. 3. Universality: all Canadians insured by the Canada Health Act are eligible to equal levels of health care. 4. Public administration: all of the administration of health services needs to be done on a non-profit basis by a public authority. 5. Comprehensiveness: all health care services determined by the provinces require to be insured. The province and territories manage and provide the required health insurance to all its residents. In order to be eligible for health care benefits, the residents need to apply for a provincial health card. Once, the health card is issued, the individual is eligible to receive free health care for all necessary health services as listed by the province they reside in. There is a maximum waiting period of 3 months in being able to receive health care, for new residents. Some provinces provide additional health care services in addition to what is listed in the Canadian Health Care Act; however they are not required to provide any additional services than what is stated in the Act. For any additional health care service, like dental or optometry, people usually get private insurance, or employers give additional insurance to their employees. Health care funding is provided by both provincial and federal taxation from both individual and corporate income taxes. Additional financing is also obtained from sales taxes and proceeds from the lottery. Additional funds are delivered to the provinces by the federal government through the Canadian Health and Social Transfer. The funds are paid by cash contributions and tax transfer and to the provinces. The Canadian Health and Social Transfer is a transfer of funds from the federal government to the provinces for post-secondary education, health care, and social assistance. The provincial governments are not required to show the use of the transfer income; therefore the percentage used for health care is unknown. Although provinces may choose to spend this transfer as they choose, they have to follow the Canadian Health Act and they cannot impose any residency restrictions for the social assistance.   If these two conditions are not met the cash transfer to the provinces can be reduced. The Canadian Health and Social Transfer is distributed to the provinces at an equal per capita entitlement, but the cash transfer, which is dependent on the conditions set by the federal government, will vary across provinces. In order to receive an equal average of entitlements, provinces that have higher earnings will get more tax transfers, whereas the other provinces will receive more cash transfers. Critics of the health care system state that there should be a record of the federal governments contribution towards health care. Recommended solutions to this are to either separate the Canadian Health and Social Transfer into three separate parts, showing amounts for health, post-secondary education and social assistance or to separate the health care portion from the latter two portions. Since 1984, there have been numerous changes to the Canada Health Act, and it will continue to evolve as the requirements of the society change along with the advancements in the world of medicine. Regardless of what number of commentators has to say about the health care system, it is still viewed as the most successful and valuable health care systems of the modern era. Bibliography The Canada Health and Social Transfer. (2000). Retrieved from http://www.lop.parl.gc.ca/Content/LOP/ResearchPublications/tips/tip55-e.htm Canadian Health Care: Health Care and Politics. (2007). Retrieved from http://www.canadian-healthcare.org/page10.html Canadian Health Care: Canada Health Act. (2007). Retrieved from http://www.canadian-healthcare.org/page2.html Canadas Health Care System. (2012). Retrieved from http://www.hc-sc.gc.ca/hcs-sss/pubs/system-regime/2011-hcs-sss/index-eng.php Canadas health care system. (2016). Retrieved from http://healthycanadians.gc.ca/health-system-systeme-sante/system-systeme/about-apropos-eng.php

John Locke and Immanuel Kant Essay

We are here concerned with the relationship between the human mind, somatic-sensory perceptions, objects of perception, and claims of knowledge arising from their interaction, through the philosophies of John Locke and Immanuel Kant. Confounding the ability to find solid epistemological ground, philosophers have, generally speaking, debated whether ‘what’ we know is prima facie determined by the objective, as-they-are, characteristics of the external world 1(epistemological realism) or if the mind determines, as-it-is, the nature of objects through its own experiential deductions (epistemological idealism). The purpose of this paper is to use the synthetical approach of Immanuel Kant, who utilizes a logical schematization of cognition along with experience (transcendental idealism), in the attaining of knowledge, to criticize Locke’s claims against innate ideas, and subsequently, origin and attainment of knowledge. In the first part of this paper, I will explain the major differences which distinguish epistemological realism and idealism. This disambiguation of philosophical jargon is to allow the reader to understand why the debate exists, how it impacts what human’s claims as ‘knowledge’, and whether or not the debate has any contemporary philosophical