Plato And Forms Essays - Platonism, Form Of The Good,

Plato And Forms Platos Forms The influence that Plato, the Greek philosopher born in 427 BC in Athens, has had throughout the history of philosophy has been monumental. Among other things, Plato is known for his exploration of the fundamental problems of natural science, political theory, metaphysics, theology and theory of knowledge; many of his ideas becoming permanent elements in Western thought. The basis of Platos philosophy is his theory of Ideas, or doctrine of Forms. While the notion of Forms is essential to Platos philosophy, over years of philosophical study, it has been difficult to understand what these Forms are supposed to be, and the purpose of their existence. When examining Platos forms and evaluating the theory, some conclusions have proved to be unclear and unanswered. However, the doctrine of Forms is essential to Platos philosophy. Plato came to his view of the Forms based on two premises: first, that knowledge cannot come through the senses; and second, we do nevertheless manage to know thi ngs in mathematics, for instance. Plato believed in two worlds; the empirical realm of concrete, familiar objects known through sensory experience, and the rational realm of perfect and eternal Forms. According to Plato, the empirical realm is not real, as sensory objects are not completely real. Beliefs derived from experience of such objects are therefore vague and unreliable, whereas principles of mathematics and philosophy, discovered by inner, rationalistic meditation on the Forms, constitute the only real knowledge. Such familiar, concrete things as trees, human bodies and animals, which can be known through the senses, are merely shadowy, imperfect copies of their Forms. For every sense object in the empirical world, there is a corresponding perfect Form. These Forms are nonphysical, permanent, eternal, and invisible. How then, you may ask, can one ever know of the Forms if they cannot be known by sense perception? Plato answers this question by stating that the Forms are kn own in thought. They are the objects of thought, therefore, whenever you are thinking, you are thinking of Forms. An important point to note about the Forms is the idea of permanence. The Forms are forever unchanging. An important standard of Platos theory of knowledge was that all genuine objects of knowledge be described without contradiction. Therefore, because all objects perceived by sense undergo change, an assertion can be made that such objects at one time will not be true at a later time. Because what is fully real must, for Plato, be fixed, permanent, and unchanging, he identified the real with the ideal realm of being as opposed to the empirical world of becoming. This all leads to Platos inevitable rejection of empiricism. The true definition of empiricism is, the view that holds sense perception to be the sole source of human knowledge (Jones, 369). It is obvious that this view is highly contradictive with Platos theory of Forms. He thought that propositions derived fro m sensory experience have, at most, a degree of probability; they are not certain. Pure knowledge may only be derived from certain, permanent facts. The argument is really that not only do the things we perceive change, but so do the circumstances in which we perceive them. Take this example, for instance. If I were to hold a cup of hot coffee in my left hand and a cold beer in my right, and then place both hands into a tub of lukewarm water, that same tub of water would feel cold to the left hand, and warm to the right hand. Moreover, things must often seem different to me than they do to anyone else, for the circumstances of others are rarely the same as mine. We are also liable to experience illusions, states of dreaming and hallucination, and our initial judgments are also often influenced by our expectations and biases. As a result of these circumstances, Plato supposes that we can never gain knowledge through our senses. Empiricism is rejected in Platos philosophy, contradicti ng with his theory of Forms to a large degree. Plato conceived the Forms as arranged hierarchically. A dividing line splits the rational realm into C and D. The division of C represents the lower Forms, and D represents the higher Forms,

Iraels Economy essays

Iraels Economy essays 1.) I believe any country should be able to qualify for admission to the World Trade Organization regardless of its human rights policies. Israel has many main human rights. The Government usually respects the human rights of its citizens. Some of Israeli human rights include the following: Due to the lack of major terrorist attacks, which reduced the overall level of tension as well as the number of security related arrests. Israeli security forces abused Palestinians suspected of security offenses. A landmark decision by the High Court of Justice in September stopped the use of different abuse practices, including violent shaking, painful shackling, depriving sleep for extended periods of time, and prolonged exposure to extreme temperatures. The law prohibits arbitrary arrest of citizens. The law prohibits forced exile of citizens, and the Government does not use it. The law provides for an independent judiciary. The law provides for the right to a hearing with repres entation by counsel. The law provides freedom of the press and freedom of religion. The law provides for the right of assembly and the right of association. The law provides freedom of movement within the country and the right to change their government peacefully. The law provides no discrimination on basis of sex or marital status and prohibits forced labor. Prostitution is not illegal and workers have the right to strike and it is exercised regularly. So as you can see from the examples of human rights in Israel, I dont see where these laws would affect qualifying for the World Trade Organization. China is not a member of the World Trade Organization due to its human rights and I dont believe that is fair. This organization is a great opportunity for all countries and should be open to all countries. The World Trade Organization (WTO) is the only international organization dealing with the global rules of trade between nations. Its...

