Free Essays on Platos Forms

The question of God’s existence has been debated through the history of man, with every philosopher from Socrates to Immanuel Kant weighing in on the debate. So great has this topic become that numerous proofs have been invented and utilized to prove or disprove God’s existence. Yet no answer still has been reached, leaving me to wonder if any answer at all is possible. So I will try in this paper to see if it is possible to philosophically prove God’s existence. Before I start the paper there are a few points that must be established. First is a clear definition of Philosophy of Religion, which is the area of philosophy that applies philosophical methods to study a wide variety of religious issues including the existence of God. The use of the philosophical method makes Philosophy of Religion distinct from theology, which is the study of God and any type of issues that relate to the divine. Now there are two types of theology, Revealed and Natural Theology. Revealed Theology claims that our knowledge of God comes through special revelations such as the Bible, the Holy Spirit, and the Koran. Saint Thomas Aquinas indicates that Revealed Theology provides what he calls â€Å"Saving Knowledge†, which is knowledge that will result in our salvation. Now Natural Theology is our knowledge of God that one ascertains through natural reasoning, or reasoning that is unaided by special revelations. Saint Thomas noted that this type of reasoning ca n provide knowledge of God’s nature, or even prove his existence, but can never result in the person attaining salvation for as he states, even demons know that God exists. A note must be made before we press on; as one might notice Natural Theology is akin to philosophy of religion in the sense that both use human reasoning in their attempts to explain the divine. The main difference between them of course is the range of the topics considered. Ontological Argument The Ontological Argument, w... Free Essays on Plato's Forms Free Essays on Plato's Forms The question of God’s existence has been debated through the history of man, with every philosopher from Socrates to Immanuel Kant weighing in on the debate. So great has this topic become that numerous proofs have been invented and utilized to prove or disprove God’s existence. Yet no answer still has been reached, leaving me to wonder if any answer at all is possible. So I will try in this paper to see if it is possible to philosophically prove God’s existence. Before I start the paper there are a few points that must be established. First is a clear definition of Philosophy of Religion, which is the area of philosophy that applies philosophical methods to study a wide variety of religious issues including the existence of God. The use of the philosophical method makes Philosophy of Religion distinct from theology, which is the study of God and any type of issues that relate to the divine. Now there are two types of theology, Revealed and Natural Theology. Revealed Theology claims that our knowledge of God comes through special revelations such as the Bible, the Holy Spirit, and the Koran. Saint Thomas Aquinas indicates that Revealed Theology provides what he calls â€Å"Saving Knowledge†, which is knowledge that will result in our salvation. Now Natural Theology is our knowledge of God that one ascertains through natural reasoning, or reasoning that is unaided by special revelations. Saint Thomas noted that this type of reasoning ca n provide knowledge of God’s nature, or even prove his existence, but can never result in the person attaining salvation for as he states, even demons know that God exists. A note must be made before we press on; as one might notice Natural Theology is akin to philosophy of religion in the sense that both use human reasoning in their attempts to explain the divine. The main difference between them of course is the range of the topics considered. Ontological Argument The Ontological Argument, w...

