Freedom of Information Act Essays

Opportunity of Information Act Essays Opportunity of Information Act Essay Opportunity of Information Act Essay Opportunity of Information Act Name: Course: Organization: : Teacher: Date: Opportunity of Information Act The Freedom of Information Act was started by President Lyndon Johnson in 1966. He saw the need of straightforwardness and actualized the Act in 1967 (Moore, 2005). This Act guarantees general society approaches data it has the right to know. The legislature has the obligation of revealing its records to people in general on the off chance that they solicitation to get to them. In situations where the legislature retains data, the aim of retaining the data ought to be defended to general society (Moore, 2005). The article examines a portion of the privileged insights that the open has to think about the Bush organization. The mystery archives that individuals need to be announced incorporate reports containing data about what treasury did with cash that was assigned for individuals who had lost their advantages. General society likewise needs to know why the legislature permitted the torment of guiltless Americans during cross examinations guaranteeing that it was to the greatest advantage of the nation. This sort of data is significant so the general population sees how the administration works to maintain a strategic distance from grinding with open workplaces. Data about storm Katrina ought to likewise be made open. Individuals need to recognize what designs the administration is making to maintain a strategic distance from comparative circumstances. When Katrina struck, the entire nation was gotten unmindful and measures to spare lives and property were rushed. Since individuals don't need the equivalent to happen once more, they need the administration to keep them tuned in about its arrangements and methods about taking care of calamities of any sort. Since president Obama got into office, there have been various letters mentioning that he discharges to the open reports from the hedge organization. These records are accepted to contain data that is considered profoundly perplexing. The individuals who worked for the hedge organization guarantee that the archives couldn't be discharged then since they were â€Å"internal updates and furthermore contained data about exchange secrets† (Nation, 2009). Individuals from the open discovered this difficult to accept since even Congress had not seen those archives. There is mounting pressure on the Obama organization to arrange for the arrival of these archives by different philanthropic gatherings. These gatherings accept that the irreverence of these reports warrants their momentary discharge to the open on the grounds that people in general has the right to know. Obama is supposed to be guarding the hedge organization and every one of their discretions. This, considerably after white house legal advisors confessed to finding messages that had been represented as pulverized. As president, Obama could arrange the arrival of those messages. Be that as it may, the equity framework keeps on securing the bramble organization making it harder to access these archives. One of the lobbyist bunches needs to realize why names of the guests to the white house are left well enough alone. This gathering accepts that the general population has each option to know the names of the individuals who visited the white house during the shrub period paying little heed to the reasons for their visits. The group’s endeavors to get that rundown o names has demonstrated purposeless as the VP requested the mystery administration not to discharge the rundown under any conditions. Obama can make this rundown open; he should simply provide the request. The equity office likewise needs to uncover how cases used to be taken care of and how they are being dealt with by and by. Its arrangements additionally should be made known to the general population. The Obama memoranda advocates for outright straightforwardness among government and the individuals. In his endeavors to exhibit this straightforwardness, he should discharge messages from the shrub organization and messages and documentation from his organization. These measures are of the substance if president Obama needs to be reappointed once more into office. Reference Walk Issue. The Nation. (2009) Retrieved from: thenation.com/doc/20090316/wiener Moore, A. D. (2005). Data morals: Privacy, property, and force. Seattle: University of Washington Press.

US History Essay Example | Topics and Well Written Essays - 500 words

US History - Essay Example For example, â€Å"American values, conventions, foundations, interests, and yearnings progressively wandered from those of England†. The harsh recollections of enduring in the hands of British redcoats during the war had likewise initiated a sentiment of kinship among the Americans. To add to this developing gap, King George II and later King George III were uninterested and haughty in their mentality toward the colonials. The Americans were likewise purpose on retaliation for the overabundances submitted against them by the redcoats as â€Å"extortion of provisions, homes and men† during the war. Additionally, as the Crown was in overwhelming obligation after the war, it forced a variety of assessments on Americans, which the last discovered unsuitable. The seeds for the American autonomy that were planted during the French and Indian War picked up force after the finish of the war in 1763. American colonials were becoming irate because of the blast of new charges that were forced on them by the British crown. The open turmoil was comprehended by its pioneers, who reacted by the directs of their still, small voice. The political and scholarly culture in America during and after the year 1763 is an essential factor in the accomplishment of the upheaval. For instance, the educated and very much read populaces of colonials were given the case for an autonomous America. They conveyed to the colonials the need to battle for their privileges and opportunity from persecution. To cite, â€Å"From 1763 through 1775, 43 papers over the states developed sentiments of shock among perpetually Americans by publicizing an ever-growing reiteration of the Crowns maltreatment of intensity. Print machines turned out a large number of duplicates of many books, handouts, lessons, and broadsides whose writers strikingly denounced the Crowns infringement of the British Constitution and the privileges of all Englishmen. During those dozen years,

How to Add Schema.org Markup on Site Navigation

How to Add Schema.org Markup on Site Navigation We know that Schema.org Markup is language which makes web language easy to understand by search robot. So tailoring all parts of our sites with Schema.org Markup will help to make our site search engine friendly. I have already share couple of tutorial for applying Schema.org Markup on your Blog. And today I will show you how to add Schema.org Markup on a sites navigation system. This is really confusing about directly sharing site navigation with Schema.org Markup, because you may be using different template with different coding. So you have to understand the basic rules of applying Schema.org Markup on navigation. Once you understand then you can add Schema.org Markup on any navigation system. lease look at the below example of a navigation. This is a generic example of navigation. But in your Blog the script might be different. nav id='topnav' ul class='bs-menu' id='topmenunav' lia href='Category/Label URL' title='Navigation Alt Title'spanWordPress/span/a/li lia href='Category/Label URL' title='Navigation Alt Title'spanBlogger/span/a/li /ul /nav Now look at the below script and find what differences you can see? I have added schema.org markup in this navigation just by adding few attributes. This is very easy to add. nav id='topnav' itemscope='itemscope' itemtype='http://schema.org/SiteNavigationElement' role='navigation' ul class='bs-menu' id='topmenunav' lia href='Category/Label URL' itemprop='url' title='Navigation Alt Title'span itemprop='name'WordPress/span/a/li lia href='Category/Label URL' itemprop='url' title='Navigation Alt Title'span itemprop='name' Blogger /span/a/li /ul /nav Adding Site Navigation Element on your Blog Menu For making compatible navigation with schema.org markup first we have to add Site Navigation Element. In the above navigation script default code is nav id='topnav' and I have converted with below schema.org markup. But navigation script is same. nav id='topnav' itemscope='itemscope' itemtype='http://schema.org/SiteNavigationElement' role='navigation' Adding URL Property on existing navigation URL. After adding site navigation element we have to add URL property which is help to apply markup on each URL of Label or Category. Now again look at the below part. Here is the URL part. For smooth navigation we add Label or categories or any pages URL in navigation system. And for adding schema.org markup attribute you have to denote it by itemprop attribute. Without Schema.org Markup a href='Category/Label URL' title='Navigation Alt Title' With Schema.org Markup a href='Category/Label URL' itemprop='url' title='Navigation Alt Title' For adding small description about your Blog Label/Category I have added title='Navigation Alt Title' but this is not mandatory to add. You can either use it or not for schema.org but this is good for search engine. Adding Name Property on existing navigation URL. Name property generally used for items name. Now its time to make changes on Navigation items title. Suppose you are wanted to display Blogger label or category on your site. So the script might be like below which is without any schema.org markup spanBlogger/span But search engine wont understand what Blogger is? So I have added a name property of schema.org markup as a result now it will give information to search robot that this is your Blog Label or Category name (The name of item). span itemprop='name' Blogger /span You have to change all of your Navigations items one by one. If you have 2 navigation menu like my site then also add the same schema.org markup on second navigation menu. I hope you have understood the tutorial and able to add schemar.org markup on your sites navigation. If you face any trouble then feel free to write me.

