Van Goghs Use of Color

Van Goghs Use of Color The works of Van Gogh and his use of color have often been studied chronologically demonstrating the shift in his usage of colors from his early paintings, which were dark and pessimistic, to the paintings of his mature career, where he has used lighter tones and brighter colors.Advertising We will write a custom essay sample on Van Gogh’s Use of Color specifically for you for only $16.05 $11/page Learn More In the later stage, Van Gogh made a distinct use of complementary color scheme, which was a definite shift from the classical treatment of colors. This paper will compare and contrast two paintings, The Sower and The Night Cafà ©, and demonstrate the distinct style Van Gogh followed to use color for his paintings. Expressive use of colors in distinctive complementary schemes has dominated many of the masterpieces created by Van Gogh. His correspondences to his brother during the 1882-85 demonstrate his obsession with the use of color in his work. They demonstrate that Van Gogh’s concern and distinction between shades, tones, hue, and brightness of color, which formed the psychological basis of colors and themes of his paintings. The use of complementary colors, which became the signature of Van Gogh’s style, helped to intensify the mutual effect of the color scheme in the paintings. Van Gogh used basic colors and contrasting hues to increase firmness and depth of his paintings: These things that are relevant to complementary colors, to the simultaneous contrasting and the mutual devaluation of complementary colors, are the first and most important issue: the second is the mutual influence of two similar colors, such as carmine and vermilion, or a pink-lilac and a blue-lilac. (Van Gogh Letter # 428, dated Oct. 1885. (Bekker and Bekker) The use of primary colors and the use of their complementary colors, also known as secondary colors, is a basic technique used for impressionistic painting. When a primary color is put against a complementary color, it creates a contrasting color scheme, creating a powerful effect. Van Gogh exploited this technique of creating a strong effect in his painting through juxtaposition of primary and complementary colors. Van Gogh’s fascination for complementary colors intensified as he shifted his focus from Dutch style to paintings that are more impressionistic.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gayford (179) demonstrates Van Gogh’s heightened interest in colors, which created a symbolic language for the maestro. In another correspondence to his brother Theo, Van Gogh expressed his increasing obsession with colors: â€Å"Yesterday evening an extraordinary beautiful sunset of a mysterious, sickly citron color – Prussian blue cypresses against trees with dead leaves in all sorts of broken tones without any speckling with bright gr eens.† (Gayford 179) Thus, colors create a symbolic language for Van Gogh, which helped his to determine the effect that wanted to create in his paintings. Given this understanding of Van Gogh’s philosophy of color, the essay then moves on to analyze two of his paintings and the treatment of colors in them. The Sower demonstrates a man striding across a wheat field, with outstretched arms, appear in many of Van Gogh’s paintings and sketches. Philosophically, it has often been interpreted as the renewal of life; however, in this essay we will discuss the use of complementary color scheme of the paintings. The particular picture that is discussed in this essay was painted in 1888, which stands out from all other paintings of sowers and creates a unique impressionistic creation of the cycle life in full summer (The Sower is shown in figure 1 below). Figure 1: The Sower, 1888 The Sower, painted predominately in yellow and violet demonstrates the use of complementary colors by Van Gogh. Yellow is a primary color that is positioned against violet, one of its complements, and a mix of the other two primary colors, red and blue. Even though artists had knowledge of the effect two complementary colors could create, no one before Van Gogh experimented with it.Advertising We will write a custom essay sample on Van Gogh’s Use of Color specifically for you for only $16.05 $11/page Learn More Primary colors, when juxtaposed with complementary colors, create a vibration and magnificence that is otherwise unattainable. Hence, when yellow is used against violet, it creates greater brightness and pureness of color than when painted with any other colors. Similarly, violet seems more lively and vigorous when put against yellow. The Sower was painted when Van Gogh was living in Arles, in June 1888. The original Sower by Millet from which Van Gogh drew inspiration or his Sower believed that Millet created a painting in â€Å"c olorless gray† and wanted to create a painting of the sower with colors (Bekker and Bekker). In order to understand color contrast, consider putting orange against blue and orange against green. Orange is blue’s complement where blue is a primary color and orange is a secondary color created through mixing of the other two primary, red and yellow. Hence, the effect of brightness when orange and blue are used together is greater than when orange and green are used, wherein both are secondary colors. Moreover, the orange when put with green seem darker, almost a different color. Hence, it can be observed that colors can change their hue and brightness depending on the colors with which they are used. Moreover, colors cannot be used singularly, without considering the other colors that are used. Colors cannot be judged in isolation. Hence, it is important to understand what colors are used along with the others and what affect it creates in the paintings. Knowledge of colo rs becomes the most important factor while studying Van Gogh’s form so impressionistic painting. The painting of the yellow and violet together as an expression of light and darkness in the field is an extreme example of use of complementary colors in paintings. This helped in intensifying the brightness, saturation, and depth of the painting. Van Gogh described his 1888 creation inspired from Millet’s painting, in one of his letters, as â€Å"painting from Millet’s drawings is more like translating them into another language than copying them† (Metzger and Walther 272). The colors used in the painting became reminiscent of his emotions and feelings. The colors demonstrated the dominant mood of the painter. The Night Cafà © is a poetic expression through colors, which demonstrates the harsher realities of modern life. Van Gogh’s obsession with colors intensified from 1885 until his death in 1890, resonant in his letters to his brother Theo. Each o f the letters is evocative of the saturation, hue, and intensity of the colors from his palette. In describing the Night Cafà © (figure 2) in his letter to Theo, Van Gogh associates passion with the use of two complementary colors – red and green:Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More I’ve tried to express the terrible passions of humanity with red and green. The room is blood red and dull yellow, with a green billiard table in the middle; there are four lemon yellow lamps casting an orange and green glow†¦ In my picture of the night cafà ©, I’ve tried to convey the sense that the cafà © is a place where one goes to ruin goes mad, commits crimes. I’ve tried to express the powers of darkness, in a way, in this dive of a bar, through contrasts of delicate pink, blood red, wine red, and soft Louis XV green and Veronese green, in contrast with hard green-yellows and blue-greens – all this amid an infernal furnace of pale sulphur. (Letter#533, Bekker and Bekker) The above description of the painting as expressed through Van Gogh’s words demonstrate the use of complementary colors in the painting, and the reason for the sue of the colors in their complementary best. Life’s juxtaposition is expressed through the oppositio ns of color that makes life as well as his paintings so pulsating. In the Night Cafà © Van Gogh has expressed the struggle of life through the juxtaposition of the two complementary colors – red and green. The violet and blue used in the painting depicts sadness and dreariness of modern nightlife, and Figure 2: The Night Cafà © The painting shows maximum saturation of colors, where colors like red and green has been used without any hint of tint or shade. In the Night Cafà ©, Van Gogh used color in its purest form against its equally pure complementary. This is not seen in The Sower, where the colors were used symbolically, but not its purest hue. The use of original hue in the Night Cafà © sets is apart from other paintings, even though the technique used in both the pictures are similar. Nevertheless, both the picture reverberates with the infernal furnace of life though the use of yellow, which has been used to depict the sun in The Sower and the lamps in The Night Ca fà ©. The difference between the two paintings is that the first is a depiction of continuity of life while that of the cafà © describes a hellish existence. Bekker, K.G. and A.Y. Bekker. 2009. Color and Emotion - a Psychophysical Analysis of Van Gogh’s Work. 15 December 2009. PsyArt. Web. psyartjournal.com/article/show/bekker-color_and_emotion_a_psychophysical_analy. Gayford, Martin. The Yellow House.:Van Gogh, Gauguin and Nine Turbulent Weeks Provence. New York: Houghton Mifflin Company, 2006. Print. Metzger, Rainer and Ingo F. Walther. Van Gogh. Berlin: Taschen, 2008. Print.

