Subway Franchise Article Example | Topics and Well Written Essays - 250 words - 1

Subway Franchise - Article Example This study declares that the franchise fee for the investors from other countries ranges between $10,000 and $15,000. In addition, the required investment is about $116,000 and $263,000 for those in the United States. However, the total investment for the franchisees in Canada ranges between $102,000 to 234,000. The Subway franchisees contribute 12.5 percent weekly. Eight percent of the aforementioned percentage accounts for franchise royalties while 4.5 percent is used in advertising. According to the paper the Subway has a training program for the franchisees. Notably, the franchisees are supposed to enter an agreement with the franchise by signing the Franchise Agreement. Such individuals undergo through World Training program at the franchise headquarters in order to attain the required skills. The franchisees benefit from the training opportunities that equip them with the necessary skills in the market. However, it is noteworthy that the training is examinable, and franchisees must satisfy the Subway’s administration by passing the examination. The most interesting opportunities with the Subway include financial assistance, on-the-job training, and aid from the site location team. The Subway franchise offers some financial support through a leasing program. The in-service training is essential for equipping the franchisees with solid skills needed in the industry. In addition, the site location team offers free advice on the perfect location.

The role of congress in monitoring events in Iraq Essay Example for Free

The role of congress in monitoring events in Iraq Essay The war against Iraq was perpetrated by the US and the UK with the UN playing passive and reluctant role. The attack has provoked protests all over the globe including in the US and the UK with many groups as well as individual condemning the attack and terming it as unwarranted. Furthermore, the attack was carried out without the approval of the security council. The attack has earned the US more foes than friends especially in the Muslim world. It has also served to fuel animosity against Americas efforts to institute a democratic government in those who view these efforts as interferences in the affairs of the country as a denial of Iraq’s sovereignty . This has led to rebellion against the authorities in Iraq as well as increasing the threat of terrorist attack on America. The Bush presidency and administration seems to believe that the way towards peace is through war and violence especially returning fire with fire. This notion can be at best misguided and at worst catastrophic. It is therefore imperative that the congress recognizes its duty as an organ and act to check any excuses on the part of the government as well as developing solutions that will lead to the reduction of rebellion and consequently the terrorist attacks within Iraq. This section will look at the possible role of congress in ensuring that the tension between Iraq and the US/UK subsides and also allow the US to shed the image of a ‘big bully’ interfering with the affair of a sovereign state. It is worth noting that at this juncture that the congress ahs made some good moves like giving 97 million dollars to support a program pushing for change of regime. This was a step in the right direction, however, this need to be sustained and increased. This organization offers some suggestions for your consideration, ladies and gentlemen. Pursue the Truth. The congress has a responsibility of seeking to reveal the truth so that decisions are based purely on sound intelligence. One of the biggest mistakes that the congress and the media have made was allowing themselves to be fed on misinformation and to act upon that misinformation without making due effort to seek the confirmation of the relevant intelligence agencies. The 2003 invasion on Iraq was based upon unsubstantiated reports that Iraq possessed weapons of mass destruction (WMD). Other reports allegedly justifying the invasion include Saddam-Osama association and that the war was welcome by the Iraqi citizens. The general feeling is that the congress did not do enough to get to the truth of those reports by the Bush administration . With the benefit of hindsight we know that all these reports were false. The congress has an obligation to launch a full congressional inquiry in order to give the American people the truth because America is founded on truth which we believe will set us free . It follows then that the congress needs to be at the forefront of finding facts before endorsing sensitive decisions regarding the events in post Saddam Iraq. Support the Iraq liberation act- when the bill was signed into law by President Bill Clinton, there were some well intentioned proposals that included developing a program that would support a transition to democracy. Even though Saddam Hussein was to be the removed from power without the use of military force, all is not lost and the congress could pursue some of the proposals like financing activities that promote democracy in Iraq. By now it should be clear that the U. S cannot continue having soldiers in Iraq because it is not sustainable. The congress should support those measures aimed at recalling US soldiers out of Iraq and allowing the transition government to run the affairs of Iraq. Right now that sounds dangerous but in the end it will prove less costly than maintaining US soldiers in Iraq. The congress had earlier passed an act to give 97 million dollars for the purpose of supporting regime change. The Act also suggested that those suffering from Saddam’s regime’s brutalities be assisted. Emphasize on empowering the transition government’s capacity to deal with internal insurgence. This can be done through the training of military personnel as well as giving financial support to this government for reconstruction. This is sustainable because only Iraq will be able to fully end the problems it is facing. Much of the terrorist attacks within Iraq are just an extension