importance. This last feature is a relevant aspect of the debate since ‘knowledge’ applies to a great many areas of human life, including, but not limited to, the sciences, morality and ethics, and aesthetics. In the second part of this paper, I will outline Kant’s idealism, otherwise known as, transcendental idealism. This section will lay out the terminology in Kant’s epistemology which will act as a backdrop for comparing and contrasting the theory of Locke. This section will also describe the foundation of Kant’s epistemological claims. As mentioned in the introduction, the mind, the somatic-sensory perceptions, and objects of perception are to be accounted for in the debate between idealism and realism. Thus, the second part of the paper will conclude with an understanding of how knowledge arises under the rubric of Kant’s transcendental idealism. The third part of this paper is then dedicated to providing an account of Lockean innate knowledge and its place in our epistemological enquiry. It is presumed that several deficiencies, to be discussed, are apparent in Locke’s epistemological realism without the use of innate ‘ideas’. These deficiencies, however, are percolated only in light of the Kantian juxtaposition for which this section serves the purpose. In the final part of this paper, I will conclude that while Locke’s epistemological theories h ave had a great influence on the progress of epistemology, especially as a critique against rationalism, the idea of no innate ideas impressed upon the mind prior to experience ultimately leads Lockean realism to base claims that all knowledge arises solely from experience as inexhaustively question-begging without Kant’s transcendentalism. Dealing with the problems of realism and idealism can be seen in humans as young as three years old. Although it may not be so apparent to parents at the time, when a child asks, â€Å"How do you know that? ,† they are challenging the method in which a person uses to ‘know’ what they know. However, children, like philosophers, might not be satisfied with the first answer and continue with a meta-inquiry: â€Å"How do you know that? † While this interrogative approach to understanding the world can be frustrating it does illuminate a particular problem in reasoning, generally. That is, at some point we are forced to answer, vacuously, â€Å"I know, because I know. † However, the persistent child philosopher can rebut with, â€Å"How do you know that you know? † The problems intrinsic to the line of questioning above demonstrate a broad epistemological problem. To solve the problem philosophers have sought out ways in order to make ‘what we know’ or explaining ‘how we know’ a bit more reliable or certain. That is, to provide an answer to our inquisitive three year old that breaks the meta-inquiry of knowable certitude. Knowledge, however, is a little tricky because there is an identity problem between the world and the ideas, or thoughts, in our minds. In making claims of knowledge we must presume certain things are true. To say that you know something assumes that you (1) believe the world represented in your mind is exactly as it is whether you perceive it or not and what we have to say about the world must correspond to the way the world is perceived, (2) the world gives us information about objects, which can be accurate, but our minds are the final decision makers about the nature of those objects which can lead to skepticism, or (3) there is nothing stable about the appearances of the world as presented to our minds, and what we know is solely the product of collective reflection, otherwise known as reasoning. In the context of my thesis, it could be argued that if a set of instructions were provided, such as innate ideas in the mind, these three broad, epistemological viewpoints would be narrowed down to one. The first assumption, (1), is the philosophical position known, broadly, as epistemological realism. The second assumption, (2), is more of a dualism in that it is believed there is enough perceived objectivity in the world to have some certain knowledge of it, but it is still subjected to our experiential bias (intuition plays a more integral role in this doctrine). This is a kind of realism in that certain properties about the objects we perceive are unalterable or indisputable since they would retain those characteristics whether or not they are observed. The third position is epistemological idealism. This position holds, generally, that knowledge is not a product of the nature of objects, but instead, derived from the nature of the mind. In other words, the certainty of knowledge is granted through the nature of the mind found within the species deliberating over certain claims. As mentioned, the debate between idealism and realism does have, beyond satisfying the curiosity of toddlers, implications in other areas of philosophy. It is not the focus of this paper, but an example that illustrates potential problems is that of ethics and morality. In epistemological realism, it may be the case that certain acts produce pain in humans, but there is nothing, it is alleged, which a person can point to in the world that would verify this (kind of) pain as bad, good, rightly, wrongly imposed. In other words, epistemological realism holds that we can know facts about