A Research Study On Evolution And Evolution Essay -- Evolution, Creation

According to The Huffington Post, only 66% of adults in the U.S. believe in evolution and about half of the 66% believe that there was a divine being guiding evolution (Kaleem). A lot more people believe in creationism than expected. In order to know the full significance of this statistic, one must first know what it means. We have learned in school that evolution is thought to be a long-term, ongoing process by which single-celled organisms grew to be complicated organisms through natural selection. Natural selection occurs when organisms with the best traits survive to reproduce more, making those traits more common and effectively changing the species over time ("Natural Selection: Charles†¦Ã¢â‚¬ ). The rest of the 33% of adults in the previous statistic believe that humans have existed in their current form since the beginning (Kaleem). In other words, these remaining people are likely creationists. Generally, a creationist believes that a god or some divine power created the earth and the heavens out of nothing, through its own will. This creator will interact with his or her world as necessary (Ruse). Using this definition, Christians would be considered creationists. Now, when factoring in the amount of Christians in the United States, that 33% makes more sense. Naturally, these two ideas clash. Their very definitions negate the other’s. Evolutionists and creationists have an ongoing battle about which one is more valid due to the extensive amount of accreditation and history the ideas possess. The study and idea of evolution have been going on for a long time and there is a great deal of history behind the theory. An article reports that even before Charles Darwin, scientists and philosophers the possibility of an â€Å"intelligent being† (â€Å"Creationism Should Be†¦Ã¢â‚¬ ) Teaching evolution would also be bad for students, according to Christians. Some blame modern science for diluting the integrity of God and man. Fighting for creationism in schools is a righteous act in their minds and these creationists must do their best to bring Americans back to a God. (â€Å"Neither Creationism nor†¦Ã¢â‚¬ ). There are plenty of reasons why each theory should be taught in school. However, the question still stands of whether or not they should be. From a fair perspective, they should both be taught. However, from a legal standpoint, only evolution should be taught. Perhaps one day the United States will not have to worry about this issue. According to a study, the amount of non-religious youth and adults have been increasing for several generations and this trend will continue (Lipka).

Outline for renewable energy Essay Example | Topics and Well Written Essays - 500 words

Outline for renewable energy - Essay Example This also ensures energy security. Renewable energy is, therefore, sustainable. Renewable energy also creates employment opportunities due to the fact that the labor and materials needed to establish and sustain renewable energy facilities need workmanship. This also boosts the economies of regions making use of renewable energy sources. Renewable energy is also considered safer, compared to the safety concerns and risks such as explosions associated with fossil fuels and collapsing of coal mines. Before the development and extensive use of coal as a source of energy in the 19th century, almost all the sources of energy that were used were renewable. Wind and solar energy were among some of the oldest sources of renewable energy in history, apart from biomass. European Union countries are considered number two in the world when it comes to developing and applying renewable energy (Bradford 3). These countries include Germany, Italy, United Kingdom, Spain, Portugal and Lithuania. 20% of Germany’s energy needs, by the end of 2012, were provided by renewable energy. The largest contribution of this was from wind energy. Portugal also heavily relies on renewable sources. In 2010, more than 50% of the electricity generated in the country came from renewable source, with wind energy taking a significant portion. The same could be observed in Spain, with more that 15% of the energy produced in 2010 coming from wind energy. The entire EU hopes to acquire more than 20% of its energy from renewable sources, at least by 2020. This will enable the region to reduce greenhouse emission and lessen its dependence on imported energy. It will also create more employment opportunities, as well as foster technological creativity and