Demand and Price Elasticity of Demand Bordeaux Wine Free Essay Example, 2000 words

Increasing the price of complimenting products will lower the demand of the product thus shifting the curve towards the left side. On the other hand, increasing the substitute s price would increase the demand of the wine thus shifting the curve towards the right side. The third shift factor is the income of the consumers. Whenever the income of consumers increases, the demand for the product would increase hence the demand curve would shift towards the right. The fourth shift factor is the population of potential buyers. Increasing the market size or the population of the buyers would increase the demand of the product thus shifting the curve towards the right (Braeutigam, K.2005). The last shift factor is price change expectations. When there is some news report which predicts an increase in future prices of the product would tend to increase the current demand of the product as the consumers would increase the quantity of the product that they would purchase while expecting a pri ce change. This would have an effect of shifting the graph towards the right (Fair, C.We will write a custom essay sample on Demand and Price Elasticity of Demand: Bordeaux Wine or any topic specifically for you Only $17.96 $11.86/page Next, early reports argue out that the finishing wine in Bordeaux could be an excellent vintage. For Bordeaux vintners, this is not true since the financial thunderstorms following the past six months have reduced those individuals who felt that they were wealthy to drink chateau la mission at about 5,500 a case. This is a clear indication that the income of the consumers has reduced. A reduction in the income of the consumers would reduce the demand for the product since few individuals would be having money to purchase the product.

Examining School Personnel Roles and Responsibilities

It truly does take an army to raise and educate a child. The most recognizable employees within a school district are the teachers. However, they represent only a portion of the personnel that works within the school. School personnel can be divided into three distinct categories including school leaders, faculty, and support staff. Here we examine the essential roles and responsibilities of key school personnel. School Leaders Board of Education – The board of education is ultimately responsible for most decision making in a school. The board of education is made up of elected community members most usually consisting of 5 members. The eligibility requirement for a board member varies by state. The board of education generally meets once per month. They are responsible for hiring the district superintendent. They also generally take into account the recommendations of the superintendent in the decision-making process. Superintendent – The superintendent  oversees the daily operations of the school district as a whole. They are generally responsible for providing recommendations to the school board in a variety of areas. The superintendent’s primary responsibility is handling the financial matters of the school district. They also lobby on behalf of their district with the State government. Assistant Superintendent – A smaller district may not have any assistant superintendents, but a larger district may have several. The assistant superintendent oversees a specific part or parts of a school district’s daily operations. For example, there may be an assistant superintendent for curriculum and another assistant superintendent for transportation. The assistant superintendent is overseen by the district superintendent. Principal – The principal oversees the daily operations of an individual school building within a district. The principal is primarily in charge of overseeing the students and faculty/staff in that building. They are also responsible for building community relationships within their area. The principal is often responsible for interviewing prospective candidates for job openings within their building as well as making recommendations to the superintendent for hiring a new teacher. Assistant Principal – A smaller district may not have any assistant principals, but a large district may have several. The assistant principal may oversee a specific part or parts of a school’s daily operations. For example, there may be an assistant principal who oversees all student discipline either for the entire school or for a particular grade depending on the size of the school. The assistant principal is overseen by the building principal. Athletic Director – The athletic director oversees all of the athletic programs in the district. The athletic director is often the person in charge of all the athletic scheduling. They also often have their hand in the hiring process of new coaches and/or the removal of a coach from their coaching duties. The athletic director also oversees the spending of the athletic department. School Faculty Teacher – Teachers are responsible for providing the students they serve with direct instruction in the area of content in which they specialize. The teacher is expected to use the district-approved curriculum to meet state objectives within that content area. The teacher is responsible for building relationships with parents of children which they serve. Counselor – A counselor’s job is often multifaceted. A counselor provides counseling services for students who may struggle academically, have a rough home life, may have gone through a difficult situation, etc. A counselor also provides academic counseling setting student schedules, getting students scholarships, preparing them for life after high school, etc. In some cases, a counselor may also serve as the testing coordinator for their school. Special Education – A special education teacher is responsible for providing the students they serve with direct instruction in the area of content with which the student has an identified learning disability. The special education teacher is responsible for writing, reviewing, and implementing all Individual Education Plans (IEP) for students served. They also are responsible for scheduling meetings for IEP’s. Speech Therapist – A speech therapist is responsible for identifying students who need speech related services. They are also responsible for providing the specific services needed to those students identified. Finally, they are responsible for writing, reviewing, and implementing all speech related IEPs. Occupational Therapist – An occupational therapist is responsible for identifying students who need occupational therapy related services. They are also responsible for providing the specific services needed to those students identified. Physical Therapist - A physical therapist is responsible for identifying students who need physical therapy related services. They are also responsible for providing the specific services needed to those students identified. Alternative Education – An alternative education teacher is responsible for providing the students they serve with direct instruction. The students they serve often cannot function in a regular classroom often because of discipline related issues, so the alternative education teacher has to be extremely structured and a strong disciplinarian. Library/Media Specialist – A library media specialist oversees the operation of the library including the organization, ordering of books, checking out of books, the return of books, and re-shelving of books. The library media specialist also works directly with the classroom teachers to provide assistance in anything associated with the library. They also are responsible for teaching students library related skills and creating programs that develop lifelong readers. Reading Specialist – A reading specialist works with students who have been identified as struggling readers in a one-on-one or small group setting. A reading specialist assists the teacher in identifying students who are struggling readers as well as finding the specific area of reading which they struggle. A reading specialist’s goal is to get each student they work with on grade level for reading. Intervention Specialist – An intervention specialist is much like a reading specialist. However, they are not just limited to reading and may assist students who struggle in many areas including reading, math, science, social studies, and other subjects. They often fall under the direct supervision of the classroom teacher. Coach – A coach oversees the day to day operations of a specific sports program. Their duties can include organizing practice, scheduling, ordering equipment, and coaching games. They are also in charge of specific game planning including scouting, game strategy, substitution patterns, player discipline, etc. Assistant Coach – An assistant coach helps the head coach in whatever capacity the head coach directs them. They often suggest game strategy, assist in organizing practice, and helps with scouting as needed. School Support Staff Administrative Assistant – An administrative assistant is one of the most important positions in the entire school. A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities. The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist  Ã¢â‚¬â€œ A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program. A school nutritionist is also responsible for keeping track of which students are eating and for which students qualify for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional – A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole. A paraprofessional works in support of the teacher and does not provide direct instruction. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health-related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school. A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties include vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke, then maintenance is responsible for repairing it. These may including electrical and lighting, air and heating, and mechanical issues. Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, the internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.

