How can a creative corner encourage a group of 3-4 year old Essay

How can a creative corner encourage a group of 3-4 year old mathematical development - Essay Example Often, creativity is not a word associated with formal learning of subjects such as mathematics (Hall and Robinson, 2003). However, many researchers and scholars have been exploring the effectiveness of using creativity for mathematical development (Hall and Robinson, 2003). This article tries to explore whether a creative corner can encourage a group of 3.-4 year old children with mathematical development. It attempts to look at some of the creative activities that are used, the benefits and also the role that a practitioner has to play in promoting mathematical development. Young children have a natural ability to create fantasies, ask questions, explore their surroundings and carry out experiments. Therefore, the toddler age is one where the level of creativity is often maximum (Prentice, 2000). According to Prentice (2000), as children get older, the level of creativity reduced and hence, creativity is seen more in children who are in the age group of 3-4, when compared to the children who are in the age group of 5-6. According to Russ, (2003), creativity in young children can be fostered through three main aspects - they include setting up a creative environment, developing creative modules and programs as well as the skill or ability of the instructor in using these aspects. According to Talboys (2004), creativity is something that can extend to all the aspects of learning, including mathematics and not necessarily limited to activities such as art, theater of dancing. From a conventional perspective, children were encouraged to learn only very limited things through creative activities such as role play. Most of the curriculum, especially subjects such as mathematics and social science, were approached only from a formal classroom environment (Russ, 2003). According to Jean Piaget’s theory on mathematical development, the children undergo a staged development, where by between 0-2 years

Lack of financial resources- discourages investment Assignment

Lack of financial resources- discourages investment - Assignment Example resources should be properly managed through establishment of proper budget to ensure cost has been minimized and at the same time maximizing benefits out of financial resources invested. There are numerous ways in which lack of adequate financial resources discourages investments. For example, lack of adequate financial resources as a result of higher rates taxation changed by Indonesian Tax Authority limits the amount of financial resources for investment. In addition, economic factors such as higher inflation rates that hit Indonesia 2007 reduced the amount of financial resources significantly. This further discouraged investments plans in Indonesia (Sauvant, Wolfgang, Maschek and McAllister, p.10). Lack of proper saving plan among investors in Indonesia is a major factor that discouraging investments. Therefore, investor should carefully determine whether the available financials resource will be adequate to carry out a particular investment project (Christina, paras, 3-5). This may be done by carrying out a comprehensive investment appraisal. Indonesian government should carryout out amendments to ensure its financial systems provide all forms of financial resources that are necessary for investment. For example the government should promote all forms of debt or equity financing methods to ensure that all investors in Indonesia have access to all forms of financial resources (Christina, paras, 3-5). Sauvant.K.P, Wolfgang A. Maschek.W.A and McAllister.G.Foreign direct investment by emerging Market multinational enterprises, The impact of the financial crisis and Recession and challenges ahead:7.12.2009.Web.9.3.2014