of a rebellion against the Bush administration. This suggests that the perpetrators of the internal insurgence are still fighting the US by fighting against the US assisted governments. However the reduction of US occupation will shift the focus somehow. Play a more active role in holding the administration accountable. The congress has in the past been accused of being the puppets of President George Bush. A congressman has been named for his role in spreading hearsay that led to the congress’ endorsement of the invasion on Iraq. However the congress is still strategically placed to provide leadership and help check the excesses of the current administration. There are some obviously bad mistakes that the Bush administration has made in the entire affair. However the voice of the congress has not been heard as it should have in efforts to lead the country in the right direction. Now that Saddam is gone and Iraq more than ever requires level headed support which the US can provide, the congress ought to speak on matters regarding the nature of support and the quantity to be given. All in all the congress should be seen playing a more active role in providing checks and balances to the administration. Last but not least is a collective request for all the members of congress to act in accordance to pure conscience. There have been cases in the past especially before the invasion when the congress has been less than active in fulfilling its constitutional role. Instead of initiating a full congressional inquiry, many of the congressmen decided to shut up and not do anything to hold the administration accountable even when they new all was not well. Decisions regarding Iraq’s progress need to be made by exercising discretion and oversight as well. Holding open discussions is what allows for prudent decisions as well as bringing the truth to the surface. As leaders we have a solemn duty to ensure that all future decisions are never again to be based on false impressions. This organization that should the congress abide by the above suggestions, then it can begin to help shape the outcome of what has been an sensitive but costly issue to the whole of America. Thank you.

Child Labor in the 19th Century

Child Labor in the 19th Century The Industrial Revolution, one of the mainly crucial periods of change in Great Britain, occurred because of the stable political, social, and economic, stance of the country, as well as brought lasting effects in Britain in each of these areas. With its rapid growing monopoly on ocean trade, its renewed interest in scientific invention, and its system of national banks holding tight to its financial security, Britain was, at the time of the Industrial Revolution, ready for change. It was the great historical era we call the Industrial Revolution which would forever revolutionize city life, social class structure, the power of the British nation amongst others of the world, the fabrication of machinery, and the power of the economy of Britain. Because of the Industrial Revolution, never again would the British have to suffer the results of no changes concerning the inequalities of the working world, nor doubt the power of their country, yet come to view the word technology in a compl etely new way. Throughout the early 19th century, the Industrial Revolution extend hugely all over Britain. The use of new Technology such as steam-powered machines, led to an massive raise in the number of factories particularly in textile factories or what is called mills. Samuel Greg who owned the large Quarry Bank Mill was one of the first factory owner to use the new technology . With the increase of those factories, families began to move from the countryside into towns searching for better life and better paid work. The incomes that a farm worker was getting ,were very low, were not enough to feed his family and there were less jobs working on farms because of the of new machines such as threshers and other inventions. Also thousands of new workers were needed to work machines in mills and the factory owners built houses for them. Cities packed to overflowing and Manchester was mainly bad. To conquer this labour shortage factory owners had to find other ways of obtaining workers. One key to the problem was to get children from orphanages and workhouses. These children became known as pauper apprentices. This involved them signing contracts that nearly made them the property of the factory owner. even Many families were unwilling to let their children to work in these new textile factories. Children of poor and working-class families had worked for centuries before industrialization assisting around the house or helping in the familys enterprise when they were capable. The practice of placing children to work was first documented in the Medieval period when fathers had their children roll thread for them to weave on the loom. Children did a range of tasks that were auxiliary to their parents but critical to the family economy. The familys household needs determined the familys supply of labor and the interdependence of work and residence, of subsidence requirements, family relationships constituted the family economy', and household labor needs. Body: Britain became the first country to industrialize. And for that reason, it was also the first country where childrens nature in work changed so radically at a point child labor was seen as a leading political issue and a social problem. One of those first factory owners that used the system (pauper apprentices) was Samuel Greg who had the huge Quarry Bank Mill . Greg had complexity finding sufficient people to work for him. Manchester was a bit far, by eleven miles away and local villages were extremely small. The workers that have been imported needed cottages, and these cost about  £100 each. By 1810 Greg became certain that the best solution to the labour problem was to build an Apprentice House near the Quarry Bank mill and to obtain children from workhouses. The building for the apprentices cost  £200 and provided living accommodation for over 90 children. The