Problem Solving and Data Analysis KeySAT MathConcepts

Problem Solving and Data Analysis KeySAT MathConcepts SAT / ACT Prep Online Guides and Tips SAT Math is divided intro three domains: Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math It's a good idea to get really familiar with what's going to be on the test, where it was derived, and what the SAT is really testing. This post will focus on one domain- Problem Solving and Data Analysis. This is an opportunity to get cozy with these concepts, and with the overall tapes of information that test-makers are looking for. Problem Solving and Data Analysis problems are all about applying your math knowledge to practical situations and looking at actual statistics instead of abstract, theoretical scenarios. Basic Information There are 17 questions in this domain (out of 58 total math questions). They aren't labeled or otherwise indicated on the test- you're never told which type of question you're working on. There are no Problem Solving and Data Analysis problems on the no-calculator section. You will always be permitted to use your approved calculator for questions from this domain- though you may not always need it. You will receive a subscore on a scale of 1-15 on this domain. There will be both multiple choice and grid-in questions. You'll be dealing with both single-step and multistep problems; sometimes, it's just a matter of reading the data and parroting it back, while other problems require a bit more manipulation of the numbers. General Concepts The test-makers want to know that you understand math thoroughly enough to use your skills in real-world settings. Quantitative reasoning is also crucial; you should be able to work with numbers and draw conclusions about what they imply. You’ll be working with a lot of numbers. Real-World Applications You should be able to build a representation of a problem. If a scenario is described to you, you should be able to model it mathematically by describing it with expressions and equations. You should know to consider the units involved. If there happens to be a shift of units (from feet to miles, or something like that), you should account for that as you calculate. You should keep track of the practical meaning of quantities. You're going to be representing real values with variables: don't forget what those variables represent. Also, be sure you understand how a change in one of these variables or quantities affects what's happening in the equation. For example, in a line ($y=mx+b$) with a positive slope (or value of $m$), increasing $x$ will also result in an increase in $y$. Data and Statistics There are a lot of graphs, charts, and tables that could be covered on the test. You should be capable of analyzing one-variable data in bar graphs, histograms, line graphs, and box-and-whisker plots- as well as two-variable data in scatterplots and two-way tables. In other words, you should be fluent in reading these various representations of data. You should be able to describe overall patterns. You'll have to identify positive and negative trends. You should be able to distinguish between linear and exponential growth. Specific Skills There are a number of skills that you'll want to be handy with on the day of the exam. In this section you'll find a discussion of these skills, including what they are and what they look like in action. In fact, let’s hope these skills aren’t all that new! Statistical Analysis The measures of center are arithmetic mean (average) and median. If they can't be calculated from what's given, you may still need to draw some conclusions about them. Even if you can't find the actual number, there may be a question about what possible values are, or how the values compare to another set of data. Outliers typically affect the mean, but not the median. The measure of spread to know is standard deviation. You've got to have the basic theory, but you won't need to calculate the exact value. You should be able to look at two sets of data and see which set is more spread out- that is, which has the greater standard deviation. Insofar as the precision of estimates is concerned, everything depends on the variability of the data and the sample size; smaller variability combined with a larger sample size makes for estimates that are more precise in terms of the actual population. Another tidbit of interest you should know is that randomization combats bias. You should, in context, be able to work with margins of error, which are affected by sample size and standard deviation. Confidence intervals should also be taken into account. The SAT always works with confidence intervals of 95%. This doesn’t mean that 95% of the population is necessarily described by the figure that’s been derived, just that we can be 95% certain that the descriptive figure that’s been reached is accurate. When analyzing the relationship between two variables, remember, correlation is not causation. If subjects for a sample are selected randomly, we can generalize to the entire population reasonably well. If subjects are randomly assigned to test groups, we can reasonably speculate about cause and effect. Otherwise, though, we’re out of luck. You should also be able to evaluate reports to make inferences, justify conclusions, and determine the appropriateness of data collection methods. Take a look at this problem: The correct answer here is (C). We know that removing one very high number from the set is not going to affect the median- the middle three values are all 12, so we know the median will still be 12, even if the middle of the data is shifted over one. The mean will shift somewhat if we don’t include the 24-inch measurement, but there are 20 other data points that anchor the mean at a relatively consistent value if any one value is removed. The range, however, will change from $24-8=16$ to $16-8=8$. The range gets cut in half if we remove the 24-inch measurement! That’s the measure that will change the most. Mathematical Models The domain of the SAT that we’re examining gives special attention to mathematical models. You must, therefore, be able to create and use a model. When two variables are presented in a graph, table, or other chart, you should be handy with analyzing and drawing conclusions with regards to the relationship between these variables. Relationships between variables can be modeled by functions, but remember the function is only a model! It may give scientifically accurate predictions, or it may just describe a general trend. You may be asked whether a model is good, acceptable, or entirely inappropriate. Let’s look at this problem: The geologist in the question provides a model regarding the country’s beach erosion. According to that model, beaches erode at a rate of 1.5 feet per year. 21 feet of erosion would therefore take 14 years, as $14(1.5)=21$. The functions you’re asked to work with may be linear, quadratic, and/or exponential. Linear and exponential are discussed in more detail below. Linear An important example of linear growth is simple interest, where you earn interest on your principal, each period, but not on any interest that has been added since that first deposit. This is modeled by the function: $A = P(1+rt)$. $P$ is the principal, $r$ is the interest rate, and $t$ is the amount of time interest has been accruing. Exponential An important example of exponential growth is compound interest, where you earn interest on the interest you’ve previously earned. This is modeled by the function: $A = P (1+r/n)^{nt}$, where $P$ is the principal, $r$ is the interest rate (typically annual), $n$ is the number of times the interest compounds per period (typically a year), and $t$ is the amount of time that has passed since the principal began accruing interest. Be careful! The stated rate of change may not be the same as the rate of change over time. This is typical of compound interest: You might take a loan at 9%, but if it compounds monthly, you’re