My Teaching Philosophy Essay - 616 Words

My Teaching Philosophy Philosophy can be defined as the system of values by which one lives. These values should be woven throughout the day – to – day life of an individual and serve as the basis for his or her actions, decisions, words, etc. A good system of values is especially important for those in a leadership position and for individuals whose actions and decisions directly affect others. As a prospective teacher, I can imagine that my philosophy will greatly reflect the values I have established thus far in my life and the environment in which I enjoy learning. My classroom will serve as a safe place for my students. It will be a comfortable environment where everyone feels welcome and†¦show more content†¦My students will know what to expect from me and know that I am a sensible person. They will be able to depend on me and trust in me because of my consistency, honesty, effort and attentiveness to them and their education. I will be completely devoted to my students both in my teaching and in my planning. Resulting from my system of values will be the high expectations I will hold for my students. I will expect them to be respectful of me and be dedicated to me as their teacher. I hope that they will have developed a good work ethic, and if they have not, I will make that development my responsibility. I will expect my students to have personal integrity and high expectations established. They will be interactive and eager to participate in classroom discussion. They will not be afraid to offer ideas relevant to our discussions or ask questions when they do not understand. My students will never question my authority, however, they will not fear me. They will know what is expected of them both behaviorally and academically. They will appreciate my dedication and effort and want to provide the same for me. The students, knowing that I have high expectations of them, will devote a lot of time and effort into their work both in and out of the classroom. In conclusion, my classroom will be a comfortable, understanding environment where all students are welcome and respected despite ourShow MoreRelatedMy Philosophy Of Teaching Philosophy911 Words   |  4 PagesTeaching Philosophy When I think about my teaching philosophy, I think of a quote by Nikos Kazantzakis, Greek writer and philosopher. Kazantzakis states, â€Å"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.† In my classroom, I will provide an environment that shows I am a â€Å"true teacher.† Philosophy of Discipline I believe that children learn best andRead MoreMy Philosophy Of Teaching For Teaching932 Words   |  4 PagesWhen I was learning about teaching in college classes my philosophy of education was different than when I actually started doing my student teaching. As soon as a teacher enters the classroom, it should be his/her second home. Teaching is a field of occupation where teacher needs have these two personality traits: patience and flexibility. Not all teachers are same thus each has their unique way of teaching students. My philosophy for teaching is very simple and fair. I would like to incorporateRead MoreMy Philosophy : My Teaching Philosophy893 Words   |  4 PagesMy Teaching Philosophy Since Koreans started to learn English, thousands of people have struggled to master the language. Parents currently invest a lot of money and their children spend enormous amounts of time studying English as government suggests new language policies. However, proper verification and investigation of those policies have not been done yet and the outlet is really not promising (Suh, 2007). Most Korean students study English for tests. The purpose of English is so focused onRead MoreMy Teaching Philosophy : My Personal Philosophy Of Teaching932 Words   |  4 Pages This is my personal philosophy of teaching. This is my belief about teaching and learning and how I will put my beliefs into classroom practices. First and foremost, the purpose of education is to educate students so that they can be ready for the real world. It should prepare students for life, work, and citizenship. To do this, education should teach one to think creatively and productively. In addition to preparing students for the real world, all students should be able to read and comprehendRead MoreTeaching Philosophy : My Philosophy1100 Words   |  5 PagesTeaching Philosophy: Lauren Gross EDUC 120 Learn to Teach, Learn to Learn. / Use the past to teach the future ( That is my philosophy) Theory helps teachers think about what we experience and furthermore to teach and learn about how we, as educators, learn. Teachers should be supportive and cooperative, teachers should play the role of a friend, but also stealthily act in the role of advisor or guide for students. Teachers should live by existing educational theories, but also be able to createRead MoreMy Philosophy : Teaching Philosophy1071 Words   |  5 PagesAfter reading Professor Varis teaching philosophy it is quite evident he takes great consideration for his students and their learning opportunities. As I reflect on and review my understanding and my learning philosophy I am given the chance to reflect on past classes and possibly what could have been different on my behalf and the professor’s behalf. Also at this time I relish the opportunity to contimplate what my values, principles, achievement skills and also my expectations for this class areRead MoreMy Philosophy Of Teaching Philosophy1145 Wor ds   |  5 PagesMy teaching philosophy is to engage in a mutual exchange of knowledge with the students. I believe that through helping students to develop skills of critical reflection and critical thinking they will become able to carry out innovative research and also succeed in work beyond academia. Through interactive teaching methods such as group work, role play, and joint presentations I seek not only to encourage students to engage with me as an instructor, but also to exchange and discuss ideas with theirRead MoreMy Philosophy Of Teaching Philosophy1888 Words   |  8 PagesTeaching Philosophy My philosophy of education is founded on the core principle that all children should have equal access to a quality education that will prepare them for higher education and to be contributing members of society. Schools were founded on the primary principle of teaching values to students as well as educating them academically. While values have been removed from the curriculum, I still believe much of what we do as teachers is instilling values in our students. As educators,Read MoreMy Teaching Philosophy1217 Words   |  5 Pagesis at the elementary school level. My current goal is to either teach the 4th or 5th grade level. Moreover, throughout the semester I have read about or seen different philosophies through the observations I have done throughout the semester. While reading chapter 6 in the class text I thought to myself, as an educator what will be teaching philosophy that best suited my beliefs. Moreover, in chapter 6 there was a test where one would figure out their phil osophy according to the test result. For meRead MoreMy Teaching Philosophy1088 Words   |  5 PagesSince the beginning of my academic career, teaching has always been an important part of my academic duties. The interaction that I have with students is not only enjoyable to me, but it also gives me an invaluable perspective on the subjects I am teaching. Since I started my position at the Mathematical Institute at the University of Oxford, I have tutored in four classes across three semesters and supervised two projects, as detailed in my CV. I am also tutoring two new undergraduate classes in

Learning To Change Essay - 1194 Words

Has there ever been an experience that not only has changed your development but also has recalibrated your entire life? If you were to ask me this question i would answer yes with great exuberance. I would also state that this occurred not even a month ago. I state this response with great joy simply because I enjoy the recalibration I have encountered, since this change can enhance a better future for myself. It has let me find my true passions and let me realize my true dislikes. Most importantly it has given me a new sense of maturity I feel that I didn’t earn! But in order to explain this adjustment that has crossed my path the reader must understand what and how my life was lived previously. Following this I can describe the events†¦show more content†¦Mainly due to the amount of trouble I was in and also the classes that awaited me. When I had first arrived to my fathers home it was a complete withdrawal from what I was accustomed to. At the time I thought it was unnecessary. These conditions consisted of, no computer chatting, and no cell phone,. All that was expected of me was studying. At the time flushing my mind with knowledge was like forcing me to watch teletubies, Barney, and Dora at the same time (think clockwork orange). Going to my prep courses felt like taking a trip to six flags with your favorite rock group at that point. Don’t worry though being with my father and being able to enhance the relationship with my fathers wife and my two younger brothers was completely satisfying. What wasn’t so great was the following, you see before I came to Georgia I lived in Florida and returning was an opportunity to see my old friends. Nevertheless like a dog on a short leash I was pulled back form what I wanted to do. Though I must note that I do deserve being on that short leash. inadvertently i t got worse when the school transcript surfaced like a sea monster on a tiny sailboat, the idea of that horrific sheet still leaves a taste of rotten spinach upon my taste buds. When my father encountered the dreadful school transcript I believe that was when he felt it wasShow MoreRelatedLearning Changes Students Learning Essay1633 Words   |  7 PagesCollective learning changes students’ learning style to a more effective way. With the combination of technology and in-class group activities, collective learning as an educational method becomes more fun and acceptable. Duke University brought the iPod as an academic device and use for the educational experiment to all first-year students. The iPod inverts the traditional role of music player into a useful study tool. Students can not only listen to music, but also use the iPod as an academicRead MoreLearning and Change in Organizations926 Words   |  4 PagesLearning and Change in Organizations We live in a dynamic world with constantly varying conditions and aspects that influence how we make business operations and manage resources. The varying conditions in different circumstances require a level of understanding that is made possible through learning. This essentially means that learning consistent with the varying condition is in order to stay in touch and articulate matters appropriately. Business operations cannot be expected to carry on in theRead MoreLearning And Change Is Inevitable978 Words   |  4 PagesLearning and change are inevitable. Seasons change everyday life change, and individual’s change from babies to adult’s adaption happens life goes on. Learning is a change in behavior due to experience. Experiences and environment shape a person’s behavior. 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With accountability looming and additional demands, such as concurrent curriculum development and curricular innovation, the design can create great teaching and learning. The one room schoolhouse w as easier to decide what to teach. According to Thorndike (1910), educational aims are clearer using psychology ideas such as culture or discipline, knowledge or skills which contributes a better understanding what shouldRead MoreQuestions On Organizational Learning And Change2316 Words   |  10 Pages Leading Change in One Organization Nichelle Daniels-Wilson Indiana Wesleyan University October 11, 2014 MOL-530: Organizational Learning and Change Professor: Christopher Brumm Indiana Wesleyan University (IWU) Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the Student Bulletin relating to the IWU Honesty/Cheating Policy. 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Organization learning and change manage theRead MoreSchool Change And The Development Of Effective Learning Communities958 Words   |  4 PagesSchool Change Appropriate, meaningful professional development and the development of effective learning communities have been cited by several as key components in promoting school change (e.g., Darling-Hammond McLaughlin, 1995; Hargreaves Goodson, 2006; McLaughlin Marsh, 1978; Silins, Mulford, Zarins, 2002; Wagner, 2001). Recent state and federal mandates require schools that are not meeting prescribed educational standards to enact fundamental changes in instruction and/or organization

