The Jolly Roger essays

The Jolly Roger essays The name of the pirate flag, the Jolly Roger, might have been named after the devil- Old Roger, but it is more probable it comes from the French name Jolie Rouge which means lovely or pretty red. It was a blood-red flag flown by pirates who intended to kill everyone on board a ship they were about to attack. There were many different Jolly Roger flags. Pirates had their own versions of the Jolly Roger but all of them were guaranteed to strike terror into sailors hearts. Pirates probably borrowed the symbols they used on Jolly Rogers from gravestones. Usually a skull and crossbones, which was the most common on a Jolly Roger, represented death. Sometimes pirates had hourglasses with or without wings to show time was running out for the ship they were going to attack. The first Jolly Roger appeared around 1700 when the pirate Emmanuel Wynne hoisted one in the Caribbean. The flag quickly caught on and other pirates designed their own versions. When pirates neared a target, sometimes they raised a friendly flag and then at the last minute, they would raise a Jolly Roger to frighten their enemy into surrendering. When pirates were giving chase, they hoisted a white flag, and if the ship refused to slow down then the pirates usually raised a red flag which symbolized blood. It also meant that once the pirates boarded the ship, no lives would be spared. Pirates often stole flags from captured ships to add to their collection of false flags. ...

What Happened During the Russian Revolution of 1917

What Happened During the Russian Revolution of 1917 In 1917, two revolutions completely changed the fabric of Russia. First, the February Russian Revolution toppled the Russian monarchy and established a Provisional Government. Then in October, a second Russian Revolution placed the Bolsheviks as the leaders of Russia, resulting in the creation of the worlds first communist country. The February 1917 Revolution Although many wanted a revolution, no one expected it to happen when it did and how it did. On Thursday, February 23, 1917, women workers in Petrograd left their factories and entered the streets to protest. It was International Womens Day and the women of Russia were ready to be heard. An estimated 90,000 women marched through the streets, shouting Bread and Down With the Autocracy! and Stop the War! These women were tired, hungry, and angry. They worked long hours in miserable conditions in order to feed their families because their husbands and fathers were at the front, fighting in World War I. They wanted change. They werent the only ones. The following day, more than 150,000 men and women took to the streets to protest. Soon more people joined them and by Saturday, February 25, the city of Petrograd was basically shut down no one was working. Although there were a few incidents of police and soldiers firing into the crowds, those groups soon mutinied and joined the protesters. Czar Nicholas II, who was not in Petrograd during the revolution, heard reports of the protests but did not take them seriously. By March 1, it was obvious to everyone except the czar himself that the czars rule was over. On March 2, 1917 it was made official when Czar Nicholas II abdicated. Without a monarchy, the question remained as to who would next lead the country. Provisional Government vs. The Petrograd Soviet Two contending groups emerged out of the chaos to claim leadership of Russia. The first was made up of former Duma members and the second was the Petrograd Soviet. The former Duma members represented the middle and upper classes while the Soviet represented workers and soldiers. In the end, the former Duma members formed a Provisional Government which officially ran the country. The Petrograd Soviet allowed this because they felt that Russia was not economically advanced enough to undergo a true socialist revolution. Within the first few weeks after the February Revolution, the Provisional Government abolished the death penalty, granted amnesty for all political prisoners and those in exile, ended religious and ethnic discrimination, and granted civil liberties. What they did not deal with was an end to the war, land reform, or better quality of life for the Russian people. The Provisional Government believed Russia should honor its commitments to its allies in World War I and continue fighting. V.I. Lenin did not agree. Lenin Returns From Exile Vladimir Ilyich Lenin, leader of the Bolsheviks, was living in exile when the February Revolution transformed Russia. Once the Provisional Government allowed back political exiles, Lenin boarded a train in Zurich, Switzerland and headed home. On April 3, 1917, Lenin arrived in Petrograd at the Finland Station. Tens of thousands of workers and soldiers had come to the station to greet Lenin. There were cheers and a sea of red, waving flags. Not able to get through, Lenin jumped on top of a car and gave a speech. Lenin at first congratulated the Russian people for their successful revolution. However, Lenin had more to say. In a speech made just hours later, Lenin shocked everyone by denouncing the Provisional Government and calling for a new revolution. He reminded the people that the country was still at war and that the Provisional Government had done nothing to give the people bread and land. At first, Lenin was a lone voice in his condemnation of the Provisional Government. But Lenin worked ceaselessly over the following few months and eventually, people began to really listen. Soon many wanted Peace, Land, Bread! The October 1917 Russian Revolution By September 1917, Lenin believed the Russian people were ready for another revolution. However, other Bolshevik leaders were not yet quite convinced. On October 10, a secret meeting of the Bolshevik party leaders was held. Lenin used all his powers of persuasion to convince the others that it was time for an armed insurrection. Having debated through the night, a vote was taken the following morning it was ten to two in favor of a revolution. The people themselves were ready. In the very early hours of October 25, 1917, the revolution began. Troops loyal to the Bolsheviks took control of the telegraph, power station, strategic bridges, post office, train stations, and state bank. Control of these and other posts within the city were handed over to the Bolsheviks with barely a shot fired. By late that morning, Petrograd was in the hands of the Bolsheviks all except the Winter Palace where the leaders of the Provisional Government remained. Prime Minister Alexander Kerensky successfully fled but by the following day, troops loyal to the Bolsheviks infiltrated the Winter Palace. After nearly a bloodless coup, the Bolsheviks were the new leaders of Russia. Nearly immediately, Lenin announced that the new regime would end the war, abolish all private land ownership, and would create a system for workers control of factories. Civil War Unfortunately, as well intended as Lenins promises might have been, they proved disastrous. After Russia pulled out of World War I, millions of Russian soldiers filtered home. They were hungry, tired, and wanted their jobs back. Yet there was no extra food. Without private land ownership, farmers began to grow just enough produce for themselves; there was no incentive to grow more. There were also no jobs to be had. Without a war to support, factories no longer had vast orders to fill. None of the peoples real problems were fixed; instead, their lives became much worse. In June 1918, Russia broke out in civil war. It was the Whites (those against the Soviets, which included monarchists, liberals, and other socialists) against the Reds (the Bolshevik regime). Near the beginning of the Russian Civil War, the Reds were worried that the Whites would free the czar and his family, which would not only have given the Whites a psychological boost but might have led to the restoration of the monarchy in Russia. The Reds were not going to let that happen. On the night of July 16-17, 1918, Czar Nicholas, his wife, their children, the family dog, three servants, and the family doctor were all woken up, taken to the basement, and shot. The Civil War lasted over two years and was bloody, brutal, and cruel. The Reds won but at the expense of millions of people killed. The Russian Civil War dramatically changed the fabric of Russia. The moderates were gone. What was left was an extreme, vicious regime that was to rule Russia until the fall of the Soviet Union in 1991.