really taking a loan at $(1+.09/12)^12 – 1 = 9.38%$ at the end of the year. On the other hand, you might make a deposit that accrues interest at a rate of 5%, but it compounds quarterly, so you’re really getting $(1+.05/4)^4 – 1 = 5.095%$ at the end of the year. Math and money are very closely linked. Ratios, Proportions, Units, and Percentages You’ll need to be familiar with direct proportionality/variation: $y = kx$, where $k$ is a unitless constant of proportion. This relationship may also be expressed as $x_1/y_1 = x_2/y_2$. You’ll need to know how percent increase and percent decrease work. Be careful about how you approach these problems; they can get a little tricky. Remember, for instance, that if you have a 20%-off coupon for an item that’s on a 20%-off sale, you won’t save 40%. You’ll save 36%, as you’ll pay 80% of 80% of the original price: $x(.8)(.8) = (.64)x = x - (.36)x$. Take a look at this pair of problems: This is the sort of situation where you’re asked to deal with quantities in very practical terms. These aren’t just numbers floating in and out of an abstract function; no, these numbers represent that annual budget, in thousands of dollars, for each of six different state programs in Kansas from 2007 to 2010. The first problem is asking for the approximate average rate of change in the annual budget for agriculture/natural resources in Kansas from 2008 to 2010. From 2008 to 2009, the budget grew by 127,099 thousands of dollars, or $127,099,000. From 2009 to 2010, the budget grew by 2,299 thousands of dollars, or $2,299,000. Thus, we add those two figures together, divide by two, and find that the average growth was $64,699,000, or, when rounding, (B). For the next problem, we are comparing the 2007-budget-to-2010-budget ratios across the various programs. We will first need to find those ratios: Agriculture/natural resources - $373,904/488,106=.766$ Education- $2,164,607/3,008,036=.7196$ Highways and transportation- $1,468,482/1,773,893=.8278$ Public safety- $263,463/464,233=.5675$ Out of these, the closest to human resources ($4,051,050/5,921,379=.6841$), is (B). Probability Two events are independent if one happening has nothing to do with another, like the sun shining and you eating a sandwich for lunch. The sun may shine, and you may eat a sandwich for lunch, but one does not cause or prevent the other. Two events are mutually exclusive if they cannot both occur, like me wearing a hat and me not wearing a hat. I can’t do both. For independent, non-mutually exclusive events: P(A and B) = P(A)*P(B), whereas P(A or B) = P(A) + P(B) - P(A and B). For mutually exclusive events: P(A or B) = P(A) + P(B). There are other formulas for more complicated scenarios, but these will get you pretty far - they’re all you should need on the SAT. Let’s take a look at this problem: Twenty-five people passed the bar exam; of these, seven did not take the review course. So, the probability that the interviewed person in question did not take the bar exam is 7/25, or (B). Math and gambling are closely linked, too. It’s all about that probability. Conclusion This domain of the test is calculation-heavy, although there are some theoretical questions. These questions compose almost a third of the test. They cover, roughly: Statistical analysis Proportions Probability Modeling Real-world data Your answers will be scored to yield one of three subscores for the Math section. What’s Next? That was a fair amount of information. Digest it a little; then, a great next stop would be perusing our overall guide to SAT Math, including directions to a number of other great posts. Now, because Problem Solving and Data Analysis problems are so information-heavy, you may wish to practice with some word problems, to get used to that much verbal data being thrown your way. As you’re trying these practice problems, you’ll want to know how to use them to your best advantage. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Suicide among young men in the United Kingdom in related to the press Research Paper

Suicide among young men in the United Kingdom in related to the press - Research Paper Example Social phenomenon of various kinds is analysed using evidence to back up claims. Evidence gathering for such purposes needs to be traced out meticulously in order to create a true reflection of the society and its problems. This paper attempts to analyse the social problem of suicide in Great Britain in order to ascertain a particular direction for research. Overlying trends will be identified and any anomalies in social behaviour will be segregated. These social anomalies will be investigated later as â€Å"major memoirs† while this â€Å"minor memoir† will delineate the various resources that could be used to research the identified issue. Moreover, the credibility, relevance and suitability of the sources will be established to present a strong foundation for research. Social Problems Social problems can be seen as any social conditions that produce harm to any segment of the society’s population. Moreover, social problems can also represent various social con ditions and acts that may violate a society’s norms and values. (Eitzen et al., 2009) Social problems can be produced by social psychological behaviour or through implications of the social structure. (Beeghley, 2000) For example if a person is a drug addict then there could be multiple causes for it. One reason could be that the person in question has friends or other social influences that encourage the use of drugs. This reason would constitute the social psychological aspect of the explanation. Another reason could be that the person in question is unemployed, depressed or otherwise repressed by social institutions to an extent that he feels that drug use is the only solution. Such an explanation would constitute a social structural explanation of the problem. Social problems can proliferate if portrayed in such light. Suicide: Social Problem or Private Problem Suicide can be seen as any act initiated by a human being to end his or her own life with complete knowledge and established intent. (Hawton & van Heeringen, 2009) Various reasons can be attributed to suicide including social, biological and other explanations. Perhaps the most significant work on suicide was produced by Emile Durkheim in analysing suicide using scientific methods. However there has been rampant debate regarding the nature of suicide as a personal or as a social problem. The act of taking one’s own life is nonetheless a purely personal problem. The lack of social commentary on any issue tends to make such issues personal. Previously suicide was treated as a purely personal problem. However media spotlight on the issue aided in the transformation of suicide into a social problem in recent years. (Samaritans, 2011) In order to ground things in more concrete reason it is best to analyse the statistics for suicide to form a clearer picture. Suicidal Trends in Great Britain The suicide rates in Great Britain must be traced from official sources in order to guarantee their c redibility. Moreover, suicide rates need to be adjusted for their consistency with population growth. As population levels grow each year, the suicide rates must reflect this growth or suicide rates would seem to keep decreasing each year. The government of Great Britain compiles statistics for suicide as well as other such issues each year. These statistics are available on the official statistics portal of the government better known as the Office for National

Teamwork Experience Essay Example | Topics and Well Written Essays - 250 words