the way the world is because our mind is receptive and capable of reproducing them accurately in our minds, but it is another thing to try to extrapolate from these facts/experiences a particular value/meaning to attach to prescriptive claims. In the extreme case, an epistemological realist might claim that all rules of morality are completely made up and merely appeal to our feelings about facts, but we cannot know for certain. As for idealism, morality appears as a less problematic discourse since the very proprietor of knowledge is that which is arbitrating over moral disputes. However, the kind of facts and/or values which moral claims arise, for idealists, are of a strictly theoretical nature and can be said to carry as much empirical or logical certainty as those doubted in the case of realism. At best they are egocentric and/or egotistic. Even in contemporary debates, which diverge subtly from the philosophies this paper examines, the entailment of moral truths from realist or idealist doctrines remains unsolved. In some cases, such as Marxist philosophy, there can be a real confusion about which doctrine actually prevails. The Communist rule of Stalin and Mao is arguably a perversion of epistemological realism for what was actually and indiscernibly expressed as an idealist project. It was in the Critique of Pure Reason that the philosopher Immanuel Kant attempted to settle the problem of epistemological certainty and skepticism. Recalling the relationship between the mind, objects of the world, our perceptive apparatuses, and knowledge, Kant opens up the Critique of Pure Reason with two allusive statements[1]: (1) â€Å"†¦no knowledge our ours is antecedent to experience, but begins with it. † (2) â€Å"†¦though all of our knowledge begins with experience, it by no means follows that all arises out of experience. † Situating these two phrases within the context of realism and idealism requires parsing out the some key phrases within these statements. The first key phrase or term is â€Å"begins. † Kant tells us that â€Å"knowledge begins with experience. † That is, in order to say â€Å"I know,† one must first have an object which makes some kind of sensory impression on the mind. [2]â€Å"For how is it possible,† Kant asks, â€Å"that the faculty of cognition should be awakened into exercise otherwise by means of objects which affect our senses†¦so to convert the raw material of our sensuous impressions into a knowledge of objects? † It is, therefore, objects in the world that first supply us with the â€Å"raw material† for ‘beginning’ the process of attaining knowledge; the term ‘process’ is important here, because the two statements above allude to two different kinds of knowledge. It is not the case, claims Kant, all knowledge is a direct derivative of compounding impressions of raw data. For Kant, and this point lays the foundation of idealism, the mind plays a much more integral role in determining how those impressions are arranged in pre-conscious faculties. This difference plays an important role in the realism/idealism debate since the relationship between the minds’ functioning and knowledge claims depends upon disassociating two different kinds of demonstrations: (1) a method of proving what is known, (2) the acquisition of knowledge. More specifically, the debate between realism and idealism must in some ways reconcile itself with knowledge claims that are a priori and/or a posteriori. The former refers to rationalized knowledge which is universal, necessary and independent of experience (though this last condition, as we will see, is not so clear in Kant’s idealism). The latter is empirical knowledge which is acquired directly through our sensory perception and is validated by the relationship between what is stated and the way the world appears to be. For example, the claim that ‘snow is cold’ is a posteriori since the concept of ‘cold’ is not directly related to ‘snow’ independent of human experience. What is a priori knowledge is the fundamental subject of Kant’s transcendental idealism. According to Kant, a priori knowledge is not just about a method of proof, but also about how we attain a priori knowledge. As mentioned above, Kant is concerned with not only the knowledge that comes from experience, but also knowledge that arises from experience. That is, Kant seeks to settle how a priori knowledge, knowledge that lends epistemological certitude regarding to certain claims, is attained and verified without relying on facts about an external world. It is here that we see explicitly how a priori knowledge and epistemological idealism are integral and linked to the realism/idealism discussion; a priori knowledge is attained through a logical rationalization of concepts about objects that does not require a direct experience of them. In other words, a priori knowledge is knowledge which, according to Kant, begins with experience, but does not necessarily arise from that experience. To unpack this influx of these epistemological connections, it will be instructive to begin with what Kant calls the Transcendental Aesthetic. There is, states Kant, an arrangement to the mind which makes experience possible. This arrangement, or what Kant calls ‘schematism’ not only makes experience possible, but it also limits the scope of possible experiences. To