Write 11 pages thesis on the topic systemic review. People have come up with different ways to lose weight, some of which are legit, and others not (Cawley and Price, 2013). Information has been posted in the internet and is available to all. But, is it that easy to find? In a bid to discern whether weight loss has anything to do with money as has been proposed, a research needed to be done.

A financial incentive involves motivation of an action by monetary gain that would not otherwise happen in absence of the money. So many sources in the internet were available to use and it was necessary to carry out a research to determine the trustworthy sources from which the information could be obtained and thus the research objective. In order to provide trustworthy sources from which this information can be obtained.

The search was conducted in the worldwide population because one country would be limited in the information it has, and that all over the world, financial incentives would be a motivator, suffice to say that what causes one to put effort to lose weight in one country is the same everywhere (Cawley and Price, 2013). Six databases were searched including CINAHL, Medline, PsychInfo, Science Direct, Web of Science and Pub Med. The phrase searched within the databases was ‘Financial incentives and weight loss and adults’.

The databases were chosen for different reasons. PubMed (national library of medicine) was chosen because it is a national institute of health and thus contains a wide catalogue and variety of articles on health, which works for the health related topic. It is also widely used and well known (Cawley and Price, 2013). Science Direct was chosen because it contains a large pool of information, is a very broad and commonly used database containing a wide variety of different scientific disciplines including health.

Write a 2 pages paper on can we make sense of the world by edward feser. Can We Make Sense of the World by Edward Feser

The intelligibility of the world remains an unexplored area (Feser). This is because it remains limited to the knowledge of man. In his article, “can we make sense of the world?” Edward Feser explores the levels of intelligibility that man has over the world. This is in the light that, there has been numerous attempts to understand the nature, and construct a meaning towards the natural phenomenon, as well as develop an understanding of how much of the world does man understand. Feser understood that the human limit is the ultimate goal set, and hence, science and innovation has been the limit to which man has been able to understand the world. For this essay, we shall summarize the work of Professor Edward Feser on intelligibility.

The article proposes various phrases that are used to understand the world. It also develops an argument based on the world’s ability to be intelligible to us, or the world being intelligible in itself. He discusses that, if the latter was possible, then we can declare it as reasonable to think that our minds are too limited to discover it. He also develops the notion that perhaps the knowledge that we have limits us to the understanding of this phenomenon. The thought that the world might be intelligible in itself is opposed by the fact that. if it is not intelligible to itself, then it cannot be intelligible to us. The argument deepens with the development of the asymmetry that indicates that the world, plainly speaking, could be intelligible to itself and yet unintelligible to us, and if the world was intelligible to us, then it must be intelligible to itself.

Another school of thought is developed by the notion that the world could be partially intelligible but not very intelligible or completely intelligible in itself. The thoughts of Bertrand and Mackie are echoed in the article, where the author notes that, the article might be intelligible through science, but the rules that are developed in empirical science cannot be explained in themselves therefore they are brutal facts (Feser). The question of world intelligibility is thus developed from the following schools of thought. that the world is intelligible in itself and thus, thoroughly intelligible to us. This is the strong rationalist perspective and does not attract support from philosophers. The scope of thought holds that, the world is thoroughly intelligible in itself and partially intelligible to us. This is the moderate perspective supported by many philosophers. The third holds that the world is intelligible in itself and completely unintelligible to us. This means that, the world has never been understood by any man (Feser). This is the mysterian perspective that holds that the world is more of a mystery and there is too much to discover yet. Another proponent argues that the world is partially intelligible in itself and partially intelligible to us. Thus, we have the perspective held by the naturalistic philosophers who think that science offers us more knowledge on the world. The fifth proponent is that the world is intelligible in itself and completely unintelligible to us. The sixth gives the argument that, the world is unintelligible in itself and completely unintelligible to us (Feser).

In conclusion, this perspectives offer us a broad school of thought on the intelligibility of the world. From the various perspectives, we learn that, this is an important step into the understanding of the phenomenon as a whole, but also develop a supporting perspective to the ideologies of the likes of Plato that, the world is intelligible in itself, but can only be said to be partially intelligible to us.

Works cited

Feser, Edward. ” Can we make sense of the world?”Web. 02/13/2014. (http://edwardfeser.blogspot.com/2011/02/canwemakesenseofworld. html).

Need help with my writing homework on Brands and other intangible assets. Write a 5000 word paper answering; The financial status with a brand becomes more distinguished as relations to consumers are built through the brand valuation. Recognizing the brand as an intangible asset becomes essential to a corporation because of the impact it has on consumer spending as well as on the financial future of a company. If finances begin to fluctuate from stable growth to increases and decreases in the company, then it can be noted as a direct link to the intangible asset of brand valuation (Wood, 662, 2000).

Branding is a concept that began centuries ago as many began to associate the idea of ownership with the products they owned. Branding a home or slaves was the concept used by those who were interested in keeping and maintaining a personal establishment. The main concept was to recognize ownership specifically to gather a return on investment for the ownership. The concept of branding for businesses began to boom with the emergence of the industrial revolution and the building of companies into national entities. During this time, the competition to create products at a mass level while outdoing competitors became the main concept. In the 1920s, General Motors, Ford and companies such as P&G began to use their name identity as a tactic for overcoming the competition. As these brands were identified as an intangible asset demand increased as well as the accounting structure. As consumerism began to rise in the 1980s, most businesses began to incorporate branding into their main identity as it was noted that financial differences occurred when a brand was recognized. The main concept was to create a higher amount of demand from potential customers while allowing customers to become loyal to the brand identity over other competitors. The result was the ability to not only build reputation, but also to change the financial increases within a corporation.