Marxist, Neoclassical and Deep ecologist theories of ecological crises Free Essays

string(78) " of the World Bank are devastating and incorporable weaker forces oppose it \." According to Marxist theory the fundamental causes of environmental degradation is the mode of production that comes into contradiction with the natural processes. It is only capital accumulation that is taken into consideration, but the value of environment is given little attention. The mode of capitalist production is designed in such a manner to yield the biggest returns in terms of profits within the shortest time possible. We will write a custom essay sample on Marxist, Neoclassical and Deep ecologist theories of ecological crises or any similar topic only for you Order Now This mode of production does not integrate the natural process. The capitalistic growth does not consider the time required for the resources to regenerate or formation. The mode of production has also been spread over the globe and does not respect the already existing social organizations (Kovel, 2007). The production and supply of energy is supposed to go ahead without interfering with the natural environment including the flora and the fauna. Marxist approaches argue that environmental degradation does not result from lack of wisdom in capitalist mode of production, but result due to the logic that underline the system. The call for environmental protection that would result to qualitative growth as advocated by social democrats is stymied by the logic of capitalists (Eckersley, 2005). The flow of individual capitalist is determined by the rationality of capitalists, but the whole system become irrational due to competition among capital, innovative processes to improve on the mode of production and save on raw materials that does not materialize due to unfair competition. For this reason there is nobody who cares for the welfare of the environment and thus water, soil, air are polluted. Unfair competition has resulted to overproduction problems. This means that natural resources are overexploited into production of non profitable goods and services. Violations of environmental regulations have resulted due to this unfair competition in search of super profits (Kovel, 2007). This can be identified by such criminal behavior of use of substances that have been inadequately tested, use of harmful and toxic substances, dumping of toxic wastes in unauthorized places, use of chemical labels with false statement (Eckersley, 2005). Marxist theory of imperialists metropolises argue that most advanced environmental degradation resulting from economic growth is in the most developed countries. There is economic exploitation due to economic quantification of social, natural and historic substrata in these countries is governed by commodity production which has resulted to fragmentation of social processes which were used in production there is competition among owners of the centralized properties which have led to environmental problems in imperialist countries. There is much use of land to create business premises, industries, theme parks and other structures which have facilitated much traffic and commuting time, but the structure of needs have not been changed. There is much traffic congestion in these metropolitan areas due to traffic policing on the private cars on the use of petroleum fuel. This is a threat to these places (Eckersley, 2005). Centralization of property has demanded building of energy firms especially nuclear power stations and fossil fuels which are a threat to the air quality and are not rational in economic use of energy. In market production they see it advantageous to throw away, burn, flush out what they consider unimportant and this have contributed to waste problem (Kovel, 2007). The consequences of this is much waste in the environment a characteristic of capitalist overabundance which have resulted to environmental problems of; urban sprawl, destruction of ecological systems over congestion, air pollution, release of radioactive substances building up of toxic substances and wastes etc (Benton, 1996). The environmental failures cannot be corrected by capitalism. The environmental resources of water, air, soil, and wood are wasted polluted and degraded often without control by capitalism these environmental resources are considered as exogenous factors in economy i. e. they are factors of making profit. The limited nature of natural resources is seen by those buyers of them but the sellers interest is to expound on them and don’t see the need to safeguard them. The current push for capitalist is deregulation that is controlling to the attempts made of controlling the exploitation of the natural resources. Otherwise they are contemplated on false premise that the good profits (environmentally friendly) and bad profits can be distinguished on the laws of value. The imperialist countries have designed their structure of the economy as to give end of pipe solution already when the harm has already been done. This has very little remedies to the environmental problems. The consumers within capitalist production have been shaped and have aggravated ecological crisis. The individual change however can contribute very little in searching for the solution of environmental degradation (Benton, 1996). Ecological problems in developing countries have been seen to be as a result of poverty. According to Marxist poverty in these countries is as a result of imperialist action and their economic policies but is not an outcome of fate. Environmental problems in imperialist countries are as a result of affluence and not due to market economy. The poor people have become the victims and agents of environmental degradation. In most developing countries there is shortage of basic commodities especially fuel, food and water. The environmental problems faced by the developing countries have the origin of capitalist production. Imperialist countries have dominated the world market and depend on developing countries for raw materials of their industry and this have contributed to overexploitation of natural resources in these countries. The imperialist countries have designed economic structure that are dependent on the world market and have imposed them to the developing countries. For this reason the environmental resources are chosen on this basis for export to facilitate production in the imperialist countries. The pressure falls on the poor people in their environments. The impact of exploitation of environmental resources is widely felt in developing countries than in capitalist metropolises. According to Marxist environmentally degrading dynamics and organizing contradictions of World Bank are carried to the developing countries. The actions of the World Bank are devastating and incorporable weaker forces oppose it . You read "Marxist, Neoclassical and Deep ecologist theories of ecological crises" in category "Papers" raw materials are exploited for world market and there is parallel development of such things like roads, power –plants etc. There is also heavy clearance of land to pave way for pasture land or farm land to produce products for export and use of pesticides, chemical fertilizers that have resulted to pollution. The action of the World Bank raise a question about the poor people since they are pushed to regions marginalized and therefore burns forest to pave way for farming. Cutting hillsides settling in flood prone areas or in arid zones etc contributing to ecological crisis (O’Connor, 1997). According to Marxist this question about the growth of cities in the developing countries is causing environmental problems. These cities have also resulted to waste disposal problems since dump wastes in unauthorized places. There are also energy shortages in these countries. The problems of the developing countries are aggravated by debts to imperialist countries and World Bank which often mean exploitation of more resources for export and thus increase in the level of poverty capitalist countries also transfer hazardous materials into the developing world and therefore pollute their environment. According to Marxist seeking to solve environmental problems of the developing world is a serious problem that often does not materialize. Credits and debts given to them only compound the problem and what is supposed to be done is reduce depending on the imperialist countries (O’Connor, 1997). The system of bureaucratic societies has also resulted to similar environmental problems as in imperialist countries. The reason for this is that they have only overcome the capitalist laws of value only partially but they have depend on capitalist and world market dependency on technological progress of the imperialist economies has also contributed to environmental degradation. Bureaucratization was expected to develop a social economy but it eliminated democracy. The issue of environments was only addressed in small departments. Deep ecology is based on the idea that the environment is supposed to stay intact and does not exist to serve human beings. According to deep ecology species have the right to exist no matter the unfaithfulness to their human being (Orton, 1999) Deep ecology places value on biodiversity which is necessary to the flourishing of both living and nonliving. According to this approach the origin of ecological crisis can be located on the systems of human beliefs, i. e. either religious or philosophical. Human beings are seen to dominate nature (O’Connor, 1997). According to the deep ecologist the right to live for all living things is universal and cannot be quantified. Therefore even human beings cannot be excluded from biotic community. It is believed that members of biotic community are supposed to preserve its integrity beauty and stability (Orton, 1999) Deep ecology shows that the civilization of human beings has damaged the integrity of nature. Ecosystem can absorb limited amount of water only if they do not exceed the carrying capacity. Through this approach ecologist have shown that human activities have changed the biosphere from its natural state. Deep ecologist gives holistic approach to environmental problems. The field of deep ecology uses two approaches i. e. scientific and deep ecology. Scientific ecology explains the relationship between living species of the earth and the environment (Orton, 1999). The field uses four directions i. e. Spirituality, Ideas, Feelings and Action. Spirituality tries to explain our relationship with what we see as sacred. Live here is seen as being sacred and it is believed that the power of life acts through the work of the earth recovery. Ideas on the other hand are based on idea that we are parts of nature rather than outsiders of nature. As part of nature we should use the ability to develop the ecosystem rather than destroy them. We should be the stewards of the environment rather than have dominion over it. Feelings unable us to see the state of the nature since we are part of it. As stewards we act according to these feelings. As environmental stewards we act for live (Orton, 1999) Marxist, Neoclassical and Deep ecologist theories of ecological crises. Neoclassical theory originated from several abstraction i. e. individualistic utility theory, firm theory and market theory. .Neoclassical values economy more other than anything else. Ecosystem is seen as just mere elements within the economy. In contrast to Marxist theory and deep ecology, neoclassical do not recognize the physical limits of nature and therefore they support for infinite growth. They hold that he failure that have resulted to ecological crisis occur due to lack of market values. However neoclassical economics have tried to integrate environmental issues in the market systems. This is contrary to Marxist theory, where Marxist sees all the environmental issues as a result of capitalism production. Neoclassical economist believes that markets will make everything right. In reality neoclassical do little to account for value of environment (Laferriere Stoett, 1999). According to neoclassical economics market failures occur in three instances i. e. externalities, imperfect structure and public goods. Externalities in neoclassical economic approaches, crisis results due to negative externalities that result to inefficiency in the market. In this approach what is considered to be an externality is something that is external and is not determined by the nature. An example is where waste effluent from a firm is discharged into a water course resulting to water pollution. According to neoclassical economics this only happens because the value of the community water is not accounted for in the cost of production since this value is not available in the market tot be purchased by the community (Laferriere Stoett, 1999). . This is contrary to Marxist theory and deep ecology approach. Marxist theory argues that such ecological crisis does not arise because of lack of wisdom but money driven factor which are aimed at maximizing profit. Deep ecology on the other hand has explained our actions towards the environment using the four directions as mentioned earlier. In this approach our actions towards the environment should be that of stewardship and such actions of discharging effluent into water body does not support the integrity, beauty and stability of nature and therefore this is wrong. According to Marxist theory, the environment is therefore undervalued, unprotected and polluted. Even where neoclassical economics call for internalizing the externalities so that amount of pollution is obtained. It is contrary to deep ecology since deep ecology support for the integrity of nature (Plumwood, 2002). The denial that externality only results from diversions from the real world lead to structures that are irrelevant to all the living things and the environment according to deep ecology approaches to ecological crisis. This is because it is only in the real world human being and other species live and therefore the models do not prescribe solutions to the problems that already exist in it. Moreover environment is treated as a thing that can be abstracted, exploited according to this approach of negative externalities regardless of the fact that it is dynamic living component. To place value on the environmental components so that they can be internalized in market it is contrary to Marxist theory since this value is placed only due to individual preferences. Such evaluation of environmental goods is hypothetical markets, contingent market valuation etc which have resulted to interference with the integrity of nature since nature is complex and human being cannot successfully value it. In neoclassical economic methods it remains clear that environment is a commodity that can be substituted once hedonic pricing and anthropocentric allocation of prices has been successfully determined (Plumwood, 2002). The values of natural resources are not prioritized by the market mechanism and it is only the exchange value base that is considered (Laferriere Stoett, 1999). This is in contrast to deep ecology since resources under this doctrine should be part of nature and they have value in themselves and should be allowed to pursue their own good. In contrary resources are valued if they bring environmental benefits that can be evaluated or economic benefits according to neoclassical economists. It therefore means that species with no use value which have been attached to them have no any effect on optimal allocation of resources. Human beings have limited knowledge about the biodiversity, biophysical and therefore optimal valuation of the components of the environment often leads to irrational choices. Therefore market failure is not the problem or the one that brings the conflict between environment and the economic activities. The conflict merely arises due to impossibilities of the market structure to place a reasonable value of all the components of the environment in the real world (Plumwood, 2002). Ecological crisis have resulted to irreversible changes to earth and its inhabitants. Damage to the environment has threatened many species of the earth. Initially the issue was infinite growth which cannot be supported by our finite earth. The threats created by ecological destructions can be dealt with by altering the concepts of economic growth . this is in contrast with neoclassical approaches that support market economies and holds that the crisis are due to market failure (Foster, 1997). The ecological crises are threatening the species of the earth. According to Marxist and deep ecologist crisis result from human activities that impact on the earth. According to Marxist there is need to change the mode of production and there is no need to wait for scientific evidence of their ecological consequences. However this is contrary to neoclassical economics where some firms are still maintaining harmful production techniques with little technological innovations the technological progress instead is acting on environment and destroying it. The industrial revolution of the 19th century resulted to production of much waste that polluted the environment. The wastes had consequences of degrading the environment and also threatening the health of all human being especially occupational workers since 19th century ecological degradation has become fast and furious. Ecological degradation is an outcome of technological advancement with little care of nature. This occurred on the eve of 19th century with innovation of cars petroleum use, the rise of chemical industry and agricultural sectors with heavy use of fertilizers and pesticides. The issue of planned economics and industrialization of the third world has also contributed to qualitative leap of resources (Benton, 1996). Deep ecologist has deep understanding of the nature. Marxist on the other hand analyzed the society and excluded co-evolutionary understanding of the relationship between nature and human beings. According to deep ecology analysis of nature the two cannot be vied as separate entities or independent bodies. Rather, sees the two as co-evolutionally and they change each other in dynamic processes. The historical forces and social forces forms the basis in which human beings treat the environment Marxist’s assert that historical materialism in economic degradation is designed with structures that are degrading environment systematically and are exceeding the carrying capacity of the earth (Burkett, 1999). This is contrary to the views of neoclassical economists. Therefore they have caused much environmental degradation instead of establishing a co- evolutionary relationship. For Marxist there is both crisis of nature and social crisis that have resulted to ecological crisis. The ecological crisis has resulted due to the mode of production and reproduction that are designed to exploit the resources (Burkett, 1999). Marxist theory agree that human being have become both agents and victims of the ecological crisis and this has been evidenced by; social alienation malnutrition and pollution and poisoning to the environmental components in which human being depend and also see capitalism as being as specific historic form. ( Benton, 1996). Bourgeois society which is criticized Marxist but supported by neoclassical economics is created by capital which also results to appropriation of nature and the social bonds to the members of the society. The great civilization of man results to nature being seen as an object for human beings, which is supposed to be utilized and fail to be recognized (Burkett, 1999). The discovery of the laws of the nature is seen as merely ruse in order to subjugate it to human needs as objects of utilization or facilitate production. Bibliography Barry J, Eckersley (2005): The State and the Global Ecological Crisis. ISBN-13: 978-0-262-52435-3, MIT Press. Benton T (1996): The Greening of Marxism. ISBN 157230118X. Guilford Press. Burkett P (1999): Marx and Nature: A Red and Green Perspective. ISBN 0312219407, St. Martin’s Press. Eckersley R (2004): The Green State: Rethinking Democracy and Sovereignty, ISBN 0262050749, MIT Press. Foster, John Bellamy (1997): The Crisis of the Earth. Organization Environment (journal), Vol. 10, No. 3, 278-295 DOI: 10. 1177/0921810697103003 Kovel J (2007): The Enemy of Nature, ISBN: 9781842778715 Laferriere E, Stoett J (1999): International Relations Theory and Ecological Thought: Towards a Synthesis, ISBN-13: 978-0415164795, Routledge. O’Connor J (1997): Natural Causes: Essays in Ecological Marxism. SBN 1572302739, Guilford Press Orton D (1999): Deep Ecology and Criticism, ISBN: 0-8476-8929-8, Littlefield. Plumwood V (2002): Environmental Culture: The Ecological Crisis of Reason. ISBN 0415178770, Routledge How to cite Marxist, Neoclassical and Deep ecologist theories of ecological crises, Papers