Maternal Nutrition During Pregnancy

Maternal Nutrition During Pregnancy Reflection on maternal nutrition during pregnancy and advice given to a client The aim of this assignment is to reflect on my learning experience and the time spent with a midwife in an antenatal clinic advising pregnant women on a nutritional diet for a healthy pregnancy. Also, the reflection helped me recognise a negative aspect of my experience, as well as focus on the positive part of the event. For this essay I will use Gibbs’ (1988) type of reflective cycle. The model contains six phases necessary to complete one cycle of reflection associated with description of an event; my feelings and deep thoughts, evaluation and analysis of the case, examination of the whole situation and summary of my experience. My second clinical placement was in an antenatal clinic in a hospital. On the day I worked with a registered midwife providing nutritional advice to pregnant women. According to the Nursing and Midwifery Council (2015), in order to protect the chosen woman and her partner’s anonymity, I will refer to them utilising the pseudonyms Anne and Tom. Anne arrived on time for her appointment with the midwife. She was a twenty two year old lady, primigravida, nine weeks plus one day pregnant. Also, Anne had a body mass index (BMI) of 23, and her pregnancy was unplanned, but she was excited to discuss her nutritional needs with us. After welcoming Anne and introducing ourselves, I obtained a verbal consent from the client to participate and discuss nutritional issues during her pregnancy. The midwife knew me well as we had worked together almost a week. I had some experience managing and recording maternal observation, but she was aware that I had never presented nutritional information directly to a woman. At first, the midwife advised me to get familiar with the hospital policy and procedural guidance about food and nutrition during pregnancy. A day before Anne’s appointment, the midwife and I discussed the subject of high nutritional requirements and the appropriate diet to be maintained throughout the pregnancy. I began my interview with Anne by communicating in a friendly and professional manner in order to establish a positive attitude to her future maternity care. After that Anne was asked some general questions in relation to her food preferences and allergies. At all times I was closely supported and supervised by the midwife, and as the discussion progressed I felt more confident in providing Anne with the required details for a healthy diet. I explained that a healthy eating is essential throughout pregnancy and a variety of different types of food is recommended to help the mothers stay fit and well. In addition, I indicated that plenty of fruits and vegetables of different colours will provide the body with essential vitamins, minerals and fibre, which will help the digestive system and prevent constipation. Anne remarked that she felt nausea in the mornings and that she could only tolerate certain foods. She added that meals did not taste the same as before. Also, she indicated tha t her stomach got upset and her appetite considerably diminished following the smell of certain foods. Next, the midwife got involved in the conversation and reassured Anne that morning sickness in the early days was completely normal, but as long as it was not severe would resolve by 16 to 20 weeks of pregnancy. Moreover, the midwife suggested that getting up slowly from bed in the morning may reduce the symptoms. Also, Anne was advised to drink plenty of clear fluids and to eat something dry, such as a toast or crackers for breakfast. I added that eating frequently small snacks and avoiding heavy meals can improve food intake significantly. Furthermore, Anne was encouraged to drink approximately two litres of water a day. It was essential for her body system to work perfectly and to prevent dehydration. On the other hand, soft fizzy drinks contain high amount of carbohydrates and could lead to overweight. Particular attention was paid to meals containing substantial amounts of sugar, salt and fat. The National Health Service (NHS) (2009) states that an increased amount of saturated fat can lead to overweight and heart disease. Furthermore, the midwife went through all the information about protein meals, dairy food and carbohydrates. In addition, Anne was informed about some foods and drinks which were unsafe in pregnancy, as they may harm or cause severe malformation of the fetus. For example, daily consumption of caffeine needs to be limited to 200mg. There are concerns that high amounts of it can cause miscarriage or delivery of an infant with low birth weight. Alcohol intake is completely forbidden, due to the fact that it can affect the foetus’s development. Risk of Salmonela virus can be avoided by cooking all meat and eggs thoroughly. Another harmful bacteria to pregnant women is Listeriosis, found in soft cheeses, unpasteurised milk, shellfish and undercooked meat (NHS, 2009). However, listeria can be destroyed by cooking all type of meat, eggs and ready meals thoroughly (National Institute for Health and Care Excellence [NICE], 2014). I briefly informed Anne about some of the important vitamins and minerals she needed throughout pregnancy. For instance, folic acid, vitamin D, iron, vitamin C and calcium. For example, the daily recommended dose of folic acid in the first trimester of pregnancy is 400mcg (NICE, 2014). The midwife added that frequent intake of folic acid can diminish the risk of having an infant with health issues such as spina bifida. Furthermore, a nutrition brochure was offered to Anne and she was advised to read it. Finally, Anne was encouraged to take daily supplements due to the high level of vitamins and minerals required in pregnancy. Anne appreciated the nutrition-related details, but at the same time she looked overwhelmed with information. Initially, I was somewhat anxious and hesitant to speak in front of a client and to provide Anne with evidence based information on nutrition in pregnancy. However, as the client became comfortable