Teamwork Experience - Essay Example We developed a clear insight into the project in the first meeting and decided to analyze the case from our individual’s perspectives the results of which were discussed in the second meeting. The proceedings of the meeting were recorded by my partner and each of us received a copy. Though effective results were achieved due to the well organized meetings the teamwork did have its share of miscommunications. A meeting was cancelled as one of us failed to check the email informing the date and time of the meeting and conflicts arose due to our differential views about the case. For instance, my understanding of the case was that all the possible communication problems needs to be identified while my partner was for discovering only one particular communication problem and finding a solution. A compromise was achieved after various viewpoints and arguments were discussed. It was decided to list all the potential problems and to consult with the professor for a final decision. Our team work did suffer slightly due to this misinterpretation of our team goals. It was also decided that my partner would present the communication problems while I would focus on the possible solutions and the implementation plan of the case study. I conclude that it was a very effective teamwork and a good learning experience where tasks were distributed equally amongst us. The teamwork experience was enlightening and I am very sure that this would help me to act professionally whenever I am confronted with a similar situation in the

Villagers remain upbeat despite tight cutbacks Essay Example for Free

Villagers remain upbeat despite tight cutbacks Essay Orange County – There was absolutely nothing left to do, 39 year-old Mr. Berger, an office clerk, decided to sell his latest model of LED television he just purchased the other year to a well-off friend, the economic crisis steeply increasing his weekly budget deficit. â€Å"I believe its the high spending we do everyday amid threats from financial meltdown thats taking its toll on us lately,† Mr. Berger said. It is no small irony that while unemployment rate has blown only 9. 5% of the population today against the 10% in the first quarter this year, the figure could not justify how some of the residents continue to lose their jobs. What may add insult to injury is the sharp decrease in prices of U. S. Imports from 0. 5 last month to 1. 3 today, outweighing the July 2009 1. 3% decline (Bureau of Labor Statistics). Mr. Berger is just part of the growing fraction of the figure promising to outnumber those working in a cozy office. Poking his way through a small, rough tenement just a few blocks from his house, he was looking for a viable job that could stand the present economic turmoil. The number of jobless persons for over 27 weeks remained at 6. 8 million, which covers 45. % of the total unemployed citizens all over the country while those who are working part-time involuntarily either because they could not find full-time employment or their working hours were reduced compose another 8. 6 million (Bureau of Labor Statistics). Taking advantage â€Å"I speculate some self-centered politicians are now using the economic crisis as their political tack to keep hold on power. The idea is simply that no single grou p is better equipped to release the plagues from Pandoras box and choke the very things it spawned than the most desperate gang in town. This time making itself the champion of economic crisis,† lamented Mr. Anderson. Mr. Anderson, 40, was forced to move his family to Mississippi and currently lives here on yet another mortgaged property, something he might lose again should the cutbacks realign sharply upward. It has a leaky roof, a clear sign the family is going through tough times. â€Å"I have no choice but to relocate again,† he said. History repeats itself The economy of the United States of America holds the highest rank in the world, its GDP being estimated to rich a nominal value of $14. 2 trillion last year. The US labor market has been attracting immigrants abroad and holds the largest number of migration rates streaming in. It has nested the biggest stock exchanges, thereby becoming one of the worlds most influential financial markets. But these facts did not prevent the history of the 1930s, the Great Depression, from repeating itself, this time with an equally forceful blow to different sectors. Fearing to see another Great Depression whipping the country, when the fangs of recession appeared to be a serious threat, the government sought many answers to solve economic problems. It took on a course of allowing consumers to spend more by exerting heavily itself or cutting taxes. It fostered rapid growth in the money supply, which also encouraged more spending. It can be recalled that economic woes brought on by the costs of the Vietnam conflict, major price increases, particularly for energy, created a strong fear of inflation. As a result, government put more concentration on controlling inflation than on combating recession by limiting spending and tightening credit. Economic crisis quickly creeps through different places, wherever financial stability gives its way, affecting a not so small portion of the population. The recession in the last two years might have been the worst since the Great Depression but there are no labor forecasts that have to do with the same fate employment suffered during those times. â€Å"Its a pain that we had to cut on our weekly budget and sacrifice our luxuries to prioritize our foremost needs. And were not alone on this, almost everyone in the neighborhood is feeling the effects of the crisis striking them,† Mrs. Cowell said. Mother to four, Mrs. Cowell, 41, had to stop sending Makky, her eldest, to school to give way to the others still studying in high school, an alarming scenario which led to an entirely different behavior acted by his eldest. This is just one of the fall-outs experienced by the family. Economists say the economy might start to flourish by third quarter of the year. However, quick make up of the employment rate may take place later by end of year, the setbacks having been too rough of late. Brian Fabbri, chief North American economist for BNP Paribas, said the efforts of the Obama administration to flood the economy with $800 billion and the buying up of credits along with shoring up of banks by the Federal Reserve may put an end to this. I believe the government can â€Å"I suspect Obama and some allies in Congress can prove themselves to be the powerhouse of stability in one of Americas most trying times, thus, preventing the country from sinking into the utter pits of despair. I hope he will do, having the public behind him,† Mr.  Gardner, 42, said optimistically. â€Å"I would love to see nothing else but a government eager to pluck us out of the groveling depths of global financial meltdown,† he added. Mr. Gardner recalled how he has constantly been a victim of economic failure. He and his soft-spoken wife, Kelly, lived in Ireland for more than a decade only to witness the dwindling economy which forced everybody to go out and look for a greener pasture. â€Å"We felt like nothing awaits us in there, no other choice but to leave Ireland,† he exclaimed. If only the government would take radical reforms and slash in its superfluous spending, perhaps in less than a year the economy would begin to grow again steadily. But if this would remain unmitigated for the next months, it probably may not just end up in burying this country to the pits of despair, it may also lead to bitter strife between the government and the labor force ,† Mr. Gardner foretold. Still upbeat â€Å"With the rate of pace our government is taking on, I guess we can all do pitching in behind someone fired up by the passion of saving his country by restoring economic stability,† Mrs.  Dolloy sh owed optimism. Though affected by the uneasiness associated with realigning home budgets and luxuries, Mrs. Dolloy continues to hold to what she has been hoping as a savior snail that would come someday in the form of stable economy, massive opening of full time jobs, and fairly low commodity prices. Today President Obama boasts that his country shows signs of getting back to its feet in just one year time after a major setback in the last two years.

