Changing Your House Color - Advice to Homeowners

Men Who Rape The Psychology Of Fender Essay - 1772 Words

A. Nicholas Groth’s book Men Who Rape The Psychology of the Offender is a revelation towards anyone who ever believed in the common myths surrounding female sexuality and what stereotypically marks a potential rapist (stranger in the streets, homeless man etc.). The book is lauded by critics as being a must have for anyone professionally working with offenders or victims of sexual violence. This book provided me a clear understanding as to why men rape, which is based on three primary reasons: power, anger, and sex desire (least accepted). I was able to understand why men, women and children behave that way, since the book provided many detailed examples and explanations. This book details a no-nonsense, clinical overview of rape, of both the offenders and the victims. It was very difficult to read, as it is full of stories of actual rapes, gets inside the minds of some very sick men, and shows the trauma of the victims after the assault. Although this was distressing for me, the author did not pull any punches here, because averting our eyes from horrors only perpetuates those horrors. Just like hoping that it will never happen to you does not mean that it ever will .This book does a good job at dispelling many of the common myths about both rapists and rape victims. It s a fairly objective, balanced, honest treatment of the subject, but a few times it was clear that they were catering to the radical feminists in their audience. What I found interesting was the factual wayShow MoreRelatedQuestions on Abnormal Psychology4701 Words   |  19 Pagesdominate(s) this field of psychology.   A.theory and speculation   B.statistical analysis from experiments   C.observation and patient interviews   D.experimental research with controlled groups Answer Key:  A Question 3 of 50 1.0 Points Jill was the victim of a fender-bender accident in which she was driving a car struck in a parking lot. Although she felt well initially, she developed back pain immediately after being contacted by the other driver s insurance company who wanted to settle. A thorough

Essay Topics for 5th Grade Tips

Essay Topics for 5th Grade Tips Drunk drivers ought to be imprisoned on the very first offense. Other people believe that it improves creativity and productivity at work. Argumentative terms center around building a claim and understanding there is going to be a counterclaim. Yearly driving tests ought to be mandatory for the initial five years after obtaining a license. For instance, you might think of similarities or differences if we are purchasing a new MP3 player or picking a place to study English. At their next meeting, you'll have the opportunity to state your case. You want to set up facts, possess the confidence and demonstrate the obvious evidence of your private viewpoint to certain phenomenon. Every family needs to have a pure disaster survival program. Essay Topics for 5th Grade at a Glance School should happen in the evenings. Women ought to be fined each time they scream. Students ought to be permitted to pray in school. They can typically understand the structure with just a short amount of instruction. Spam mail ought to be outlawed. The title that you pick to utilize for your paper will always determine so much about any of this, so a whole lot more than you will possibly know about. Students may have to find out more about the topics to be able to respond with sufficient depth and complexity. Before they start to write, it's a good idea for them to make a list of the points they want to make to their readers. In such a circumstance, a student is needed to select an acceptable topic to write about. Clearly, you ought not purposely choose a topic that will bore your audience. Still, you ought to make your topic more specific. Qualities of an excellent persuasive essay topic The topic needs to be specific. At length, be certain the topic you select can be supported by some factual evidence. The 5-Minute Rule for Essay Topics for 5th Grade Life is far better than it was 50 decades ago. MP3 music ought to be free. Explain how your favourite music affects the way that you feel. The principal purpose of brainstorming is to generate a wide variety of special ideas everyone is able to utilize. There are varying views on if a college education is necessary in order to have a thriving life. You're a theme park engineer accountable for producing a new and exciting ride. Your class is likely to devote a day cleaning up at a neighborhood park. The Chronicles of Essay Topics for 5th Grade Selecting a great topic for your essay is among the most crucial and frequently tricky parts for many students. Doing this, you'll certainly find your ideal essay title easily and faster. All persuasive essays are like argumentative essays. Always bear in mind a great persuasive essay needs to be persuasive. Just stick to the guidelines stated above, and you'll be well on your way to writing a very good persuasive essay. With just a little practice that next writing assignment is going to be a breeze. There are some basic guidelines to follow to be able to be in a position to compose a decent persuasive essay. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to consider about doing it. A fifth grader is also anticipated to respond and assess others' and their very own work. Imagine your elderly neighbor is out at 3 a.m. each night, digging inside her flower garden. Persuade your parents to allow you to own a friend stay the evening. Persuade your sister or brother that will help you talk your parents into something you would like to do. Since all individuals have different physical look, they cannot seem similar fat or similar skinny. It is suggested to speak about many of topics to the youngster and after that find out. A dragon has created a nest in a massive tree in your backyard, and the both of you have just started becoming friends. Write a story about just what the world appears like under ant rulers.