Tank Workpt free essay sample

As you are no doubt aware, we in the academic world are most anxious to prepare you to solve technical problems that may arise in the future. Our Advanced Planning Section has been examining some unusual projected problems and requests your assistance on the particular one described below. Decades from now, the present method of supplying energy to households (i. e. , with electricity, gas, or o11) may not be possible. Instead, housepersons will shop for their energy in supermarkets (Figure P4. 5). Cyhnders of gas (let us ? +llh I Figure P4. 5 assume that the cylinders contain air) may be purchased and connected to any number of Carnot engines or other such efficient devices to be stocked in the home. Work is then obtained which may be utilized by the housepersons family. When purchased, the cylinders are packed in well-insulated bags which may be removed (if desired) when connecting to a work-producing device. We will write a custom essay sample on Tank Workpt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The problem we face is to devise a convenient method to allow the houseperson to compale prices for the various gas cylinders available at the supermarket. The usual size for most cylinders is 1 m3, but the initial air pressure and temperature vary widely. One produced by R. Jones, Jr. is widely advertised to be quite economical, but our analyms indicated that the cylinder contained no air at all[ R. Nader III is expected to object to this deplorable situation and to require that we provide a simple equation to allow housepersons to calculate quickly (on their HP-1001 or equivalent) the unit cost of work energy in joules per dollar knowing only the initial temperature (K) and pressure (N/m2) of the air in the cylinder as well as the selling price. Data: Assume that the ambient temperature and pressure are 300K and 1 ? 105 N/mz. Air has a heat capacity at constant volume of 20. 7 J]mol K, and, at constant pressure, of 29. 0 J/mol K. The gas constant is 8. 314 J/mol K and the gravitahonal acceleration is 9. 81 m]s2. Derive an equation for the unit cost of work energy and demonstrate its application for a cylinder 1 m3 m volume initially at 8 ? 105 N/m2 and 400 K which sells for $0. 32. yIy y] g bH -A portable power [emailprotected] consists of a 28-liter bottle of compressed helium, charged to 13. 8 MPa at 300 K, connected to a small tyrbine During operation, the He drives the turbine continuously until the pressure in the bottle drops to 0 69 MPa.