Parent and Sibling Relationships in To Kill A Mockingbird :: Kill Mockingbird essays

Parent and Sibling Relationships in To Kill A Mockingbird Inside the wondrous book, To Kill a Mockingbird, you can find many different examples of the theme I chose for this particular essay. The theme I seemed most fascinated with was parent and sibling relationships. The reason why I chose this theme was for the reason that I knew this book was all about the lessons that we learn in life, and how we gain knowledge from our parents and other family members also. As I looked through the book I found dozens of examples of parent and sibling relationships. Parent and sibling relationships to me means how strong of a relationship people have, or what they have done to come closer as a family. In chapter three I found a nice quote to analyze. First of all Atticus said, " If you can learn a simple trick, Scout, you'll get along with all kinds of folks. You never really understand a person until you see things from his point of view." (Lee 30). This quote helps me to understand Atticus' point of view on how he wants his children to judge people. He is teaching Scout a very good lesson right now. He is teaching her that you can't really talk about a person unless you have been in his or her position. I think that it is a very good lesson to teach Scout because she is still a young girl and at he school she has to put up with all kinds of judgmental people, she doesn't need to add to the mix. I think that this has made Atticus' and Scout's friendship come a little closer because now she knows something that she didn't before so s he can develop to be a nice and even better young lady in life. Another quote that related to my theme is the one in chapter 23. "Jem, see if you can stand in Bob Ewell's shoes for a minute, I destroyed his last shred of credibility at the trial, if he had any to begin with. The man had to have some kind of comeback, he always does. So if spittin' on my face and threatening me saved Mayella one extra beating, that's

Garrity Warnings: To Give or Not to Give, That Is the Question Essay

         Garrity warnings are applicable during internal investigations which are being carried against law enforcement officers to ascertain allegations which have been laid against the officers. Under the Garrity Warning principle, the statements or testimonials by officers which are made during the investigations cannot be used against the officers in case there are criminal trials that have been instigated against the officer. There have been different cases where the principle of Garrity has been applied to determine whether officers are guilty of crimes or not guilty. One of the cases where the Garrity principle was applied is the case of McKinley v. City of Mansfield, 404 F.3d 418 (2005). In this case, there are various facts, and decisions which were made as follows: Facts            McKinley was a police officer when the police department conducted an internal investigation on its administration for all the officers (Eric, December 2012). All officers were put through an interview whereby they were all under the Garrity principle that said that their statement would not be used for the purpose of prosecution (Eric, December 2012). McKinley lied during the first interview. This prompted the investigator to conduct a second interview with McKinley, but after informing him of the allegations against him and also about the Garrity warning principle. McKinley admitted to have lied in the first interview and this brought about the case against him of lying (Eric, December 2012).               McKinley was informed by the investigating officer that he was being interviewed for the second time following allegations that he had provided untruthful answers during the first interview that was conducted (Eric, December 2012). Upon the completion of the second interview, the investigating officer turned in the statements made by McKinley as well as the findings that had been made during the two interviews to the prosecution for the purpose of prosecuting McKinley. Based on the findings of the investigation, McKinley was terminated but later reinstated to his former position with a back pay as well as benefits based on the collective bargain that was reached under arbitration (Eric, December 2012). Finally, McKinley was charged in court with falsification of information as well as obstruction of the official operations and business of the police department. Decision             When McKinley was charged in court, and made a motion to suppress the statements that he had made from being bused against him in the court of law. The judges declined the request and allowed the use of these statements. Based on the investigation findings and the statements which had been made by McKinley, he was convicted of the crimes brought against him (Eric, December 2012). The appellate court vacated the convictions against McKinley based on the view that the department knew that the statements by McKinley were based on the principle of Garrity hence inadmissible. The resulting action was that McKinley decided to instigate charges against the City of Mansfield as well as the investigating officers and certain police officials within the department (Eric, December 2012). The trial court granted a summary judgment to the defendants but the appellate court reversed part of the decision by the trial court. However, it was held that McKinley was still liable to charges against him based on the findings of the first interview.             