Ethics Related Information Management System Essay

Ethics Related Information Management System - Essay Example It is paramount to understand, manage and maintain highly diverse values in the school operation so as to the issues of ethics highly accessible and understandable for all. Much of contemporary literature concerning information management ethics is not directed toward the actual benefits of managers and leaders of the school institution (the people who are primarily responsible ethic management in the school community), but it is a domain for all parties involved both managers and students. Lack of primary information is not the mistake of the academics, social critics or philosophers, (Bynum and Rogerson). This challenge is the result of insufficient involvement managers and leaders in the literature and discussion about school ethics. All the leaders and managers school must participate to assist address the ethical issues. The socialization process and the environment to which learners and the entire school community are exposed remain critical factors that determine the character building and academic success. Every school environment critically contributes to the information system of the school and the general shaping of the ethical values of both the student and teachers before joining the labour market. Effectiveness of ethics and its contribution help in shaping the moral values of the school community. Ethics deal with the people’s moral actions. Mainly school ethics apply to teachers, students, the school board and administrators. In each case, a conduct of conduct is established form within the school institution, via the professional, organization. This code of ethics provides ethical standards that regulate the behavior of the people associated with and how they are supposed to relate with others in the decision-making process and working. It also helps in management of the information system of school. Ethical codes outline the outcomes for the parties that do not follow the school ethic policies concerning the handling of the school vital information, examinations, school records and other relevant information. The ethics are designed to develop an atmosphere of honesty, exemplary citizenship and trust in relation to students the ethics are based on student showing respect for the administrators, teachers, parents, school non-teaching staff and other students. In addition, the ethics require that students should respect the program of the school, facilities and the school information, as well. Ethics guard about plagiarism among the students, they are required by law to submit for marking their own unique work and be ready to face the consequences and punishment such as expulsion, suspension or other related administrative actions if they plagiarize their work. Administrators and teachers are ethically guided through the institutional and professional, ethical codes. The law demands them to establish a learning atmosphere that promotes high ethical standards for learners through instruction and modeling. In addition , the administrators and teachers must provide a safe learning condition where all students have equal educational opportunities and are able to attain success. Ethic demands that educators should show high ethical standards when conveying some information concerning the school or communicating with the peers, students, parents and other party’

History of Cognitive Psychology Essay Example | Topics and Well Written Essays - 4000 words