Taste of Nepal for Development and Implementation -myassignmenthelp

Question: Discuss about theTaste of Nepal for Development and Implementation. Answer: In this individual assignment of taste of Nepal, this paper would address three critical areas that include: a lesson plan, strategies used to engage various adult learning styles and a reflective analysis. However, to in developing a lesson plan, I prefer using the ADDIE lesson plan method. Besides, ADDIE lesson plan has five phases or stages that include: Analysis, designing, development, implementation and evaluation. Analysis Phase Instructional Goals The group is required to demonstrate competently their understanding of Taste of Nepal. Instructional Analysis The group should explain what they mean by Taste of Nepal. The group should be asked to explain some of the food items they associate with Nepal and explain their satisfaction with the foodstuffs. Further, the group should respond to this question: What could be the influence of culture on Taste of Nepal? List Nepal food issues like: Geographical location- what are the exact locations of the taste of Nepal found? Religion- Does religion have an impact on the consumption of Nepal foods? Culture-What is the role of culture on foodstuffs in Nepal? Economic benefits- what are the economic benefits of taste of Nepal? Learner Analysis Find out if the Group members already know what taste of Nepal exactly means. Also, analyze if the students can explain some issues surrounds the consumption of taste of Nepal. Learning Objectives/Lesson Outcomes Group members should be able to explain what taste of Nepal entails. By the end of the lesson, students should be able to explain their experience on the research on taste of Nepal. By the end of the lesson group members should be able to look in totality, the economic benefits, cultural influences and geographic location for the taste of Nepal. The students will have more confidence in their research, and knowledge of taste of Nepal. Design Phase Assessment/ Content of Session Group members are required to create about 20 slides for PowerPoint presentation to address the following: What is the taste of Nepal? Identify examples of Nepal foods Explain some food names like Mo Mo in Nepal What are some types of Mo Mo? Also prepare the Momo recipe. DEVELOPMENT PHASE Teaching Methods The following teaching methods include: Learners-centered method In this teaching method the teacher or instructor would have to act as both a learner and teacher. The taste of Nepal is a group assignment and the learners are the ones who have information regarding the foodstuffs they researched on and also observed their preparation. It is then important that the teacher sometimes listens to group presentation and to some extent guide the students on their presentation. The discussion method This should be a lively lesson or presentation and it is important to make it discussion. With the guide of the teacher/instructor the students should discuss taste of Nepal. The demonstration method The presentation must demonstrate some of the photos of these foodstuffs. Being food, demonstrating them would aid visual teaching. The demonstration, discussion and learners-centered methods must meet the learning objectives as mentioned in above. IMPLEMENTATION PHASE Preparing the learners Learners should be organized in a group of three people. Having a small number in the presentation makes it easy for all the students to contribute. All group members must participate in the research and preparation of the presentation. Arrange for group class presentation The class presentation at maximum should take 30 minutes. Students must be able to utilize their time properly and use a few minutes to conduct their presentations accurately and objectively. Learning Resources The students would use a project to help them carry out their presentation. The students should have a laptop, because the notes for presentation cannot be allowed to be on paper. The students should also play some videos to enhance visual learning. Evaluation Phase Use questionnaire for evaluation to ask the following questions: Did you understand taste of Nepal? Was visual aid material enough for the exercises? Did you access some materials to get deeper understanding of Taste of Nepal? Do you remember all types of Mo Mo? What is the reaction to the lesson? What skills do you think you have gained following this class presentation? What is your experience in this small group activity? Reflection Onion Model From the course material, it is apparent that several learning