refocus, Kant’s position is that space and time are the two most fundamental conditions for having an experience. All objects which are presented to the mind are done so, necessarily, in time and in space. It is important to recall that objects of perception/experience make impressions on the mind which is done through any or all of the five senses. This means that space and time, in order to be objects of the external world, must possess the property of being sensible. But if space is the condition for which objects are experienced, then space can only exist because space exists (this kind of paradox is addressed in the Antinomies). The same applies to time. Kant, therefore, purports that space and time are mere formal conditionings of objects via the minds operation providing, at the same time, the possibility of experience and experiential limitations. The upshot for Kant is that he loses nothing with this claim. The reality of space and time, as external objects, would lend no more validity to knowledge claims since the properties of space and time are necessary conditions for experience. Thus, making knowledge claims do not change whether space and time are properties of realist or idealist doctrines. In addition, Kant avoids the paradoxes which arise from claiming space and as objects of external reality by placing them as antecedent conditions for experience, as is needed, in the mind. This leads us to what Kant calls ‘synthetical’ claims a priori. By placing objects in space and in time there are going to be properties pertaining to the relations of objects to other objects and properties of objects that will follow the logic of being so represented. When Kant says that knowledge can arise from experience he is referring to the synthetical claims a priori which are determined by the logic of space and time as formal conditions for experiential representations. This is how Kant is able to famously answer how ‘every change has cause’ is necessary without realist fact. Kant admits that change is something that must be experienced, but change is an experience in space and in time. Since time is represented as a succession or the proceeding of an object through/from time t1 to time t2, and change is a relation of cause and effect, and since a cause cannot be its effect (see the paradox of space and time being the conditions of their own existence above), then once we are able to experience an event as ‘change’ in relation to an object (in time and space), we can, and with no further experience, strictly use the concepts of ‘cause’, ‘event’, and ‘change’, to make the a priori claim that ‘every change has a cause’; note, not just a change, or some changes, but every change has a cause. In other words, because of Kant’s transcendental idealism, we are logically justified in attaching certain knowledge of properties and relations in and between objects beyond what is provided by what we know a posteriori. It is through this understanding of Kant’s transcendental idealism that we are to understand and address John Locke’s assertion that the mind, when it first is developed, is nothing more than a blank slate, or ‘tabula rasa’. Locke’s task in Book I [3]â€Å"how men, barely by the use of their natural faculties, may attain to all the knowledge they have, without the help of innate impressions; and may arrive at certainty, without any such original notions or principles. † In Kantian language, impressions are those images that are implanted in the mind by sensuous perception/experience. The concept of innate, for Locke, then, must refer to impressions which are found in the mind before the Kantian impression. That is, as an ‘impression’ for both Locke and Kant, if it is innate, then the impression exists prior to sensual experience and provides some kind of information. This is the opposite of tabula rasa. In the beginning of Book I, Locke does not refer to innate knowledge, which would be the product of extrapolating statements from information; information, in this case, simply refers to facts or what Locke refers to as ‘simple ideas’. On one level there is a similarity between Kant and Locke. Locke goes on to state that [4]â€Å"it would be impertinent to suppose the ideas of colours innate in a creature to whom God had giveth sight, and the power to receive them from external objects. † For Kant, the recognition/knowledge of a color would require, first, that the eye experience what color happens to be. Thus, claims regarding color fall within the realm of a posteriori knowledge. In addition, the perception of color and the conception/idea of color are limited to the mode of experience one can have for color. One cannot hear, taste, or feel the color green, which, a priori, would require the mind to be further equipped with the innate condition/information of predetermining how to file color when it is sensed. In other words, the brain must already know that the concept ‘green’, if it is innate, is a concept pertaining strictly to sight. However, these are not the claims for which Locke is contesting for the proof that innate principles do not exist. More controversially, and, I believe, in opposition to Kant’s transcendental idealism, are the claims that ‘whatsoever is, is’ and ‘it is impossible for the same thing to be and not be’ cannot be