What Makes Us Different From Other Animals Philosophy Essay

What Makes Us Different From Other Animals Philosophy Essay In a world that has come so far ahead in evolutionary terms, what is it that makes us, human kind, so different from other animals. It has been said that chimps are our nearest evolutionary cousins, roughly 98 to 99 identical to humans at the genetic level. Any differences are said to come from the transmission of culture and our ability to build societies. Godelier stated that human beings, in contrast to other social animals, do not just live in society; they produce society in order to live. In this essay I will be looking to explore cultural and linguistic aspects which seek to differentiate us between other animals. Humans seem to encompass a culture which is not seen in any other animal. In Lewiss lecture (15.10.12), culture was referred to as seas of history which bind humans together. In DAndrades article of culture and language, he refers to culture as being a social heritage of learning which includes a number of things such as beliefs and techniques which are independent of biological processes. For him, there are two sides to culture, one being a physical manifestation and the other side, a mental manifestation. Both sides need to be present in order for culture to be passed on from generation to generation. For this to happen, culture needs to comprise of meaning and be symbolic, culture must be also external in the form of actions and signs (1995:223). Boesch and Tomasello (1998:602) note that human cultural traditions have had modifications over generations also known as the ratchet effect. The ratchet effect requires that humans imitate from one another. This is what sets us apart from other animals and is so unique to us. Humans have cumulative cultural evolution, the ability to accumulate over time results in complex tools and languages in modern time (Tomasello et al. 2003:121). The use of tools as technical intelligence is an evolutionary advantage which humans have. Washburn (1959) argued that selective pressure resulted in physical changes in the hand. Over generations, the uses of tools became part of our culture, as humans were required to use precision grip, the consequence of which changed the human hand. However, it cannot be said that the modifications of the human cultural artefact, such as tools, are the creation of one individual human brain. Modifications over generations were made to aid change and therefore inv entions are transmissions of accumulative knowledge, which is a characteristic of all human cultures. (Lewis 2012) In comparison, animals such as chimpanzees experience slippage, whereby chimpanzee traditions are often lost as a consequence of drift, inventing constantly and branching. (Lewis 2012). Tomasello et al. have hypothesized that chimpanzee cultural traditions and artefacts do not show the ratchet effect. This is because the ratchet effect depends of innovations and imitative learning (1993: 603). Even though chimpanzees are innovators they lack uniformity and the active teaching of such cultures, so culture is lost. Lewis states that the ratchet effect is ruined through emulative learning (2012). Therefore the transmission of chimpanzee culture can be seen to be as ineffective. However, it could be deemed that any assumptions made about chimpanzees and their lack of cumulative cultural evolution is problematic. Boesch and Tomasello argue that 30 years is not long enough to make the judgement that chimpanzee practices do not show the ratchet effect. And even if evidence suggests that chimpanzees do show this cumulative cultural evolution, it may be restricted to a small population or to certain cultural traditions (1998:602). In Tomasello and Rakoczys study into human cognition, they explain that the most fundamental cognitive skill, are those that involved the understanding of persons, also known as the theory of mind (2003:122). According to the American Psychological Association  (APA) theory of mind is the ability to imagine or make deductions about the mental states of other individuals. Humans have an innate capacity to mind-read, the capability to understand one another is necessary in order for language to progress, complex co-operation in situations such as at school or work requires this ability to mind read, which makes culture possible (Lewis 2012). If humans did not have theory of mind, it would be impossible for society to exist as it does presently, humans heavily rely on this ability everyday unknowingly. However although this mind-reading attribute is a fundamental skill in humans, Call and Tomasello in answer to Premack and Woodruff, have found that chimpanzees do in fact encompass what is known to man as theory of mind (2008:190). They argue that studies of chimpanzees showed that they were able to not only understand human goals (which was the original aim of Premack and Woodruffs study), but were able to understand human intentions. However it cannot be said that chimpanzee understanding can be compared to that of a fully fledged human. In my opinion, animals such as chimpanzees must acquire the minimum amount of theory of mind for evolutionary reasons within their own animal kingdom. Animals, on a smaller scale, most likely understand thoughts and emotions of others within their species, otherwise relationships between animals would be unheard of. Vilensky et al. (1982) state that, the human brain differs from those of other animals. This is due to humans having a greater capacity for complex language and an innate interest in speaking language. According to Nowak, in his study into the biology of language, Language is the most important evolutionary invention of the last few million years. Language allows humans to express their ideas and for the exchange of information. The evolution from animal communication to human language is an adaptation that has been necessary in order for our species to pass on culture and efficiently aids survival (2000:1615). According to Miller (1981), the ability to speak is the most complex mechanical motion the human body can perform. Speaking requires the synchronisation of various parts of the vocal chord within a few hundredths of a second. Nowak suggests that the reason that primates, our closes living relatives, do not have complex language is due to our ancestral lines. As a consequence of evolution, generations were able to build our language instinct from material that was already present in our ancestor species at that time (2000:1616). Therefore, the ability to form language has been firmly set in our genome and is part of our biology. Many anthropologists argue that language ability is selected because language increases the potential for cooperation, manipulating other creatures, or dealing with large groups. However, it could be argued that if language was selected based on these reasons, then why dont other animals have the ability to speak. Therefore it must be that the reasons for humans having the ability to speak are unexplainable (Nowak 2002). Language is therefore unique to humans and therefore distinguishes them from other animals. In conclusion, it has been shown that culture and language is what seems to differentiate humans from other animals. Although animals seem to show evidence of having theory of mind, they cannot express this understanding the way humans can. So it can also be said that humans uniquely acquire theory of mind. However, in many areas it is not possible to see any clear cut answers due to lack of information. The fact that we have not studied chimpanzees or any other animals in their natural environment for long enough, means that it is likely that any comparisons made will be lacking in validity. Looking at humans and other animals comparatively, it seems that it is difficult to clearly differentiate humans from other animals. The overlapping features that we come across shows that although humans may have evolved there are aspects of man that will link them to other animals.