styles are employed to succeed a learning process (Duff, 2014, p.167).In equal measure; there are also some learning theories that are applied to the course material to succeed the learning process. The learning process in this case can be examined using the onion model. On the outside of the layer of the onion model, describes observable learning (Klanja-Mili?evi?, et, al. 2017, p.26). On this outside layer, the learners observe things or processes in their environment as one way of learning. Ideally, the outside layer simply asserts that people learn when observing things and indeed the Taste of Nepal is also hinged on observable learning. We observed how the different types of Mo Mo are prepared and hence we got firsthand experience on how its prepared. On the second layer of the onion model, it deals with social interaction theory. Social interaction theory explains the language development which is shaped up by the social interaction possibly between a child that is developing and their adults that are linguistically competent (Ramzan, 2014, P.102). In this learning process, our teacher who is linguistically competent improved our communication skills, which we then applied to succeed our face to face discussion and class presentation. Also on Taste of Nepal research, we used a language that is understandable in socio-cultural context, and that is why we used the local food names like Mo Mo. The middle layer of the onion model represents the theories that deal with the processes of information. The processing of information is equally hinged on the learning style. A learning style determines how information is processed by learners, and that is to suggest that as an instructor it is important to apply a learning style theory that can help the students process the information with ease (Knoll et al, 2017, P.548). Lastly, the onion innermost layer discusses the personality models of the students and how their personalities impact the preferences they have for learning. Ideally, the personality of a learner has an express influence over the preferences for learning can have. For example, if the student is someone who is not used to reading text, then as an instructor it is essential to use a learning style that is visual-based. Hence, depending on the personality of the students a teacher should be able to know the exact approach they can use to teach the students successfully. Perhaps, it is this onion innermost layer that encouraged our instructor to use class presentation as opposed to facilitate our understanding of Taste of Nepal. Learning Theories Learning theories are just principles that help learners to access, retain and remember what they learned. Learning aims at imparting knowledge and that knowledge must be retained, as a result, the learning theories explain how retention of knowledge. Behaviorist theory This learning theory explains the relationship that exists between the stimuli and response. This kind of theory justifies why people respond to stimuli in their environment and thus as learning takes place an instructor needs to see how they can apply this theory (Pritchard, 2013, p.78). Using this theory, the instructor should be able to analyze the responses their learners have to the stimuli. Ideally, the behaviorist theory justifies that learning is based on behaviors and as learning goes on, the behavior is shaped up. Using this theory, as our presentation continued, the students could react to some of the food pictures and their reaction was simply a response in relation to the stimulus created by the food pictures we displayed during the presentation. Cognitive theory The information must be processed, and it is the mind that is involved in the information processing. The information processing determines how a learner understands as well as retains the information (Pritchard, 2013, P.70). Learning involves the exchange of information, and the objective of learning is the retention of such information. Basically, the point is that learning can be said to have occurred when information is easily processed and retained perhaps for future use. Thus, as a group we researched together and exchanged information through discussion and that is why every member competently presented on the Taste of Nepal. The instructor should, therefore, strive to help their students to retain information in order to achieve the learning outcomes they expected at the end of their lesson (O'Donnell, 2014, p.89). Kolb Experiential learning cycle Kolb identifies four critical parts of a learning cycle as shown below. Following this cycle, in our