History of Cognitive Psychology - Essay Example The contribution of early researchers under the guidance of cognitive behaviour made it possible to verify every research. They did not design a grand scheme to guide cognitive psychology through its development. Rather, early researchers applied insights from their immediate work to make initial headway. Their accomplishments were substantial and are reflected extensively in current work. (Barsalou, Lawrence.1992, p. 341) Modern psychology is initiated with the enhanced significance in cognition, which is unsceptical, as the same approach has been shared by all the researchers hitherto, which possess a solid ground of theoretical methodology. Cognitive psychology began to explore towards the end of the nineteenth century when in 1879 the first psychology laboratory was set up by Wilhelm Wundt at Leipzig. Wundt's research was mainly concerned with perception, including some of the earliest studies of visual illusions. Among one of the major studies on visual illusions was visual processing proposed by Mishkin in 1982. (Hahn, Martin, 1999, p. 71). In 1885 Hermann Ebbinghaus published the first experimental research on memory, and many subsequent researchers were to adopt his methods over the years that followed. Perhaps the most lasting work of this early period was a remarkable book written by William James in 1890, entitled Principles of Psychology. (Groome, David, 1999, p. 5). In this book James proposed a number of theories, which still remain acceptable to modern cognitive psychologists, including a theory distinguishing between short-term working memory and long-term storage memory. Watson (1913) Watson was the first cognitive psychologist to state the behaviourist position clearly as before Watson there was little progress in cognitive psychology in the early years due to the growing influence of behaviourism. Being the first influential figure, he maintained that psychologists should consider only observable variables such as the stimulus presented to the organism and any consequent response to that stimulus. He argued that they should not concern themselves with processes that they could not observe in a scientific manner, such as thought and conscious experience. The behaviourists were essentially trying to establish psychology as a true science, comparable in status with other sciences such as physics or chemistry. This was perhaps a worthy aim, but it had unfortunate consequences for the study of psychology for the next fifty years, as it had the effect of restricting experimental psychology mainly to the recording of externally observable responses. (Groome, David, 19 99, p. 5) Indeed, some behaviourists were so enthusiastic to explore beyond human experience that they never bothered to eliminate inner mental processes from their studies, which showed their eagerness to work on rats rather than on human subjects. No doubt, what experience a human being brings to a laboratory, nothing else can bring. B.F. Skinner (1938) Skinner, continued the classic work on the behaviourist approach, by training

Hager Shipley in The Stone Angel Essay Example for Free

Hager Shipley in The Stone Angel Essay In Margaret Laurences novel, The Stone Angel, Hagar Shipley is the main character. Born the daughter of Jason Currie, she is one who possesses incredible depth in character. Mingling past and present, we observe the very qualities, which sustained her and deprived her of joy such as her lack of emotional expression. As well, inheriting her fathers harsh qualities, she exhibited pride that detested weakness in any form. Despite of her negative attributes she also displayed a positive mannerism through courage. Thus, Hagar is a cold, but strong willed woman. Such qualities give us a portrait of a remarkable character. Hagars most noticeable characteristic was her lack of feeling and emotion. Indeed there where many situations where she could not physically express what she felt in her heart. She did not cry at the death of her son John. That night she was transformed to stone and never wept at all (Laurence 243). During Marvins childhood, she would impatiently dismiss him due to his slowness of speech. Once when an ecstatic Marvin told Hagar that he finished his chores, Hagar bluntly sends him away saying, I can see youve finished. Ive got eyes. Get along now  ¼ (Laurence 112). Even as a child she was lacked emotion when she could not provide comfort to her dying brother, Daniel. Daniel needed the comfort of his mother, but for Hagar, to play at being her it was beyond me (Laurence 25). Indeed, Hagars deficiency in feeling or expressing emotion was a visible characteristic throughout the novel. As a result of her upbringing, Hagar possesses pride that despises weakness in any form. As a young girl she displayed this trait when her dad slapped her hand, I wouldnt let him see me cry, I was so enraged (Laurence 9). As previously mentioned before, Hagar could not portray her mother to comfort her dying brother. She characterized her mother as the woman Dan was said to resemble so much and from whom hed inherited a frailty I could not help but detest (Laurence 25). When Hagar brought upon the subject of marriage with Bram Shipley to her father he made it clear that theres not a decent girl in this town would wed without her familys consent (Laurence 49). Hagar rebelliously responded, It will be done by me (Laurence 49) and eventually marries Bram. Thus, throughout the novel, Hagars attribute of scornful pride is evidently exhibited. In contrast to her negative character, Hagar exhibits a great deal of courage. Following Hagars marriage to Bram, she immediately faced the reality of the life. The next day Hagar cleaned the house inside out. I had never scrubbed a floor in my life, but I worked that day as though Id been driven by a whip (Laurence 52). Hagar also had the courage to leave Bram for the sake of her childrens future. Physically, Hagar did not lack courage. At the age of 90, Hagar was able to painfully endure her journey to Shadow Point. Thus, her courageous character classifies her as a strong willed woman. Theres no question that Hagar, young or old, is a cold yet courageous woman. She was deficient in physically expressing her feelings and emotions. She also possessed an unbending pride, which despised weakness in any form. However, despite of her negative attributes she still exhibits a positive aspect through her courage. Hagars character has such immense depth. She may not be perfect; nevertheless she is unique. Important Note: If youd like to save a copy of the paper on your computer, you can COPY and PASTE it into your word processor. Please, follow these steps to do that in Windows: 1. Select the text of the paper with the mouse and press Ctrl+C. 2. Open your word processor and press Ctrl+V. Companys Liability 123HelpMe.com (the Web Site) is produced by the Company. 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Comparing Mens Assumptions in Susan Glaspells Trifles and Henrik Ibse