From the case of McKinley, it is my belief that best practices were necessary in deciding this case so that there is fairness in the application of the law (Eric, December 2012). It was appropriate that the best practices were exercised in this case since there is need to uphold the law and ensure that the right of every officer is protected as well as that of the department of police. Alternative             From the above case of McKinley, it there is no alternative that would have been applicable in this case. The prosecution did not have the right to use the statements that the officer had made under the Garrity principle (Eric, December 2012). Furthermore, the investigating officer was wrong in using the second statement as part of the evidence against McKinley for the purpose of prosecuting him yet the statements were made under the Garrity warnings. The officer was right in taking action against the investigating officer as well as some of the officials in the department hence there are no alternative actions that he was supposed to take after what had transpired (Eric, December 2012). The department also did a right thing in taking him to court, but only based on the first statement from the first interview that he had to lies. Solution               The solution to the case between McKinley and the police department can be reached through an arbitration process whereby the parties can reach a common agreement. Arbitration will help retain the reputation of the department while ensuring that all the parties involved in the matter are satisfied. Conclusion            The Garrity warnings principle is an important aspect in the operations of the police department as it helps in protecting the officers. Furthermore, this principle should not be misused by the officers as a way to continue doing things which are against the law. The police department should also be very keen in the way it deals with officers under the Garrity principle. Reference Eric P. Daigle, â€Å"Garrity Warnings: To Give or Not to Give, That Is the Question,† Chief’s Counsel, The Police Chief 79 (December 2012): 12–13. Source document

Political philosophy Essay

KNOWLEDGE IS FORMED AND ACQUIRED IN THE COURSE OF OUR LIFE THOUGH COGNITION AND IT IS NOT INBORN AND DEVELOPS FROM OUR OWN IGNORANCE. JOHN LOCKE COMPARED IT WITH TABULA RASA OR SOME SORT OF A BLANK SHEET UPON WHICH NOTHING IS WRITTEN. THESE ARE DATA OR IMAGES OF THE OBJECT WHICH STIMULATED OUR SENSE-ORGANS-SIGHT, HEARING, TOUCH, TASTE AND SMELL ARE, IN A MANNER OF SPEAKING, RAW-MATERIALS WHICH OUR BRAIN FORMS, THROUGH ABSTRACTION, INTO CONCEPTS OR IDEAS, AND WHICH WE EXPRESS IN SIGNS OR LANGUAGE. THERE ARE TWO OBSTACLES TO COGNITION THE BIASES WHICH BECLOUD THE HUMAN MIND AS â€Å"IDOLS† AND THE ERRORS IN REASONING. WHICH ARE THE SO CALLED FALLACIES. REASONING IS A MEANS FOR ACQUIRING KNOWLEDGE BUT IF IT IS FALLACIOUS IT CANNOT YIELD BUT DECEPTION. MOREOVER THERE ARE THREE THEORIES OF KNOWLEDGE NAMELY; EMPIRICISM, RATIONALISM AND INTUITIONISM. IN EMPIRICISM, KNOWLEDGE COMES FROM EXPERIENCE AND EXPERIENCE IS A SENSE OF PERCEPTION WHICH MAY BE UNDERSTOOD AS DIRECT OBSERVATION BY THE SENSES OR INDIRECT BY USING INSTRUMENT OR BY EXPERIMENTATION. EMPIRICISM TEACHES THAT WHAT WE SEE, HEAR, TOUCH, OR SMELL, IS ALL THAT WE CAN KNOW. OUTSTANDING EXPONENTS OF EMPIRICISM WERE JOHN LOCKE, GEORGE BERKELEY. DAVID HUME AND THE SO-CALLED LINGUISTIC PHILOSOPHERS. RATIONALISM MAINTAINS THAT REASON IS THE SOURCE AND TEST OF KNOWLEDGE AND NOT SENSE-PERCEPTION. KNOWLEDGE CONSISTS OF CONCEPTS WHICH GENERALIZE ABOUT THE NATURE OF REALITY SO THAT IT HAS A UNIVERSAL AND PERMANENT CHARACTER. IT IS THE REASON OR THE INTELLECT WHICH â€Å"MANUFACTURES† THE DATA INTO CONCEPTS, JUDGMENTS AND LAWS, AND THAT IS HOW OUR KNOWLEDGE IS FORMED. WHAT WE KNOW IS â€Å"WHAT WE HAVE THOUGHT OUT†, OR WHAT REASON HAS â€Å"ABSTRACTED† FROM THE DATA OF SENSE PERCEPTION. THE KNOWN DEFENDERS ARE PARMENIDES, PLATO OF ANCIENT GREECE, DESCARTES AND HEGEL OF THE. MODERN WORLD. THE THIRD THEORY WHICH IS INTUITIONISM CLAIMS THAT THE SENSES CAN ONLY MIRROR THE APPEARANCE OF THINGS HENCE WHAT WE CALL SENSE-DATA, CANNOT TELL US WHAT THINGS ARE IN THEMSELVES. BUT THROUGH INTUITION, WE CAN HAVE â€Å"A FEEL† OF WHAT LIES BEYOND THE PHENOMENA CAPTURED BY OUR SENSES AND TRANSFORMED BY REASON INTO CONCEPTUAL SYMBOLS. INTUITION â€Å"INTUERE†. (TO LOOK INTO) IS A DIRECT APPREHENSION OF KNOWLEDGE WHICH IS NOT THE RESULT OF CONSCIOUS REASONING OR IMMEDIATE PERCEPTION. ADD THE FACTS THAT THERE ARE TWO METHODS OF INTELLECTUAL INQUIRY, FIRST IS