first children to be brought to the Apprentice house came from local parishes like Macclesfield and Wilmslow, however, later he went as far as London and Liverpool to look for these young workers. To give confidence to the factory owners to take workhouse children, people like Greg were rewarded between  £2 and  £4 for each child they employed. Greg also demanded that the children were sent to him with two shifts, two pairs of stockings and two aprons. The 90 children (30 boys and 60 girls) made up 50% of the total labor force. The children received their lodging and board, and two pence every week. The younger children worked as scavengers and piecers, but after a two years, they were permitted to become involved in spinning and carding. Some of the more older boys became skilled mechanics. John Kay published The Moral and Physical Conditions of the working Classes in 1832, Engels wrote his well-known The Condition of the Working Class in England in 1844 based on the plight of the Manchester underclass, and in 1842 Edwin Chadwick published his Report on the Sanitary Conditions of the Labouring Population. Official paupership figures for the Township of Manchester were the highest in Britain higher even than in Londons east end. Children faced a huge change as they observed working in textile mill was completely different from working at home. In the textile mill, Children worked from Monday to Saturday, beginning work from six in the morning and finishing at seven in the evening, with only one hour break for lunch between twelve and one. If children were late because of the work they were fined. If children fell asleep or made just a mistake on the job they were beaten. Childrens income were very low, sometimes just a few pence for working sixty hours in a week, there were rules and regulations. Children workers must arrive at the mill by certain time. Lateness was punishable with a fine. Everybody worked a number of hours and no-one was allowed to leave before a certain time. All this was a new experience for children, even where they lived. The circumstances they used to live in were awful, the apprentice House jerry built, without control or regulation of any kindthere was even less water and services, and no effort to give privacy of any kind. Children worked in shifts and shared beds. Nine or ten children were sharing one bedroom, and al thosel ninety children shared the three toilets. It was moist there were no double brick walls, and no damp-proof courses. Rain leeched between the walls, and even in summers, damp rose up the walls. The only break from damp was the building of cellars to contain it. However, these cellars unavoidably became dwellings for subtenants. Even the conditions at the Mill working environment were horrible; it was built on a massive open plan scale so that the foremen could see every single child worker. If they thought that workers werent working hard enough or absent they were punished. The rules for working in the mill were posted on walls but that was not enough as most of the children workers were not educated and could not read them. Child workers had no rights and sometimes missed their dinner breaks because the foreman ordered them to keep on working. Children who worked long hours became very exhausted and found it hard to maintain the rapidity required by the superiors. Children were usually beat with a strap to make them work quicker. Some were dipped head first into the water reservoir if they became sleepy. Children were also punished for arriving late for work and for chatting to the other children. Parish apprentices who ran away from the factory were in danger of being sent to jail. Children who were cons idered potential runaways were located in irons. One of the main complaints made by factory reformers concerned the state of the building that they children were forced to work in. A statement published in July 1833 confirmed that Quarry Bank Mill was ill-drained, no conveniences, low-roofed, dirty;; ill-ventilated;; for dressing or washing; no contrivance for carrying off dust and additional effluvia. Robert Southey (1774-1843), the poet and historian, arrived in Manchester in 1808, pretending to be a Spanish traveller. He was given a guided tour at Quarry Bank mill and saw sights which makes me thank God I am not an Englishman. While his guide was praising the principles of child labour, Southey was looking at the unnatural dexterity with which the fingers of these little creatures were playing in the machinery, and when his guide told him that the mill worked twenty four hours a day, Southey concluded that if Dante had inhabited one of his hells with children, here was a scene worthy to have supplied him with new images of torment. Until the Factory Act of 1833, the factories were free to decide on the working hours. The laborers usually worked for more than twelve hours without breaks. Consequently, child laborers suffered lack of sleep and were more vulnerable to mistakes and injuries. Matthew Crabtree was one of the forty-eight people whom the Sadler Committee interviewed in the year of 1832. According to the Sadler Report that catalyzed the Factory Act of 1833, Crabtree had worked in a factory from the age of eight. He had worked sixteen hours a day, from five a.m. to nine p.m. He usually went to sleep immediately after supper, and was woken up by his parents every morning. According to Crabtree, he was very severely and most commonly beaten whenever he was late to work. The fear of being beaten, said Crabtree, was sufficient impulse to keep up with his work despite his drowsiness. a few child laborers were from deprived working families who could not afford to feed themselves without the children contributing financially. Even with the childrens income, the majority of families were hardly capable to sustain themselves. in addition, the child laborers regularly complained about the quality of food given in the place of work. Some testified before the Parliament that they could not eat the meager meal they were given because of exhaustion and pollution. The photographs of