presentation, there was a concrete experience. We did the research together, and we exchanged the ideas face to face, hence making our learning experience objective and enjoyable. On the reflective observation part, as a group we reflected on how our research was and how we made our contributions to as a one united group (Kolb, 2014). On the abstract conceptualization phase, we conceptualized the recipes for various types of Mo Mo so that we could carry out the presentation well. We had a deep understanding of the Taste of Nepal and that is why we could not read notes on the PowerPoint all the time, but did explain some sections off-head. Lastly, active experimentation is the last step left for use and we look forward to preparing some of the Taste of Nepal foods to complete the learning process. Learning Styles Visual learning style- this kind of learning style is very important in the sense that it aids visual teaching. Pictures must be used and that makes learning more interesting than simply using notes only (Stocker, et. al, 2014, P.69). In the Taste Nepal class presentation, there was apparent use of visuals and we used them to facilitate understanding. This learning style can be incorporated in the behaviorist theory because it aims at getting responses learners have towards stimuli. Also, verbal learning styles are critical in any learning process, hence a teacher should encourage proper use of language whether written or spoken (Young, et. al, 2014, P. 548). Using this learning style, we carried out an in-depth research; thereafter we prepared a PPT, which we then used to guide our presentation. Ideally, the learning styles and theories determine strategies a teacher can employ to relay certain information to their students. In the deep vs. surface strategy, it is the teacher to decide whether they should apply deep or surface strategy. However, students prefer surface strategy, but in a presentation like the taste of Nepal, deep strategy was applied to allow us to have a deep understanding of the food preferences in the Nepal. Teaching strategies for adult learning Teaching adults to some extent is a daunting task and therefore teaching strategies should be applied carefully. One of the teaching strategies relevant to teaching adult learners is giving immediate feedback. Adult learners should be able to get an immediate feedback from the instructor in the event they seek clarification on some issues (Mitchell, 2014, p. 35). Delaying the feedback to some large extent makes teaching ineffective; hence an instructor should be able to give some immediate feedback for learning to be more interactive. Using this immediate feedback strategy, our teacher commended our class presentation and encouraged us to prepare some of the Nepal foods so that he could also taste it. Use of exploration should be encouraged by all means. Young learners prefer being taught, but for adult learners sometimes they like exploring certain topics on their own with minimal guidance from the teacher (Mitchell, 2014, p. 35). Hence, to succeed adult learning it is critical that a teacher or instructor considers using exploration so that adult learners in their small groups discuss exclusively some topics. For instance, the taste of Nepal is an example of exploration and it is evident that as a group we were able to explore this topic exclusively without necessarily being taught by our teacher. Also, making assignments convenient is a strategy that can be applied to teach adult learners, who probably have some other responsibilities elsewhere unlike young learners. The Taste of Nepal, was a convenient assignment, we were given enough time to research, before we did the classroom presentation. Teaching Technique In finality, to succeed teaching, an instructor should encourage learners to prepare for a lesson before they come to class. Adult learners are not like young ones, therefore they ought to familiarize themselves with some learning material or topics before they even come to class, hence flipped classroom technique is one of the teaching techniques applied on the Taste of Nepal (Orlich, 2016, p.98). For a class presentation like the Taste of Nepal, we prepared ourselves adequately to avoid making mistakes during the presentation. Finally, self-learning and online research should be fundamentally encouraged. Adult learners do not necessarily require to be guided on how they should learn (Orlich, 2016, p.98). A group like the one presenting Taste of Nepal ideally is an example of self-learning. The students take their time in their own groups to discuss issues face to face and in the end, learning would be successful. References Sergis, S., Papageorgiou, E., Zervas, P., Sampson, D.G. and Pelliccione, L., 2017. Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans. InHandbook on Digital Learning for K-12 Schools(pp. 173-189). Springer International Publishing. Muruganantham, G., 2015. Developing of E-content Package by using ADDIE model.International Journal of Applied Research,1(3), pp.52-54. Al-Bulushi, A.H. and Ismail, S.S., 2017. Developing an Online Pre-service Student Teaching System Using ADDIE Approach in a Middle Eastern University.Theory and Practice in Language Studies,7(2), p.96. Duff, A., 2014. Learning styles and approaches in accounting education.Routledge companion to accounting education, pp.163-188. Klanja-Mili?evi?, A., Vesin, B., Ivanovi?, M., Budimac, Z. and Jain, L.C., 2017. Personalization Based on Learning Styles. InE-Learning Systems(pp. 27-36). Springer International Publishing. Ramzan, M., Usmani, N.K. and Arain, A.A., 2014. Effect of Thinking and Learning Styles on Students' Academic Achievement.Journal of Educational Research,17(1), p.102. Knoll, A.R., Otani, H., Skeel, R.L. and Van Horn, K.R., 2017. Learning style, judgements of learning, and learning of verbal and visual information.British Journal of Psychology,108(3), pp.544-563. Pritchard, A., 2013.Ways of learning: Learning theories and learning styles in the classroom. Routledge. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.BMC medical education,14(1), p.69. Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83.Medical Teacher,35(11), pp.e1561-e1572. O'Donnell, A.M. and King, A. eds., 2014.Cognitive perspectives on peer learning. Routledge. Young, J.Q., Van Merrienboer, J., Durning, S. and Ten Cate, O., 2014. Cognitive load theory: Implications for medical education: AMEE guide no. 86.Medical teacher,36(5), pp.371-384. Mitchell, D., 2014.What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Orlich, D.C., Harder, R.J., Trevisan, M.S., Brown, A.H. and Miller, D.E., 2016.Teaching strategies: A guide to effective instruction. Cengage Learning.

Kyle Swanson Essays - English-language Films,

Kyle Swanson English 99 1/1/99 New York I know of a interesting place where people flock to in hope of success. I on the other hand have been to this place twice as a tourist. People call it the big apple or the city that never sleeps. It's home to Wall Street and the world champion Yankee's. This place is called New York. I go to New York annually to see Jake a friend of mine who lives there. He is my best friend and went into the Air Force two years ago and ended up in New York. It's hard to raise enough money to get to New York and still have enough money to go to school, but I manage. New York is strange, peculiar, and mysterious all in one. If you drive a vehicle in New York you better be ready to spend some money. To cross just one of the many bridges you must pay a toll of about six dollars. To park your car anywhere in downtown New York for a day, it'll cost you around twenty two bucks on the average. Also, just driving downtown can be hazardous for you and your car. It's scary to see taxi cabs with grill bars all the way around the vehicle, and to see paint spots on it and dents where they have hit some one. The neat thing about driving in New York is that when you honk your cars horn everybody does the same with theirs. It makes a car symphony played through out the streets. A good place to go to see what New York is really like is Central Park. It's so fascinating to watch what people do to make a buck. I saw a performance where two guys where performing a mime act for money. At the end of their routine people threw them money, and then they moved to another location in the park and did the same routine for a different crowd. People where carrying around briefcases full of fake fossil watches trying to sucker people into buying them. Another person was trying to sell stolen cell phones to people who didn't know any better. Basically these people were trying to make it in New York the wrong way. Jake and I visited the Sears Towers, and it's amazing how tall they are. From the bottom looking up it looks as if the skyscrapers are rocking from side to side. Looking from the top at the small world below was something else! I thought New York was big, but from up there it looked so small. I was planning on seeing the Statue of Liberty, but we missed the boat that would have taken us there. I recommend that if you ever visited New York find out when the boat launches are to the Statue. I plan on seeing it next year.