THE  INTUITION THAT GRASPS THE ESSENTIAL NATURE OF REALITY AND â€Å"TIME† AND THE SECOND IS ANALYSIS WHICH IS THE STABILITY AND PREDICTABILITY, BUT OFFERS ONLY â€Å"A PHOTOGRAPH† OR â€Å"A SNAPSHOT† OF WHAT IS ESSENTIALLY A DYNAMIC, ACTIVE WORLD THE ONLY WAY TO BRIDGE THE DISTANCE BETWEEN THE â€Å"OBJECT KNOWN† AND â€Å"THE KNOWER†, WE MUST USE â€Å"INTELLECTUAL SYMPATHY† THAT EXPERIENCES BEING AS A WHOLE, AS â€Å"A DYNAMIC CONTINUUM†. LASTLY, THERE ARE DIFFERENT NOTIONS OF TRUTH NAMELY THE CORRESPONDENCE THEORY, COHERENCE THEORY, PRAGMATIC THEORY AND THE MARXIST THEORY. EDUCATION: THE WORD EDUCATION COMES FROM THE LATIN VERB â€Å"EDUCERE† (TO LEAD) OR FROM  Ã¢â‚¬Å"EDUCARE† (DRAW OUT). EDUCATION IS THE ART OF LEADING OR GUIDING A PERSON TO SOCIAL CULTURE SO THAT BY EXPOSING HIM TO ITS COMPLEXITIES AND HE MAY ACTUALIZE HIS Introduction to Philosophy POTENTIALITIES. EVERY PERSON, REGARDLESS OF RACE, GENDER OR CLASS HAS A DORMANT POWER WHICH IF DRAWN OUT OR DEVELOPED COULD EQUIP THE INDIVIDUAL TO FILL A VARIETY OF ROLES IN SOCIETY. EDUCATION AND TRAINING IS OF DIFFERENT MEANING. EDUCATION HAS TO DO WITH THE DEVELOPMENT OF THE WHOLE PERSONALITY WHILE TRAINING DEALS WITH THE GAINING AND ACHIEVING OF SKILLS. THERE ARE AIMS OF EDUCATION; FIRST IS TO PREPARE  THE YOUNG FOR â€Å"CITIZENSHIP†-THE SUBTLE MEANS OF PROVIDING THE STATE IN ALONG RUN WITH FUTURE LEADERS AND FOLLOWERS WHO WOULD PUT INTEREST OF THE STATE AND NATION ABOVE SELF. SECOND AIM IS TO DEVELOP THE INDIVIDUAL â€Å"AS A MAN†- ENABLE THE INDIVIDUAL TO REALIZE HIS POTENTIAL POWERS AS A HUMAN BEING SO HE COULD BE FREE IN OUTLINING HIS OWN DESTINY. THIRD, IT SHOULD AIM TO PRESERVE THE PREVAILING SOCIAL SYSTEM BY WAY OF TRANSMITTING THE IDEAS, THE BELIEFS, THE VALUES AND THE PRACTICES OF SOCIETY. FOURTH, IT AIMS TO CONTRIBUTE TO SOCIAL TRANSFORMATION AND IT MUST FOSTER  A NEW CONSCIOUSNESS THAT IS SUPPORTIVE OF THE PEOPLES DREAM AND STRUGGLE FOR A MORE JUST, HUMAINE AND DEMOCRATIC SOCIETY. FIFTH, IT SHOULD PREPARE US FOR ETERNAL LIFE IN A PARADISE TO COME AND LASTLY IT SHOULD AIM TO COMPREHENSIVELY PREPARE US TO BE A â€Å"WORKER† OR TO BE â€Å"A CITIZEN AND TO BE â€Å"A PERSON.   EDUCATION HAS AN IDEOLOGICAL CHARACTER. TO LITTLE, INDEED, DOES THE SCHOOL GOING TO PUBLIC SUSPECT THAT EDUCATION AS A SOCIAL INSTITUTION CAN BE MANIPULATED BY VESTED GROUPS FOR THEIR OWN POLITICAL INTERESTS. TO SOME PEOPLE WHOSE ECONOMIC AND POLITICAL FORTUNES ARE ENTRENCHED THAT EDUCATION IS USED TO  PROMOTE SOCIAL CONFORMITY AND AGREEMENT. TO OTHERS WHO HAVE NOTHING BUT THEIR STATE OF DEPRIVATION AND UNCERTAINTIES, EDUCATION CAN EMPOWER THEM TO STRUGGLE FOR SOCIAL CHARGE. POLITICS: POLITICS IS A STRATEGY TO MAINTAIN ORDER AND COOPERATION AMONG PEOPLE OR INDIVIDUALS WITH DIFFERING NEEDS AND IDEALS IN LIFE, OR FOR REVOLVING CONFLICT WITHIN THE GROUP WHETHER THIS BE A FAMILY, A TRIBE, A VILLAGE OR A NATION-STATE. IT MAY BE UNDERSTOOD AS A CONTROL OVER THE SITUATION SO THAT DIFFERENCES ARE RESOLVED AND PREVENTED. THERE ARE TWO MAIN APPROACHES TO POLITICS NAMELY; POLITICAL PHILOSOPHY AND POLITICAL SCIENCE. POLITICAL PHILOSOPHY HAS A SPECULATIVE AND NORMATIVE CHARACTER BECAUSE IT DEALS WITH THE QUESTION OF WHAT IS POLITICS â€Å"OUGHT TO BE† OR WHAT IT SHOULD BE WHILE POLITICAL SCIENCE IS EMPIRICAL AND DESCRIPTIVE IN NATURE BECAUSE ITS MAIN CONCERN IS THE ANALYSIS AND DEFINITION OF THE STATE AND ITS INSTRUMENTALITIES AND DESCRIPTIONS OF THEIR FUNCTIONS. POLITICS IS THE SCIENCE AND ART OF GOVERNING SOCIETY IN THE PURSUIT OF COMMON GOOD THEN ITS CONCRETIZATION IS THE GOVERNMENT WHOSE AIM IS THE PEOPLE AND THE SECURITY AND WELFARE OF THE PEOPLE. FORTHETHREEGREATPHILOSOPHERSNAMELY;CONFUCIUS,PLATOANDNICCOLO MACHIAVELLI TO BE GOOD RESPONSIBLE POLITICAL LEADERS OF STATE THERE ARE VERY ESSENTIAL QUALITIES TO BE CONSIDERED. FOR CONFUCIUS, POLITICAL LEADERSHIP IS NOT FOR THE COMFORT AND ENJOYMENT OF THE RULERS, NOR ARE THEY SIMPLY FOR THE MAINTENANCE OF LAW AND ORDER, BUT FOR â€Å"THE HAPPINESS AND ENLIGHTENMENT OF THE PEOPLE†. HE ALSO PRESCRIBED THAT THOSE WHO ASPIRE TO LEAD THE PEOPLE MUST POSSESS THE VIRTUES OF HUMAN-HEARTEDNESS, RRIGHTEOUSNESS, PPROPRIETY AND Introduction to Philosophy WISDOM. FOR PLATO, A PERSON’S LIFE IS ORDERLY OR â€Å"JUST† WHEN HIS REASON CONTROLS THE EMOTION AND TEMPERS THE APPETITES. THE THREE KINDS OF PEOPLE SHOULD POSSESS THREE ELEMENTS IN MAN. A RULER SHOULD EMBRACE REASON, THE SOLDIERS OR WARRIORS SHOULD DEAL WITH THEIR EMOTION AND THE ARTISANS OR ORDINARY PEOPLE SHOULD CONTROL THEIR APPETITES. ALL CITIZENS MUST UNDERGO RIGID PHYSICAL, INTELLECTUAL AND MORAL TRAINING. PLATO’S PHILOSOPHY ON EDUCATION WAS ONE OF SO CALLED SELECTION & ELIMINATION. NICCOLO MACHIAVELLI WROTE A BOOK ENTITLED, â€Å"THE PRINCE â€Å"POLITICS, AS AN EXERCISE OF POWER, SHOULD BE DIVORCED FROM MORALITY AND RELIGION. POLITICS HAS NO MORALITY; IT IS A NAKED POWER OF â€Å"EXPEDIENCY†. OR HIM AN EFFECTIVE LEADER IS BOTH  A FOX AND A LION, BOTH A MAN AND A BEAST AND BOTH GREAT PRETENDER OR GREAT DISSEMBLER. B. Analysis (Critique) KNOWLEDGE: THESEARCHFORKNOWLEDGEISANEVER-ENDINGADVENTURE LIKEWE’VESEENIN MOVIES