and appeared willing to understand the importance of healthy eating while pregnant, I felt confident communicating with her. Moreover, it was essential that I was supported by my mentor and encouraged to move outside of my comfort zone. The midwife and I felt united throughout our preparation for the interview with the client and we built strong cooperative skills. Sloper (2004) identified that cooperative working is beneficial for the clients, as it increases their satisfaction of care provided and builds trust in staff members. Nevertheless, I felt that Anne was overloaded with information. It might have been more helpful to present a smaller amount of educational materials over several meetings, rather than the bulk of it in one single session. However, Anne was pleased with the information presented, as we tried to focus on her individual needs. Some studies show that an antenatal education increases women’s knowledge and helps them choose a variety of healthy meals during the pregnancy (Feilitzen, Radestad, Hildinsson Hà ¤ggstrà ¶m-Nordin, 2009). However, one of the main problems was that great amount of information was given in a short time. Lavender, Moffat and Rixon (2000), reported that some nutrition information may be given to women in their preconception consultation with a general practitioner. On a few occasions use of medical jargon was observed. England and Morgan (2012) assert that use of medical language in the health sector can create misinterpretation and confusion in clients and this may have a negative effect on their care. Both my mentor and I had prepared well for the session, applying evidence-based information. We had planned the discussion and kept the client engaged with the presentation material. Furthermore, I was guided by my mentor to find relevant sources of dietary information and present them to Anne in a simple way. After the interview I felt more comfortable speaking in front of a client and I realised that it is completely normal to feel nervous. On a few occasions, my mentor used sensitive humour to decrease the level of stress and to stimulate discussion. Moreover, developing a good relationship with my mentor helped me to expand my understanding of what I need to achieve through my clinical placement. Also, I had opportunity to combine my theoretical knowledge with practical experience and reflect on my clinical involvement. It was vital understanding Anne, and I set aside my judgement in order to recognise her current condition of nausea and vomiting. Valuing Anne as an individual and understanding her current condition will boost her belief in health professionals. Studies show that moderate nausea and vomiting during pregnancy do not need medical treatment (Tiran, 2014). Nevertheless, women suffering from this must not be dismissed, but monitored and supported by health care professionals. Specifically, a knowledgeable midwife can advise the women on the use of complementary therapies. The Royal College of Midwives (2014) state that all midwives must have basic knowledge of the advantages and dangers of complementary therapies. On the other hand, if the midwife has little or no understanding of natural remedies, it can lead the clients to seek advice from unreliable sources, such as the internet. Therefore, it may be equally risky for these women, as information provided via internet can sometimes be unsafe or inaccurate. The women must be mentally supported by midwives, as hyperemesis can lead to serious conditions and women isolation (Dean, 2014). Effective communication between a client and a medical practitioner, as well as good nutritional planning, can significantly decrease the symptoms of hyperemesis. Midwives often advise pregnant women to take multivitamin supplements. The best option is to provide vitamins and minerals through a varied diet, such as consuming plenty of fresh fruits and vegetables (NICE, 2014), as this will reduce the need for purchasing expensive supplements. On the contrary, use of over the counter vitamins by pregnant women could falsely raise the sense of security (Coutts, 2000). Moreover, synthetic supplements are often not distinguished by the human body and are excreted in urine or stored up as fat (Nolan, 1998). Additionally, pregnant women should be extra cautious with supplements containing vitamin A, as high levels could be detrimental for the fetus (Blincoe, 2008). The most significant challenge for me in a clinical setting was the ability to listen effectively to my mentor in order to support and advise a healthy pregnant women about the right nutritional choices. Furthermore, it was important to educate our clients about a balanced diet in order to maximize the possibility for growth of a healthy infant. Women with sensible eating habits and normal BMI will provide the fetus with the perfect environment (Seaman, 1997). Alternatively, poor maternal nutrition could affect the growth and development of the normal fetus. Reflecting on that day and analysing the meeting with Anne helped me understand how I can improve presentation of information in the future. I have reviewed the session with my mentor and realise that I can facilitate discussion, rather than just provide information. My mentor openly shared her practical experience with me and this made me realise that I can use posters to visualise the dietary information. For example, next time I can play a short video related to the benefits of healthy eating to prompt further debate. Also, I need to increase my basic nutritional knowledge in order to support women better in their dietary needs. Overall, the involvement in a clinical placement helped me become logical and creative in my future career. Moreover, various information presentation strategies were discussed with my mentor to help me improve my service user presentation in a clinical setting. The benefits of learning by doing increased my understanding of establishing a nutritious diet in pregnant women in order to deliver a healthy infant. From others’ experience and my own mistakes I learnt how to improve in the future.