childhood workers testify malnutrition and abuse. Child laborers have smaller build than their wealthier peers, yet the wrinkled faces covered with soot block the viewer from accurately concluding the childrens age. The child workers were under the supervision of strangers factory managers who were employed by the factory owners. Also, the work did not require much finesse, and there were many unemployed children willing to substitute the workers place. Consequently, the factory managers did not carry the responsibility of the welfare of the workers; they were simply paid to ensure that the factory is operated smoothly. As we can convey from the above text the treatment of children in the factories was often cruel and extreme. The childrens safety was generally neglected and it did prove fatal on numerous occasions. The youngest children, around the age of eight, were not old enough to activate the machines and were commonly sent to be assistants to adult main workers. The people in charge of the factorys whereabouts would beat and verbally abuse the children, and take little consideration for the workers safety. Girls could not be the exception to beatings and other harsh forms of pain infliction; children were dipped head first into the water cistern if they became drowsy. The girls were also vulnerable to sexual harassment. Trivial mistakes due to lack of sleep resulted in serious injuries or mutilation. The Sadler Report commissioned by the House of Commons in 1832 said that: there are factories, no means few in number, nor confined to the smaller mills, in which serious accidents are continually occurring, and in which, notwithstanding, dangerous parts of the machinery are allowed to remain unfenced. The workers were in most cases abandoned from the moment of the accident with no wages, no medical attendance, and no monetary compensation. The regulation was harsh and the punishment inhumane and sporadic. Such punishment for being late or not working up to the work assigned would be to be weighted. An overseer would tie a heavy weight to workers neck, and have him walk up and down the factory aisles so the other children could see him. This punishment could last up to an hour. Weighting led to serious injuries in the back and the neck. In addition to the above the violators sometimes had to pay the consequence monetarily! Elizabeth Bentley, before the Sadler Committee in 1832, mentioned that she was usually quartered; If we were a quarter of an hour too late, they would take off half an hour; we only got a penny an hour, and they would take a halfpenny more. Some witnesses compared themselves as slaves, and the overseer as slave drivers. One could argue that lack of schooling had forced the children to factories, and mandatory schooling was the key to eradicating industrial child labor. It is true that illiteracy blocked the children from elevating the social and economic hierarchy. However, the Education Act of 1870 contained provisions to allow school boards to compel attendance but necessary by-laws were not enforcement to implement these provisions. In short, the mandatory schoolings in Britain were introduced too late to critically contribute to the reform. Also, one could argue that mandatory schooling would only wear off children who are already exhausted from long hours of tiring labor. Schooling did little good to children who were physically deprived. Lack of sleep will most likely risk dangers of lethargy and expose the children to more accidents. Child workers generally labored to assist the task of the adult workers; the two labor populations did not directly compete with each other. Therefore, one could argue that the child workers considerably contributed to the impoverished family income. As the children were regarded source of labor for long, some did not object to sending their children to factories. Even if others did not approve of the treatment in workplaces, they had no valid and legal means to protest. Most statistics that are available could not be completely trusted. One especially was careful not to depend entirely on skewed numbers or individual case studies. Also, throughout history, many scholars and ideologists have distorted the facts to prove their assertions. Until the child labor issue became a state issue, most of the investigators touched only the surface of the problem. The factory overseers could easily usher the investigators away from the truth. Also, the survey has not been conducted systematically as to portray an accurate sketch of the labor picture. On the other hand, some reports have been accused of exaggerating the current situation to bring the child labor issue to a state concern. Major government reports on child labor were uneven in the coverage, focusing predominantly upon children in industrial occupations. In addition, some determined historians have maneuvered the statistics to exaggerate child labor as an example of corruption and depravity when child labor helped improve the familys financial status. Conclusion Industrial child labor has occupied only a small portion of the child labor population. Also, it had lasted for a fleeting moment in British history. However, child workers in industrial workplaces need to be highlighted as history in which children were placed under the custody of a stranger in a confined, unwholesome space; the children were exposed to a higher possibility of abuse and mistreatment. Although child labor in Britain shared similar characteristics with other industrialized countries of a later period of time, the British government relatively peacefully restricted the employment of children. The publicity of the special commission reports and the attention of the public had contributed greatly. Child labor, as much as it is criticized for its faults, should be analyzed, considering every possible factor. It is true that the child laborers have suffered from exploitation and unintended neglect, yet the family wouldve starved if not for the contribution of the children. History should not be hastily judged, but observed objectively for futures sake.