The Korean War: A Battle For Global Power Essay -- Korea Communism

The Korean War can be thought of as the last major conflict of the 20th century with unified, international fronts. The Communist forces of Russia, China and North Korea were poised to fight the South Korean’s and their American-led allies in the United Nations. On the surface, each side’s reason for their position within the conflict seemed clear. The North Korean forces were poised to spread the word of Communism to the masses, while the South Korean forces were attempting to prevent international instability by defeating them. Yet, were these motivations really so simple? Or were there layers within the conflict that we need to properly examine to fully understand both the causes and intensity of this war? This report presents an analysis of the major motivations of the powers involved within the Korean War, and each power’s agenda. Wars, by their very nature, can be difficult to grasp, and must be carefully studied for their full dimensions to be taken in. It is easy to get bogged down in analysis of the events within the war, and lose sight of the bigger picture. In the case of the Korean War, the various powers involved, despite their seemingly united ideological fronts, were motivated by broad complex ideas. Or, as Mr. Durdin of the New York Times said on July 8, 1951, â€Å"Mr. Mao and Premier Stalin can hope for a number of things from a peace offensive policy. They can hope to divide the Allied front, weaken the Allied resolve and perhaps slow down the Allied military build-up† (109). In addition, each power had a number of internal motivations, ranging from testing out new field tactics to developing their own social stability. The first thing that we must keep in mind in talking about the Korean War is ... ... The Public Opinion Quarterly 17.2 (1953): 171-184. Stone, I.F. The Hidden History of the Korean War. New York: Little, Brown & Co., 1952. "Warning to the West:' New York Times Jun 26, 1950. Voices from the Korean War. Richard Peters and Xiaobing Li, eds. University Press of Kentucky: Kentucky, 2004. Internet Sources Consulted "52e. The Korean War." The Korean War [ushistory.org]. N.p., n.d. Web. 20 May 2015. Park, Madison. "Why the Korean War Still Matters." CNN. Cable News Network, 01 Jan. 1970. Web. Web. 20 May 2015. PBS. PBS, n.d. Web. Web. 20 May 2015. Pierpaoli, Paul, Jr. "Korean War." World at War: Understanding Conflict and Society. ABC-CLIO, 2011. Web. 20 May 2015.