Smart Phones Beneficial Or Detrimental Research Paper

Smart Phones Beneficial Or Detrimental - Research Paper Example Smart phones are believed to be quite important to the society possessing certain outcomes in the business, education, global as well as in the national sectors. In-spite of certain fathomable advantages, smart phones also comprise certain detrimental aspects, which needs to be taken into consideration before incorporating its use in the social context. Careful use of smart phone needs to be made especially in the education sector and also by the young generation who are regarded as one of the key user segments of such devices. Data secrecy and misuse of personal information needs to be carefully observed as a key detrimental aspect, for the users of smart phone who at times might not be well attuned with the security features of the device (The George Lucas Educational Foundation, 2012). Similarly, in the business context, it is found that smart phones provide beneficial outcomes for the users by assisting them in preparing their business presentations, accessing emails and chatting with concerned authorities among others. Such imperative benefits can facilitate the user with faster accessibility and can also enable to save invaluable time of the user. However, in social context, it can be recognized that at times extensive use of smart phones can make the user engrossed to it all the times, which can further affect the social skills of the person as interaction with other peers or friends in person becomes gradually meager.   Therefore, based on these understandings the entire paper would intend to draw on different viewpoints.

The Cultural Relevance of War and Art in Lysistrata Essay Example for Free

The Cultural Relevance of War and Art in Lysistrata Essay War, it seems, is mans chief preoccupation. Throughout history, as one regards how civilizations thrived and crumbled and flourished and collapsed, how cities rose up, fell, cultures subsumed and assimilated in the process, one notices that before language and art, customs and traditions, in man dwelled conflict, combat, and the pervasive propensity for hostility. On this basis, one may argue the consistency of battle in mans nature; the ever-present presence of this desire to dominate and destroy, for one reason or another: an instinct, it seems, stemming from the savage past where survival meant killing or being killed. But the advent of civilization tempered and somewhat refined mans attitude toward war. Though ever-present still, even to this day, as all base instincts are, many responses to warfare have been devised: often, alongside those who preach in favor of battle, the voices of those opposed to slaughter and bloodshed speak too, through various avenues and paths. And throughout history, no mouthpiece has been used more often than art: paintings and plays, poems and sculptures and displays of oratory: all depict what man feels, what he dwells on: that which batters and bombards his mind and soul, driving him to action. And as war remains a constant in life, so remains the presence of war in many works of art. From 431-399 BC in Ancient Greece the Peloponnesian War was fought. The thirty year conflict changed the entire social structure and landscape of Greece, inciting skirmishes and civil wars aplenty, causing much bloodshed and sorrow and suffering. The cessation of this war is the main theme of the ancient Greek comedy Lysistrata. To achieve this end, the playwright, Aristophanes, pits another base instinct against mans propensity for conflict: sexual intercourse. Aristophanes has the namesake of the play, a strong-willed woman, convince all the women of Greece to withhold all sexual favors from their husbands in order to cease the Peloponnesian War. A bloodless battle ensues between the forces of man and woman; in the end, fueled by an urgent desire to copulate, the men of the warring states of Sparta and Athens as well as their allies establish peace; this sets all aright, and celebration follows. In order to probe more deeply into the nature of the play and the concepts found therein, one must investigate the actual war Aristophanes alluded to and used as backdrop for his play, as well as the Mythology and Religion surrounding its conception. Both are integral to understanding and analyzing the social relevance of Lysistrata in the culture that produced it. When evaluated alongside current western religious inclinations and cultural leanings, one can discern the similarities and differences in the perception of war and its presence in art. The Peloponnesian War was a conflict waged between the forces of Athens and Sparta (and the people of the surrounding areas, either allied to one of the two mentioned states) over a period of approximately 30 years. The aftermath of the war completely transformed ancient Greece, restructuring the distribution of power and inflicting untold horrors upon a multitude of people and cities, in the process wreaking havoc and devastation comparable to the atrocities and mass destruction observed in many contemporary accounts of modern warfare. Aristophanes wrote Lysistrata in 411 BC, at the height of the war, which was brought to a close in 399 BC; thus the comedy was in part a piece of wishful thinking, a satirical look at the atrocity-filled events currently occurring at the time. Greek mythology, comprised of a plethora of gods and goddesses, played a large role in ancient Greek life; this is reflected in the play when Lysistrata and the throng of females, in vowing to halt any sexual activities with their husbands, seal their oath by sacrificing wine to the gods, pledging their resolve to follow through on their self-appointed task. This example portrays religion as a component and constituent of culture and history, a cultural artefact contributing to the social make-up of Greek civilization. Thus does the play begin: the women, bolstered and enforced by religion-as-culture, driven to cease a cultural event in this case, war and bloodshed. Thus do we see Aristophanes affixing a cultural context into his play, assimilating the religious and cultural practices of his time into his art, assigning it an integral role as a driving factor in the action of the play. Culture informs all pieces of art. All works can be seen as offshoots of a particular culture at a particular point in time. Lysistrata can be construed as being the product of Aristophanes, himself a product of Athenian culture and religion, compelled to create the work by the cultural events preoccupying his mind at the time, namely the Peloponnesian War. This action a cultural creation (in this case, Aristophanes) creating Art (a cultural artefact) in response to cultural Events such as war mirrors the countless acts of creation found in the myriad number of books and sculptures, plays, films, poems, and pieces of music man has produced in reaction to cultural entities and events. The brutality provoked by war and the ensuing cultural creations were prevalent in much of twentieth century history. Two world wars and countless civil wars and armed conflicts worldwide have instigated the construction of hundreds of Lysistratas, engendered by countless cultures, comprised of and informed by a multitude of sociopolitical, religious, and cultural activities. The many acts of barbarity and bloodshed have as driving forces sociopolitical and cultural Epistemes: take the Communist-driven Spanish Civil War, or the Cold War waged in the latter part of the twentieth century; take the Nazi-Ideology driven battles fought in World War 2, or the armed campaigns resulting in colonization and appropriation of land and resources and people in various parts of the world, as reflected in the subjugation of Greece by Sparta at the end of the Peloponnesian War, replayed time and time again when Western nations colonized much of Asia and Africa in the name of King, God, or Country. Razed lands and lives led many to create works of art immortalizing the history, outcomes, and consequences of the aforementioned events, contributing to the cultural and historical landscape of their own times. These cultural artefacts allow us to examine how cultural events propagate themselves, and perceive the subtle links between past and present culture and history .