Hi, I am looking for someone to write an article on gm food Paper must be at least 1500 words. Please, no plagiarized work! estimates that over 700 million people from 79 middle and low income countries suffer from food insecurity, with the poorest countries suffering the most. Globally, about an eighth of the population suffers from chronic hunger and do not regularly get enough food to actively engage in life’s activities. Countries that have improved their food security measures have leveraged on modern technology to achieve their objectives.

One such technology that has been used to improve food production is referred to as genetic modification. As defined by Freedman, genetic modification involves the scientific alteration of characteristics of organisms, encompassing both animals and plants, through removal or addition of genes (85). In crops, Shaw observes that biochemical changes would be induced through inserting or expressing alien cells leading to the difference in metabolites observed in genetically modified, GM foods and their non-GM counterparts (278). This usually aims at developing new traits considered as desirable in these organisms, including higher yield, herbicide resistance, improved nutritional qualities and pest protection among others. With the criticisms against GM foods proven to be mere fears, GM foods should be adopted globally as an effective strategy to enhance food security.

Of prime importance to the world is the fact that GM foods increase food supply. Genetic modification leads to development of seeds that produce high yields. Freedman gives evidence to this noting that through genetic modification, humans have been able to increase the yield of cotton, soy and corn by a range of between 20% and 30% (86). Furthermore, a majority of GM crops are able to withstand the current harsh climatic conditions attributed to global warming. These crops have the ability to withstand salty land, dryness, diseases, insects and a wide range of herbicides. They are also able to withstand extreme temperatures (Shaw 256).

I need help creating a thesis and an outline on Comparison of African and Native American Responses to Europe. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. Comparing European Colonial experiences of Native and Black Americans School: Introduction The similarity of experiences for Native and blacksAmericans, during the time of the European colonialism draws from the similarity of their disenfranchisement. The disenfranchisement of the two groups subjected to colonialism entailed the deprivation of civil rights like those of citizenship and the denial of civil privileges. In the same way, the two groups were denied constitutional rights, including those to participating in democratic voting exercises (Scham, 2001). During the colonial era, it was also a common era to witness the outright denial of basic rights. Through this paper, the writer will explore the similarity between the experiences of European colonialism, among the members of the two minority groups.

Discussion

For both the Native Americans and the black Americans, the phenomena of colonialism developed in a progressive way. For the Native Americans, the times before colonialism and during the early years of experience, they were often referred as noble savages. On their part, Native Americans described themselves in a similar manner, as the groups originating from the nations. Later on, the Indians were given more negative labels, including that they were heathens, wild, savages and those changed to modern labels like drunken Indians (Aguirre & Turner, 2009). In a similar manner, the experience of the Black Americans, their experience of colonialism also developed progressively. In their case, the people that later became the victims of colonialism started out as merchants, Arabic scholars, animal-tenders, arts people and peasants to the would-be colonizers. However, later on as their colonization progressed, they were viewed as niggers, uncivilized, childlike and to current labels, including criminals and rapists (Glaser, 2005).

The experience of Native groups and blacks was similar in that, both groups suffered from the inhumane mistreatment projected by their colonizers. In the case of the Native Americans, the mistreatment experienced entailed the dispossession of their lands by their colonizers (Nash, 2014). In a similar, but different way, the blacks suffered from the mistreatment of their colonizers, which took the forms of forced labor and denial of their human rights. In similar ways, the mistreatment experienced by the Native and the black groups was practiced at both a personal level and also in institutionalized ways. In giving justifications and explanations about the mistreatment of the two groups, the colonizers relied on the idealized ideologies that were institutionalized using social and political frameworks. The frameworks utilized included the lawmaking system, the congress and courts.

During the revolts made against colonial supremacy exerted by the colonizers, the experiences of the people of native origins were similar to those of the blacks. The experiences of the two groups included the revision of the issues taken for granted as ordinary, and criminalizing them, in order to regain their rights. For example, during the push for civil rights. in the push to curtail the mistreatment of the native and black people, and pushing for the redress of their mistreatment (Berlinger & Sheen, 2006). Examples of the actions taken included the re-establishment of the American Apartheid experienced by the blacks and the Trans-Atlantic trade of slaves as atrocious activities (Schulze, 2008).

Conclusion

The experiences of Native Americans, like those of the blacks were similar in different ways. The similarities between the experiences of the two groups included that their domination grew in a progressive way. Secondly, the two groups suffered from the inhumane treatment projected by the colonizers, and the evils of colonialism were justified using legal and social frameworks, as socially acceptable practices.

References

Aguirre, A., & Turner, J. (2009). American Ethnicity: The Dynamics and Consequences of Discrimination, Sixth Edition. Boston: McGraw Hill.

Berlinger, J., & Sheen, M. (2006). 10 days that unexpectedly changed America [DVD]. New York: New Video.

Glaser, L. (2005). Early European Exploration and Colonization. Virginia.edu. Retrieved from:

http://www.vcdh.virginia.edu/solguide/VUS02/essay02.html?

Nash, G. (2014). Red, White, and Black: The Peoples of Early North America. Upper Saddle River, NJ: Pearson Education.

Scham, S. (2001). The Archaeology of the Disenfranchised. Journal of Archeological Method and Theory, 8 (2), 183-213.

Schulze, K. (2008). Arab-Israeli Conflict (Second Edition). Harlow, England: Pearson Education Limited.