Media Bias

On September 11, 2001, the citizens of the United States witnessed a horrific attack on two symbolic buildings in New York City. These tragic events have galvanized the creation and implementation of a myriad of prejudicial and unconstitutional policies designed to provide the illusion of national security while simultaneous creating more instability and animosity between the West and the Middle East. In the wake of 9/11, a multitude of Americans have been overtaken by hysteria and fear. These emotional responses have been generated and intensified by the virtually unanimous Islamophobic propaganda that has been perpetuated by the main stream media. As a result of the media’s anti-Islam campaign, Americans have been persuaded to distrust Muslims, instinctively categorize Muslims as terrorist or potential terrorist, as well as sacrifice essential civil liberties. Scapegoating theorist may argue that this portrayal of Arabs and Muslims is one of the ways the U. S. overnment is attempting to blame this group of individuals for the economic and societal woes that plague 21st-century-America. In addition, many would argue that decades of excessive Western consumption, along with globalization have contributed to a complicated, unjust, and turbulent geopolitical and economic climate, which has created a Western need for Middle Eastern dominance. Regardless of their true motives, we can clearly witness the media’s hostile categorization of Arabs and Muslims as predominately terroristic or potentially terroristic. The New York Post published a cartoon depicting two Muslims, who are complaining to the Associated Press about the NYPD conducting surveillance of their apartment while they are simultaneously constructing IED’s. The suspects are also surrounded by other weapons, as well as ammunition, and contraband. This cartoon exemplifies prejudice, discrimination, and racial profiling, which contribute to a national hostility toward Arabs and animosity between ethnicities and social classes. The ensuing tensions that foment as a result of the media’s propaganda campaign provoke more instability and violence into American society. Further complicating American culture is the increasing number of Arabs and Muslims who are immigrating to the New World. For years, the United States has accepted refugees from various tumultuous Middle Eastern territories, which are suffering from perpetual cultural and political chaos. Unfortunately, while many are granted refugee status, they are also facing political and religious persecution in America. The influx of Arabs into the United States and the terror hysteria created by the main stream media has spawned a new era of nativist xenophobia. Richard T. Schaefer reports the frequent stereotypical portrayal of Arabs and Muslims in the media in Racial and Ethnic Groups Census Update. The author states that, â€Å"rarely are Arab and Muslim Americans shown doing â€Å"normal† behavior such as shopping, attending a sporting event, or just eating without a subtext of terrorism lurking literally in the shadows† (Schaefer, 296). This pervasive and persistent misrepresentation of Arabs and Muslims has intensified and propagated the animosity most Americans have toward this group. In addition to presenting Muslims in a derogatory manner, the cartoon also attempts to justify the necessity of sacrificing civil liberties for supposed security. This cartoon asserts that the NYPD is conducting surveillance because it is instrumental for securing the U. S. and preserving Western civilization as we know it. In this cartoon, the NYPD may be viewed as an exemplary entity employed in the â€Å"War on Terror† and New York City may represent all major cities in the United States, or the United States as a whole. This cartoon demonstrates the media’s attempt to guide public opinion toward accepting the increasingly aggressive behavior of the police and the state department by exaggerating instances of terror plots on American soil, as well as fabricating instances of governmental counter-terror success. A large faction of the media attempts to portray the majority of Arabs as terrorist, and would argue that cities are vulnerable targets of these diabolical individuals. As a result of this propaganda, Americans are lulled into slowly forfeiting their inalienable rights while obtaining a deceiving feeling of safety. The media is a powerful force contributing to the ebbs and flows of social norms and cultural opinion. The aforementioned cartoon provides an example of the media’s efforts to persuade the public and control the masses.

Comparing Our USA Presidents with Civil Rights essays

Comparing Our USA Presidents with Civil Rights essays Every President handles issues in his own way. It is interesting to the presidential leadership of Eisenhower, Kennedy, and Johnson in the When President Eisenhower and President Johnson were in office, leadership styles enabled them to gather Congressional support to pass the 1957 and Voting Rights Act of 1965, respectively. Their success in opposition legislators while keeping their own party's support base implies sponsored legislation results from a proper combination of leadership style environment (Riddlesperger)." President Eisenhower was reluctant to leadership, while Johnson defined leadership in a personal way President Kennedy and President Eisenhower each had to deal with colleges during their terms which involved sending in federal troops. desegregation issue in 1957 at Little Rock Central High School, and his beliefs about race relations, the nature of law and people, and the federal under the Constitution. Eisenhower believed in the equality of the races, that equal treatment for racial minorities was a matter that would be and not by legal mandate (Stern)." In 1962, Kennedy had to deal a similar University of Mississippi. His "approach to the desegregation crisis race relations, the nature of law and people, and the federal government's Constitution, as well as the lessons of the Little Rock crisis as he that differences over issues could be solved rationally, with individuals ...

How to write to your clients - The Lawyer - Emphasis

How to write to your clients - The Lawyer How to write to your clients The Lawyer Lawyers are not renowned for their punchy prose. But clients do not have time to be baffled by confusing terminology and verbosity; nor do they appreciate poorly structured arguments and overtechnical explanations. What they want is clear and succinct advice. Whether you are writing a legal agreement or an email, here are some general tips that will help you to improve your writing skills: Focus on your reader. Think about who will read it and what information they want. Consider whether they want back-up detail as well as upfront recommendations. Think about how much they already know about the subject, what their likely attitude to the advice will be and if there are any specific issues concerning them. When writing for colleagues, make your instructions clear. Avoid producing group emails that are a mind dump of all the action points. This guarantees that something does not get done because everyone hopes someone else is doing it. Spell out who needs to do what. Never use the writing process to clarify your thoughts. Have a clear idea of what to write beforehand, otherwise you risk having no logical structure. Consider the main subject areas and issues you need to cover. Make sure they answer the questions: what, where, when, how, why and who. Then use each heading to brainstorm all the points related to that subject. Next, think about the structure and decide what goes where and in what format. Only information that is essential to all readers should go in the main body of the text. Be ruthless and relegate any information that is important or of interest to appendices or footnotes. And make sure your main message is at the forefront, not buried beneath layers of detail and supporting evidence. Keep paragraphs and sentences short. Long paragraphs and heavy blocks of text are a real turn-off. So are long, complex sentences that have to be read more than once to understand. Steer clear of long words and flowery phrases. Contrary to popular belief, these are not a sign of intellect or professionalism. Clients are far too busy to spend time deciphering them. Use active language wherever possible. Active verbs make your writing easier to read. So write, X investigated the clients role in the project, rather than, The role played by the client in the project was investigated by X. Favour verbs over nouns. Use verbs such as consider and provide rather than structures such as give consideration to and the provision of. Avoid poor grammar, punctuation and spelling this will undermine your credibility and suggest you do not care. Robert Ashton, Chief Executive, Emphasis