Essay --

Many students believe that a historian’s job is only to understand the past; likewise they believe that a human scientist’s job is solely to change the future. However, as a â€Å"knower†, I now comprehend that there is much more to these jobs than meets the eyes. I believe that these job â€Å"definitions† only describe the mere superficial part of the job, that there is a lot more to being a historian or a human scientist then just one simple task. However with these job â€Å"definitions†, that society has given, are many complex questions on how we accumulate knowledge on certain issues, these questions are known as knowledge issues. Some of the knowledge issues included in the job â€Å"definitions† are: Could history be seen as a cycle? To what extent can a historian â€Å"understand† the past? Do human scientists invent new ideas and theories or do they reinforce past paradigms? In what ways do the human sciences contribute to the future? In order to answer these questions I have decided to examine historians and human scientists in terms of how they engage the past and the future. There are many people who claim they have the â€Å"true† history; these types of people are known as historians. In this case my definition of historian is: an expert in the study of history, especially in that of a particular period, region, or social phenomenon. There are many different kinds of historians ranging from economics to environmental, and even to, urban. However in history, which we want to focus on, we have orthodox, revisionist, post-revisionist and many more. One may ask himself why there are so many different historians if there was but only ONE true accurate history. This is because history is full of â€Å"gaps† which the historians TRY to fill with their ow... ...ut does not give an explanation. On the other hand I define law as a concept that shows the direction of movement of a variable and gives a reliable explanation for the movement. Additionally human scientist may confuse a correlation with a casual connection. The transcendentalist poet Wystan Hugh Auden once said, â€Å"There is more than meets the eye.† These idea of concepts being more complex then they seem surround the jobs of historians and human scientists. The historian doesn’t simply understand the past for knowledge but also for the benefit that comes from it, such as to better understand the present and supply guidance for the future: â€Å"In history lie all the secrets of statecraft†. Likewise, human scientist attempt to explain and understand trends of human behavior; however, this is only achieved by examining the past the gain a comprehension on the subject.

Quantitative Research

Quantitative research often is the preferred approach to problem design as results are precise. Many researchers prefer the exact measurement and statistical analysis that quantitative research offers. Observation in quantitative research allows classification and the statistical models built document the outcome of a study. The data collected in a quantitative investigation creates answers in numbers and statistics. Deductive reasoning is used to design quantifiable tools that collect pertinent data.Results are accurately measured and presented, as a â€Å"quantitative research paradigm is empirical in nature; it is also known as the scientific research paradigm† (Atieno, 2009, p. 14). Characteristics of a Quantitative Problem Statement The problem statement explains and justifies the decision to use quantitative analysis methods. The problem statement is a succinct and definite, implying data gathering and examination. â€Å"Quantitative research is a means for testing obje ctive theories by examining the relationship among variables,† (Creswell, 2008, p. ). Creswell (2009) indicated if a problem calls for factors that influence the result or a best outcome approach, then a quantitative approach should be used. Characteristics of a Quantitative Purpose Statement As Jenkins (2009) discussed, an effective purpose statement is in alignment with the problem statement. The nature of the study, data collection methods, and the study population identify the design approach. Variables identified in the design and logic of the problem contributes to the project design and hypothesis.Formulation of Quantitative Research Questions and Hypotheses The quantitative research questions and hypothesis clearly seek to answer the problem statement. The hypothesis is the premise of the study, the expected outcome of the study presents anticipated results in a quantitative manner. The questions and hypothesis create a logical basis to identify data collection methods suitable for problem solving. Quantitative Data Collection Procedures Data collection processes reflect the activities as originally outlined in the problem and purpose statements.The construction of formal instruments occurs to measure the quantifiable data gathered and analyzed. Constraints to data collection procedures such as organization, budget, time, and access to the survey population factor into the design process (Jenkins, 