shown to be necessarily true based on innate principles. It is in this claim that we find evidence for epistemological realism in Locke’s philosophy; for if it was to be true that ‘whatsoever is, is’ for Locke, then the claim must correspond necessarily to the way the world is through experience. In other words, it must be a fact that ‘whatsoever is, is’ as a result of experiencing the ‘whatsoever’. This being the case, Locke goes on to detail the [5]â€Å"the steps by which the mind attains several truths. † Like Kant, Locke claims that it is through sensory perception that the mind is imprinted with particular ideas. Unlike Kant, however, Locke claims that it is â€Å"by degrees† does there become a habitual familiarity which accompanies these ideas to be stored in the memory. The scene is analogous to what we assume to be the learning pattern of a baby; that through the incremental addition of experiences and seeing particular relations exposed in those experiences, the mind is furnished with the materials which become the objects of reflection. This being the case, it would seem that knowledge is perhaps not really knowledge at all, but an imitation of habitual experiences. But as Hume correctly pointed out, there is no certainty in consistency, and reasoning based on such a consistency. This justifies, tentatively, skepticism toward Locke’s claim that certainty can be attained without innate principles. Another criterion for innate principles, according to Locke, is that one must be aware of them as something knowable in order to prove their existence. Locke mentions how clinically insane and infants are unable to articulate what they know and how it is they know it. Locke gives the example of an infant not knowing [6]â€Å"that three and four equal to seven, till he comes to be able to count to seven. † This examination of Locke’s claims puts forth the question of whether or not a person ‘knows’ that three and four equal seven, or if a person is simply countenancing facts from his or her experience which is guided by epistemological realism. From a Kantian perspective, the matter is more about dealing with quantity (three, seven, four), the relationship between concepts (plus, equals), and the knowledge which can arise from predetermined, logical schemata in human cognition (four and four is greater than seven if three and four equal seven). It is not that Kant would assert that a language-less baby unexposed to elementary mathematics can know that three and four equal seven. Further, a baby would also not be able to articulate, even if its mind were furnished with the knowledge that ‘whatsoever is, is’ since a baby simply lacks the language to be able to say so. Inverting Locke’s challenge to see if the claim ‘whatsoever is, is’ can be assented to by babies and the mentally handicapped presents a fundamental problem his argument: the burden of proof is on Locke to provide valid counterfactuals to a baby and/mentally challenged persons. In other words, we should take Locke seriously when he moves beyond a simple imitation of what the world shows him and demonstrate when ‘whatsoever is, is not’ and ‘it is possible for something to be entirely red and entirely green at the same time’. Then Locke must move to show how these claims are grounded in a realist epistemology. This criticism bolsters the Kantian project in that transcendental idealism not only presents the possibility for experience, but also limits experience at the same time. A feature Locke is lacking. Without innate ideas, or some kind of cognitive structure which makes sense of perception, Locke must, in order to remain consistent, assume that there is a possibility that something can be simultaneously all red and all green and that we could perceive it when it does happen. Kant is essentially claiming that if there is an experienced contradiction such as, ‘something is simultaneously all red and all green’, then we can be pretty sure that the source of this confusion lies in our cognitive faculties and not in the world. It is not quite so clear with the Lockean project, however. Lockean realism takes for granted that the mind is representing an accurate portrayal of the world even in the case of a contradiction. This kind of reliance does not provide any kind of certainty or attainment of truths as Locke claims. On the contrary, what we would know is simply a regurgitation of experience thus creating confusion on where the source of a contradiction lies in the case one is presented in experience. In conclusion, when we compare the progress of epistemology as a historically situated study, then we come to see John Locke as an influential philosopher who challenged the rationalist doctrine which denied experience and empirical facts as integral to what we count as knowledge. It is that very project, however, that led John Locke and epistemological realism down a path of incoherency when both promised certainty through observation without grounding any source for that certainty. For its faults, which are not mentioned here, Kantian transcendentalism has been shown to be a more tenable answer to the idealism/realism debate as it has been contrasted with John Locke’s realism.

New Step by Step Roadmap for This I Believe Essay Topics List

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