Sidney Sheldon. I admire a woman Review Essay Example

Sidney Sheldon. I admire a woman Review Paper Essay on Sidney Sheldon. I admire a woman Another famous person biography published in the handheld series. And actually, as always, read another story with great interest. Its about Sidney Sheldon, a well-known best-selling author, and not just about his life, but also attempts an explanation of its phenomenal success. A success without doubt phenomenal, for comparison, a sample starter edition novice about 5 thousand. copies, the famous author of 50 100 tys.ekz circulation of any book is Sidney Sheldon was planned from 1 a million copies. It certainly draws on the Guinness World Records, where he actually was as the most translated author, his books have been translated into 51 languages ​​and published in 100 countries Now, the interesting facts.. It is interesting that its way into the literature / Im not in any way mean more literature, the author of it and did not claim / in 52! . We will write a custom essay sample on Sidney Sheldon. I admire a woman Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sidney Sheldon. I admire a woman Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sidney Sheldon. I admire a woman Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Five publishers have refused, but in the second asked, but not the same whether you are Mr. Sheldon? After receiving the answer Yes to him and offered a contract Now that interesting and unknown, who was Sidney Sheldon before becoming a famous novelist Well, according to the laws of the genre.? Sheldon was born in poverty in the family of a German Jew Shechtel and Russian Natalia Marcus. At the age of about 20, tried to commit suicide because of the turmoil in the family, poverty and chronic loneliness. And now the most, in my opinion interesting, t.k.mne seems that Sheldon / changed name Shekhtel an early age / made in dual life climbing and actually won the whole two Olympus. Sheldon goes to Hollywood and smashes his forehead in an attempt sdelaet us the name but still dobivaetsya success. He succeeds, his Oscar Sheldon gets behind the screenplay for The Bachelor and The girl crazy. In 31 !!! There was another, and Broadway Sheldon wrote scripts for theater productions, played in a number of them himself, and cinema, where he became a successful writer to make a name. Sheldon became a well-known figure in the movie business, but lets say inside, and appeared in the credits under different names:. Alan Devon, Christopher golaten Mark Rowan A lot of interesting facts in his personal life Sheldon, tragic, lyrical, and many others. Just was curious explanation of phenomena Sheldon success that made Sheldon to write the most bestsellers and most importantly, what is the reason for their popularity and readership of love. p.s. I really love, If Tomorrow Comes »

Patrick Henry, an American Revolutionary Patriot

Patrick Henry, an American Revolutionary Patriot Patrick Henry was more than just a lawyer, patriot, and orator; he was one of the great leaders of the American Revolutionary War who is best known for the quote â€Å"Give me liberty or give me death†, yet this leader never held a national political office. Although Henry was a radical leader in opposition to the British, he refused to accept the new U.S. government and is considered instrumental for the passage of the Bill of Rights. Early Years Patrick Henry was born in  Hanover County, Virginia  on May 29, 1736,  to John and Sarah Winston Henry.  Patrick was born on a plantation which had belonged to his mother’s family for a long time. His father was a Scottish immigrant who attended Kings College at the University of Aberdeen in Scotland and whom also educated Patrick at home.  Patrick was the second oldest of nine children. When Patrick was fifteen, he managed a store his father owned, but this business soon failed. As were many of this era, Patrick grew up in a religious setting with an uncle who was an Anglican minister and his mother would take him to Presbyterian services. In 1754, Henry married Sarah Shelton and they had six children before her death in 1775.  Sarah had a dowry which was a 600-acre tobacco farm which also included a house with six slaves.  Henry was unsuccessful as a farmer and in 1757 the house was destroyed by a fire. After selling the slaves, Henry was also unsuccessful as a storekeeper. Henry studied law on his own, as was customary at that time in colonial America. In 1760, he passed his attorney’s examination in Williamsburg, Virginia before a group of the most influential and famous Virginia lawyers including Robert Carter Nicholas, Edmund Pendleton, John and Peyton Randolph, and George Wythe. Legal and Political Career In 1763, Henry’s reputation as not only a lawyer but also who was able to captivate an audience with his oratory skills was secured with the famous case known as â€Å"Parson’s Cause.†Ã‚  Colonial Virginia had passed a law regarding payment for ministers which resulted in decreasing their income.  The ministers complained which caused King George III to overturn it. A minister won a lawsuit against the colony for back pay and it was up to a jury to determine the amount of damages. Henry convinced the jury to only award a single farthing (one penny) by arguing that a king would veto such a law was nothing more than â€Å"a tyrant who forfeits the allegiance of his subjects.†Ã¢â‚¬â€¹ Henry was elected to the Virginia House of Burgesses in 1765 where he became one the earliest argue against the Crown’s oppressive colonial policies.  Henry gained fame during the debate over the Stamp Act of 1765 which negatively impacted mercantile trade in the North American colonies by requiring almost every paper used by colonists were to be printed on  stamped paper  that was produced in London and contained an embossed  revenue stamp. Henry argued that on Virginia should have the right to levy any taxes on its’ own citizens. Although some believed that Henry’s comments were treasonous, once his arguments were published in other colonies, the displeasure with British rule began to flourish. American Revolutionary War Henry used his words and rhetoric in a way that made him  a driving force behind the revolt against Britain.  Although Henry was very well educated, he was to discuss his political philosophies into words that the common man could easily grasp and make as their own ideology as well. His oratory skills helped to have him selected in 1774 to the Continental Congress in Philadelphia where he not only served as a delegate but is where he met Samuel Adams.  At the Continental Congress, Henry united the colonists stating that The distinctions between Virginians, Pennsylvanians, New Yorkers and New Englanders, are no more. I am not a Virginian, but an American. In March 1775 at the Virginia Convention, Henry made the argument for taking military action against Britain with what is commonly referred to as his most famous speech proclaiming that Our brethren are already in the field! Why stand we here idle? ... Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty, or give me death! Shortly after this speech, the American Revolution  began on April 19, 1775, with the â€Å"shot heard around the world† at Lexington and Concord.  Although Henry was immediately named as commander in chief of Virginias forces, he quickly resigned this post preferring to stay in Virginia where he aided in drafting the states constitution and becoming its’ first governor in 1776. As governor, Henry aided George Washington by supplying troops and much-needed provisions.  Although Henry would resign after serving three terms as governor, he would serve two more terms in that position in the mid-1780s.  In 1787, Henry chose not to attend the Constitutional Convention in Philadelphia which resulted in the drafting of a new Constitution. As an  Anti-Federalist, Henry opposed the new Constitution arguing that this document would not only promote a corrupt government but that the three branches would compete with each other for more power leading to a tyrannical federal government.  Henry also objected to the Constitution because it did not contain any freedoms or rights for individuals. At the time, these were commonplace in state constitutions which were based on the Virginia model that Henry helped to write and which explicitly listed the individual rights of citizens that were protected. This was in direct opposition to the British model which did not contain any written protections. Henry argued against Virginia ratifying the Constitution as he believed that it did not protect states rights.  However, in an 89-to-79 vote, Virginia lawmakers ratified the Constitution. The Final Years In 1790 Henry chose to be a lawyer over public service, turning down appointments to the United States Supreme Court, Secretary of State and U.S. Attorney General.  Instead, Henry enjoyed that he had a successful and thriving legal practice as well as spending with his second wife, Dorothea Dandridge, who he had married in 1777. Henry also had seventeen children who were born between his two wives. In 1799, fellow Virginian George Washington persuaded Henry to run for a seat in the Virginia legislature.  Although Henry won the election, he died on June 6, 1799, at his â€Å"Red Hill† estate prior to ever taking office.  Henry is commonly referred to as one of the great revolutionary leaders who lead to the formation of the United States.