How Word Order Affects Spanish Adjectives

How Word Order Affects Spanish Adjectives Put an adjective before a noun or after the noun in Spanish, and usually it makes only a subtle difference, if any, in the meaning. But there are some cases where the placement of the adjective makes significant enough of a difference that we would translate it differently in English. For an example, take the following two sentences: Tengo un viejo amigo. Tengo un amigo viejo. A safe translation of these two sentences would be fairly easy to come up with: I have an old friend. But what does that mean? Does it mean that my friend is elderly? Or does it mean that the person has been a friend for a long time? Word Order Can Remove Ambiguity It may surprise you to find out that in Spanish the sentences arent so ambiguous, for viejo can be understood differently depending on where it is in relation to the noun that is described. Word order does make a difference. In this case, tengo un viejo amigo typically means I have a longtime friend, and tengo un amigo viejo typically means I have an elderly friend. Similarly, someone who has been a dentist for a long time is un viejo dentista, but a dentist who is old is un dentista viejo. Of course it is possible to be both - but in that case the word order will indicate what youre emphasizing. Viejo is far from the only adjective that functions that way, although the distinctions arent nearly always as strong as they are with viejo. Here are examples of some of the more common such adjectives. Context still matters, so you shouldnt consider the meanings to always be consistent with whats listed here, but these are guidelines to pay attention to: antiguo: la antigua silla, the old-fashioned chair; la silla antigua, the antique chairgrande: un gran hombre, a great man; un hombre grande, a big manmedio: una media galleta, half a cookie; una galleta media, an average-size or medium-size cookiemismo: el mismo atleta, the same athlete; el atleta mismo, the athlete himselfnuevo: el nuevo libro, the brand-new book, the newly acquired book; el libro nuevo, the newly made bookpobre: esa pobre mujer, that poor woman (in the sense of being pitiful); esa mujer pobre, that woman who is poorpropio: mis propios zapatos, my own shoes; mis zapatos propios, my appropriate shoessolo: un solo hombre, only one man; un hombre solo, a lonely mantriste: un triste viaje, a dreadful trip; un viaje triste, a sad tripà ºnico: la à ºnica estudiante, the only student; la estudiante à ºnica, the unique studentvaliente: una valiente persona, a great person (this is often used ironically); una persona valiente (a brave person) You may notice a pattern above: When placed after a noun, the adjective tends to add a somewhat objective meaning, while placed before it often provides an emotional or subjective meaning. These meanings arent always hard and fast and can depend to a certain extent on context. For example, antigua silla might also refer to a well-used chair or a chair with a long history. Some of the words also have other meanings; solo, for example, can also mean alone. And in some cases, as with nuevo, placement can also be a matter of emphasis rather than simply of meaning. But this list does provide a guide that should be useful in helping determine the meaning of some double-meaning adjectives. Sample Sentences and Placement of Adjectives El nuevo telà ©fono de Apple tiene una precio de entrada de US$999. (Apples brand-new phone has an entry price of $999 U.S. Nuevo here adds an element of emotion, suggesting that the phone offers desirable new features or is something otherwise fresh or innovative.) Siga las instrucciones para conectar el telà ©fono nuevo. (Follow the instructions in order to connect the new phone. Nuevo says only that the phone was recently purchased.) El mundo sabe que Venezuela hoy es un pobre paà ­s rico. (The world knows that Venezuela today is a poor rich country. Pobre suggests in part that Venezuela is poor in spirit despite the riches at its disposal. El economista chino dice que China ya no es un paà ­s pobre, aunque tenga millones de personas que viven en la pobreza. (The Chinese economist says that China still isnt a poor country, although its has millions of people living in poverty. Pobre here likely refers only to financial wealth.)

Globalization - Containerization Case Study Example | Topics and Well Written Essays - 250 words

Globalization - Containerization - Case Study Example Even though CBP has in past been able to counter security threats posed by containerization trade significantly in the past, there has been rising fear that the increasing international trade through ocean transportation might endanger national security. Indeed, almost 95% of cargos arriving in America are undertaken through sea. Thus, there has been an opinion that the international trade needs to be slowed down to ensure the national security is not compromised. However, it is possible to look after the national security without slowing down the international trade through employment of advanced technology on sensors. The ability of developing a multisensory device that is capable of detecting diverse threats when the container is en-route will ensure the national docks are secure from potential threats since the threat will be detected in advance (Grillot, Cruise and DErman 178). However, the security measures at the dock currently are not similar to measures at train stations and airports since the threats are undetected before they arrive at the dock. There have been improved security measures at train stations, airports, and other places compared to docks since a potential threat is detected before a security agency undertakes a screening exercise through sophisticated surveillance cameras amounted across the country. Consequently, the Federal government and maritime industry needs to invest heavily in technology of detecting illegal content and potential threat of container en-route to ensure the threat is countered efficiently and effectively. This will help in promoting secure and safe containerization