Men's Assumptions in Trifles and A Doll House There are many similarities in the relationships between men and women in Susan Glaspell's Trifles and Henrik Ibsen's A Doll House. The conflict in each play is the result of incorrect assumptions made by the males of a male-dominated society. The men believe that women focus on trivial matters and are incapable of intelligent thinking, while the women quietly prove the men's assumptions wrong. In the plays Trifles and A Doll House men believe women only focus on trivial matters. While Mrs. Wright is being held in jail for the murder of her husband, she is concerned about the cold weather causing her jars of fruit to freeze and burst. Mrs. Peters and Mrs. Hale discuss Mrs. Wright's concern over her canned fruit after finding a broken jar. Mrs. Peters voices Mrs. Wright's concern, "She said the fir'd go out and her jars would break" (Glaspell 1.27). The Sheriff's response is, "Well can you beat the women! Held for murder and worryin' about her preserves" (Glaspell 1.28). The women realize the hard work involved in canning this fruit and understand Mrs. Wright's concern. The men see this as unimportant compared to the trouble Mrs. Wright is facing. Likewise, in Isben's play A Doll House Helmer believes that his wife Nora only focuses on trivial matters. Three weeks prior to Christmas Nora spent every evening working alone. Helmer believes that Nora is making the family Christmas ornaments and other treats for the Christmas holidays. In reality, Nora is working for money to repay a loan that she illegally acquired when Helmer was ill. The house cat is blamed for destroying the nonexisting ornaments. Helmer reminds her of the long hours spent away from the family. Helmer sa... ...n, John S. Ibsen: The Open Vision. 1982. Durbach, Errol. A Doll's House: Ibsen's Myth of Transformation. Boston: Twayne, 1991. Glaspell, Susan. "Trifles." Plays by Susan Glaspell. New York: Dodd, Mead and Company,   Inc., 1920. Reprinted in Literature: An Introduction to Fiction, Poetry and Drama.   X.J. Kennedy and Dana Gioia Eds. New York: Harper Collins Publisher, 1995.  Ã‚  Ã‚  Ã‚   Glaspell, Susan. Trifles. Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford / St. Martin's, 2000. 127-137. Ibsen, Henrik. A Doll House (1879). Trans. Rolf Fjelde. Rpt. in Michael Meyer, ed. The Bedford Introduction to Literature. 5th edition. Boston & New York: Bedford/St. Martin's Press, 1999. 1564-1612. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40.    Comparing Men's Assumptions in Susan Glaspell's Trifles and Henrik Ibse Men's Assumptions in Trifles and A Doll House There are many similarities in the relationships between men and women in Susan Glaspell's Trifles and Henrik Ibsen's A Doll House. The conflict in each play is the result of incorrect assumptions made by the males of a male-dominated society. The men believe that women focus on trivial matters and are incapable of intelligent thinking, while the women quietly prove the men's assumptions wrong. In the plays Trifles and A Doll House men believe women only focus on trivial matters. While Mrs. Wright is being held in jail for the murder of her husband, she is concerned about the cold weather causing her jars of fruit to freeze and burst. Mrs. Peters and Mrs. Hale discuss Mrs. Wright's concern over her canned fruit after finding a broken jar. Mrs. Peters voices Mrs. Wright's concern, "She said the fir'd go out and her jars would break" (Glaspell 1.27). The Sheriff's response is, "Well can you beat the women! Held for murder and worryin' about her preserves" (Glaspell 1.28). The women realize the hard work involved in canning this fruit and understand Mrs. Wright's concern. The men see this as unimportant compared to the trouble Mrs. Wright is facing. Likewise, in Isben's play A Doll House Helmer believes that his wife Nora only focuses on trivial matters. Three weeks prior to Christmas Nora spent every evening working alone. Helmer believes that Nora is making the family Christmas ornaments and other treats for the Christmas holidays. In reality, Nora is working for money to repay a loan that she illegally acquired when Helmer was ill. The house cat is blamed for destroying the nonexisting ornaments. Helmer reminds her of the long hours spent away from the family. Helmer sa... ...n, John S. Ibsen: The Open Vision. 1982. Durbach, Errol. A Doll's House: Ibsen's Myth of Transformation. Boston: Twayne, 1991. Glaspell, Susan. "Trifles." Plays by Susan Glaspell. New York: Dodd, Mead and Company,   Inc., 1920. Reprinted in Literature: An Introduction to Fiction, Poetry and Drama.   X.J. Kennedy and Dana Gioia Eds. New York: Harper Collins Publisher, 1995.  Ã‚  Ã‚  Ã‚   Glaspell, Susan. Trifles. Making Literature Matter: An Anthology for Readers and Writers. Ed. John Schilb and John Clifford. Boston: Bedford / St. Martin's, 2000. 127-137. Ibsen, Henrik. A Doll House (1879). Trans. Rolf Fjelde. Rpt. in Michael Meyer, ed. The Bedford Introduction to Literature. 5th edition. Boston & New York: Bedford/St. Martin's Press, 1999. 1564-1612. Templeton, Joan. "The Doll House Backlash: Criticism, Feminism, and Ibsen." PMLA (January 1989): 28-40.   