Stereolithography and photo polymerisation Essay

Stereolithography and photo polymerisation - Essay Example Some of the advantages associated with Stereolithography include its low costs, production of durable objects, efficiency and its high precision (BÃ ¡rtolo). Basically, the process of building an object using the Stereolithography entails the creation of a 3 – D model of the object using a desired CAD software, using a software such as lightyear in slicing the produced 3 – D model into series of horizontal slices (Thin slices). An ultraviolet sensor then scans the photosensitive resin’s top layer thus hardening it (Miles, Cillo and Sinn). This builds a new layer which is then attached and lowered below the surface covering the distance of one layer. A new layer is then coated on top of the previously scanned layer and the process repeated till the final product is produced. In the process of printing, a laser is used in drawing the models layers, each at a time, to a photopolymer resins and in the process, each layer is cured at a time. In this process, there is projection of light beam – UV light – in form of a laser on the resin at a specific point and as a result, the parts of the resins reacts and then solidifies. This is then followed by the laser drawing the object’s cross-section resulting in a hardened layer (Newnes). As seen in the above description of the process of the construction of an object using Stereolithography method, it can be seen that light plays an important role in the solidification of the photosensitive resins. The above description is based on a construction using the laser lithography (Stereolithography) but this can be achieved, also, using other technologies such as the Photo – Mask technology. The creation of objects using these technologies is based on the principle of Photopolymerisation. This section of the paper is dedicated to provide in - depth research on the principal of operation of Photopolymerisation. Photo – induced polymerization, otherwise known as Photopolymerisation involves the absorption of Ultra

Community Service Essay Example | Topics and Well Written Essays - 500 words

Community Service - Essay Example Though there is a school of thought which argues that putting so much burden on the young minds may prove to be little too much. Their contention is, the young minds be allowed to study and enjoy their teens instead of a day's physical labor. But, it must be emphasized here that, the young minds happen to be quite receptive towards the issues, if these are explained to them in right perspective, as these young one's are free from bias and prejudice. If at this age, they are allowed to get a feel of the society and how their small contributions can bring happiness on the faces of many people; these teenagers are bound to integrate these learning experiences in their life ahead. There are critics of such a proposal who contend that it is important to hold one's own lives as his/ her highest value. They contention is that being needy doesn't confer on some people a moral claim to free labor from others. Such critics could be terms as correct in their argument if we look the individual lives as individual identities. Unfortunately this is not the case, for survival, we are all very much dependent on each other, the surrounding, the environment and the society at large.

Strategic Marketing Essay Example | Topics and Well Written Essays - 3500 words

Strategic Marketing - Essay Example However it is accomplished, the satisfaction of all physical distribution needs in the marketing channel must be accomplished for the rest of the channel to function successfully. The selection and use of physical distribution facilitating agencies is quite different than the selection and use of facilitating agencies for other channel services. In most cases other than for physical distribution, the facilitating agency will be employed and paid for by whichever channel member needs it. For physical distribution, however, the manufacturer or marketer will normally locate, select, and pay for the services of agencies involved in physical distribution (McCalley, 1992, p. 43). Channel strategy literature informs us about channel-facilitating agencies that can provide a variety of services for the manufacturer or marketer of products. Marketing services in this context needed depend on what can be expected from the channel members and the capabilities of the manufacturer. In this case not only strategies are required but other governance and management issues are also of significance that are most commonly the selected marketing channel members as they have the ability to ship and store products at the wholesale or retail levels in the market. These are actually the intermediaries that provide all or most of the physical distribution functions. In conditions where the channel members are unable to provide the needed services, the manufacturer has the option of providing the services itself or employing facilitating agencies to perform them. Therefore the need for all or some of these services or for other physical distribution services depends on manufactu rers’ ability to themselves satisfy the key physical distribution requirements of the marketing channel to be managed. Let us review that in order to help us in determining what is

Greek Theatre: The Contribution and the Effect

Greek Theatre: The Contribution and the Effect The ancient Greeks are famous for their many contributions to the world. Among these contributions is one that has changed culture and the arts permanently. This contribution is theatre. Greek theatre is considered the beginning of theatre as we know it. Theatre began in Athens, circa 600 BC, developing out of rituals at the Dionysia. The Dionysia was a festival for followers of the cult of Dionysus, god of wine and festivities. Greek theatre really began to take shape, however, around 400 BC. The first actor was named Thespis, and it is from his name that the word thespian originated. Thespis was born in Attica, in 534 BC. He began performing speeches from epic poems and stories of the day, speaking from that characters point of view. His shows were also interactive, as he often spoke with the audience. Since no theater really existed at the time, he traveled from place to place with a handcart. He used masks, makeup, and costumes to make his monologues more realistic [Sandels]. Over time, theatre was changed and developed by forward-thinking playwrights. One such playwright, Aeschylus, introduced the concept of using a second character, so that dialogue and the interaction of the characters could be used as a plot device. Years later, another playwright, Sophocles, added another actor, steadily decreasing the importance of the chorus while increasing character interactions. Around the same time, Euripides gradually made theatre more natural and realistic, rather than the rigid, structured form of acting [History]. The theater itself was outdoors and known as an Amphitheater. It was semi-circular in shape, and terraced, allowing for each visitor to have perfect view. These seats were called the theatron, literally meaning the viewing area. On average, the Amphitheater was able to fit 1,500 viewers and was designed to have near perfect acoustics. There was usually a theater in each town, as theaters were also used for religious rituals and processions as well as entertainment. In the center was a circular platform called the orchestra. On the orchestra was an altar where sacrifices to Dionysus were performed. The stage itself was called the Proscenio. It was situated behind the orchestra, and was constructed much like stages today, although most of the acting took place in the orchestra. The back of this stage had painted backgrounds to create the settings for each scene [Englert]. These buildings were most likely brightly painted, although the paint would have faded over time [Phillips]. Behind the stage, machines used for the performances were kept. These machines were advanced technology for their day, and included the Aeorema, the Ekeclema, and the Periactoi. The Aeorema was one of the more commonly used. It was a large crane used to pull actors through the air. This was most often employed to create the illusion of gods, which led to the expression, Deus ex Machina. The Ekeclema was a wheeled platform. This sometimes ferried dead bodies across the stage, as murders and suicides were not shown on stage. This tradition stemmed from the superstition that to kill a person on stage would be foretelling of their actual death. The Periactoi consisted of two pillars, one on each side of the stage, which could turn to change the background setting without need of stagehands [Ancient]. All of these were constructed of simple machines, such as pulleys, levers, and wheels, made from wood, rope, and metal. They were put to use in many famous plays. The plays themselves were very similar to the modern musical. They had sing and dancing, sometimes accompanied by music. The cast was comprised of many actors, called hypocrites, both professional and amateur. The main character, or protagonist, was usually played by a professional and often highly-famed actor specifically chosen by the playwright, although some playwrights would portray this character themselves. Like most present musicals, there was also a chorus. The chorus provided the mood of the play by singing and dancing. Generally the lead chorus member was a professional dancer and singer, and the rest of the chorus was made up of amateurs. All the actors were men, as women were forbidden to appear on stage [Ancient]. The actors wore masks when portraying a woman or animal. These masks were built from wood, cloth, and clay, sometimes covered in animal or even human hair. The holes for the eyes were very small, but the opening for the mouth was large to allow the actors voic e to resonate more easily [Barrow]. The actors were sometimes required to wear wooden platform shoes, or kothomoi, in order to appear taller. Actors would also use optical illusions to seem taller or shorter. Vertical stripes were worn to appear taller and horizontal stripes to appear shorter [Ancient]. Greek plays generally fell into one of two categories: comedy or tragedy. Other than in satirical plays, these categories would never mix. The modern symbol of drama, a smiling comedic mask and a weeping tragic mask, stems from these categories. These different types of plays varied greatly, especially in their topic. Comedy plays included base, vulgar humor. Comedy plays were humorous representations of peasant life and values. They encouraged tradition and criticized what they considered immorality. They were generally far more popular with the lower class, as they joked about topics that the upper class would have been unable to relate to. They were considered by the Greeks to be the easiest to write and perform. Costumes for comedic plays usually depended on the characters of the play. As many of these plays were about animals, so were the costumes. The actors masks were exaggerated and grotesque, suggesting that the audience should not take them too seriously [Comic]. The most notable comedic playwright was Aristophanes, and his major plays include The Frogs and Lysistrata. Tragedy plays were not sad or depressing, but they were about more serious subjects than the comedic plays. Instead of a chaotic, meandering plot, tragic plays had a set rhythm and pattern to them. They also excluded vulgarity, tending not to offend their viewers. Tragedy plays explored the depth of human emotion and character. They were famous for their ability to cause the audience to relate to each character in a more empathetic way. They were more sophisticated and suited to the upper class than their humorous counterpart. Costumes were generally everyday clothing, if somewhat nicer and more elaborate. Notable playwrights of the genre included Sophocles, Euripides, and Aeschylus. Prometheus Bound, Oedipus the King, and Medea are prime examples of tragic plays [Ancient]. Satirical plays emerged as a compromise to the two categories. These plays dealt with the same topics and ideas of a tragic play, but presented them in a comical manner. The actors mocked the clichà ©s and styles of a tragedy, and were often exaggerated in their mannerisms. These were popular with both the upper and lower classes, and were known for being very witty, a trait the Greeks admired greatly. They were generally as amusing as comedic plays, but not as rude and offensive. Cyclops, written by the poet Euripides, and The Scouts by Sophocles are the only known existing satire plays [Ancient]. Historians know of their existence in ancient Greece from other archaeological sources. Satire plays were considered the most difficult, for both the actors and playwrights. In competitions, a playwright would often submit a satire play to prove his worth, as well as their usual comic or tragic plays. They were also mush shorter than the other plays, usually only half as long as a tragedy . Greek plays were inextricably tied to the gods. Before each play, a sacrifice would be made to Dionysus, to whom theatre really owes its beginning. Apollo was also important. As the god of music and poetry, Apollo was especially honored by actors and playwrights. Equally important to the theatre were the Muses. The muses were the 9 goddesses of the arts. Terpsichore, Euterpe, Calliope, Thalia, and Melpomene were the most significant to the theatre. Terpsichore and Euterpe personified dance and music respectively, both key elements of Greek theatre. Calliope embodied epic poetry, which was usually the basis of most plays. Thalia and Melpomene represented the two categories of theatre, comedy and tragedy [Parada]. The Greeks have given much to our modern world through theatre. Every actor, of course, owes his or her livelihood to the Greeks innovative thinking. Many Greek plays still exist today, preserving the culture and traditions of their time. The basics of many modern machines come from the Aeorema, the Ekeclema, and the Periactoi, all machines created specifically for theatre productions. The Greeks have also provided the fundamentals of theatre. We still use stages, costumes, and make-up in acting today. We still have comedy, tragedy, and satire, although often combined, in present movies, television shows, and dramatic performances. Many theaters are modeled after Greek amphitheaters, in order to achieve their nearly flawless acoustics. No doubt exists, however, that Greek theatre has affected our society in deeper ways as well. Since the beginning of history, stories have been used to pass on values, such as integrity, bravery, and respect. Theatre continues today to bring life to these stories, forever imprinting itself into the minds and consciences of its audience. Each person can empathize with and relate to the characters, gaining insight to their own plights and personalities. Theatre also probes deep inside the heart of humanity, for the actors as well as the audience, as if through becoming another person, you learn more about yourself. Without theatre, culture as we know it could not exist. It has been changed permanently through theatre. A simple tradition of the Greeks has become a vital part of our identity as human beings. References Ancient Greek Theatre. Ancient Greek Theatre. Sept. 2008. Web. 15 Oct. 2010. . Comic Costumes. TheatreHistory.com. 2002. Web. 15 Oct. 2010. . Englert, Walter. Greek Theater. Reed College. Web. 15 Oct. 2010. . Barrow, Mandy. The Greek Theatre Ancient Greece for Kids.Woodlands Junior School, Tonbridge, Kent UK. 14 Oct. 2010. Web. 15 Oct. 2010. . Sandels, VEK, and George Synodinos. Thespis, Greece, Ancient History.Greece Travel History Mythology Greek Islands and Maps. 14 Apr. 2010. Web. 15 Oct. 2010. . Greek Masks and Their Rich History. Mask and More Masks Information for Collectors and Buyers. Web. 03 Nov. 2010. . History of Ancient Theatre. Tupelo Community Theatre. Web. 03 Nov. 2010. . Phillips, K. ANCIENT GREEK THEATRE. 29 Mar. 2000. Web. 03 Nov. 2010. Parada, Carlos. MUSES Greek Mythology Link. Entrance Greek Mythology Link. 1997. Web. 03 Nov. 2010. .