Human Related Obesity - 1090 Words

Is obesity a disease or a human related cause? Researchers have studied this question for years and have come to a variety of different conclusions. Some believe that obesity is a disease and can only be prevented by medications, while others believe that obesity is a human related cause and can be only prevented by a healthy diet and exercise. The American Medical Association (AMA) recently announced that obesity is officially a disease. Dr. Patrice Harris, a member of the American Medical Association board of Trustees stated, â€Å"Recognizing obesity as a disease will help change the way the medical community tackles this complex issue that affects approximately one in three Americans (Pollack).† Dr. Patrice Harris is correct. Labeling obesity, as a disease will change the way the medical community addresses this issue, but not positively. Labeling obesity as a disease is absurd, because obesity is not a disease. Rather, obesity is a human related cause, which can be suppor ted through genetics, the corpulent American society, and the comparison of obesity to other health risks based on the decision of the AMA. First obesity can be proved as a human related cause, through genetics. Every part of our human physiology is affected by our genetic makeup, and obesity is not an exemption from this. More research on whether or not there are obesity genes has been performed over the last several years. Researchers have found several different genes that cause obesity, but only threeShow MoreRelatedHuman Genes Related to Obesity672 Words   |  3 PagesHuman genetic traits are ultimately classiï ¬ ed as either monogenic or complex (Celedon, Hunninghake, 2012). As suggested by their names, monogenic traits are primarily inï ¬â€šuenced by alterations of a single gene (Celedon, Hunninghake, 2012). On the other hand, complex traits are a result of variations in multiple genes, as well as the contributions of various environmental factors (Celedon, Hunninghake, 2012). One such complex trait, which has become quite omnipresent in the modern world, is adiposityRead MoreThe Effects Of Obesity On Health Economics Of The United States1024 Words   |  5 Pagesresearch paper explores the impact of obesity on health economics of the United States at a national level. There is a brief description on obesity and related health conditions. The topic discussion includes the prevalence of obesity and its associated medical expenditure in the present and future. It reports on how obesity as a current epidemic has affected United States. The paper’s main focus is on the total federal and state revenue utilization, in regards to obesity. It illustrates various methodsRead MoreObesity And The United States1317 Words   |  6 PagesObesity in the United States In today’s world, obesity rate has been increased significantly. Among 196 countries of the world, the Unites States is ranked 19th, and one third of the population in the U.S. have obesity. Reason that people care about how much population is obsessed is that it is â€Å"linked to many of the major causes of death in the United States, including heart disease, some types of cancer, strokes, diabetes, and atherosclerosis† (Himes 73). 19th of the world may not seem very highRead MoreThe Obesity Epidemic Is Disturbing The Financial And Social Stability Of The United States1481 Words   |  6 PagesAn Obesity epidemic is disturbing the financial and social stability of the United States. As stated by the U.S. Department of Health and Human Services â€Å"our modern environment has allowed these conditions to increase at alarming rates and become highly pressing health problems for our nationâ€Å"(U.S. Department of Health and Human Services). Efforts made by authority figures have been enforced to solve this severe crisis. Obesity has become a concerning problem in the United States. This epidemic isRead MoreObesity And Obesity Related Diseases896 Words   |  4 PagesObesity is primarily measured in body mass index or BMI, a BMI over 30 is considered obese. Until recently, there has been a steady rise of the obesity prevalence over the last three decades. The American taxpayers and the medical community face a huge challenge with regards to the 34.9% of adults and 16.9% of children who struggle with obesity (Ogden, Carroll, Kit, Flegal, 2014). Even with the prevalence of obesity remaining flat, morbid obesity, a BMI of over 40 has increased by two to threeRead MoreObesity Is A Complex Phenomenon879 Words   |  4 PagesObesity is one of The most common problems in medicals. Obesity it is the accumulation of fat inside the body components and increased body weight alone for a natural result of the accumulation of fat in it, and this accumulat ion results from an imbalance between energy intake from food and energy consumed in the body. Obesity is a complex phenomenon, and it intervention of many factors: genetic, psychological, emotional, social. It might cause occurrence of adverse effects on health, but we canRead MoreChildhood Obesity And Its Effects On Children And Adolescents1427 Words   |  6 Pagesas physical inactivity, results in an energy imbalance and can lead to a major social issue of childhood obesity. The World Health Organization defines childhood obesity as a ‘serious medical condition consisting in excess body fat that affects children and adolescents.’ To address this problem, assessing the factors that have been suggested as contributing to the development of childhood obesity is vital. Some of these include genetic factors, declining levels of physical activity, increased timeRead MoreWhy Obesity Has Its Roots1493 Words   |  6 PagesFor years, during the progression of human history , many areas of the populated world have lived â€Å"one bad harvest† away from mass famine and death. Even in times of prosperity previous to the rapid rise in obesity in this country, the populace still consumed nourishment at reasonable rates. But a major contributing point actually lowers the credibility of the argument that obesity has its roots in the economical aspect, food is cheaper and in more abundance that in the past thanks to global tradeRead MoreWeight On Obesity1551 Words   |  7 PagesAll the Weight on Our Shoulders America is in danger; this rising threat is obesity, which is growing as the leading cause of preventable deaths just behind tobacco. Throughout its history, America has seen many different conflicts and threats rise and fall and with each threat. Each generation has risen to the challenge time and time again. Now, it’s the new age generation’s turn to do the same. Obesity is a significant problem and it must be curbed or it will crush us under its weight. As the citizensRead MoreQuantitative Critique Essay1200 Words   |  5 PagesNursing Research University of South Alabama College of Nursing Spring 2011 QUANTITATIVE CRITIQUE 2 Quantitative Research Critique This is a critique of the quantitative research article titled Influence of Obesity and Type 2 Diabetes on Gluconeogenesis and Glucose Output in Humans studied by Amelia Gastaldelli, Simona Baldi, Maura Pettiti, Elana Tischi, Stefania Camastra, Andrea Natali, Bernard R. Landau and Ele Ferrannini. This article was published in the journal Diabetes in 2000 volume 49