Wendell Phillip Speech

Wendell Phillips, a white American abolitionist, used the power of language to his advantage to collaborate an influential speech filled with praises and moving words for the former slave, Haitian general, Toussaint-Louverture. His words reveal an unmistakable abolitionist fervor that screams to Americans to allow African Americans to serve in the military and open their eyes to the oppression of slavery. He attempts to ignite this passion through his zealous attitude, his strategic defense for Louverture, and his fluid progression of ideas. His most effective technique, however, is hidden under the surface in his use of stellar parallel structure and reference to historical allusions. These tools allow him to praise his esteemed subject while at the same time moving and influencing his audiences. Phillips speech is rich with historical allusions to the great leaders of our past- leaders who have had a significant impact on our American history. He first juxtaposes his introduction of Louverture with an input about George Washington, the great American President and military leader. This appeals to American emotions as an influential leader is followed up by a Haitian Negro. By placing the two names side by side, Phillips emphasizes a much-intended similarity between the two in terms of greatness. He makes a second juxtaposition when Oliver Cromwell, an important English political leader known for his military skill, is stated parallel to Toussaint’s. Similar to the juxtaposition to Washington, Phillips looks to dispel the mere differences between Cromwell and Toussaint and portray them as equals. A second effective mechanic used in Phillips speech is the flawless use of parallel sentence structure throughout the passage. He admires Toussaint’s action when he â€Å"forged a thunderbolt and hurled it† and follows this assertion by paralleling the Spaniards, French, and English. This structure illuminates how the Haitian successfully challenged each of these â€Å"great† European powers and came up victorious. The structure creates a build-up, each one effectively following the next. This syntax adds to the emphasis of Louverture’s great accomplishments and puts them in a light not too far-fetched from those of the great Europeans. Wendell Phillips carefully chosen diction and use of syntax frees the audience of prejudice in debating whether to allow Negroes into the military. He embodies his speech with emotion and power that pushes the idea that Toussaint should be credited along with the other renound leaders. His language moves his audience in a way that contributes to the developing abolitionist fervor that helped the North win the Civil War. He instills in them the same respect for Louverture as for Washington, the Father of their country and Cromwell, the great military leader. His words were strong enough to influence America as a whole and carried with it so much truth and emotions that people were left with only one thing to do-fight to free the ever-oppressing chains of slavery.