SD # 2 Essay Example | Topics and Well Written Essays - 500 words

SD # 2 - Essay Example An image of a product is a very effective communication tool that makes lasting impressions among the viewers. In one way or the other, the customers are likely to respond to the market offering which shows that they have developed interest in the product. This enhances marketing communication between the marketers and the targeted consumers. 2. It is better to post an image that conveys an emotional response rather than a simple advertisement since it is likely to influence the customers to respond positively. Such images appeal to the emotions of the customers such that they can act when they come across products that may be of interest to them. Essentially, the aim of marketing is to stimulate the interests of the targeted customers so that they can buy the products offered. This can be possible if the image is designed in such a way that it will appeal to the emotions of the consumers. In most cases, customer response to a particular offering is mainly influenced by their emotions towards it. Therefore, it is imperative to design the images of the products that will appeal to the interests of the customers such that they can make a decision to purchase them. Thus, an image that evokes memories helps to stimulate the interests of the customers and consequently help them to make decisions to purchase the products being sold. Simple advertisements may fail to appeal to the interests of the targeted customers. 3. Pinterest acts as a customer relationship management tool in that the marketers are in a position to interact with different people on a personal level due to the fact that the images pinned by people to their boards reflect personal interests. As such, the marketers and the consumers can exchange information about a particular product. The consumers for instance can constantly get feedback from the marketers and this helps to develop