Examine the practical and the morale constraints upon Jewish Resistance

Jewish resistance throughout the holocaust has caused much debate among academics historians, and even governments. Historians conclude that resistance was practical and morally constrained throughout the Second World War, for a variety of reasons. Historians such as Rab Bennett, Michael Marrus, Richard L Rubenstein, and John K Roth all have written in detail about the constraints placed upon Jewish resistance throughout this period. Each of these explanations will be examined throughout this paper. Furthermore, this paper will discuss examples of Jewish resistance during the holocaust, while applying the theories of each historian to explain in detail about the morale and practical constraints within Jewish resistance. Three main theories have been put forward to establish and explain how Jewish resistance was so constrained. Firstly, the Nazi army was attacking an unprepared and unarmed population, who were taken by complete surprise during the Holocaust. Secondly, the Nazi army us ed brutal and cruel warfare methods upon the Jewish population to fully implement the holocaust. Finally Jewish resistance was met by such massive repercussions by the Nazi army, which ultimately created fear among each community to obey the rule of Nazi government. The Nazi government secured a total fascist state in 1934 and had implemented the â€Å"final solution† in 1940. The â€Å"final solution† was to systematically destroy the European Jewish population with unspeakable horrors, which included gassing, executions, malnutrition, and grotesque medical experiments. Despite these conditions, Jews in both concentration camps and in the ghettoes tried to resist the Nazi army. However, explained by historian Rab Bennett the Nazi army had practically constrained Jewish resistance through a policy called â€Å"collective responsibility†. The aim of this policy was to create a sense of insecurity among the European Jewish population. For example the Nazi army had started to deport Jews in Vilna to a nearby concentration camp. Some Jews escaped and joined a resistance movement in a neighboring village. What happened next was typical of the policy called â€Å"collective responsibility†. The Jewish resistance group obtai ned a few weapons, and clashed with the Nazi army outside the city. Most of the Jews were immediately captured and killed instantly. In retaliation for the resistance, the local arm... ...hroughout Europe and many Jewish people fought unarmed against Nazi genocide. The Jewish population faced an enemy that practiced total warfare against them. The Nazi army was able to efficiently wipe out more than six million Jewish people, while practically and morally constraining Jewish resistance throughout the Second World War. Bibliography: Published Materials: Rab Bennett, Under the Shadow of the Swastika: The Moral Dilemmas of Resistance and Collaboration in Hitler's Europe, New York University Press. 1999. Frank McDonough, Opposition and Resistance in Nazi Germany: 1933-1945, Cambridge University Press Michael R. Marrus, The Holocaust in History, Key Porter Books Ltd. 2000 Randall C. Byterk, Bending Spines: The Propagandas of Nazi Germany and the German Democratic Republic. Michigan State University Press. 2004 Internet resources: Author Unknown, Map taken from Google Website, www.googleimages.co.uk The Holocaust History Project Homepage: www.holocaust-history.org/ Holocaust Timeline: Resistance: fcit.coedu.usf.edu/holocaust/timeline/resist.htm - Holocaust Understanding- Jewish Resistance by A. Kimel: www.kimel.net/resistance.html