Verb tenses Essay Example

Verb tenses Essay Example Verb tenses Essay Verb tenses Essay A Put in the verbs in brackets in the correct tenses. Example: The sun now. (to shine) Answer: The sun is shining now. 1) We TV when it started to rain. (to watch) 2) I to visit you yesterday, but you not at home. (to want) (to be) 3) Look! It , so we cant to the beach. (to rain) (to go) 4) There are a lot of clouds! It soon. (to rain) 5) The sun in the East. (to rise) 6) Since 2003 they their son every year. (to visit) 7) While the doctor Mr Jones, his son outside this morning. (to examine) (to wait) 8) I for my girlfriend for two hours. (to wait) ) After Larry the film on TV, he decided to buy the book. to see) 10) Wait a minute, I this box for you. (to carry) B Tense Recognition John has always traveled Tense? a lot. In fact, when he was Tense? only two years old when he first flew Tense? to the US. His mother is Tense? Italian and his father is Tense? American. John was born Tense? in France, but his parents had met Tense? in Cologne, Germany after they had been living Tense? the re for five years. They met Tense? one day while Johns father was reading a book in the library and his mother sat down Tense? beside him. Tense? Anyway, John travels Tense? lot because his parents also travel Tense? a lot. As a matter of fact, John is visiting Tense? his parents in France at the moment. He lives Tense? in New York now, but has been visiting Tense? his parents for the past few weeks. He really enjoys Tense? living in New York, but he also loves coming to visit his parents at least once a year. This year he has flown over 50,000 miles for his Job. He has been working Tense? for Jackson Co. for almost two years now. Hes Tense? pretty sure that hell be working for them next year as well. His Job requires Tense? lot of travel. In fact, by the end of this year, hell have traveled Tense? over 120,000 miles! His next Journey will be Tense? to Australia. He really doesnt like Tense? going to Australia because it is so far. This time he is going to fly Tense? from Paris after a meeting with the companys French partner. Hell have been sitting Tense? over 18 hours by the time he arrives! John was talking Tense? with his parents earlier this evening when his girlfriend from New York telephoned Tense? to let him know that Jackson Co. had decided Tense? to merge with a company in Australia. The two companies had been negotiating Tense? for the past month, so it really wasnt Tense? much of a surprise. Of course, this means Tense? that John will have to catch Tense? the next plane back to New York. Hell be meeting with his boss at this time tomorrow. C Tense Conjugation when he first Tense? (fly) to the US. His mother Tense? (be) Italian and his father Tense? (be) American. John Tense? _(be) born in France, but his (meet) in Cologne, Germany after they Tense? (live) there for parents Tense? five years. They Tense? (meet) one day while Johns father Tense? read) a ook in the library and his mother Tense? (sit down) beside him. Anyway, John (travel) a lot because his parents also Tense? (travel) a lot. As a matter of fact, John Tense? (visit) his parents in France at the moment. He Tense? (live) in New York now, but Tense? (visit) his parents for the past few weeks. He really Tense? (enjoy) living in New York, but he also Tense? (love) coming to visit his parents at least on ce a year. This year Tense? (fly) over 50,000 miles for his Job. He Tense? (work) for Jackson Co. for almost two years now. He (be) pretty sure that heTense? ork) for them next year as well. His job Tense? _(require) a lot of travel. In fact, by the end of this year, heTense? (travel) over 120,000 miles! His next Journey Tense? (be) to Australia. He really (not like) going to Australia because it is so far. This time he Tense? (fly) from Paris after a meeting with the companys French partner. He Tense? (fly) for over 18 hours by the time he Tense? (arrive)! John Tense? (talk) with his parents earlier this evening when his girlfriend from New York Tense? (telephone) to let him know that Jackson Co. Tense? (decide) to merge with a ompany in Australia. The two companies Tense? (negotiate) for the past month, so it really Tense? (not be) much of a surprise. Of course, this Tense? (mean) that John Tense? (have to catch) the next plane back to New York. He (meet) with his boss at this time tomorrow. C Complete this letter. Dear John: Well, I (arrive) † safely two weeks ago. The flight (be) † fine, but a bit long. I (watch) † two films and (eat) † two breakfasts! Thank you for everything. I (have) † a really good time with you in London. Everything here 0k now. I (send) † Just † you some photos of my town. Please (be) † very different from your city. I (write) this letter outside in the garden and I (sit) under a big umbrella because the sun is very hot today. It (be) so difficult for me to start work after my holiday, but it (be) † (reply) me soon, and thank you again for the wonderful time. Best wishes! Peter D Rewrite these sentences. 1 She made tea. Then she washed the dishes. (after) 2 Sally came to live here 20 years ago. (for) 3 Do you know how to play tennis? (ever) 4 1 haven t seen him since we finished school (last time) 5 Thanks, but I had lunch earlier. (already) Exercise A: Answer key 1) We were watching TV when it started to rain. 2) I wanted to visit you yesterday, but you were not at home. 3) Look! It is raining, so we cant go to the beach. 4) There are a lot of clouds! It is going to rain soon. 5) The sun rises in the East. 6) Since 2003 they have visited their son every year. 7) While the doctor was examining Mr Jones, his son was waiting outside this morning. 8) I have been waiting for my girlfriend for two hours. 9) After Larry had seen the film on TV, he decided to buy the book. 10) Wait a minute, I will carry this box for you.