Franklin D. Roosevelt :: essays papers

Franklin D. Roosevelt On January 30, 1882 in Hyde Park, New York Franklin Delano Roosevelt was born.James Roosevelt, Franklin's father, was a prosperous railroad official and landowner(Lawson 25). His predecessors, when they came from the Netherlands, were succes Roosevelt learned from private tutors, not going to school until the age of fourteen. He had already studied German, Latin and French by the time he had started school(Freidel 6). Sailing, bird hunting and stamp collecting were among his hobbies. On his In 1896, at the age of fourteen his parents sent him away to Groton, Massachusetts, to a private, boys only, boarding school. He was not very popular among the students, but was respected by his peers and was never the object of pranks pulled by his fellow students. Roosevelt went on to enter Harvard in 1900. There too Roosevelt remained an average student, making it through with a C average most of the time(Hacker 19). At Harvard, his social activities took preference over his academic pursuit and the In 1903 Roosevelt graduated from Harvard and entered the Columbia Law School. He dropped out in his third year after passing the New York bar examination(Hacker 24). Soon after, Roosevelt started practicing law with a New York law firm. While still in law school, Roosevelt met Anna Eleanor Roosevelt a distant cousin, only a few years younger than him(Alsop 28). They were married on St. Patrick's day, March 17th, 1905(Freidel 13). He was twenty-three and she was twenty-one. Her fathe A few years later in 1910, Roosevelt accepted the Democratic nomination for the New York State Senate(Freidel 17). He won the election, and in the following January he entered the Senate at the young age of twenty-eight(Freidel 18). Later in 1912 he ra In July of 1921, while vacationing at Campobello Island, he went sailing with his children. One day, they saw, what appeared to be a forest fire, on a nearby island they quickly sailed to shore to help put out the fire. It took a couple of hours and w was able to walk in the pool unaided. His disease, poliomyelitis, had affected him on land but in the water he was as quick as anyone. In 1926 he bought Warm Springs for $200,000(Hacker 40). In 1927 he contributed two-thirds of his wealth(Freidel 47) a His physical disabilities didn't hinder his climb of the political ladder.