2009). Quantitative Data Analysis Procedures The results from the data collection process derived from trend analysis and surveys use statistical methods of measurement (Atieno, 2009). The results provide an exact result numerically measured.The precision offered by gathering data through easily quantifiable tools give reliable results. The data alone does not provide an answer; statistical methods for analysis provide a reliable means of clarifying a large data set (Jenkins, 2009). Statistical analysis is used to mitigate risk when a degree of uncertai nty is present. Numbers from the researched data set use statistical analysis and reporting for analysis. Descriptive statistics allow the presentation of results using graphs and charts (Jenkins, 2009).Visual communications provides a clear graphic representation that allows simple cognition of complex data. Research Fundamentals Quantitative research is a preferred method of problem-solving because of its precision. A properly designed problem statement and purpose statement drives the research process and deductive logic is used in the data gathering design. Results are analyzed using statistical methods to create a result set. Presentation of results may include visual communication tools such as charts and graphs, providing simple tools to understand complex trends and ratios.

Rationalism vs Empiricism Using Descartes 2nd Meditation & Hume Essay

Q3:What are the main differences between rationalism and empiricism as approaches to knowledge? Explain the advantages and disadvantages of each, using Descartes (Second Meditation) as the example of a rationalist, and Hume or Locke as the example of an empiricist. In your view which approach better explains the common-sense knowledge of the world that we take for granted? Common-sense knowledge is information we know and understand unproblematically. It could be that a spider has six legs, your two times tables or that in answering a multiple choice test, it is a good idea to bring a rubber and fill in your answers in pencil. It is information gained from ordinary life. Epistemology is a philosophical term in reference to the nature and limitations of knowledge. It addresses firstly what is knowledge, secondly how is knowledge acquired and thirdly the limitations of knowledge. Rationalism and empiricism are two approaches which seek to provide answers to these questions (Cottingham, 1988). Empiricism perceives that the development of concepts and ideas are dependent on the senses (Markie, 2008). Alternatively rationalism ascertains that reasoning, intuition and deduction are the ultimate vehicles to acquiring knowledge, not sensory experience. These theories do not necessarily exist in opposition of each other, but can co-exist to describe how one views the acquisition of knowledge in different fields (Markie, 2008). Throughout this essay, I will discuss the advantages and disadvantages of each view using Descartes’ ‘Second Meditation’ in contrast to Hume’s ‘Enquiry Concerning the Human Understanding’. I will then elaborate how the Empiricist perspective provides a better explanation to common sense knowledge of the world we live in. Rationalism Rationalism is a method in which the criterion of the truth is not sensory but intellectual and deductive. The rationalistic perspective survives on the assumption that firstly, there is a rational structure to the world and secondly, that people have the capacity to comprehend it. It utilises the deductive methods of logic to provide a model for all human knowledge and relies on intuition (Markie, 2008). This is not always the case, so this philosophy cannot be relied in all circumstances. Rationalism is founded on the thesis of Intuition/Deduction, thesis of Innate Knowledge or Innate Concept thesis separately or in some combination (Markie, 2008). The Intuition/Deduction thesis proposes that in a particular subject area, some information is known by intuition alone or that knowledge is gained by deduction from intuited propositions. Experiences are incapable of developing one’s knowledge but can catalyse thinking causing knowledge to progress from unconsciousness to consciousness (Cottingham, 1988). The Innate Knowledge thesis asserts that some knowledge is inherent within humanity like DNA, as part of our rational nature. The Innate Concept theory is based on the assertion that some of our concepts are not gained from experience (Markie, 2008). The rational nature organically possesses an individual’s concepts. Sense experiences might catalyse a process by which concepts are better understood but experience does not provide the concepts or determine the information they contain, rationality does (Markie, 2008). Other minor theories which are used less significantly to endorse Rationalism are the Indispensability of Reason Thesis and the Superiority of Reason Thesis. The Indispensability of Reason theorem states that we gain knowledge in a certain area when we utilise deduction and employ intuition. The Innate concepts and instances could not have been gained through the sense experience. The