Governance and International Relations Lifeboat Ethics Essay

Governance and International Relations Lifeboat Ethics - Essay Example This divide is the basis of much talk within the ranks of the economists and gurus who understand ethics and how it should be implemented across the board . What is even more interesting is the fact that surrounds the determination of resources for the developing nations as they seem to go beyond a certain level of growth within their respective regimes. It is a fact that the world is not that rosy for the underdeveloped countries which essentially have to make both ends meet to ensure that they are on the right path – geared to achieve results which are attainable and positive along the way . On the same token, this paper gives a good look at the lifeboat ethics which indeed is a way to find out where the resource distribution should be acknowledged and how this would mean sheer value for all the nations in the world. Philosophically, it is quintessential to understand the phenomenon behind the lifeboat ethics. This is a term that was proposed by Garrett Hardin, who was an ecologist in the year 1974. Hardin used this metaphor to describe a situation where a lifeboat consisted of 50 people which had room for another 10 individuals to get on board. Since this lifeboat is on the move as it is in the ocean where hundreds of swimmers surround it, the ‘ethics’ element comes in when the dilemma arises with regards to the swimmers . This dilemma discusses whether these swimmers should be taken on board the lifeboat or left as they are at the moment. Hardin believed that the lifeboat metaphor could easily be compared alongside the Spaceship Earth model which consisted of resource distribution where he asserted that a spaceship would be led by a single leader who is essentially the captain of the spaceship. However, the earth lacks a captain4. He also opined that the tragedy of the commons came about from the spaceship model which was completely different from the lifeboat premise where rich nations were seen as the lifeboats while poor countries were termed as the swimmers5. In the same setting, Hardin’s lifeboat ethics resembles closely with the environmental ethics, utilitarianism, resource depletion talks and so on. He uses lifeboat ethics to find out the queries regarding policies such as immigration, foods banks and foreign assistance in the form of aid. Purely from a philosophical perspective, the aspect of lifeboat ethics should be understood with regards to how the policies are drafted for the rich and the poor nations at the same time. This means that their domains are drawn up in such a way that there are successful touch points for the rich countries while extreme losses for the poor ones. This divide is something that has a huge say in deciding who is going wrong and which country needs to pull up its socks to bring harmony within this world in terms o f resource allocation6. Hence lifeboat ethics is a good enough measure of finding out how ethical domains should be understood within the basis of bringing about equality so that no one misses out on the resources which are available throughout the world. In terms of the philosophical undertakings, it is only with the presence of adequate policies that things will get resolved and that too in an amicable fashion for all the nations in the world – without any discrimination whatsoever. Hence attention should be paid towards the philosophical side as well because these remain significant to comprehend within the relevant thick of things. When one discusses the tangent of lifeboat ethics, it is also of paramount essence to gain an insight into what the fallacies are. The future is never known with a particular degree of certainty which is indeed required for the problem at hand. Also there is the basis of no one being likely to be in the situation which has been