In Milton’s paradise lost Essay

Aristotle’s tragic hero has certain characteristics which can be applied to Oedipus the King and Milton’s Satan. Aristotle states that a tragic hero can be classified as a person that falls from the state of being happy to one of misery because of his own mistake. This can be seen in both Oedipus and Satan, since they are miserable as a result of their own doing. According to Aristotle, the tragic hero must fall through his or her own error, or hamartia. This term is also interpreted as â€Å"tragic flaw†, usually applied to overwhelming pride, or hubris, which causes fatal error. Satan and Oedipus show that they have hubris and this is probably one of the main contributing factors for their fall. Although, the main characteristic of the tragic hero, as stated by Aristotle, is their ability to make the reader or audience to empathize with them, he wants there to be a sense of fear and mistrust because of their devious nature. In Milton’s Paradise Lost, Satan, one of the main characters in the story, exhibits all the qualities of a tragic hero. He has fallen, literally and figuratively, from grace. Once one of God’s more powerful angels in heaven, Satan questions God’s power and forms an alliance to overthrow Him. Satan’s army fights diligently only to have God â€Å"†¦ cast him out from Heaven, With all his host of rebel angels†¦ † (Paradise Lost, Book1, Line 37). Book One of Paradise Lost describes Satan being cast out of Heaven and down to Hell. This is consistent with Aristotle’s criteria for the tragic hero, â€Å"†¦ suffering a change in fortune from happiness to misery because of a mistaken act†¦ † Satan also possesses hubris; pride or overwhelming self-confidence. â€Å"Here we may reign secure, and in my choice; To reign is to worth ambition, though in Hell; Better to reign in Hell than serve in Heaven. † (line 261) Here, Satan has so much pride that he would rather rule in Hell than serve God in Heaven. This shows that Satan possesses hubris, which is, as described by Aristotle, â€Å"†¦ pride or overwhelming self-confidence†. Satan’s character as a tragic hero emerges further in later books. Book Four of Paradise Lost is a good example. It begins with Satan’s only soliloquy of the epic. As he awakes in Hell, he stares up at the sun and begins to speak; â€Å"Oh Sun! to tell thee how I hate thy beams, That bring to my remembrance from what state I fell, how glorious once above thy sphere; Till pride and worse ambition threw me down† (Book IV, line 37-40) As he sees the sun, he remembers how high he was in heaven until his pride and ambition brought him down. This is a very important quote as it satisfies the criteria for Aristotle’s description of a tragic hero. It highlights the character â€Å"suffering a change in fortune†¦ because of a mistaken act†¦ † Also, hubris is once again revealed as Satan states that his pride and ambition threw him down. This example is even more profound because it comes directly from the character. Milton is also successful in portraying this super-human character as one with humanistic qualities. This allows the reader to relate to the character, which satisfies yet another criteria for Aristotle’s tragic hero, â€Å"†¦ we recognize similar possibilities of error in our less and fallible selves. † Satan’s human qualities are magnified in his soliloquy as he even contemplates begging for forgiveness. â€Å"Is there no place left for repentance, none for pardon left? † (Book IV, Line 79-80) As Satan contemplates repentance, he decides against it, as he is afraid of the shame that he might draw from his followers, â€Å"My dread of shame Among the Spirits beneath,Whom I seduced with other promises Boasting I could subdue The Omnipotent†. (Line 83-86) Since he has boasted that he can defeat God, Satan now shows fear and doubt as he realises that he really cannot fulfill his promises. Milton reveals a different side to Satan. He depicts a character that shows remorse and shame, and, someone who fears disgrace. The common person can identify with these human characteristics; this allows the reader to evoke some amount of sympathy for Satan as they now see him in a helpless situation; fighting a losing battle for fear of disgracing his followers. This emphasizes Aristotle’s description of recognising â€Å"†¦ similar possibilities of error in our less and fallible selves. † In Oedipus the King, Oedipus is the tragic hero and fits Aristotle’s description almost exactly. Aristotle states that a character should reveal goodness in terms of moral judgment and choices that he makes. Oedipus has compassion for his subjects and seeks the truth to end their suffering, and, continuously strives to be a saviour to the people. When the priests of Thebes approach Oedipus, who is pleading on the behalf of his people who are suffering from famine and death, he agrees. He says that he will do what he can to solve the situation, â€Å"bring everything to light†. Although Oedipus does have some admirable qualities, being the tragic hero, he too possesses hubris. Oedipus’s tragic flaw is that he is stubborn, impulsive, and pretentious. When Oedipus does a self evaluation his talents, beauty, and his own achievements blind him. These traits are similar to Satan who also has hubris, a flaw that leads to his defeat. Another reason for Oedipus’ brutal demise is his lack of judgment and impulsive actions. These attributes are humanistic qualities that the reader can relate to, yet still question. When he leaves Corinth, he meets an entourage on the way to Thebes. There, the ‘leader’ of the horse-drawn carriage orders him ‘out of the way’. Oedipus’ impulsiveness drives him to kill everyone in the entourage; this leads to him being crowned King, where he ultimately suffers. It can be argued that both Oedipus and Satan are tragic heroes according to Aristotle’s definition. However, a question arises; were Oedipus and Satan acting on their own free will or were they destined to do so. According to Christian theology, it is said that God foresees everything that will happen in life. This leads many to speculate that Satan suffers, not because he chooses to, but because he is chosen to. This is another reason why the reader can empathize with Satan because God knows of his betrayal. The same can be said for Oedipus, who has no free will; it is under the control of the Gods. When he is born, Apollo’s oracle predicts that Oedipus will kill his father and marry his mother. This foretelling leads Oedipus’ parents to abandon him on the mountain-side and leave him to die. However, fate intervenes and Oedipus soon finds himself adopted by the King and Queen of Corinth. When he finds out that the King and Queen are not his natural parents, Oedipus leaves Corinth, solves the Sphinx’s riddle, and becomes the successor of King Laius as the King of Thebes. When the gods could ‘no longer brok in silence the affront of Oedipus’s unwitting sins’, they punish the city by sending plague and famine upon the city. When approached by the priests, Oedipus could only promise them his help, which starts the chain of events, eventually leading him to discover his sins and his subsequent downfall. When Oedipus solves the riddle of the Sphinx, he could not have known that he would end up marrying his own mother. When Oedipus meets King Laius, he is unaware as to who killed his father. Eventually, he sets out to find the truth, as the oracle prophesizes. He does the best he could as a ruler, son and husband but is still played out in the end. Therefore, Oedipus is seen as a tragic hero and is comparable to Satan who also has no freewill. The fate or God knew that the actions were going to occur and had the power to stop it. Satan and Oedipus are tragic heroes according to Aristotle. They have characteristics that make them suite their role as a tragic hero. Aristotle said that tragic heroes should suffer a fall of fortune through a mistake of their own. Both Satan and Oedipus suffer this fate. Aristotle also states that a tragic hero will is led by hamartia which is hubris. â€Å"Till pride and worse ambition threw me down† (Milton) this line was spoken by Satan who openly admits that he is proud and ambitious. â€Å"Twit me with that wherein my greatness lies† Milton, John. Paradise Lost Sophocles. Oedipus The King http://www. planetpapers. com/Assets/3330. php.