second strain stems that knowledge gained â€Å"a priori† through reasoning is superior to that gained through experience (Markie, 2008). In reference to Descartes’ Second Meditation, he explains how rationality can be used to pick up information that is not completely provided by the senses through the example of the hats and coats (Descartes, 1984). Rationalism can provide knowledge which is otherwise unattainable â€Å"Something which I thought was seeing with my eyes is in fact solely grasped by the faculty of judgement which is my mind. † Empiricism Empiricism is the other branch of epistemology, where knowledge is discovered through experience and observation, modelled on natural sciences. Knowledge is â€Å"a posteriori† catalysed by a sensory experience (Markie, 2008). Empiricism is not based on a definitive complete rational system of knowledge but does provide verifiable understandings and information, useful for everyday life (Hume, 1975). In David Hume’s piece â€Å"An enquiry concerning the human understanding and concerning the principals of morals†, Hume purports that the  Ã¢â‚¬Å"†¦most lively thought is still inferior to the dullest sensation. † Hume interjects that thoughts and ideas are less lively perceptions in contrast to impressions where we are encouraged to feel, experience and will (Hume, 1975). He labours his point through the example of the man in a fit of rage, as opposed to someone thinking of espousing those feelings. Rationalism only recalls the information or experience. It is incomparable to the intensity from the original experience provided by empiricism. It might appear that thoughts are without the same restrictions the body possess (Hume, 1975). In reality they have ‘narrowly confined limits with no more creative power than compounding, transposing, augmenting or diminishing the materials provided by the senses’. If a person is without the capacity of one of the senses, they are devoid of the information provided by that sense and are incapable of understanding information attached to that sensation (Hume, 1975). Restoring that sense enables them to receive sensory input, enabling them to conceive the attached ideas. This proves the importance of the sensory experience and that without it understanding is impossible. Comparison In my opinion, Empiricism better explains the common-sense view of the world. This is because knowledge gained through rational thought however much you can understand it, is not engrained or integrated into your core beliefs to the same degree as that gained through tangible experience. Knowledge gained through experience is more strongly felt and can be considered to be superior to knowledge gained by reflection (Hume, 1975). Without an experience of the subject in focus, the information is detached and reflection cannot proceed to occur. Intuition and deduction, however relevant, are open to deception and can lead to inaccurate assumptions. People previously believed the earth was flat and the earth was the centre of the universe, as this â€Å"information† fit their current schemas. It made sense but lead to wrong conclusions as it lacked testing. It is through empirical observation that accurate insight was reached. Their rational thinking followed logical deduction and was believed to be correct due to their intuition, but even rational thinking can be fallible leading to wrong assumptions (Descartes, 1984). It is proven that when people possess strongly held beliefs, they perceive information in such a way to support their current understanding and deny opposing views, filtering out information that does not fit their current schemas like putting blinkers on a horse. Although they believe their thoughts to be rational, their powers of deduction are compromised and can be rationally wrong. This significantly limits their ability to gain knowledge (Descartes, 1984). Conclusion Rationalism and Empiricism are two distinctly different views relating to epistemology and the degree of input that the senses provide in the formation of knowledge. Rationalism through intuition, deduction and rational logic ascertains certain knowledge which perhaps cannot be scientifically proven through observation (Markie, 2008). On the other hand, Empiricism understands the role of sensory experience and observation in order to develop one’s knowledge. In reality, both are useful and even essential to the formation of any knowledge. References Cottingham, P (1988) The Rationalists, Oxford University Press. Oxford; New York Descartes, R. (1984) Meditations. Second Meditation, ‘The nature of the human mind, & how it is better known than the body’, translated by Cottingham, J. in The Philosophical Writings of Descartes, vol II (Cambridge U. P. , 1984) pp 16-23 Hume, D. (1975) An enquiry Concerning Human Understanding [Section 2, ‘Of the Origin of Ideas’ (P. H. Nidditch, ed. , Oxford: Clarendon Press, 1975), pp17-22. Markie, P (2008), â€Å"Rationalism vs. Empiricism†, The Stanford Encyclopedia of Philosophy, viewed 2nd October 2011, http://plato. stanford. edu/entries/rationalism-empiricism/.