International business Movie Review Example | Topics and Well Written Essays - 1000 words - 1

International business - Movie Review Example Later in a staff meeting, Sam Rogers (Kevin spacey) reveals to the remaining employees that the company only sacked the underperforming staff thus retaining its best employees as he says, †they were good people and good at their jobs, but you were better. †.When working hours are over, Peter stays behind to work on the unfinished project as the other employees go to celebrate that they haven’t been sacked. Upon completion, he realizes that their firm is hanging on a whisker in the market. He contacts Will (his supervisor) who looks at the findings and calls his boss Sam. Seeing that he can’t handle that big an issue, Sam calls his superiors to an emergency meeting through the night, while at the same time a helicopter brings in the CEO John Tuld (Jeremy irons).Two opinions come to motion as they discuss which actions to take. Jared Cohen (Simon Baker) thinks they should sell all the available firms toxic assets when it’s still early since the market d oes not know of their worthlessness, because as they figured would soon know as opposed to Sam’s strong objection. This opinion is also shared by John Tuld. However, it is john’s mandate to decide which opinion to implement. It’s revealed that Sarah Robinson (Demi Moore) who is the chief risk management officer tried to warn John of the current matter about a year ago, an opinion which he declined. Will and Seth are sent to get Eric who has now arrived at his place. Against his will, Sam implements John’s strategy when the market opens. Sarah and Eric sit in a room earning lots of cash the whole day until the market closes. Sam decides to resign but john talks him into staying for 24 more months, while Peter is promoted. After all, they just survived another financial day as usual. In the final end it all comes back to the main business objective:†survival and

Ethical Dilemma Assignment Example | Topics and Well Written Essays - 1000 words

Ethical Dilemma - Assignment Example Hence, conflicts involving personal values should not be considered as ethical dilemmas although they can be uncomfortable and difficult. However there can be some complicated situations that may involve conflicts between values, laws, and policies, such dilemmas are referred as â€Å"approximate† dilemmas. â€Å"Absolute† or â€Å"pure† ethical dilemma occurs only when two (or more) ethical standards are applied to a situation but are in conflict with each other. (Allen 2012) One of the ethical dilemmas in business situations is of sexual harassment and as it is against the laws it is an â€Å"absolute† ethical dilemma. It is considered unlawful to harass a person, an applicant or an employee in case of a business situation. â€Å"Sexual harassment† or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature, they all come under and are included in Harassment. Harassment not necessarily has t o be of sexual nature it can also include offensive remarks about a person’s sex. An example of this is harassing women by making offensive comments about women generally; this is sexual harassment and is illegal under the law. ... Harassment is considered illegal if it is either so frequent or it is severe enough to create a hostile or offensive work environment or resulting in an employment decision victim being fired or demoted, that is adverse. (Equal Employment Opportunity Commission 2013) For a theoretical approach to define sexual harassment as an ethical dilemma, it must follow the three conditions of an ethical dilemma situation. The first condition is that it must be a situation in which an individual, the agent, must decide about which the best course of action is. That is in case of harassment, a victim should seek for the best possible action. Uncomfortable and difficult situations that do not require a choice are not considered as ethical dilemmas. Second condition for ethical dilemma requires a situation to have different courses of actions to choose from. In case of sexual harassment as an ethical dilemma, a victim must decide what the best option is to whether go to court for rights and make it a public issue or to resolve it with the firm personally. Last condition of an ethical dilemma is that some principle is compromised no matter what course of action is taken. Even if the victim charges a case against the organization he will lose his job or have fear of losing it. As all these conditions are fulfilled in sexual harassment, it is considered as an ethical dilemma. (Allen 2012) Other factors that qualify sexual harassment as an ethical dilemma include the complexity of both the situation itself and also of the selection of course of action to be followed post-harassment. A victim’s confusion regarding whether a co worker’s obscene comments and unwanted touching are actually harassment or whether he is being over sensitive, whether the incident should be