Philosophy and Socrates Essay

SOCRATES THE PHILOSOPHER Socrates is a noteworthy and important historical figure as a philosopher, because of his and his pupils’ influence on the development of the philosophical world. His teachings, famous arguments, and ideas began the outgrowth of all later western philosophies. Born in 469 BC just outside of Athens, Socrates was brought up properly, and thoroughly educated. He was raised as most Athenians; developing both physical and mental strengths. Socrates then went on to learn from Archelaus the philosopher. Here he studied astronomy, mathematics, and was introduced to philosophy, which was a new concept at the time. Archelaus taught of explanations for the world with a scientific approach. Socrates, however, turned away from this idea and created his own. He decided that instead of trying to understand the universe, a person should try to understand himself. To express his philosophy, Socrates spent his days in the marketplace of Athens, telling people of his ideas. His voice was heard, and he was soon declared to be the wisest of all men. Socrates’ was skilled in the art of arguing. He developed a method by which he would win every debate. His favorite hobby was going to the marketplace and debating philosophical issues with other men in front of an audience. The result of these debates was that Socrates embarrassed the wise men in front of the crowd. This caused many to dislike him. After being named the wisest man, Socrates attempted to prove that this was not true. He debated with many men in the streets. These debates are some of his most famous argument methods. He started the discussion by stating that he knew nothing. As a result of the debate, he was able to prove that although his opponents claimed that they were wise, they knew nothing either. Socrates concluded that he really was the wisest man because unlike the others, he knew that he knew nothing. Socrates had many ideas and philosophies concerning issues other than the knowledge of oneself. These included explanations of the universe, the belief in god, and life’s goals. Other, earlier philosophers, had many different interpretation for the makeup of the world. Some believed that it was made out of numbers, others thought that it was made of a single substance, or many different substances, while still conflicting philosophers theorized that everything was formed out of atoms, and even illusions. Socrates had his own, different ideas. He believed that the world was made of forms that are not within the reach of our senses, but only of our thoughts. This means, for example, that when we think of characteristics such as roundness, we only picture ideas of it like a ball or a wheel. Therefore, he assumed that we only understand specific things that participate in our lives. In his search for the inner truth of oneself, Socrates theorized the explanation to the question of what the goals of life are. He concluded that everyone tries to find the meaning of happiness and goodness in their existence. This is the purpose of life. However, true happiness comes in many forms and is disguised in a way that people spend their lives looking for goodness, but finding only the evil in which it is concealed. The only way to discover true happiness, goodness, and the right way, is to fully understand oneself. Socrates did not believe in the Greek gods or religion. He had his personal view of god. Socrates felt that there must be some form of divine power because everyone seemed to believe in some kind of god and religion. He also believed in a sort of immortality. He hypothesized that there was an afterlife. His explanation for it was that people who had achieved goodness in their lives knew where they were going afterwards, and that evil people tried to ignore the fact that immortality existed. He preached that the soul was a person’s true being, and that our goodness in life reflected on the goodness of our souls. According to Socrates, each individual should try to make his soul as moral as possible so that it can be like god, which will allow the achievement of an afterlife. Debating in the marketplace of Athens was not Socrates’ only daily activity. He also taught his philosophies to a group of students in a small classroom. These students were much like disciples. They respected and followed in the philosophies of their teacher. Socrates’ most famous pupil, Plato, went on to become a great philosopher like his mentor. Socrates lived through and fought in the Peloponnesian War. After Athens’ defeat, the democracy was replaced by a tyranny. This did not bother Socrates much because his belief in government was a rather simple and apathetic one. He thought that no matter what kind of government subsists; it should be followed solely because a form of law and order must exist in a society to control it. One of the tyranny’s leaders was a former pupil of Socrates and hated his teacher. He tried to make life harder for Socrates by banning the t eaching of philosophy in the streets. Socrates ignored him. In response to this, the tyrant tried to kill Socrates; but the tyranny was overthrown right on time to prevent this. A new democratic government came into power, the leader of which, Anytus, also hated Socrates because his son, who was the philosopher’s pupil, turned away from the family’s business to become a philosopher. Anytus had Socrates arrested on charges of corrupting Athens’ young and turning them away from Paganism, the Greek religion involving a belief in many gods. Anytus announced the death penalty as a punishment for this crime. It was obviously an outrageous sentence for a crime that was not even committed. Socrates was brought before a jury and instead of using his debating skills to defend himself, he did nothing in his own defense because he was convinced that the entire trial was a joke. The jury voted on the death penalty. Now Socrates had a chance to appeal to the court. He was entitled to suggest forms of punishment other than death to satisfy his crime. Instead of proposing a reasonable penalty, Socrates suggested ridiculous ones which angered the jury; causing them to vote on the death penalty once again. Socrates did not seem to mind at all. He was sent to prison and lived their surrounded by his friends and disciples for his last few days. His life ended by drinking hemlock as his friends cried at his bedside. Only after this scandalous death, did all of Greece realize what they had done; that they had killed one of the greatest philosophers of all time. Socrates’ life achievements were vast. He introduced new ideas and theories into the philosophical world. His pupil, Plato, went on to influence all of the western world’s philosophical development. Socrates began the evolution of philosophy throughout the world. He took the first step toward advancing modern philosophy, as we know it. His theories and ideas were a whole new concept that helped progress the western philosophy through all of later history. In conclusion, Socrates’ historical importance is great, due to his extreme influence on the evolution of the world’s ideas of philosophy. Even though Socrates never made written records of his work, his finest and most successful pupil, Plato, recorded much of his teacher’s accomplishments and deeds. From these history has learned so much as to be able to advance and heighten its entire philosophical viewpoints; and until this day, learn from the ancient philosopher, Socrates. INTERVEIW WITH A PHILOSOPHER: Mark ? Socrates, you were raised and educated in many different fields, why did you decide to spend your life as a philosopher? Socrates ? It is true that I have been educated in the arts, literature, and gymnastics as a youth; but in my continuing education as you may already know, I was taught by Anaxagoras, the famous early philosopher. His theories were not ones with which I would agree; such as those stating that all things were made of tiny substances which contained a little of everything, that the sun was a hot rock, and that the moon was made of earth. For these teachings, he was banished from Athens. Nevertheless, he was a good teacher and allowed me to realize that my philosophies were going to be antiscientific and quite different from his. My following philosophical teacher was Archelaus, with whom I studied mathematics, astronomy, and philosophy. I knew that my opinions and theories were strong, I had performing and arguing skills, and my ideas would consist of principles rather than sciences. The simple lifestyle of the philosopher appeals to me. I enjoyed the unusual behaviors that I associated myself with. All that really interested me was the great mysteries of philosophy, and the questions of knowing oneself, which I devoted my life to learning and teaching. Mark ? Your teaching was remarkable and much can be learned from studying it even after your death; why is that you never bothered to record your works for later generations? Socrates ? Many have asked this before and for quite obvious reasons. Most other noteworthy historical figures did keep a record of their works ever since the invention of written language, yet not one of mine exists in writing. I do not exactly know the reason for this. Whether there are records of my work or not, does not matter. I will forever be remembered by my loyal pupils, the Athenian population, and the world. Furthermore, nothing I ever said was of too great importance. And to tell you the truth, I never really wanted to take the time to keep useless records. That nonsense did not concern me nearly as much as most of my other problems as a philosopher. I had to make money somehow, to support my wife and three sons. As you might have guessed, being a philosopher does not exactly bring you riches. One of the reasons I began teaching was to make money. Also, I had to deal with many people’s constant hatred of me, mainly due to my victories in debates against them. Some, with high political positions, even wanted me dead at points of my life. And one even succeeded. So, you see, no matter how simple and easy going my life may seem, there are quite a few difficulties attached to it. Mark ? Your trial and death are quite interesting and famous historical events. They have been interpreted by many and confused some; what caused you to make such drastic and unusual decisions, the consequence of which you knew forehand? Socrates ? This I am aware of. As a matter of fact, some even claim that I was mentally ill, and blame that as the cause for my actions. This of course I deny. The truth includes a mixture between my philosophical beliefs and the thoughts that have occurred to me during my last days. I always believed that there is an after-life. And that must have somehow influenced my decisions. Even though the religious part of this came to me only afterwards. At first many others and I thought that this ridiculous trial was an obvious hoax. Who would have thought that such a crime, which I was evidently not guilty of, be punished by the death penalty. I fooled with the court. They on the other hand were quite serious about it. In the last days, I realized that there was no way out. True I could have argued with the court and won. I could have escaped using the plan devised by my dear friends. But since there was a high-ranking leader who wanted me dead, it was going to happen no matter what. Furthermore, my governmental beliefs stand true in all situations; the law should be followed and that is all. There was not much I was willing to do. After some thinking, I decided to go along with the law, after all, I had lived a happy life. One that I was proud of living, no matter how unusual it may appear to others. I was an old man of seventy. I found and understood myself, and had achieved happiness and goodness. There was nothing more that I desired. I knew what was waiting for me after death and was ready for it. Word Count: 2066.

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The Banjo Lesson vs The Executions of the Third of May essays Some people say, Opposites attract. Well, I would like to think Opposites have a tendency to compliments each other. My concept can be found true if you look at art. Just like basketball, the principles of design (of art) use quick and noticeable elements to create fast breaks thatll (without you noticing) lead you into an alleyoop and a slam dunks you into the message. If you go on a journey with me, I will show you how Henry Ossawas Tanners, The Banjo Lesson and Fracisco de Goyas, The Executions of the Third of May individual styles can provide emphasis, subordination, and balance in a painting. If you take a look at Henry O. Tanners, The Banjo Lesson you will notice how he uses color schemes to draw attention to the message of his painting. He uses strongly contrasting values of dark skin against a pale background to create emphasis on the focal point of the banjo lesson between the child and the man (Getlein p 132). The pale colors in the background subordinated the background so that it does not interfere (Getlein p133). While Tanner choose dark tones to bring his focal point alive, Francisco de Goya uses the chooses to use the opposite color scheme to grab your attention. Goyas use of white, yellow, and red demands our attention by creating a dramatic focal area against a background of earth tones and black (Getlein p 135). Both paintings use of gentle color contrast creates a balance within the paintings that never leaves us stuck in one place. Henry O. Tanner uses dark tones to draw emphasis on the focal point of his paintings while counteracting the dark tones with a pale background to create subordination. Franscisco de Goya, unlike Tanner, chooses to use light colors to grab our attention to his message, while use dark tones to create subordination. Both artist used ...

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Why the Diagnosogenic theory of stuttering onset has been dispelled by recent literature - Essay Example Neurophysiology- Recent research has shown that people who stutter process speech and language in different areas of the brain than those who do not stutter. Family dynamics-High expectations and fast-paced lifestyles can contribute to stuttering. Technically known as dysphemia, it has sometimes been attributed to an underlying personality disorder. Brain scans of stutterers have found higher than normal activity in brain areas that coordinate conscious movement, suggesting that in people who stutter speech occurs less automatically than it does in most people. In 1939, a controversial study, on the possibility of "creating a stutterer", was conducted by University of Iowa speech pathologist, Wendell Johnson and his graduate student Mary Tudor. The study tried to create stutterers over the course of 4 months, using 22 unwitting orphans from the Soldiers and Sailors Orphan's Home in Davenport, Iowa. Ethically acceptable at the time, it was designed to induce stuttering in normally fluent children and to test out Johnson's "Diagnosogenic theory" a theory suggesting that negative reactions to normal speech disfluencies cause stuttering in children. The study divided the orphans into 3 groups. 6 normally fluent orphans would be given negative evaluations and criticisms regarding their speech, another group of 5 orphans who allegedly already stuttered would also receive that treatment, and the remaining 11 would be treated neutrally. The study concluded that the children given negative evaluative labeling went on to develop persistent, permanen t stutters. The study was influential at the time, with many speech pathologists and child-health and educational professionals accepting Johnson's theory. In 1988, Silverman first reported the results of this study in the Journal of Fluency Disorders and labeled it "The Monster Study". In June 2001, the San Jose Mercury News revealed this study to the public for the first time, leading to widespread controversy and debate about scientific ethics. Soon after, University of Illinois professors Nicoline Ambrose and Ehud Yairi wrote a paper discrediting the 1939 study, revealing flaws in data collection and method, as well as pointing out that none of the orphans actually did develop a permanent stutter. The relevance of the Ambrose-Yairi study 63 years later is that the authors conclude, in effect, that the 1939 thesis did not prove the theory with which it is credited. In other words, the researcher did not, and could not have, "caused stuttering" in the subjects. For this and many other reasons the authors also conclude that most all of the ethical criticisms of the study are misplaced and unjustified. While criticism of a developing child's speech can certainly make a present stutter worse, it does not create a stutter. The major findings, as have been reported over the last several years in the Journal of Speech, Language, and Hearing Research (JSLHR), question longstanding concepts about the onset and developmental trends of early childhood stuttering. Like most other speech disorders, stuttering onset was gradual and occurred under uneventful circumstances, that early symptoms included only easy repetition of syllables and words, and that parents helped create the problem by reacting negatively to normal disfluencies. Stuttering onset was sudden in at least one-third of the children, was severe in nature,