How to Structure a Dissertation: Chapters & Sub Chapters

The following post includes a concise and in-depth overview of the chapters and subchapters normally contained within a dissertation. These would be very useful when deciding what should go where, and what you should write next. We use this template at our site when assisting students with their dissertations and in particular writing dissertation chapters. We hope you benefit strongly from it as well.Dissertation Chapters & Sub ChaptersDissertations should be structured in the following manner:TITLE PAGEACKNOWLEDGEMENTDEDICATIONABSTRACTTABLE OF CONTENTSLIST OF TABLES (If available) LIST OF FIGURES (if available)INTRODUCTIONINTRODUCTION TO THE STUDY ORGANISATION UNDER STUDY PROBLEM STATEMENT RESEARCH OBJECTIVE DISSERTATION STRUCTURELITERATURE REVIEWINTRODUCTION LITERATURE REVIEW FINAL SUBCHAPTERS SHOULD INCLUDE: LITERATURE REVIEW SUMMARY RESEARCH QUESTION Do not be descriptive in your literature review. For every one of 2 reviews on a particular subject, come up with equal critiques by opposing authors to have a balanced critique of the subject you are reviewing.METHODOLOGYRESEARCH PHILOSOPHY RESEARCH APPROACH RESEARCH STRATEGY DATA COLLECTION DATA ANALYSIS ACCESS RELIABILITY, VALIDITY, AND GENERALISABILITY ETHICAL ISSUES RESEARCH LIMITATIONS Dissertation Chapters For most sections of the methodology, you should include an appropriate rationale for why you chose to use that particular methodology over an opposing methodology. If you choose positivist over interpretivist, why did you do it? RESULTSIf Quantitative, you should include all the figures, along with a description of the results. If Qualitative or Case Study, you should include the relevant findings in a descriptive format.DISCUSSIONJustification of research topic (why you chose that topic) Recap of Literature Review, and Methodology Justification of Sample Brief Recap of Results Analysis – Split the research question into different sections, and answer each one of the sub questions, based on Literature Review and Results. Then eventually, write a summary that answers the whole research question. Analysis – Make sure you answer the research question. The results should be analyzed in line with the Literature you reviewed in Chapter 2.CONCLUSIONRECOMMENDATIONSREFERENCES A ND BIBLIOGRAPHYAPPENDIXYou must be a good storyteller to write a dissertation. You are not expected to interview or survey anybody, but you must be able to understand the organisation, literature review and methodology, up until the point that you can write a convincing thesis to answer your proposed research question (ask for samples if you need them). I suggest and totally recommend that you start from the literature review. We have provided a simple guide called, how to write a dissertation the literature review, that might be helpful to you. Since you are not really conducting the interviews and reports, the literature review would give you a well-rounded overview of the topic. Most social sciences and Law dissertations adopt secondary research, compared to business dissertations that primarily use Primary Research. Ensure that your choice of research is the most adequate for the topic you are working on. Summary Reviewer John – WP Admin Review Date 2017-08-18 Reviewed Item Dissertation Writing Guide: How to Structure a Dissertation? Author Rating 5