The Struggle for Equality: Native-Americans and Asian-Americans

The Struggle for Equality: Native-Americans and Asian-Americans The struggle for equality has been going on since the first European settlers immigrated to the United States. Globalization and Imperialism forced the indigenous peoples of the United States, and also immigrants from other countries, to endure extreme cultural changes. Both the experiences of the Native Americans and the Asian Americans are similar in the attempts by the dominant white culture to affect a total cultural transformation of their way of life. Both groups were considered inferior, dealt with segregation, discrimination, and the rationalization of economic and social exploitations. Native Americans and Asian Americans both suffered restriction of education that was intended to change and control their beliefs and behaviors, in addition to forced internment and relocation. Both groups struggled to preserve their cultures and languages, to be accepted and to receive the liberties that are the right of citizens of the United States. The liberties Americans expect, freedom f rom discrimination, citizenship, the right to sit on a jury, the right to vote, to receive an equal education were for many years denied them. In both cases, fear and greed were the prevailing attitudes that guided those policies of intolerance. From the onset, both the Native Americans and Asian Americans were viewed as inferior to whites and uncivilized. The 1700s classification of Native Americans by Congress as domestic foreigners (Spring, 2010) denied citizenship based upon the Bering Strait Theory that they had crossed over from Asia on the land bridge, and therefore were not white . This was the justification for the classification that all people of Asiatic decent, called collectively by European Americans Mongolians, were not to be considered white and was the basis for the Naturalization Act of 1790 which denied both Native Americans and Asian Americans citizenship. The general view of the Native Americans was a filthy (in the moral sense) savage who not only did not avoid personal pleasure, they enjoyed sex, allowed their women power, were lazy and did not discipline their children. Asian Americans fared no better. Spring (2010) states that in the 1870s in California the Asians were considered an inferior race, barbarians, and any mixing of the races would be the lowest, most vile degraded of our race, and the result of that amalgamation would be a hybrid of the most despicable, a mongrel of the most detestable that has ever afflicted the earth (p. 72) he went on to say that California Representative Romualdo Pacheco maintained, Chinaman [is] a lithe, sinewy creature, with muscles like iron, and almost devoid of nerves and sensibilities. His ancestors have also bequested to him the most hideous immoralities. They are as natural to him as the yellow hue of his skin and are so shocking and horrible that their character cannot even be hinted (p.73). The mind-set of non-European cultures not being white and needing to be civilized, was part of the belief system that the English colonists brought with them that held they were culturally and racially superior. This was used as the validation for taking over the lands of the Native Americans and the forced relocation of the various tribes. Ostensibly, for their own good, the reality was that the land was desired by settlers. This is similar to the Japanese Americans losing their homes and possessions during their internment in concentration camps during World War II. Additionally it was this same not white argument that was used in the 1920s to deny Asian Indians citizenship, and was combined with restrictive court rulings to deny owning land. It was over 160 years after the Naturalization Act that the United States Government acknowledged that naturalized citizenship should not be restricted to whites with the passing of the McCarran-Walter Act in 1952. The political system headed by European-Americans believed that to preserve the survival of the country it was necessary that other groups repudiate their native religions and ways of life, and accept middle class America with its accompanying customs. The hope was to accomplish this by total deculturalization and assimilation through education. It was during the latter part of the nineteenth century that the major policy of the United States Government became one of destroying the customs of the Indians, replacing their languages with English and instilling in them an allegiance to the U.S. Government. The Japanese faced these same tribulations in Hawaii in 1914. Wanting to preserve their culture and language, the local Japanese communities had opened private schools for their children to attend after public school. Spring (2010) explains, they were criticized by local white leaders for hindering the Americanization of Japanese American children and a Territorial Government report f rom that time states, All Americans must be taught to read and write and think in one language; this is a primary condition to the growth which all nations expect of us and which we demand of ourselves (as sited in Hawkins, 1995, p.35). The idea of cultural assimilation combined with the restriction of education was meant to keep other cultures and ethnic groups in line. Both Native Americans and Asian Americans were experiencing segregation or being denied an adequate education. It was not until the civil rights movement that strides were made to redress the deficiencies in schooling, have the schools provide positive images, and reverse the efforts by federal and state governments to destroy the language and cultures of different ethnic groups. The Japanese were, at this time, at a great disadvantage as they were still reeling from the effects of anti-Japanese movies made during World War II and had been villainized by all other cultural groups as a result. The outcome of that polarization of popular opinion was that the Chinese Americans were able to overcome the image of the Chinese opium den deviant which had energized discrimination and segregation. The American Indians wish to be in charge of their own educat ion and re-establish their cultural heritage and languages was made difficult by the attempts in the 1940s and 1950s to end the official status of the tribes. This was not in line with the Indians desires as it would mean dispersal into the general population (Spring, 2010). Banding together into the Pan-Indian movement the tribes in the 1960s led demonstrations to call attention to the plight of the Native Americans and garner political support. At this time, the image of Asian Americans had evolved to the point where they were considered the model minority(Spring, 2010). Regarded by the European Americans as model students who worked hard and got good grades, they were used as poster children to hold up against the African Americans and Hispanics for not working towards the model minority image. Despite strides made by both groups discrimination in education has continued. With a new inflow of immigrants to the United States, multicultural education ranging from bilingual education to instruction in a variety of cultures was proposed. All ethnic groups were expected to benefit from these policies. Unfortunately, the passage of the No Child Left Behind Act which mandated standardized tests to measure achievement, tied to school funding, put an end to that hope. If instructors hoped to ensure the students would be prepared for the high stakes tests that had became mandated than the material needed to be standardized. Sadly, these government created tests create uniformity in knowledge and make a single culture the norm of schooling. (Spring, 2010, p.133)