Intro to Philosophy Essay

The word philosophy itself means â€Å"the love of wisdom. † Philosophy stands for doing the right thing or being a â€Å"just† person. Philosophy also means to see things for what they truly are and not what they may seem to be. A philosopher’s life is a lifelong quest to find the meaning of things beyond their physical appearance. The Ring of Gyges is a ring that a man puts on and becomes invisible. When he does wrong he is not blamed, he gets away with it. Once a man puts this ring on he can be unjust without punishment. In the second book of The Republic Adimantus argued that the unjust life is happier than the unjust. His argument was that a just man can go without now and enjoy heaven in the afterlife while an unjust man will go without nothing and still enjoy the benefits of the after life. Through the eyes of a philosopher there are two worlds, the visible world and the intelligible world. In the visible you can see things and judge them from what you actually see. If a person sees a flower one could judge that it is a beautiful flower. However, the person is judging this flowers beauty on its physical appearance and their claim is merely an opinion rather than true knowledge. In â€Å"The Allegory of the Cave† men are chained inside of a cave. All they can see is the shadows that are formed on the wall in front of them. The people inside of the cave believe that the shadows that are being cast on the wall is reality. When one of the men is unchained and brought to the outside world at first he is blinded by the sun and cannot see clearly. The man can only see the shadows of the objects in front of him, this can be perceived as the images of physical objects. When his eyes adjust he can see more than the shadows, he can see the physical objects themselves. When the man goes back inside of the cave to tell the others what he has seen he again cannot see clearly because his eyes have not adjusted. The others in the cave laugh claiming that the sun has ruined his eyes. For a period of time he cannot decipher what the shadows on the wall are imitating. They don’t believe what the man is telling them. In Plato’s Analogy of the Divided Line the four stages of cognition, which represent the levels of existence, are explained. The first two stages, the good and the sun, represent the visible world. The third and fourth stages, knowledge and opinion, represent the intelligible world. These stages are represented in â€Å"The Allegory of the Cave. † Without the sun’s light we would not be able to see anything at all. The sun allows us to see the flower that we perceived as beautiful. Without the suns light we would not be able to see or perceive any of the physical objects that exist. The sun is perceived as the things that we see. The sun also allows for all living life on earth. Without the sun all life on Earth would diminish. Without the sun we could not perceive anything at all. 1. A person can only understand something once they have reached the highest level of cognitive activity. One must acquire the Form of Good before they can truly understand something. Images and assumptions are not enough support to truly understand the meaning of something. The images the prisoners in the cave saw and the assumptions they made about what they thought they could be are only their opinions. Although they were able to identify the shadows on the wall as what they thought they were it is not enough to truly know what they are, the identities given to the shadows by the prisoners is merely their opinion. In â€Å"Phaedo† Socrates claims that our soul is attached to our body. Our body acts as a vessel only operating because of the soul inside. According to Socrates our body holds us back from perceiving things for what they truly are and therefore a philosopher should desire death because it enables them to continue their quest of reality. 2. Socrates viewed death as a purification of the body that allows us find pure wisdom. Socrates explained how our souls are glued to our bodies and only when they are unfastened by death is a person able to experience wisdom in its purest state. The body distracts us from finding the truth because it requires maintenance. The body allows us to feel pain and emotions like love, fear and hunger. Socrates admits that philosophers are more or less practicing for death and should embrace it when it comes for them. â€Å"And will he who is a true lover of wisdom, and is persuaded in like manner that only in the world below he can worthily enjoy her, still repine death? Will he not depart with joy? Surely, he will, my friend, if he be a true philosopher. For he will have a firm conviction that there only, and nowhere else, he can find wisdom in her purity. † (Phaedo pg. 65) Socrates believes that philosophy is good because it enlightens us to what things actually are rather than what they’re perceived to be. Philosophy is what brings the unchained man outside of the cave. It pushes us to go into the unknown, which we at one point we thought we knew. Once we realize what things actually are we also realize that we had no idea what they really were before. The man in the cave that once thought that the only reality was the shadows on the wall now realizes that the shadows weren’t reality at all. Socrates was formally charged because he didn’t worship the gods recognized by the states and for corrupting the youth of Athens. The informal charges against Socrates was asking questions that were unusual, or outside of the box. â€Å"Socrates is an evil-doer, and a curious person, who searches into things under the earth and in heaven, and he makes the worse appear the better cause; and he teaches the aforesaid doctrines to others† p. 21 Apology The oracle of Delphi told Socrates that he was the wisest man. Socrates refused to accept this statement and went searching for a wiser man than himself. In search of a wiser man than himself, Socrates talked with many people including politicians, poets and craftsmen who claimed to be wise. Socrates found them to not be wise because they thought they knew things that they did not. Socrates proclaimed himself as wise because he knew that he did not know. Socrates exposed the false wisdom of the men who were thought to be wise. Naturally these men held much resistance and hostility towards Socrates. These negative feelings contributed to Socrates’ trial. Socrates refutes Meletus’ statement that he doesn’t believe in any god, that he is an atheist. Socrates does this by confirming that he does in fact believe in supernatural activities, such as his inner voice that told him he was the wisest man, and therefore is not an atheist. Socrates states that wealthy young men, enjoy following him around and listening to him question people. It’s entertaining for them. These men, who think they are wise but aren’t, then go out and try to do this on their own. When the people they question get angry instead of being angry with themselves, become angry with Socrates. They accuse Socrates of filling the young men’s head with nonsense. When asked about what Socrates teaches they don’t know and then use claims already made against philosophers against Socrates. Socrates then asks Meletus who he thinks an improver of the youth is. Meletus claims that the law is an improver of the youth, such as judges and senators. Socrates then proclaims that everyone in the state is an improver of the youth except himself. Meletus agrees to this statement. Socrates states that he must either not corrupt the youth or unintentionally corrupt the youth because good do their neighbors good, and evil do them evil. If he had corrupted someone, in theory, they should have harmed him by now. In Socrates’ last defense he says, â€Å"For if you kill me you will not easily find another like me, who, if I may use such a ludicrous figure of speech, am a sort of gadfly, given to the state by God; and the state is like a great and noble steed who is tardy in his motions owing to his very size, and requires to be stirred into life. I am that gadfly which God has given the state, and all day long and in all places am always fastening upon you, arousing and persuading and reproaching you. † (31-32) Socrates is attempting to demonstrate to the people of the city that there is more to their life than what meets the eye. Without philosophers such as himself they will continue to live the life they’re living with no desire to search for more. They will continue to accept the shadows on the wall as their reality. There are three parts to the soul. These three parts consist of the rational, high spirit and the appetitive. The rational portion of the soul is the part of us that seeks knowledge of wisdom. According to Plato the rational should rule the soul. The high spirit consists of the angry and prideful part of the soul that defends and aids the rational. The high spirit avoids shame. The final part of the soul, the appetitive, is the part of the soul that desires. While some desires are necessary, others are not. If not restrained by the rational, the appetitive portion of the soul can over rule all other parts. In addition to the three parts of the soul there are also three parts of the city. These three parts are the gold, silver and the bronze. The golds are the guardians, the silvers are the enforcers of the laws (helpers), and the bronzes are the merchants and tradesmen. The city virtue of wisdom resides within the gold’s, the guardians. In order to posses civic wisdom one must know how the city operates and how all parts of the city are connected. The knowledge of how the city runs and operates allows the city to operate at the highest level. The city virtue of bravery and justice resides with the silvers, the enforcers of laws. Civic bravery is the defined as the Silvers upholding their education about what things are and are not to be feared and in what order as ordered to them by the Golds. Civic justice refers to sticking to your own work whether you are a moneymaker, helper, or guardian. It’s considered unjust to work outside of your boundaries. The city virtue of temperance exists within the bronze citizens, the merchants and tradesmen, of the city. The civic temperance is the agreement (harmony) between the three sections (gold, silver and bronze) as to who should rule and who should obey. The personal virtue of wisdom is housed by ones rational portion of the soul. Personal wisdom consists of knowing all parts of the soul and how they are connected to one another. The ultimate goal of personal wisdom is keeping the soul as healthy and as balanced as possible. Personal bravery and justice is contained within the high-spirit part of the soul. The High-Spirit of the soul is to preserve the education of what is and is not to be feared. The Rational tells the High-Spirit in which order things are to be feared or not feared. The personal virtue of justice minds it’s own within each part of the soul. The appetitive portion of the soul houses the personal temperance virtue. The personal temperance works in agreement between the three portions of the soul as to who should rule and who should obey. The advantage of philosophy with respect to the state is the efficiency. Everyone has jobs that relate well to their attributes. You cannot be a gold (guardian) without first experiencing being a bronze and then a silver. In order to be a gold one must possess knowledge of all three parts of the city. This ultimately leaves the best most knowledgeable citizens in charge of the city. The advantage of philosophy in regards to the individual is the balance between all parts of the soul. All parts of the soul are important to understand and the rational helps us inherit the wisdom needed to understand these aspects of the soul. One who constantly indulges in the appetitive portion of the soul will be overcome by it. When a person posses wisdom they know when a desire is necessary rather than unnecessary. Students and states that pursue philosophy are better off than the ones who don’t because of the level of intelligence they hold. When a student or state has the knowledge of all the levels of either the civic or individual level they’re more likely to excel in their job. Without philosophy there would be no need to extend one’s boundaries and explore the unkown. Socrates was the man in the cave who managed to break free from his chains and see the world beyond the cave. His accusers, the men still chained inside of the cave, refused to accept what Socrates was trying to show them. If they accepted what Socrates was trying to prove it would be a harsh reality for all they ever knew would diminish. Life outside of the cave is unknown. It’s far less scary to continue their life believing that the shadows on the wall are all that there is. Works Cited Plato, and Benjamin Jowett. The Trial and Death of Socrates: Four Dialogues. New York: Dover Publications, 1992. Print. Plato, H. D. P. Lee, and M. S. Lane. The Republic. London: Penguin, 2007. Print.