Technology Review Essays

Technology Review Essays Technology Review Essay Technology Review Essay Teaches kids about their health, and teaches them about their body. ? Technology Review Technology has become an essential part of our school systems. Schools are now launching websites aimed at enhancing school educational activities, supporting student-teacher communication, contributing to school marketing efforts, and parent-teacher communication. Technology it makes it easier to keep parents informed of student activities and classroom assignments. I did some research and came across five different educational websites such as FunBrain. com, Kids Knowit. com, Brain Pop. com, ed. gov, and Kidshealth. com.I found these websites to be very important because they are based around K-6 students. These websites are very beneficial throughout the years for the students as they progress through their K-6 school. The Fun brain website offers educational games for kids of all age groups. The website can help a child if they are struggling with a certain subject like math, grammar, science, spelling, and history (Fun Brain, 2013). It is an educational website that is more interesting to students and grabs their attention. This website makes students want to learn more about a subject, and keeps them entertained at the same time.The game lessons are free for the children to utilize, and the child can also use the website at home. The next important educational website is Kids know it that teaches children more about history, and teach them about who they are today. Kids know it website is to provide the highest quality educational activities, products, movies, music, and so many other programs (Kids Know It, 2013). Children are given the opportunity to learn lessons from Prehistoric Humans to the French Revolution. They can also play educational games like invasion history, hopping through history, and brick buster history game (Kids Know it, 2013).This website is also beneficial because if they are struggling in other subjects there are educational activities to lend a hand. Another website that is beneficial for student’s education is Brain pop. com. This website can help with subjects in Science, Social Studies, English, math, Engineering Tech, Health, and Arts Music (Brain Pop, 2013). The science part of the website offers lessons about diversity in life, energy, and matter chemistry. These websites offers lessons and a review quiz afterwards. I find this website to be very valuable in these subjects. The next website is ed. ov, and it offers research to parents about how the schools work. This website is run by the U. S. Department of Education and it gives information about funding, policies, and any news that is happening in the education system (U. S. Department of Education, 2013). It is a very important website to teach parents and teachers about education, and any changes that are happening. I find this website to profit the parents more than the students. The final website is Kidshealth. org, and it provides information to s tudents about their health. This website teaches kids about their bodies, puberty, cooking recipes, health problems, and illness.It gives children a chance to watch movies, take quizzes, read articles, word puzzles, and many more activities. This is a very important educational website that can teach students about their body, and if they have questions that they do not feel comfortable asking their parents this website can help. I find this website to help when children are going through puberty. All of these websites are beneficial to students in K-6 grades. It teaches them about many different things about their body, and they can also help them if they are struggling in subjects.I am going to try and use as many different websites to help with my classroom, and teach my students that learning can be fun. I think kids today forget that they can still learn and have fun. As a teacher it is our job to educate and teach the students about the things they will need in their everyday life. In conclusion, it is going to be my goal to incorporate technology into my teaching. I feel that as technology is becoming more important in our everyday life that we need to incorporate it into are teaching so that students are better prepared for the future.I hope that these websites can help if a student is struggling in a certain area. Hopefully schools continue forward on trying to keep up with the technology world. ? References Brain Pop. (2013). Retrieved on February 21, 2013 from brainpop. com// Fun Brain. (2013). Retrieved on February 21, 2013 from funbrain. com// Kids Health. (2013). Retrieved on February 21, 2013 from http://kidshealth. org/kid/htbw// Kids Know It. (2013). Retrieved on February 21, 2013 from kidsknowit. com// U. S. Department of Education. (2013). Retrieved on February 21, 2013 from ed. gov//