My Fair Lady Review Essay Thesis Example For Students

My Fair Lady Review Essay Thesis In this review, I will discuss a professional performance of the musical, ‘My Fair Lady’, that I saw performed in Theatre Royal, Drury Lane, London. I will comment on scenery, costumes, choreography, sound, audience reaction, the actors’ interpretation of their characters, how well they interacted with the other characters and responded to what was going on on-stage. I saw an afternoon performance performed on a proscenium arch stage. The musical is set in London in 1910. The main characters are: Eliza Doolittle a commoner with a common accent that she wants to change so she can work in a flower shop, Professor Henry Higgins the man who teaches her and Alfred P Doolittle Eliza’s father, played by Dennis Waterman. The main storyline is that Eliza a flower girl at the time wants to work in a flower shop, but cannot due to her cockney accent. She turns to Prof. Henry Higgins to give her lessons in speech. He laughs in her face but is convinced by his friend Colonel Pickering that he could pass her off as a lady if he really wanted to. Higgins accepts the challenge and successfully passes Eliza off as a lady at many events including ‘a day at the races’ at Ascot, where she meets Freddy Eynsford Hill played by Mark Umbers, who follows her home, hoping to see her again. After a ball at the Embassy, Higgins and Pickering congratulate each other on their good work but forget Eliza. Hurt and angry, she rushes out of the house and runs into Freddy. He proclaims his love for her, but she demands that he stops talking about it. Meanwhile, her father, who has now become famous through his philosophies decides it time to marry the woman he has been with for years and spends his stag night on the town. Get me to the church on time. Higgins awakens to find Eliza gone, and after searching for her, finds her at his mother’s house where she’s gone for comfort. Eliza refuses his tentative offering of truce. Upset, Higgins returns home revolving on his thoughts of Eliza I’ve Grown Accustomed to Her Face and sits listening to recordings of her voice, when Eliza quietly enters as the curtain falls. All the scene changes were computerised. I could tell this because I could see the stage manager in one of the side boxes, controlling the lighting and scene changes. I didn’t like this because it reminded you that you were actually in a theatre, not in Covent Garden in 1910. The stage was like a conveyor belt, moving to bring the set on between scenes. At the end of each scene they’d move into the wings bringing the set for the next scene on. All other sets were flown in with ropes, except for the green at Ascot, which was a carpet, rolled on by two of the stage crew. I will discuss what I thought about the sets for each scene, The first scene was introduced during the overture. The audience saw a transparent curtain at the front of the stage covered in roses, which was appropriate as Eliza is a flower girl. During the overture, the roses gradually became by means of light a picture of the poor people of the time. This curtain became transparent to reveal a scene outside the opera house in Covent Garden. There were pillars stage left and right, moving back to up-stage, and this created depth, as though the stage were a long road. The cobbles were projected onto the stage floor using light and were also coloured to look even more realistic. I thought that this was a good trick to use to save effort creating a floor, although, you could sometimes see the cobbles on men’s hats. The set was then dressed with the Company who sat around as the poor people on boxes which were brought on using the ‘conveyor belt’ stage. At the end of the scene, the stage immediately started moving, the belt taking off these boxes to stage left and bringing on a bar from stage right. Other belts in front brought on tables and chairs from both sides. The pillars were flown off and hidden above the stage. The back wall for the next scene Public house was also brought in using this ‘belt’ method. I liked this method of scene change because it all happened in front of the audience’s eyes as we saw the scene gradually ‘fade away’ whilst seeing the set for the next being gradually built up. Queen Elizabeth EssayAlso, outside the public house for ‘A little bit of Luck’ was a song I enjoyed because of the dancing and the singing. The men attached dustbin lids to their feet and banged them on the floor like drums. At one point, the orchestra weren’t even playing and the cast were dancing around whilst playing percussion. It was a very energetic scene and it seemed very surreal because of the fact that the tuning on the dustbin lids was perfect and in key with the pots and pans that were being hit. The sound on the microphones was excellent. Everything was clear, and the singing sounded as though it was actually being projected by the actors themselves. The orchestra were all in time and sounded very professional. However, I found that they didn’t play much of an overture before the opening. It only contained highlights from about three songs and was too short. The audience reaction was approving of the performances. Eliza got a round of applause after the scene where she drops her H’s. Also, they seemed to laugh at the jokes actually written into the script as much as they laughed at the actors’ interpretation of the characters. The way Eliza spoke especially, as she was trying to be overly posh, and the audience knew she was just a common flower girl. I have chosen to talk about the performances of three actors. Alexandra Jay, who played Eliza, Jonathan Price, who played Higgins and Nicholas le Prevost who played Pickering. I thought that Alexandra maintained both accents that she used very well, though I felt that the last line she sang in ‘Wouldn’t it be loverly’ wasn’t common enough. It was sung before Eliza had lessons in diction. I think her interpretation of Eliza as a ‘lady’ was excellent. Eliza’s voice seemed like those around her, but her manner was not. The way she did this was very amusing to the audience. Alex managed the uncomfortable feeling Eliza would have had perfectly. She seemed stiff and not very confident in herself, which I thought was perfect. During her speech lessons, she was very funny. Her movements, including the way she did little things like sigh seemed very melodramatic as though she was frustrated. I think that the controversial relationship between Eliza and Higgins was shown very well between both the actors. For example, during the song, ‘Without You’, they’re saying how they’d cope without each other, but we know that really they can’t. I felt Alex was an excellent all rounder. Higgins’ accent was also excellent and maintained well even when singing, although I felt that he struggled in bringing the words across to the audience in some of the songs. His frustration in Eliza when she wouldn’t use the proper accent was brought across well. When he shouted at Eliza, he was right up next to her face and seemed to really ‘scare’ her. His body language was also excellent in showing his frustration, especially in ‘Why Can’t the English? ’ He threw his arms around a lot. Nicholas’ performance as Pickering didn’t stand out to me as much as the others. He just seemed to say the lines and not put any energy into his performance. The fact that he didn’t have a very big part contributed towards this, also. However, his performance in ‘The Rain in Spain’ was excellent and Pickering’s excitement was really brought across in his dance movements. This was a performance I liked as a whole anyway, because of the energy there was on stage. My overall impression of the show was that it was very good, but I feel as though it was let down at some points because of slips in the actors’ performances, but I felt that this was compensated by the other excellent performances at other times during the play. The story ends with a cliff hanger which I didn’t really like but had me thinking about the ending afterwards. It was very good and I would like to see it again or perform in it, mainly because I like the songs and the comedy in it.

Rational Anarchism Essays - Anti-capitalism, Anti-fascism

Rational Anarchism The idea of rational anarchism is the idea that every human being is responsible for their actions. The one person who is doing the actions. The only one who can take the blame. This is an idea of a character in The Moon is a Harsh Mistress. He believes that no matter how it boils down, the person who the actions is responsible for what they did. There are some cases where I am for this idea and there are some cases were I am against it. I believe that people are responsible for their actions but not all of them. They may be responsible for their actions but it wasnt their choice to carry out the action. Ultimately, the responsibility is theirs. If you were a pilot that carried nukes and the army demanded you to drop the bomb on a defenseless village. If you had a family back home that was living off your pay check and you decided not to bomb the target, your whole family would have to pay for what you thought was the right thing to do. What would the right choice be? To let your family suffer because you thought is it was wrong to bomb a certain place? This is like making someone choose between one form of torture or another, it doesnt really matter which one you pick, you get hurt somehow in the end. Another example is when you dont know that what you doing is wrong. Say you grew up on a different planet were it was accepta ble to kill the weak people who had deformities. If you were to relocate to another place were it was wrong to kill the weak and you kill a person the first day you get there before you learn anything about any laws or anything. Would that person be responsible for their actions? He wouldnt the faintest idea of the laws in his new environment. It could have been just his natural instincts telling him to do what he does at home. I would think that was no one's fault. You could take this topic to an extreme and ask what if someone was hypnotized. If a person is hypnotized and he is told to kill someone, whos fault would that be? If a true rational anarchism were to look at a scenario like this, I think they would be puzzled at the problem that this creates. It could not be the mans fault, for he was hypnotized but he still did the action of killing. But the man who hypnotized him is partly to blame, because he hypnotized the man and commanded him to murder someone. Since the true rational anarchist says that you cant share or split blame, whose fault would it be and why? That is what puzzles me and leaves me partly in favor of this notion and partly against it. I guess that all people are responsible for their actions but sometime those actions can be influenced by other factors, like friends, family and bosses. This would be just like peer pressure: you dont want to but you are in a way forced to even if you dont relize it. If a boss asks you to work on the weekend, you may not want to but you know you will make a bad impression if you dont. this will very from friend to family but there will be some for of peer pressure to make you do something you didnt want to do. I do, on the other, hand believe in some parts of Rational anarchism. People are responsible for what they do. If I hit my brother, I would be responsible for what I did. I think there is another part of rational anarchism: for every action you carry out there will be a consequence. Using the example above, if I hit my brother, he will either hit me back or tell my mom and either way, I will be hurt or get in trouble. I think no matter what has been done, there will be consequences, no matter if the action is good or bad. If you do something good you will probably get something good,