Do You Need SAT Scores to Transfer Colleges

Do You Need SAT Scores to Transfer Colleges SAT / ACT Prep Online Guides and Tips Determining all the different requirements for transferringcolleges can be a huge hassle. One of the most common questions students have is whether theyneed to submit SAT scores to apply as transfer students. There’s no single answer to this question, but this guide will explain some common policies about SAT scores for transfer applicants, how to determine whether you need to submit SAT scores, and how much attention schools pay to these scores when they also have your grades from another college. Do You Need to Submit SAT Scores as a Transfer Applicant? As I touched on above, the answer to this question really depends on the school you’re applying to. Some schools don’t require SAT scores for any transfer students, some only want standardized test results from students who haven’t completed a minimum number of credits, and some ask for test scores from all applicants. In general,very selective schools and small liberal arts colleges are more likely to require test scores, while bigger state universities are more likely to waive the requirement.Also, if you’ve been out of high school for more than five years or if taking the SAT represents an undue financial burden, most schools will waive any SAT requirements. The following chart details the transfer applicant test score requirements for a range of schools to give you a sense of the type of policies you might encounter. Schools are listed alphabetically and all credits are in semesters. School Requires SAT? Exceptions / Notes CU Boulder Yes Exempt if you've completed at least 24 college credit hours Dartmouth Yes May submit testing waiver if taking the SAT/ACT will pose a hardship for you Georgetown Yes Exempt if you graduated high school at least five years before you intend to matriculate Harvard Yes None Middlebury Yes Must send original high school scores University of California No - University of Illinois Yes Exempt if you've completed 30 college semester hours (but test scores are still recommended for under 59 graded credit hours) University of Washington Yes Exempt if you have 40 or more transferable credits USC Yes Exempt if you've completed at least 30 semester units of college coursework UT Austin No - Obviously, this chart is far from comprehensive. Since, as you can see, testing policies vary quite a bit, you’ll need to find outwhethertheschools you’re applying to require transfer applicants to submit SAT scores. Start by checking the section of the school's website for transfer applicants. Some schools have a specific page about standardized test scores.If you can't find anything on these pages, look at the application checklist or FAQ pages. If you’re really struggling to find any information on test scores for transfer applicants, search on Google for "[School Name] transfer SAT scores." You might have to try a couple of the links, but usually this approach will eventually get you to the page you need. If you’re transferring from a community college, keep in mind that your current school might have a guaranteed admission agreement with the state university.These programs often don’t require test scores from transfer applicants (but sometimes do). Finally, you can always call or email the admissions office at the school if you have questions. After all, they’re there to help! How Important Are SATScores as a Transfer Student? Most colleges weight SAT scores less heavily for transfer applicants than they do for freshmen since transfer students already have proof of their ability to succeed in college: their transcript. "If a student is transferring after one semester in college or a year, schools usually want the SAT and high school GPA, but the further away from high school, the less schools rely on them," college counselor Deborah Shames told US News(bold emphasis mine). There are definitely some exceptions, however. Very selective schools tend to care more about test scores than less selective colleges do. You’re also likely to be judged more on your SAT scores if your grades aren’t that impressive. If you're concerned about your SAT scores, see whether the school you're interested in offers atransfer student profile. This will listthe middle 50% range of ACTand SATscores for transfer students. (As an example, check outGeorgetown's.) If yourscoreis toward the high end of that range (or above), you're set. If you're in the lower end (or below), you might want to consider putting in some focused prep time and retaking the SAT. What's Next? If you have more questions about transferringcolleges,read our complete guide to the transfer process. Thinking about transferring but not sure what school you want to go to? Use these college search sitesto findthe school that's right for you. Or maybe you need help with another part of your college application, such aswriting about your extracurricularsor asking for recommendation lettersfrom teachers. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Cosmos Episode 11 Viewing Worksheet