Philosophy 3330 interpretive essay final Example | Topics and Well Written Essays - 1250 words

Philosophy 3330 interpretive final - Essay Example rgument — often called the cogito argument in reference to Descartes’ most-quoted catchphrase the Latin cogito; ergo sum, or â€Å"I think; therefore I am† — to explain the rise of capitalism in Protestant society is perhaps one of the more interesting takes on Cartesian theory. Weber argues that instead of using Descartes’ notion of self simply as a philosophical proof of individual being, Protestants transformed the concept into â€Å"an ethical reinterpretation† (Weber 80), using it as the basis for a life of contemplation: In other words, Weber argues that Protestants seized on the idea of self-knowledge as a sort of manifesto, not a proof existence but a responsibility of existence. So far, so good, but where does the connection to capitalism come in? How does it relate to the notion of an inner life? What does it have to do with the notion of intellectual responsibility? â€Å"The name of Weber makes it clear that we cannot begin to sense the real ideological function of religious aestheticism unless we place it within that larger intellectual and ideological preoccupation which is the study and interrogation of value,† wrote Frederic Jameson (124). Or, more simply put, the religious contemplation of the Protestants was both a factor in and a result of their historio-economic status. For Weber, this status follows a predictable trajectory, journeying from the traditional to the rational with a brief, joyous moment of transformation Weber calls â€Å"charisma.† (Weber 96) The Protestant Reformation is an example of a charismatic period in the evolution of Western society, a time in which society was moving from traditional values and ethics toward restructured, rationalized ethics. And economic success was an important part of these metamorphosing ethics. Part of this emerges from what Weber sees as the Protestant notion of â€Å"craft ,† or pride in workmanship. The idea of a â€Å"calling† for a career path was no longer restricted to men and women of

Leadership Assignment Example | Topics and Well Written Essays - 1250 words - 1

Leadership - Assignment Example It is difficult to measure and assess leadership potential as it cannot be calculated by any tool neither it can be measured in a specific value. It can only be analyzed by customers’ and employees’ satisfaction. This indicates that the organization’s leadership is communicating the vision of the company in a right way. Measuring Leadership: Leadership potential can be analyzed on the basis of the skills present in a person who is willing to take the role as a leader. It is imperative for a leader to know the vision of his organization in a clear manner. He should be aware of the vision and the values from the core. A leader should be aware of his strengths and weaknesses. He should know how to positively use his strengths as tools to win the situation and how to overcome the weaknesses to gain power and authority. Training and development are the essential components in measuring the leadership skills and to enhance them further. A leader should know how to buil d trust and how to develop flawless interpersonal relations with the employees or the subordinates. Situational Theory: Situational theory can be very helpful for the leaders to select the best course of action that are dependent on the situation and the circumstances. ... Answer: The Role of Values, Ethics and Morals in Leadership: Leaders are subjected to perform the â€Å"right things† in a right way. These right things should be morally and ethically right. A true leader seeks truth and rightly justification before taking any decision. A leader may fail to inspire his followers if he undermines the value of ethics, moral and truth in his actions. It is imperative for a leader to have a strong ethics and moral values in his personality. Values and ethics help a leader to develop moral conscience and without these basic elements, a leader cannot demonstrate true leadership. These elements define the level of trust between the leaders and the followers. Values help a leader to construct a positive behavior and personality. On the other hand, ethics enable a leader to commence the right conduct and to be more thoughtful in his actions and decisions. Leaders use moral reasoning to make decisions between what is right and what is wrong. Values pla y a central role in developing moral reasoning (Hughes, Ginnett, and Curphy, 2012). Martin Luther King, Jr. can be stated as a true leader who inspired his followers with his leadership based on moral and ethical values. He raised his voice against discrimination and was known in the history for the liberation of African-American nationals in America. His leadership revolved around nonviolence actions against racial inequality. He received Nobel Peace Prize due to his sincere efforts and true leadership. Some other known examples of behaviors exhibiting values, morals and ethics can be unbiased decisions by leaders, choosing the same for the followers what one chooses for oneself, valuing honesty without any fear and making right judgments.