Juvenile Justice Organization Essay -- Criminal Justice

The juvenile justice organization is rooted in the normal criminal justice organization. The major objective of a juvenile court might be different from the criminal court; however, the procedures have resemblance in application. The organizations are anchored in shielding society and seizing criminals responsible for their deeds. Once a juvenile, in this case Colleen M, goes into the juvenile justice structure, she goes through the intake procedure, detention, adjudication, disposition and aftercare (Scholte, 2002). The initial stage is intake. The intake procedure is also recognized as prosecution in the adult courts. In this stage, the court or prosecutor establishes whether to prosecute the case in juvenile court. Factors looked at this stage include; the proof of the crime, the gravity of the crime, the delinquent’s preceding unlawful and court history and the success of rehabilitation appraisals of the juvenile. Rooted in societal and legal results, the case might be discharged, taken care of off the record or an official trial may be applied for. All through the intake processing or before an official disposition, the youth might be put in a detention facility. Detention may lengthen to the official trial, or after adjudication. Once at the formal hearing phase, the prosecutor can put forward a waiver or a delinquency petition. Once a determination is made, the juvenile might either remain in juvenile court or is moved to the criminal court. If she stays in juvenile court, an adjudication hearing occurs. A determination is made anchored in the proof offered. If the juvenile is adjudicated as felonious, the disposition hearing occurs. In the disposition hearing, probation proposals or a disposition plan is considered. A... ... status; we as well discover her conduct towards other individuals present in the school as below par and above all we find out that her academic performance is wanting especially within the most current school terms. Therefore following Colleen scores on the risk assessments, it is highly probable that she could be sent to a juvenile detention facility. She is a time bomb waiting to explode and the explosion could be irreparable. The best correction plan in this instance is to report to corrections for a violent offender. The offence may be indirect or coincidence, but the fact is that Colleen needs help. She is a run-away, a drug user, and an unpredictable individual. She has committed murder twice and the chance for her committing more murders is high. She should be detained and accorded all rehabilitation options like counseling, monitoring and education. Juvenile Justice Organization Essay -- Criminal Justice The juvenile justice organization is rooted in the normal criminal justice organization. The major objective of a juvenile court might be different from the criminal court; however, the procedures have resemblance in application. The organizations are anchored in shielding society and seizing criminals responsible for their deeds. Once a juvenile, in this case Colleen M, goes into the juvenile justice structure, she goes through the intake procedure, detention, adjudication, disposition and aftercare (Scholte, 2002). The initial stage is intake. The intake procedure is also recognized as prosecution in the adult courts. In this stage, the court or prosecutor establishes whether to prosecute the case in juvenile court. Factors looked at this stage include; the proof of the crime, the gravity of the crime, the delinquent’s preceding unlawful and court history and the success of rehabilitation appraisals of the juvenile. Rooted in societal and legal results, the case might be discharged, taken care of off the record or an official trial may be applied for. All through the intake processing or before an official disposition, the youth might be put in a detention facility. Detention may lengthen to the official trial, or after adjudication. Once at the formal hearing phase, the prosecutor can put forward a waiver or a delinquency petition. Once a determination is made, the juvenile might either remain in juvenile court or is moved to the criminal court. If she stays in juvenile court, an adjudication hearing occurs. A determination is made anchored in the proof offered. If the juvenile is adjudicated as felonious, the disposition hearing occurs. In the disposition hearing, probation proposals or a disposition plan is considered. A... ... status; we as well discover her conduct towards other individuals present in the school as below par and above all we find out that her academic performance is wanting especially within the most current school terms. Therefore following Colleen scores on the risk assessments, it is highly probable that she could be sent to a juvenile detention facility. She is a time bomb waiting to explode and the explosion could be irreparable. The best correction plan in this instance is to report to corrections for a violent offender. The offence may be indirect or coincidence, but the fact is that Colleen needs help. She is a run-away, a drug user, and an unpredictable individual. She has committed murder twice and the chance for her committing more murders is high. She should be detained and accorded all rehabilitation options like counseling, monitoring and education.