Become a Real Critic in Your Critical Analysis Paper

Become a Real Critic in Your Critical Analysis Paper Become a Real Critic in Your Critical Analysis Paper A critical analysis paper is designed to examine a piece of work or article that has been written by someone else and the goal is to determine how effectively they present their point or argument. It is one of the most difficult pieces because many students don’t understand how to handle this type of assignment. However, by following this advice, you will be able to write your paper like a real critic. Read the Piece a Few Times Read the text you need to write a critical analysis on a few times. While you are reading, be sure to try and answer several questions. You can make some notes on the answers to make sure that you can effectively analyze the piece. What is the artist arguing for or against? Analyze the writer’s thesis statement. Decide the context of the argument. Why is the author arguing for the point? Decide if they have provided a solution to the problem they are discussing. Is the solution plausible? Jot down the Supporting Evidence for the Main Points Has the author utilized the information to support their main point or points? Determine the Author’s Appeal to the Reader How does the author appeal to the reader to persuade them to believe in their point? Do they appeal to emotion (pathos)? How about to their logic or reason (logos)? Or their credibility (ethos)? Draw the Line Do any questions arise when you are reading the piece or have all of the questions been effectively answered? Tips that will help you along the way: Always start by introducing your piece giving the pertinent information like the title and author. You will give a brief summary of what the piece is about as well. You should state the author’s argument early in the piece. Possibly even in the first paragraph. Be sure to discuss all of your main points in the introduction and utilize the other paragraphs to describe the evidence relating to each topic and evaluate them individually. Use citations to support your evaluation. Make sure to properly cite the sources using quotes or paraphrased material. Please keep in mind that a critical analysis varies from a summary. It is a critique of the content. The main purpose is to evaluate the piece of work. You will need to decide if the piece is valid, significant, important, useful, or truthful. When you are writing this type of paper, it will be important to remember that you are analyzing how the content is used, rather than just the content itself. Most writers look at the piece and just think about whether or not the story-line works. The focus needs to be on how the content is written. It should concentrate on how the author uses the information to get their point across. This is an entirely different concept than what most people think of when they are writing this type of paper. Think of the â€Å"why† rather than the â€Å"what† and you will be able to ace at this assignment. It is a good idea to find a sample critical analysis essay paper to help you understand how the paper is handled. Read through a few examples and get some ideas on how to get it done. It can be used as a guide that will help you write your paper effectively. You should have all of the help that you need to get the job done. Good luck.

Markting plane project Essay Example | Topics and Well Written Essays - 2000 words

Markting plane project - Essay Example This offers a tremendous opportunity for the sale of optimum whey protein to the market. Consumers have become price conscious and have developed a need for affordable health products. Optimum whey protein will meet such a need by offering the products at cost effective prices. Recent market research studies indicate that consumers are also very conscious of their health and the content of what they consume (Brewer 95). Optimum whey protein contains high levels of proteins and less of carbohydrates which maintain good health. It also has very few side effects on consumers hence favorable for consumption. In recent years, consumers in the market for health products have shifted their preferences to demand more of products with natural tastes. The consumers have also increased their demand for products with high levels of proteins as they aim to boost their health. This is a wonderful opportunity for optimum whey protein to thrive because it contains high levels of proteins and low levels of carbohydrates. There has also been the entrance of new health products which have increased competition in the market. In the last five years, there has been increase in the demand for optimum whey protein among young professionals. This can be attributed to the fact that most of them are making efforts to keep their bodies healthy. The growth of the market for optimum whey protein is estimated to be about 5 percent each year. This growth has been consistent in the last five years and analysts record that the market may grow by 7 percent in the next five years (Brewer 57). The market growth has been characterized by increases in demand especially among athletes in the field of body building. The product has recorded an increase in usage among body building athletes because it contains high levels of protein, which is an important supplement for body builders. Clients in the market for health products consider a

Uncertainty reduction theory Essay Example | Topics and Well Written Essays - 500 words

Uncertainty reduction theory - Essay Example I did not want to speak up, because of the fear that I may offend my new friend, but still, I wanted to express my-self. However, through the axioms of the uncertainty reduction theory, I was able to create and maintain a positive relationship with my friend. Thee first principle that was applicable to my relationship, was based on the ideas that Berger proposed, concerning verbal communication. This is the first axiom of uncertainty reduction theory (Rodriguez, 56). According to this axiom, an increase in the level of verbal communication between strangers manages to reduce the rate of uncertainty. This was directly applicable in my relationship, because I constantly maintained a series of verbal communication with my new friend. The next axiom is non-verbal warmth. An increase in non-verbal communication has the capability of reducing uncertainty. This includes smiles, head nods, hugs, etc. These were widely used in my relationships, because I constantly smiled on my new friend, whenever we met. The third and the fourth axioms involved information seeking and self-disclosures. Under information seeking, the parties to the relationship are involved in looking for information about each other. These types of information include the likes, the dislikes, the culture, the age, and other attributes of their friend. This is important because it would help in creating a relationship that is based on the understanding of the other person. Self-disclosure involves disclosing information pertaining to ourselves to each other. This was an important to my case, because I managed to explain to my friend all about my-self, my family, my likes and dislikes. This played a great role in reducing uncertainty between my friend and my-self. Due to my self-disclosure, my friend was able to reciprocate, and disclose more about himself. This brings us to the fifth axiom which is reciprocity (Baxter and Barbara, 108). Under this concept, when the uncertainty is high,