Personal and Imaginative – Waiting Room

I stepped up cautiously to the tiny speaker, where I reluctantly pressed the call button. The high-pitched mechanical sounding voice of the receptionist asked me to enter. She led me into a room that was painted in fluorescent yellow. Don't copy this coursework you rat. After scanning the room thoroughly for thirty seconds to look for somewhere to sit, I saw a squashed corner between a large woman and a damp, frayed wall. My ears started to twitch; they could hear the dentist calling out complex numbers to the nurse who scratched her sharp pen on the desk. My whole body shivered from the cold draft that swept in like a horde of rats scurrying through an open door. Don't copy this coursework you rat. I saw a leather chair, which repelled me instantly and made me cringe because it reminded me of what I would be tilted back onto soon. I waited impatiently for the nurse to call out my name; the war between the dentist and me desperately needed to be over soon. I leant over and fiddled with my hands. There was also an old man Don't copy this coursework you rat. who seemed very tense, my eyes fixed upon him for a short moment and discovered small droplets of sweat forming on his bald head. As I leant backwards, my eyes started to shut. However, the sudden blow of air from an extractor fan woke me abruptly and I pushed my cold hands under my thighs to keep them warm. Don't copy this coursework you rat. I looked up at the clock, ticking almost as loud as the road drill I passed on the way here, my time was due. The shock made me sit up swiftly, trying to look confident and ready, the nurse came in, pointed at me and Don't copy this coursework you rat. said, ‘you're next. ‘ This made me slouch over in distress. Rising from this back aching position, I walked over to the room. This overjoye Don't copy this coursework you rat. d, bewildered man greeted me; my mind wondered why he was so happy; was it the pain he is going to inflict upon me? Or the slaughter he put the previous person into? ‘Usual check-up? ‘ After giving a faint nod as he glared over at me. Smelling for the usual, cheap soap smell that covered the room was Don't copy this coursework you rat. normal, no one could miss the filthy stench; the flavour of the soap settled in my mouth and under my tongue, making me pull a crooked face. The phone rang in the background, I thought to myself that I could be ‘saved by the bell' but the wretched receptionist, who bought me into this hellhole, answered it. The merciless dentist started to fill my mouth with his heap load of ironmongery, he jabbed at my gums, poked at my teeth, knocked them around and worst of all, took a needle, sharp as a newly p Don't copy this coursework you rat. olished, murderer's knife, and pushed it on my gums. I gave a gasp of pain and shot up, knocking the junk out of his hands, spitting violently like a hailstorm Don't copy this coursework you rat. nto the sink beside me as blood trickled from the centre of my large tooth. I turned to him, with a face full of hatred, but his only tactle Don't copy this coursework you rat. ss answer was, ‘sensitive teeth? ‘ At this point, my rage was taken over by my fear, as I leant backwards and signalled a sign for him to continue. I asked myself, dentists must be sadists†¦ As he fished around in my mouth, I noticed the old, damp ceiling, where the brown water rings were poorly covered up by harrowing posters of gum disease and pictures of peoples teeth who just so happened to have unsightly cavities across their mouths. I tried not to stare at the pictures for too long. To distract myself from the continuous Don't copy this coursework you rat. throbbing of my gums, after being brutally stabbed by, I fiddled with my hands, I scraped the leather chair I was in, and an extremely high pitched sound came out, I gave a slight shudder and just left my hands to lay beside me. It felt like a whole hour had passed by, but when I looked at the clock it had only been twelve minutes and 43 seconds to be exact. I starte Don't copy this coursework you rat. d to feel uncomfortable sitting and waiting for this building work to be completed. The man took put a small tool, and slowly turned on a switch, which started up the extractor fan. This suddenly reminded me of how it startled me earlier, this small machine seemed to clean and suck up dirt from Don't copy this coursework you rat. my mouth. However, all I saw it do was dry up the insides of my mouth and make me want to shut my mouth to Don't copy this coursework you rat. re-hydrate it. He switched the machine off and I sighed with relief because he convinced Don't copy this coursework you rat. me that the deed was over. No more for another six months was the usual occurrence. To my surprise he walked out of the room after, and mumbled something serious to the receptionist. He came back in and told me, ‘you must see me again ne Don't copy this coursework you rat. xt week, I have to remove some dead teeth that are softening your gums,' at the point where he said, ‘remove,' I instantly felt a heat wave pass through my head feeling like the sun had just burnt through my skull. I could not argue, there was nothing to say apart from, ‘have a nice day. ‘ My e Don't copy this coursework you rat. yes bounced up and down rapidly thinking of someway to get out of more, grievous harm to my mouth. My mind wondered what I had done to deserve this Don't copy this coursework you rat. unfair treatment, but then I remembered the nights of not brushing my teeth and date with a packet of wine gums and once, only once, for a whole week, forgetting to buy that toothpaste. I tried to escape the tooth prison without arranging a time for the next appointment. But no, with my extremely bad luck, I w Don't copy this coursework you rat. as ‘saved Don't copy this coursework you rat. ‘ by the dentist†¦ ‘You have to ask Miss Sassin here for an appointment date and time. Instead of making my anger obvious, I tried to put a silent curse on him and wished that he is run over on the way home. However, all I heard was ‘ask the assassin to point to the teeth she may kill. ‘ I was forced to make a date and time, on the spot. I declined all open appointments left between the next day and three months later, after that, the od Don't copy this coursework you rat. d pens ioner had booked their abnormal 7am appointments, but the rest were free, so there was no hope in begging to be excused any more. In 4 months, I was back, there to serve my time for committing the crime.