Life of Pi: the Good Kind of Lie

Sometimes a lie is better than the truth. Now I’m not saying that you should lie to your parents about the dent on their car or lie to your friends about getting lucky with that girl last weekend, but every so often a situation comes along in which a small fabrication will better warrant the situation. In the novel Life of Pi, the author Yann Martel tells a fantastic story about a young boy at sea, trapped on a lifeboat with a 450lb Bengal tiger. During their journey, the unlikely castaways face an epic adventure of survival; crossing paths with such characters as a homicidal hyena, a motherly orangutan, a dead on arrival zebra, and a French blind cannibal. In the end the two find sanctuary after 227 days upon their arrival to the coast of Mexico. Now I know what you’re thinking. â€Å"This sounds pretty unbelievable†. Well you’re right to think so, but the truth in this case, is something you’re better off not knowing. The end of the novel brings about the knowledge that the animals in the story were in fact people and their grim deaths, including that of his mother, Pi had witnessed. Given the setting, this shouldn’t be seen as a lie, but rather as story telling. The act of story telling is a great thing. It can drum up adventure in the heart of the audience, make you feel a great deal of emotion for someone you’ve never met or isn’t even real, but to some it is a way to cope with an occurrence in which the truth is too terrible to deal with. We’ve always been taught never to lie and therefore it is an act that is seen as wrong be any means, however, given the right circumstances telling a lie, whether it be to yourself or to others, is the best possible way to avoid a traumatic experience of the past. Throughout the story Pi tells the more enjoyable version of his story, though the realization of this does not occur to the reader until the end of the novel. Through retrospection it is easy to see the fiction and the significance it holds. To the best of my knowledge the first part of the story appears to all be true, however, in this segment Pi does find way to state his distaste for those who only wish to believe what can be proven true and logical. The best example can be found in chapter 22 in its entirety. Being a strong believer in God, so much so that he embraces three of His religions, it is surprising that Pi can easily accept the choices of Atheists, but denounce those who are agnostic (those who don’t know who to side on the subject). Chapter 22 reads, â€Å"I can well imagine an atheists last words: , â€Å"White, white! L-L-Love! My God! —and the deathbed leap of faith. Whereas the agnostic, if he stays true to his reasonable self, if he stays beholden to dry, yeastless factuality, might try to explain the warm light bathing him by saying, â€Å"possibly a f-f-failing oxygenation of the b-b-brain,† and, to the very end, lack imagination and miss the better story. †(Martel 80) Pi describes factuality as dry and yeastless, further strengthening the readers understanding of how he feels about logical facts. The second part of this quote that is significant is his use of the phrase â€Å"the better story†. Showing that what isn’t real is often the ‘better’. With the end of Part One of the novel comes then end of what’s real and transitions into fiction. Since the second part of the story is a fabrication in its entirety, it seems redundant to try to state the many times when fiction trumps over the truth. Instead, it seems that the better idea would be to pinpoint the section where Pi is driven to admit the truth behind his adventure at sea. The best examples of the fact vs. fiction theme come after a lengthy interrogation on Pi by Two Japanese men who represent the company who owned the freighter which was transporting Pi and his family across the ocean. After being asked the true nature of his story one too many times Pi finally broke the ice with the simple question, â€Å"So you want another story? † (380) This was then followed by the significant statement, â€Å"The world isn’t just the way it is. It is how we understand it, no? And in understanding something, we bring something to it, no? Doesn’t that make life a story? † through examination of this comment it is found that he means that life is just a story told by the storyteller. Pi is saying that he willing to tell the to representatives the real story, but in knowing the real story they are missing out on the previously discussed â€Å"better story†. He brings this up further with the quote, â€Å"I know what you want. You want a story that won’t surprise you. That will confirm what you already know. That won’t make you see higher or further or differently. You want a flat story. An immobile story. You want dry, yeastless factuality. † (381) It’s obvious that Pi is warning the two men once more that the truth isn’t always what you want to hear and also further representing the theme of truth vs. iction. Though this novel is filled with different themes, and many of those who read it speculate on which is the main theme. I believe that the theme of the importance of story telling is without a doubt, Yann Martel’s main point that he tries to get across to the reader. He makes it evident in all parts of the story and the twist at the end is based on the subject. In all it is important to remember that lying is bad, but sometimes the truth is too. Storytelling is a healthy medium between the two and can even help to cope with the most traumatic of experiences.