Rates of reaction Essay Example for Free

Rates of reaction Essay Refer to: GRAPH 1 The basic trend of the graph shows that time of reaction (y) decreases at a decreasing rate. More specifically the curve of best fit shows that the average temperature (y) is inversely proportional to the average time of reaction (x). This forms an equation of y=mi (1/x) Time of reaction = constant x (1/temperature). As the constant is set as 1, this can be interpreted as y=1/x. In order to validate this I will produce a line graph showing the relationship between the two. The calculations of 1/temperature are also tabulated below. 2 As can be seen from the graph the time of reaction increases at a constant rate which proves that the time of reaction is proportional to 1 over temperature. Although the points do not form a perfect straight line, using the line of best fit it is possible to determine the time taken by any given temperature. For example a 1/temperature of 0. 015 i C would cause the reaction to take approx. 60 seconds. And by dividing 0. 015 by 1, it is possible determine the actual temperature of the reaction. In this case:   1/temperature = 0. 015 1/0. 025 = 66. 66 Therefore temperature = 66i C Hence it would take approx. 60 seconds for a product to be formed when the temperature is 66i C. I have analysed the time of reaction as this was the dependant variable throughout my experiment, but the aim of my experiment is to determine the relationship between temperature and rate of reaction. Therefore I will begin by producing a scatter diagram showing all the recordings. This will allow me to observe the accuracy of results and also, through a visual display, identify any possible recordings that dont follow the usual trend. Using the recordings of time of reaction, it is possible to convert this into a rate using the following formula: 1 / time taken Below are the rates of reaction calculations tabulated and therefore a scatter diagram demonstrating this: The scatter diagram shows positive correlation meaning as the temperature increases, the rate of reaction also tends to increase. In order to distribute the recordings further and more importantly notify a relationship I will tabulate and produce a line graph showing the average time of reaction recordings against increasing temperature. TEMPERATURE (i C) The basic trend of the graph shows that as the temperature increases so does the rate of reaction, which proves my prediction is correct. However as can be seen, the relationship is not linear. The curve of best fit shows that the average rate of reaction (y) is directly proportional to the square root of temperature (x). I have calculated this below and in order to test a relationship I have produced a line graph: The graph shows that the average rate of reaction increases at a constant rate, excluding the second point, which proves that rate of reaction, is directly proportional to the square root of temperature. Using the line of best fit it is possible to find the rate of reaction by choosing any temperature on the graph. For example a Vtemperature of 3i C would cause the reaction to take approx. 0. 00565 seconds. And by squaring the VtemperaturAs the temperature increases the time of reaction decreases.   As the temperature increases the rate of reaction also increases which validates my prediction is correct. And from demonstrating these findings on line graphs, I was able to determine and prove that:   Time of reaction is proportional to 1/temperature and   rate of reaction is proportional to the square root of temperature. EVALUATION: Accuracy: As can be seen from the circled point on the majority of graphs produced from the results taken, this is identified as an anomaly as it disperses away from the usual trend of the graph. There are many reasons to indicate why an anomaly is present; this consists of human errors and equipment restrictions and possible unruly scientific theories that affect the whole experiment.   The method of using a stop watch to measure the time of reaction was not as reliable as to using more precise recording apparatus such as a time measuring and indicating device for example. This is 1) due to the unit of time where all recordings were automatically rounded to 2d. p. and 2) the mature condition of the stop watch used at times caused a lockage in the start and stop buttons, in a case where the time distinction of getting the stop watch to start and stop may have affected the accuracy of a recording.   Furthermore it was impossible to observe and acknowledge exactly when a reaction had been completed; hence product formation. Extra attention was paid to the reaction, however the stop watch timer was only stopped when I believed the reaction was complete. This is unreliable and has no form of justification as this was determined solely through manual procedure.   Again another profound error may have been the amount of hydrochloric acid. I ensured as much solution as possible was poured into the required beaker after being measured in the measuring cylinder, however there were always small drips of liquid that were inevitable. It is illegible whether this has an influential affect; however this regardless opposes the accuracy of the recordings. The temperature of the solution may have not been as intended at the start of the reaction (when the magnesium was put in). This is primarily due to that the beaker was removed from the heat once the thermometer hit the intended temperature, however the distinction in time of removing the beaker from the heating setup area to the flat desk and entering the magnesium may have caused the temperature to fall (significant/insignificantly is unknown). This is due to the reaction being exothermic, transfer of heat to surroundings, which would have caused dramatic changes in temperature throughout the experiment. There are also reasons to compliment the accuracy of my results:   Each recording was repeated twice. This enabled me to calculate an average and gave me the advantage of being able to produce a better analysis overall.   I was able to identify early on during the preliminary work that the magnesium strips may have not been the same consistent size throughout, but during the actual experiment I took extra care in measuring, cutting and comparing the strips to the required identical length. Reliability: In addition to the scopes of errors mentioned above, there are many other incontrollable factors that may have had a form of influence or obstruction. However no significant problems or difficulties were encountered whilst conducting the experiment. My results and conclusion were accurate and reliable enough to verify a relationship that as the temperature increases, the rate of reaction also increases, hence agreeing with my set prediction. I was also able to determine that an increase in temperature, decreases the time of reaction, furthermore the time of reaction is proportional to 1/temperature and the rate of reaction is proportional to the square root of temperature. Improvements: No matter how accurate produced results are, due to the restriction in apparatus provided and the time to complete the investigation, improvements will always be applicable. Possible improvements:   In order to exclude the scopes of errors mentioned above regarding changing temperature, it would be convenient to conduct reactions in a thermos or similar container which would trap the heat. This would keep the temperature constant and in return increase the accuracy of results. Even though two repeats for each recording was accurate enough to produce a reliable average, increasing this to three or four recordings would produce a range of results which could then be analysed in more detail. From this possible impediments of restrictions may also arise, which whilst analsying may bring about new theories affecting the reactions.   As mentioned earlier, a more precise time measuring device would be useful instead of a stop watch. This would obviously be to produce better, pri cised results and one that would possibly exclude the need of manual operation. Extending the investigation:   It would be useful to experiment temperatures below 30i C. This would enable me to observe the reactions and behavior of lower temperatures. And primarily with the last three temperature recordings it was noticeable that the points were closer which explains the flat curve produced at the end of graphs that produced a curve. This would enable me to observe the point at which reactions are unable to exceed; therefore it would be of use to observe temperatures exceeding 90i. Another method of measurement would be counting the bubbles formed in a reaction. This would require the need of better equipment, but I believe this would form interesting results.   It would also be interesting to experiment the influences of the other variables, as mentioned at the beginning of my coursework. I was able to briefly experiment concentration in my preliminary work, but it would be interesting to do a continuous specialised experiment and also a new variable that comes to mind: light. SECONDARY SOURCES OF INFORMATION: Internet sources used to construct my background knowledge:   http://www. wpbschoolhouse. btinternet. co. uk/page03/3_31rates. htm   http://www. scool. co. uk/topic_quicklearn. asp? loc=qltopic_id=11quicklearn_id=1subject_id=21ebt=248ebn=ebs=ebl=elc=4   http://www. webchem. net/notes/how_far/kinetics/rate_factors. htm.

Melville’s Tools of Bob le flambeur Essay -- Herman Melville French Fi

Melville’s Tools of Bob le flambeur Removing the sound from Melville’s Bob le flambeur might lead one to believe that he or she is watching a Hollywood film noir, circa 1950. Melville, though not professionally trained as a director, manages to create an oddly stirring and quirky French film shrouded in the sheer curtain of Hollywood film noir. Though he retains much of the Hollywood style, he also employs tools of his own—camera movement and voice-over—to embrace the film in Melville-vigilante-style. Melville uses the trademarked tools of the noir film. For example, high key lighting and, therefore, deep shadows play a key determinant in one of the first scenes of Bob le flambeur. After establishing the setting through the reflection on a darkened window pane, the camera pans left to reveal five or six men standing around a table, lit only by the hanging lamp at least one foot below each of their chins. This leaves the men’s faces encompassed by darkness, forcing the audience to watch their hands and the gambling that is taking place. While all these factors—high key lighting, flooding shadows, tall, looming men, gambling, and near silence—all lend to the typical noir style, Melville uses odd camera movements to remain distinct. Within the same scene, there is a shot of Bob rolling dice; the camera swoops upward, as though coming from underneath the table, and ends up in a high angle shot, shooting downward at the dice. Now, combine that sweeping movem ent with the next cut, and Melville’s distinction appears. After the dice have been rolled, there is a three-quarter shot of Bob, who claps his hands once and walks off screen left. Suddenly, the camera lurches forward, as if to catch a glimpse of something that li... ...lationship can be seen in Hawks’ 1944 film To Have and Have Not; Humphrey Bogart plays stern and experienced Harry Morgan, a man involved with Lauren Bacall’s character, Slim, a husky-voiced, wise young woman who butts heads with men. While the characters are written in the same essence, the acting in these cases also seems similar; Roger Duchesne and Humphrey Bogart both are older, stoic and serious where Isabel Corey and Lauren Bacall both are beautiful, young, quick-witted and seemingly independent. Melville’s attempt to Americanize himself proved successful—his name he changed in honor of American novelist Herman Melville and he often wore a cowboy hat. Though Bob le flambeur is very much a tribute to Hollywood film noir, Melville manages to make it his own through quirky camera shots, over-the-top narration, and the set of beautifully grimy Paris streets. Melville’s Tools of Bob le flambeur Essay -- Herman Melville French Fi Melville’s Tools of Bob le flambeur Removing the sound from Melville’s Bob le flambeur might lead one to believe that he or she is watching a Hollywood film noir, circa 1950. Melville, though not professionally trained as a director, manages to create an oddly stirring and quirky French film shrouded in the sheer curtain of Hollywood film noir. Though he retains much of the Hollywood style, he also employs tools of his own—camera movement and voice-over—to embrace the film in Melville-vigilante-style. Melville uses the trademarked tools of the noir film. For example, high key lighting and, therefore, deep shadows play a key determinant in one of the first scenes of Bob le flambeur. After establishing the setting through the reflection on a darkened window pane, the camera pans left to reveal five or six men standing around a table, lit only by the hanging lamp at least one foot below each of their chins. This leaves the men’s faces encompassed by darkness, forcing the audience to watch their hands and the gambling that is taking place. While all these factors—high key lighting, flooding shadows, tall, looming men, gambling, and near silence—all lend to the typical noir style, Melville uses odd camera movements to remain distinct. Within the same scene, there is a shot of Bob rolling dice; the camera swoops upward, as though coming from underneath the table, and ends up in a high angle shot, shooting downward at the dice. Now, combine that sweeping movem ent with the next cut, and Melville’s distinction appears. After the dice have been rolled, there is a three-quarter shot of Bob, who claps his hands once and walks off screen left. Suddenly, the camera lurches forward, as if to catch a glimpse of something that li... ...lationship can be seen in Hawks’ 1944 film To Have and Have Not; Humphrey Bogart plays stern and experienced Harry Morgan, a man involved with Lauren Bacall’s character, Slim, a husky-voiced, wise young woman who butts heads with men. While the characters are written in the same essence, the acting in these cases also seems similar; Roger Duchesne and Humphrey Bogart both are older, stoic and serious where Isabel Corey and Lauren Bacall both are beautiful, young, quick-witted and seemingly independent. Melville’s attempt to Americanize himself proved successful—his name he changed in honor of American novelist Herman Melville and he often wore a cowboy hat. Though Bob le flambeur is very much a tribute to Hollywood film noir, Melville manages to make it his own through quirky camera shots, over-the-top narration, and the set of beautifully grimy Paris streets.