How Technology Can Open Doors For Some Students - 1518 Words

Sequence of Events 1. Nate told students they will need a QR reader and to download one if they do not have it. Students were then instructed to go find the four locations of the QR codes and answer the questions on a piece of paper. 2. While the students were working, I walked around to see if students were struggling to find the codes or with a question. 3. Once they were all back in the classroom, I announced they had about one minute to finish writing down their answers. 4. Students were asked to share their answers for how technology could open doors for some students. Many answers were given and built on with more questions. 5. The next question discussed was what a credible source and how to evaluate one. Students responded with a†¦show more content†¦9. I then explained students would then be given the opportunity to create a technology based lesson using technology not familiar to them with the challenge of not using the ones we listed on the board. As a closure, the class would have created their own QR codes for the next day. Reliving Events #1 - Nate told students they will need a QR reader and to download one if they do not have it. Students were then instructed to go find the four locations of the QR codes and answer the questions on a piece of paper. Students were talking or discussing various different things and not everyone was paying attention. A few students ask what we were doing and wanted to get started, so they downloaded the app. Nate explained what we were going to be doing, but not everyone was listening still. Students were asking which QR reader was needed for the activity, so Nate explained any of them will work. It is what the individual student prefers their app to do. When students started getting up out of their chairs, the other students finally decided to pay attention and asked what they were supposed to be doing. Nate then explained it again for those who were not listening the first time. AsShow MoreRelated Technology’s Impact Essay1482 Words   |  6 Pagesoutgrowth of technology real ly a threat to college student? â€Å"Hey are you in the room, Ashley?† Kate knocks the door. â€Å"Hey I forgot my key, will you open the door for me,† Kate shouted. After five minutes, Kate went next door and knocked on her suitemate’s door. Her suitemate opened the door for her. She went through the bathroom, and reached to her own room. As she opened the door she was shocked; actually there was more of an angry expression on her face. â€Å"Ashley! Why didn’t you open the doorRead MoreAdvantages of Online Learning1634 Words   |  7 Pagesthe way we deliver the message to the students. As brokers of information, we have to seek new mediums to reach our students or consumers. Online learning is becoming more popular to reach students to help increase their reading and comprehension of what they read. 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LouiseRead MoreDigital Technology And Its Impact On The Classroom Essay792 Words   |  4 Pages It s really not the tool or digital space that can transform or enhance learning. It is what is done there and how the tool is used by teachers and students alike. However, as I think the articles captured, when used effectively these digital tools have the potential to develop critical digital literacies. In Wikis as Learning Environments, Forte and Buckman report their findings of using a wiki to represent traditional research. The students in the study reported enjoying using the wiki and