Does Prejudice Still Exist Today? Essay

Does racism and prejudice still exist today? Officially there is no racism in the United States in the sense that all kinds of racial discriminations are prohibited by law. But racism still exists to some extent in the hearts of the people. In general, there is a reduction in the prejudices people have about others based on their race or other similar social background. But these prejudices have not completely died down. A large portion of US citizens still appear to have racial prejudices to different degrees. Although the public commentary describes the United States as post racial, racism and prejudice continues to exert a very real and persuasive influence on institutional policies and processes, interpersonal interactions, neighborhood infrastructure, socioeconomic opportunities, and media imagery in the world today. Racism The core of racism is the belief among people or a position taken by them that people of some races are essentially inferior to people of some other races. â€Å"When people of different races believing in or supporting such racist views come in contact with each other, they are likely to engage in racist behavior† (Davis, 2012). Racist Behavior Racist behavior can influence discrimination among people of different races, with an intention to put the people of other races at a disadvantage, or to avoid interaction with them, or both. Such discriminatory behavior can be explicit and performed without any attempt to hide. This behavior can also be subtle, that cannot be detected or pinpointed easily. Racist behavior may include many kinds of activities carried out secretly. â€Å"In spite of the laws against racist behavior, people do continue to behave in racist ways to some extent. Frequently this behavior is unintentional and difficult to pinpoint. In other cases the behavior is intentional but cannot be detected and punished by law for various reasons† (Garry, 2011). Stereotypes Stereotypes evolve out of fear of people from a minority group. Stereotypes are generally developed by a series of isolated behaviors by a member of a group that was unfairly generalized to be viewed as a character of all members of that group which in turn formed prejudice and racism. â€Å"When we judge people and groups based on our own prejudices and stereotypes and treat them differently, we are engaging in discrimination† (Thomas, 2013). Conclusion All of us face peer pressure when confronted with a joke which puts down a certain minority. It takes courage to raise objections to these jokes and belittling names and to actively fight the prejudice and bigotry which they foster. It is important to stand up against injustice, and fight the discrimination, stereotypes, and racism which have served as the precursors to persecution and violence. References Garry, K. (2011, March 11). [Web log message]. Retrieved from http://kgarry. wordpress. com/2011/03/11/prejudice-in-the-united-states-today-a-problem-that-we-may-never-resolve/ Davis, S. (2012, January 4). [Web log message]. Retrieved from http://blog. ctnews. com/mixingitup/2012/01/04/does-racism-still-exist/ Thomas, J. (2013). Teaching race and racism in the 21st century. Retrieved from http://www. ehow. com/way_5192208_teaching-race-racism-21st-century. html.

Free Essays on Football

Ethics and morality are synonymous terms, both meaning customs in their original languages, Greek and Latin respectively. However, the Greek term â€Å"ethics† also implies character as opposed to its Latin counterpart referring to social customs. Ethike is descended from ethikos which, in turn from ethos which means character or nature. Ethos is the fundamental and distinctive characteristic of a group within its social context or period of time, typically expressed in its attitudes, habits or beliefs. Thus the ethical nature of the gods can be explored in two ways, from an Ancient Greek perspective, and from a modern perspective. However, this exploration from two perspectives violates the term ethical as it should be â€Å"a universal system of moral principles and values â€Å" applicable through actions perpetrated by humans. However, absolute standards are unobtainable and conditional upon the society and time in which they are conceived. Another definition suggests that to be ethical is â€Å"to conform to accepted standards consistent with the agreed principles of correct moral conduct†. Conversely, until Aristotle, there were no â€Å"agreed principles for moral conduct† thus the term ethical cannot be used within the context of Homers society. We can, however examine the role the gods have to play in the Iliad and examine the relationship between the immortal and mortal to ascertain an â€Å"ethical† framework of the poem. Where does our ethical view come from? If it is within us, as part of our â€Å"soul† our precondition of being human then it should be universal regardless of the elapsing centuries and societies, especially if a belief in an ultimate creator is entertained. Indeed, if we believe that this creator is eternal and that he/she bestows our souls, then the idea of eternal souls immediately becomes more viable as they are made of the essence of this creator. By soul I mean the spiritual awareness, the essence of an ... Free Essays on Football Free Essays on Football Ethics and morality are synonymous terms, both meaning customs in their original languages, Greek and Latin respectively. However, the Greek term â€Å"ethics† also implies character as opposed to its Latin counterpart referring to social customs. Ethike is descended from ethikos which, in turn from ethos which means character or nature. Ethos is the fundamental and distinctive characteristic of a group within its social context or period of time, typically expressed in its attitudes, habits or beliefs. Thus the ethical nature of the gods can be explored in two ways, from an Ancient Greek perspective, and from a modern perspective. However, this exploration from two perspectives violates the term ethical as it should be â€Å"a universal system of moral principles and values â€Å" applicable through actions perpetrated by humans. However, absolute standards are unobtainable and conditional upon the society and time in which they are conceived. Another definition suggests that to be ethical is â€Å"to conform to accepted standards consistent with the agreed principles of correct moral conduct†. Conversely, until Aristotle, there were no â€Å"agreed principles for moral conduct† thus the term ethical cannot be used within the context of Homers society. We can, however examine the role the gods have to play in the Iliad and examine the relationship between the immortal and mortal to ascertain an â€Å"ethical† framework of the poem. Where does our ethical view come from? If it is within us, as part of our â€Å"soul† our precondition of being human then it should be universal regardless of the elapsing centuries and societies, especially if a belief in an ultimate creator is entertained. Indeed, if we believe that this creator is eternal and that he/she bestows our souls, then the idea of eternal souls immediately becomes more viable as they are made of the essence of this creator. By soul I mean the spiritual awareness, the essence of an ...