Philosophy Final Essay

Question One   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Plato’s work The Apology Socrates is on trial for three distinct things: Firstly, Socrates fell out of favor with the government (who were constantly berated for being ignorant by Socrates in a fashion) and so the sought to eradicate him by accusing him of not paying favors to the gods for whom the citizenry worshipped.   Secondly, Socrates was on trial for impiety.   Lastly, Socrates was on trial and sentenced to death for corruption of the young.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Socrates attempted to defend himself in front of the Senate by using his famous Socratic method as revealed in Plato’s pages of The Apology.   He bantered and lead the court officials around in a dialogue fashion, asking questions in order so that they would have to answer them themselves and thus prove Socrates’ point in a question answer dialogue.   The dialectic art of arriving at the was the system Socrates used.   In this regard he would arrive at the answer by questioning the belief of engaged speakers in a philosophic circle, or in this case, in a courtroom hearing. Although this idea of philosophy may come across as non-confrontational,             Socrates used this method to verbally jab at the speaker until they themselves found fault in their philosophy, and through a system of negative or positive responses came to recognize the truth: Thus, Socrates sought to find justice for himself by only asking questions, leaving the answers up to the officials.   This type of philosophy has been likened to a cross examination present in today’s court rooms, where the person under oath is asked a series of questions that are both destructive and humiliating, until they are forced to acknowledge the truth, much like the arguments around Socrates. The aim of such confrontational questioning was always about finding the ultimate truth, but in this court case it seems that Socrates failed because the case eventually lead to his demise. Socrates believed that this truth seeking was the main goal of philosophy, and philosophical discussions, and he believed that everyone involved with the account was in pursuit of this goal as well:   It was this optimism that lead to his downfall in a way. Socrates could be considered a martyr.   It was his stand against the government at the time which lead to the eventual destruction of the Thirty Tyrants, but when democracy came back into place, they then chastised Socrates because of his pull with the younger crowd.   The definition of a martyr is a person who dies for a cause.   Socrates’ cause was for truth and wisdom; that is what he taught the crowd which followed him about the city (and which attracted the disfavor of the democracy who felt Socrates had too much power and sway over the citizenry and feared an uprising) and in the end, those were the causes for which he died. In The Apology Plato writes of a scene where Crito offers Socrates the opportunity to escape from prison, but Socrates forbids it stating that it would go against democracy for which he stood and it would be a deceitful act which is the opposite of truth, for which he based his philosophy.   Thus, Socrates is offered with a form of escape which he denies, thereby choosing death willingly for his beliefs, the true definition of a martyr.  Ã‚  Ã‚   Socrates willingly or rather knowingly accepts his fate as governed by the ones whose democracy he upheld and it was through this act that Socrates was able to demonstrate philosophy in action. Question Two As to the existence of god, Descartes deems that this should be accounted for next to discovering what knowledge is. Descartes’ explanation of God and existence required an innate sense of the presence of God. He began by thinking that the cause of any idea is as real as the substance of said idea. Since his idea of a Supreme Being or god infinite, therefore the cause of this idea of infinity must also be never-ending and according to his belief, only the real god is boundless. Thus, the cause for the existence of god cannot be human beings because we are not infinite and we are mortal. There must be a cause of this Supreme Being’s existence which is outside the human race. Based on Meditation III, Descartes expressed â€Å"my idea of god cannot be either adventitious or factitious (since I could neither experience god directly nor discover the concept of perfection in myself), so it must be innately provided by god. Therefore, god exists.† It was Rene Descartes who delivered a â€Å"first systematic account of the mind/body relationship† (Descartes 1). Descartes’ dualism theory states that â€Å"mind is a nonphysical substance† (Descartes 1). Further, he differentiated mind from brain. He attributed consciousness and self-awareness to the mind while intelligence is contained in the brain. Descartes used his Meditations on First Philosophy to make certain what he is in doubt before regarding the existence of the mind and body. Because of this, he was able to take a hint that mind and body are two different things. He advocated that the â€Å"mind† is used for thinking, thus, it is immaterial and can exist even without the body. This immaterial and non-physical content of the mind then he called as the â€Å"soul.† And therefore, the mind is a substance distinct from the body, a substance whose essence is thought (Descartes 12). Based on this perspective, Cartesian dualism became a stronghold of future theories. It champions the idea of the â€Å"immaterial† mind and the â€Å"material† body. Even if these are two different entities, they interact to create actions and events reversibly involving mental and physical activities. Despite many non-European supporters of Cartesian dualism, this gave rise to the â€Å"problem of interactionism† wherein it averts the impossibility of interaction between an immaterial and material entity, the mind and body respectively. To defend these criticisms of Cartesian dualism, Descartes formulated an explanation through the pineal gland theory. This gland is located in the center of the brain between the left and right hemisphere, from which the â€Å"immaterial† mind and the â€Å"material† body purportedly interacts. However, this has remained a theory up to this time since Descartes failed to defend such idea of the causal interaction of the mind and body through the pineal gland. Question Three Kant’s deontology ethics involves the belief of actions being immoral despite the outcome.   Kant did not put faith in the consequences of people’s actions but the actions themselves; thus leaving the effect of a scenario out of the equation of morality.   This ethical stance was part of Kant’s philosophy and he believed that the absolutism of deontology was the correct course of action despite circumstances. For Mill on the other hand, his theory of utilitarianism was in stark contrast to Kant’s theory of deontology.   Utilitarianism speaks toward the action of a person directly results the outcome.   Thus, the truth is always the correct path in Kant’s philosophy while the outcome of a lie being the pathway to truth or justice is the course of Mill’s philosophy. In a situation where Kant and Mill were able to converse, there would be several issues on which they would agree, as well as many on which they would fervently argue. With Mill’s dedication to the understanding of natural sciences/economy, and his studies into the harm theory as it applies to humanity, he would be at odds with the strong religious conviction of Kant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For Kant, the existence of God was the principle motivating factor of his studies. His work dealt with the â€Å"constructing an adequate theoretical argument for the existence of God†. (Rossi) His early work was founded on, rather than the proof of God as a being to be worshipped, the idea that God was fundamentally provable through mathematics. Kant will argue that the concept of God properly functions only as a â€Å"regulative† — i.e., limiting —   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   principle in causal accounts of the spatio-temporal order of the world. Kant’s critical philosophy thus undercuts what rationalist metaphysics had offered as proofs for the   Ã‚  Ã‚  Ã‚  Ã‚   existence of God. On the other hand, the critical philosophy does more than simply dismantle the conceptual scaffolding on which previous philosophical accounts of the concept of God had been constructed. (Rossi) To this end, Kant spent his life in study of the pursuit of finding God in science and mathematics that man had developed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John Stuart Mill, on the other hand, felt that the harm principle was the ruling factors of world existence. John Stuart Mill’s argues in On Liberty that the use of the harm theory, or harm principle is that a state of government must ensure the quality of liberty just so long as the actions committed in the cause of liberty are not detrimental to the activists.   