Cosmos Episode 11 Viewing Worksheet   Its movie day! Those are words almost all students like to hear when they enter their classrooms. Many times, these  movie or video days  are used as a reward for students. However, they can also be used to supplement a lesson or topic they are learning about in class.   There are many great science-related movies and videos available for teachers, but one that is entertaining and has great and accessible explanations of science is the Fox series   ​Cosmos: A Spacetime Odyssey hosted by Neil deGrasse Tyson. Below is a set of questions that can be copy and pasted into a worksheet for students to fill out as they view Cosmos episode 11. It can also be used as a quiz after the video is shown. Feel free to copy and it and tweak it as necessary.    Cosmos Episode 11 Worksheet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Name:______________    Directions: Answer the questions as you watch episode 11 of Cosmos: A Spacetime Odyssey entitled, â€Å"The Immortals†.    1.   How does Neil deGrasse Tyson say our ancestors marked the passage of time?    2.   Where was civilization, including written language, born?    3.   Enheduanna is considered to be the first person to do what?    4.   What is the name of Enheduanna’s poem that an excerpt is read from?    5.   What is the name of the hero in the story of the great flood?    6.   How many years before the Bible was written was this account of the great flood?    7.   In what form does everyone carry the message of life in their bodies?    8.   What kind of molecules may have gotten together in the sunlit pools of water to form the first life?    9.   Where, underwater, could the first life have formed?    10.   How could the first life have â€Å"hitchhiked† to Earth?    11.   What was the name of the village near Alexandria, Egypt where the meteor hit in 1911?    12.   Where was the meteorite that hit Egypt originally from?    13.   How can meteorites be â€Å"interplanetary arks†?    14.   How could life on Earth have survived the large number of asteroid and meteor strikes early in its life history?    15.   How does Neil deGrasse Tyson say a dandelion is like an ark?    16.   How could life travel to very distant planets in outer space?    17.   What year did we first announce our presence to the galaxy?    18.   What was the name of the project that had radio waves bouncing off the Moon?    19.   How long does it take a radio wave sent from Earth to make it to the Moon’s surface?    20.   How many miles do Earth’s radio waves travel in one year?    21.   What year did we begin listening with radio telescopes for messages from life on other planets?    22.   Give one possible thing we could be doing wrong when listening for messages from life on other planets.    23.   What are two reasons Mesopotamia is now a wasteland instead of a thriving civilization?    24.   What did the people of Mesopotamia think caused the great drought in 2200 BC?    25.   What great civilization would be wiped out in Central America 3000 years later when another abrupt climate change happened?    26.   Where was the last supervolcano eruption and how long ago did it happen?    27.   What was the secret weapon the Europeans brought with them that helped defeat the American Natives?    28.   What is the main problem with our current economic systems from when they were made?    29.   What does Neil deGrasse Tyson say is a good measure of intelligence?    30.   What is the greatest hallmark of the human species?    31.   What state does Neil deGrasse Tyson compare giant elliptical galaxies to?    32.   When, on the new year of the Cosmic Calendar, does Neil deGrasse Tyson predict humans will learn to share our tiny planet?

Dell Inc Paper Essay Example | Topics and Well Written Essays - 750 words

Dell Inc Paper - Essay Example In addition, the third party integration cost is higher than the cost of integration done by contract manufacturers. The US labors costs are higher than that of China. From the figure 6-4, it is obvious that in L5 the chassis (without motherboard) is shipped to the United States first, and subsequently the motherboards are airfreighted to the country (Simchi-Levi et al., p.184). Since the motherboard is not manufactured at the time of shipping the chassis, the company incurs additional logistics costs from airfreight. While analyzing the six of the proposed manufacturing solutions to the Dell, it is advisable for the company to manage the 3PI (3rd Party Integration) directly to improve its supply chain efficiency. When the 3PI is managed by Dell directly, the Dell management can enjoy more control over its supply chain activities, and ensure uninterrupted flow of finished products. Another major advantage of this manufacturing solution is that it would help the company trim down integration costs by employing cheap labor. In addition, this manufacturing option may assist the firm to minimize its dependence on external parties. The potential demerit of this solution is that Dell has not adequate expertise in the integration process and this issue may lead to product quality problems. If the supply chain shortage gets deteriorated, the company cannot manage the situation by simply practicing the option 4 (Dell managed 3PI). Under this circumstance, the organization must switch to the option 3A – Integration at SLC/hub. This option is relatively less complex for worldwide procurement, and therefore it may assist the company to resolve the issue. In addition, the management of supply quality engineering is minimized under this option, and hence the chipset supply is likely to improve. However, the option 3A is not very effective considering the difficulties associated with cost accounting. Finally, additional production control and