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Is fairtrade beneficial to producers and farmers in developing countries - Essay Example However, fair Trade USA which was formerly under Fairtrade international label left the label and begun implementing a different labeled scheme and included all crops and estates as well as individual smallholder farmers This paper focuses on the analysis of Fairtrade and holds the view that Fairtrade is not beneficial to farmers and producers in the developing countries. As will be evident in this paper, while Fairtrade report a substantial increment in year to year trade, these increments in profits do not cascade down to farmers and producers because of several factors related to inefficiency in marketing and distribution of products in the developing countries. As stated by Griffiths (2012 p.369), the sales of Fairtrade international certified products totaled to approximately 98 billion United states dollars which represent 22 percent increment compared to the previous year. However, Fairtrade does not give a breakdown of how much of these sales reach the producers in developing countries. Moreover Fairtrade does not reveal how much of these figures are from the extra prices charged for Fairtrade goods. Inefficient marketing system is one of the major factors that have resulted into lack of benefits to farers and producers. Fairtrade emphasizes on selling through monopolist cooperatives which are most of the times corrupt and inefficient (Griffiths, 2012 p. 370). It is also important to note that some private traders are more efficient than the cooperatives. In this regard it is also very difficult for the members of a cooperative to switch even if the cooperative is being mismanaged or when a cooperative is being bankrupt especially when they want to attain fair trade status. Fairtrade is also inefficient since it goes against the free market ideal of certain economies. Griffiths (2012 p. 268), refers to Fairtrade as a â€Å"misguided attempt to make up for the market failures.† This is because deviation from free market result into

Historical and Scientific Perspectives on Homosexuality Essay Example for Free

Historical and Scientific Perspectives on Homosexuality Essay Historical and scientific perspectives have molded homosexuality, and the way homosexuals are viewed by themselves and others. In past western society ancient Greece, homosexual teachings were performed by the Greek society, and were thought of as a societal norm Younger males were normally seen in a homosexual relationship with an older male, these types of relations were common in ancient Greece. The way Greek perceived life back in ancient times it is starting to ease up in our modern time, and homosexuality is beginning to be viewed as if we were in ancient times especially among western countries. In modern time homosexuals are learning to cope with their homosexuality, as it is beginning to be seen as something normal that has been here since ancient times for thousands of years. Homosexuality in the ancient Greek society shows that even back then people were aware of the different sexual behaviors and feelings certain people might have, and even back then they accepted people’s individual sexual choices. In modern day when a homosexual is first coming out and announcing his way of life he/she should be proud of what they are doing because it is something that has been going on for thousands of years, and is not something to be ashamed and secretive about. Homosexuals should not let judgmental people get to them by saying you were born that way or the environment influenced you to behave like that. The truth is the truth and you are who you are nothing can or will change that is if we stay true to our self. This means as long as we know where we came from and who we ar e why should we let peoples words bother us because we know the truth about our self. As we move along, back to ancient Greece and now also including the people of ancient Rome’s homosexuality. In both of the cities ancient Greece/Rome men would travel the streets of the city looking for someone to rock their world. On top of roaming the streets for some good quality male bonding they would dress and act as if they were not men, but female. This was look at in disapproval and unacceptable that is why when the religion of Christianity increased and started to grow the downfall of ancient Rome followed, and homosexual relations were banned. The new found law prohibited sexual behavior that was not found normal. Normal sexual behavior being male-female  and marriage any other acts of sex, and the people would be punished for their actions. This law continued for many years to follow, and people were committed and punished if they broke the law. Unfortunately this did not stop homosexuals from expressing their homosexuality they just became more discrete about it, so they would not see punishment from their actions. Today, most modern religions still do not approve of homosexuality seeing it as a sin. Some countries are very religious, and prohibit homosexual activity; those that are found guilty will be severely punished. The view that is seen on homosexuality in the modern day has been seen for thousands of years. That is why some homosexuals are afraid to accept their sexuality because of religious reasons (punishment from god) and society (disapproval). The hatred that is forced upon gay individuals has made it very difficult for them to be accepted among society. In our society it is normal when found to be gay to be criticized for it, and deal with harsh treatment that a straight person accepted in society would not have to deal with. When found to be a gay individual they even may have to change their church to one that accepts the view of a homosexuality. When growing up we learn that homosexuality is unnatural and not the right way of life that is not the case it is completely natural. Unfortunately many times in the beginning a homosexual might not know what they are experiencing wondering why they are different, and if it is alright they could grow to hate them self for it thinking that they are not normal. In modern time many countries still punish homosexuals, while others are more accepting they just deny homosexuals the right to marry due to religious reasons. That is all slowly changing and I think in the future will be seen differently. The scientific views on homosexuality are homosexuals inborn or is it caused due to environmental influences. That is a question that have been asked and wondered for many years, but in modern days there is evidence directing us towards homosexuality developing as an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual  orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. Developing an understanding from the scientific view point on homosexuality has helped homosexuals understand why they are the way they are. Before scientific studies provided the information that homosexuality could be due to inborn, many individuals believed that people decided to be homosexuals. After the scientific studies though that thought is seen as false, and the reason why people become homosexuals is because they are born that way. Homosexuals do not choose their sexual path they are born having sexual arousals from the same sex. Homosexual people do not hate them self as much knowing the facts from the scientific studies that they were born that way, rather than choose to be that way now they feel it is how god wanted they to be and they can accept them self’s. Out The Closet and Accepting Who they are The biggest goal to overcome when being a homosexual is when the perfect time to come out the closet, and admit to our family and friends (hey I’m a homosexual). Not only is finding the perfect time hard to find, but also finding the right words to use when telling them you are not just going to say hey I’s a homosexual. Another difficult obstacle to overcome is accepting the different view we will see from society when coming out. Many homosexuals are afraid to tell friends and family because they have not completely grasped the concept of what they are. This is especially seen in someone who is transformed from heterosexual to homosexual. Another thing  that bobbles around their thoughts when coming out is that they will lose important people in their life or lose their job. Coming out or letting people into your homosexuality is a very challenging experience that is one of the most difficult task a homosexual will face. One of the most common deaths an early homosexual faces is suicide normally for one of two reasons understanding their new sexuality or the fear of coming out to other people about it. Once a homosexual takes control of their power and accepts the fact they are living a life of homosexuality they can adjust to what society expects from them. After they can accept what society thinks of them they can form a relationship with an intimate partner, and develop a perfect homosexual lifestyle. Historical and Scientific Views Reflected on Personal Sexuality One’s personal sexuality has been molded and determined by history and scientific views that are seen in one’s life culture or society. Historical and scientific views reflected the way people see their own personal sexuality for the better. It has helped homosexuals better understand why they are the way they are, and they are not different that throughout time there has been people of the same sexuality facing the same problems. In modern time the punishment might not be as harsh as back in ancient time, but it is still there and seen. Homosexuality is still frowned upon by many, and many also criticize and harass homosexuals because of their difference in behavior. In the future with homosexuality become more open and known about to the public I think that schools should teach about it at an earlier age to help the younger society better understand it. Homosexuality in most cases is misjudged and treated in the wrong way if people learned about it at an earlier age t hey could learn to have a kinder understanding, and be more accepted of homosexuals. Another benefit of teaching it at an earlier age is that it would give people the benefit of know why they are the way they are, and if they feel they are different.Homosexuality has been around for thousands of year before Christianity it was accepted freely, but after the religion started growing rules banned homosexuality from being free. Homosexuals had to live in the shadows hiding who they were afraid of society, and how they would be treated and the punishment they would receive  if found to be homosexuals. Throughout time the harsh treatment homosexuals faced has not ended it is becoming more in the open, and they are beginning to be accepted for who they are. Homosexuality is not always chosen it is sometimes something we are born being we cannot help they way we feel, but that does not make us different. Our sexuality might not be the same as everyone else’s, but neither are their sexuality to ours. Reference Rathus, S.A., Nevid, J.S., and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed.) Boston, MA: Allyn and Bacon.