That is to say that the government may interfere in order to prevent harm.   The following paper will discuss Mill’s harm principle and its application to government in regards to restrictions and controls.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mill argues for the doctrine of liberty.   Mill means to define the role of a person in society and as such the limited amount of coercion consistent in society that should affect that individual, â€Å"No society in which these liberties are not, on the whole, respected, is free, whatever may be its form of government; and none is completely free in which they do exist absolute and unqualified† (Mill).   Mill is stating that although these qualities are liberty come at a cost in no society would they be considered free because of the forms of government in which the world adheres. Question Four Nietzsche restricts the presence of God in his equation by saying that the concepts of good and evil have changed with the progression of history and that these two paradigms of human behavior and secular code will continue to evolve toward the demands of a changing society. Nietzsche, therefore, makes the argument that morals are constructs of the times in which we will and have evolved much as human beings have over the ages, but that this is not necessarily a good thing because it is meant as a manner of preventing others from having control over us. This is because people inherently wish to exercise power over others and morals are a way of leveling things off so that the strongest members of society do not dominate, as Nietzsche emphasizes, The pathos of nobility and distance, as mentioned, the lasting and domineering feeling, †¦something total and complete, of a higher ruling nature in relation to a lower nature, to an â€Å"beneath†Ã¢â‚¬â€that is the origin of the opposition between â€Å"good† and â€Å"bad.† (The right of the master to give names extends so far that we could permit ourselves to grasp the origin of language itself as an expression of the power of the rulers: they say â€Å"that is such and such,† seal every object and event with a sound and, in so doing, take possession of it.) (Nietzsche) In the Genealogy of Morals, Friedrich Nietzsche presents his idea about the morality of human beings and why it is flawed: Nietzsche begins by discounting many of society’s assumptions on how they function in life, as he believes that we tend to view things as having inherent meanings But all purposes, all uses, are only signs that a will to power has become master over something †¦with less power and has stamped on it its own meaning of some function, and the entire history of a â€Å"thing,† an organ, a practice can by this process be seen as a continuing chain of signs of constantly new interpretations and adjustments, whose causes need not be connected to each other—they rather follow and take over from each other under merely contingent circumstances. (Nietzsche) Nietzsche uses punishment as an example in this case, as human beings tend to believe that punishment is an action that happens to a person as a result of that person doing something that he or she deserves to be punished, although counter to this Nietzsche also states that suffering is meaningless and therefore, punishment may also with Nietzche’s own philosophy be meaningless. He would argue that punishment is completely separate from this, however, as punishment is very often used as a way of showing off one’s power or in some cases, as an act of cruelty. This suggests that the punishment does not always fit the crime, as the clichà © is written, so those two things should not necessarily be associated with each other. It cannot be understood how these two things are the same thing, so it is necessary to keep them separate. Nietzsche then continues this argument to show how morality has arrived at the point that it is at right now. Nietzsche argues that all of existence, especially in human beings, is a struggle between different wills for the feeling of power. This means that society wishes to have some sort of control over their own lives and also over the lives of others. This is why competition and the nature of this in man is so prevalent in society, Rather, that occurs for the first time with the collapse of aristocratic value judgments, when this entire contrast between â€Å"egoistic† and â€Å"unegoistic† pressed itself ever more strongly into human awareness—it is, to use my own words, the instinct of the herd which, through this contrast, finally gets its word (and its words). And even so, it took a long time until this instinct in the masses became ruler, with the result that moral evaluation got downright hung up and bogged down on this opposition (as is the case, for example, in modern Europe: today the prejudice that takes â€Å"moralistic,† â€Å"unegoistic,† â€Å"dà ©sintà ©ressà ©Ã¢â‚¬  [disinterested] as equally valuable ideas already governs, with the force of a â€Å"fixed idea† and a disease of the brain). (Nietzsche) It is all a competition to achieve this power, even if there is no physical reward for winning these competitions. Nietzsche shows the constant changing of the ideologies of good and bad by stating that in past generations, the concept of good was defined by the strongest people in society. In barbaric times, anything that the stronger members of society did was defined as good, while the weaker members of society were seen as bad. This is not something that we would agree upon today, but members of these past societies would not agree with the way we do things either. Therefore, Nietzsche believes that to give anything an absolute interpretation does not work because as the times change, so will this interpretation. It is wills which define this, so as wills change, so will the apparent truth. If it is truly desirable to have free will, therefore, a person must not believe in any absolutes, but rather view the world as a constantly changing place and let our wills define the things that are occurring around and in society. This includes looking at things from as many different perspectives as possible in order to decide contingently upon personal perspectives which viewpoint a person wishes to make. This can also be applied to morality as, since nothing is absolute, morals are constantly changing as well. Morality is not something that was passed down from God to human beings, but is rather something that has evolved and changed since the beginning of time and will continue to do so. The only thing that has not change in human beings is that they inherently have the desire to achieve more power over their fellow human beings, because of the existence of free wills. This means that the present morality that human beings possess has been born due to hatred for those things that are stronger in the presence of society. Nietzsche argues that a person will have fear of things that could possibly have power over them, so a person must have developed this moral code in order to protect themselves from the stronger members of society. Nietzsche believes that a person must embrace these animalistic instincts because a person is currently hurting themselves by repressing them. Work Cited Cooper, J.M.   Plato Complete Works.   Hackett Publishing Company.   1997. Descartes, Rene. n.d. â€Å"Meditations on First Philosophy.† 10 March 2008 Mill, John Stuart.   Utilitarianism.   Online.   10 March 2008:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://ethics.sandiego.edu/utilitarianism.html Nietzsche, F.   Genealogy of Morals.   Online.   10 March 2008.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://books.google.com/books?id=OwGPCsLiBlwC&dq=nietzsche+genealogy+of+mor  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ls&pg=PP1&ots=rTBJrGtorH&sig=vLolmBFHWUdXa7z8_CxzfIlj18A&hl=en&prev=h  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   tp://www.google.com/search?hl=en&client=firefox-a&rls=org.mozilla:en  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   US:official&hs=ymY&pwst=1&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=Nietz  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   che+genealogy+of+morals&spell=1&oi=print&ct=title&cad=one-book-with-thumbnail Rossi, Phillip. â€Å"Kant’s Philosophy of religion†. Stanford Encyclopedia of Philosophy. June  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2004. 10 March 2008. URL: http://plato.stanford.edu/entries/kant-religion/

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