AND PLAYS. THE WHOLE OF REALITY IS TOO VAST THAT WE CAN KNOW ONLY TOO LITTLE OF IT IN OUR SHORT LIFE-TIME; HENCE, IT WOULD BE THE HEIGHT OF INNOCENCE TO NARROW OUR PRESENT KNOWLEDGE, UNLESS WE CHOOSE TO CLOSE OUR MIND TO OTHER POSSIBILITIES. OUR KNOWLEDGE IS A PRODUCT OF ALL OUR ABILITIES, SENSATION, REASON AND INTUITION. AND O AGREE WITH THE SAYING THAT â€Å"KNOWLEDGE IS POWER†, A POWER TO RECREATE THE  WORLD, A POWER TO CONSTRUCT A BETTER SOCIETY WHERE ALL MEN AND WOMEN COULD LIVE WITH DIGNITY, FREEDOM AND PEACE. I DO BELIEVE THAT THERE ARE ALWAYS MORE TO KNOW SINCE IT IS DYNAMIC AND TOO ENORMOUS. WE SHOULD ALWAYS HAVE THE GUTS, THE PASSION AND THE LOVE TO LEARN AND TO CONTINUE SEARCHING AND BUILDING ON THE BODY OF KNOWLEDGE. NO DOUBT, KNOWLEDGE ADDS COLOR AND RELATIVE CHARACTER TO MAKE OUR LIFE WORTH LIVING AND SPENDING. OUR KNOWLEDGE SHOULD NOT BE AFFECTED NOR DISTORTED BY OUR OWN COGNITION. WE SHOULD KEEP IN MIND TO ALWAYS USE REASONING SINCE IT IS ACQUIRING  KNOWLEDGE NOT JUST BASING IT TO WHAT WE PERCEIVE. YES, WE CAN CONSTRUCT KNOWLEDGE BY OUR SENSES TO EVERY SITUATION WE’RE EXPERIENCING YET WE SHOULD ALWAYS BE RATIONAL. KNOW THE REASON TO EVERY DETAIL NOT TO JUSTIFY THINGS BUT RATHER TO BE REASONABLE IN JUDGING AND JUMPING TO CONCLUSIONS. KNOWLEDGE IS A STUFF OF REALITY; IT IS A WAY OF TRUTH AND NOT A WAY OF SEEMING OR GIVING OPINION. ALSO THE ONLY THING WE SHOULD NOT DOUBT IS THAT WE ALWAYS IN PARTICULAR SITUATION DOUBT. DON’T BE AFRAID TO DOUBT OR TO QUESTION THINGS BECAUSE IT IS A WAY OF ACQUIRING AND GAINING ALL WE NEED TO KNOW. ON THE OTHER HAND WE COULD STILL OBTAIN KNOWLEDGE THAT IT IS NOT THE SENSES, NOR REASON CAN PROVIDE ADEQUATE UNDERSTANDING OF REALITY BUT THE SO CALLED INTUITION. KNOWLEDGE IS AN INTERCONNECTED CHAIN WHEREIN THERE IS AN AGREEMENT WITH ONE SET OF KNOWLEDGE WITH ANOTHER SET OF IT. IT IS A CYCLE WITH NO BEGINNING AND ENDING. THE MORE WE BECOME CURIOUS THE MORE WE QUESTION AND THE MORE WE SEEK FOR THE ANSWER. WE ALWAYS HAVE THE PRIVILEGED TO OPEN OUR CLOSE UNDERSTANDING OF THE WORLD AND WE ARE FREE TO EXPLORE ITS LIMITATION AND BOUNDARY. WE ALWAYS HAVE THE KEY TO KNOW THE SECRETS OF THE REAL MEANING AND  Introduction to Philosophy VALUE OF LIFE. WE SHOULD NOT STOP TRAVELLING THE BEAUTIFUL AND COLOURFUL JOURNEY OF OUR EXISTENCE AND DON’T STOP TO STRIVE AND TO GAIN THE PERFECT AND UNDYING KNOWLEDGE. EDUCATION: SINCE WE ARE SEARCHING FOR KNOWLEDGE, HAVING AN EDUCATION IS OF GREAT HELP. IT IS A VITAL INSTRUMENT TO EXPLORE OUR LIMITATION AND TO GO BEYOND THE HORIZON. HAVING AN EDUCATION IS LIKE SEEING A RAINBOW AFTER A RAIN SHOWER; IT ADDS COLOR AND MEANING AFTER THE SUDDEN DARKNESS. WE SHOULD NOT JUST BE TRAINED, WE MUST BE EDUCATED. BEING EDUCATION FOR ME IS OPENING THE WINDOWS OF OUR MIND AND SOUL. WE SHOULD PUT EFFORT TO UNDERSTAND, TO COMPREHEND, AND TO BE SENSITIVE TO IDEAS, ASPIRATIONS AND INTEREST TO WHICH WE MIGHT OTHERWISE BE INDIFFERENT TO EACH OTHER. WE SHOULD NOT JUST BE CONTENTED JUST TO BE TRAINED BECAUSE IT SIMPLY MEANS WE JUST WANT TO IMPROVE OUR ABILITY TO DO SOMETHING WITHOUT DEEPENED UNDERSTANDING, WIDENED SYMPATHY OR HEIGHTENED ASPIRATIONS FOR IT. THERE SHOULD BE A COMMON AGREEMENT ON WHAT IS EDUCATION SHOULD AIM AND DEFINE THE PURPOSE OF EDUCATION WITH NO BIAS AND FAIR CHANCES TO PEOPLE OF DIFFERENT SOCIAL POSITIONS AND SHOULD NOT BE IN HARMONY WITH THEIR FUNDAMENTAL INTERESTS. IT WOULD BE AN ILLUSION TO EXPECT THE PREVAILING EDUCATION TO BE TRULY TRANSFORMATIVE AND LIBERATING BECAUSE OF TODAY’S INEQUALITY ESPECIALLY IN SOCIAL STATUS ASPECTS THUS THERE IS A NEED TO RE-INVENT EDUCATION SO THAT IT WILL FOSTER A NEW AWARENESS AND PERSPECTIVE THAT IS SUPPORTIVE AND REFLECTIVE TO OUR ASPIRATIONS AND STRUGGLE FOR SOCIAL TRANSFORMATION. POLITICS: EDUCATION HERE IN THE PHILIPPINES IS AFFECTED BY MANY FACTORS SUCH AS THE KIND OF POLITICS WE HAVE. I DO BELIEVE THAT POLITICS SHOULD FUNCTION AND AIMS TO GO AFTER THE WELFARE OF THE PEOPLE AND NOTHING ELSE BUT THE SECURITY AND NEEDS OF  PEOPLE. POLITICS IS BOTH A FREEDOM AND RESPONSIBILITY. IT IS POWER YET WHEN USED IN A WRONG WAY OR BECOME A PURSUIT AND CHASE OF PERSONAL INTERESTS COULD BE ABUSED. POLITICS IS NOT JUST A SYSTEM ITSELF BUT A SYSTEM OF IDEAS WITH MISSION AND FUNCTIONS. IN SPITE OF THE CURRENT SITUATION IN OUR COUNTRY WE COULD STILL PURSUE A FAIR, JUST, HONEST AND RESPONSIBLE POLITICAL SYSTEM. WE COULD STILL MAKE A CHANGE. ASIDE FROM BEING A GOOD AND RELIABLE FOLLOWER WE COULD CHOOSE AND ELECT GOOD AND RIGHT POLITICAL LEADERS ESPECIALLY WITH OUR DEMOCRATIC TYPE OF SYSTEM. WE  NEED TO BE RESPONSIBLE ENOUGH TO DESIGNATE THE FIT AND APPROPRIATE RULER WITH THEIR BEST QUALITY AND CHARACTER. WE SHOULD CAREFULLY ANALYSE AND EVALUATE A POLITICAL RULER WHO HAS THE INTEREST IN SERVING THE PEOPLE WITH SINCERITY AND SHOULD NOT JUST MAINTAIN HIMSELF OR HERSELF IN POWER. C. Contextualization KNOWLEDGE: Introduction to Philosophy FILIPINO IS A KNOWLEDGE SEEKER AND SO EXPLORATIVE WHEN IT COMES TO NOURISH AND DEVELOP THEIR LEARNING AND ABILITIES. WE HAVE SO MANY PROUD KABABAYAN WHO ARE SO PASSIONATE AND DETERMINE IN ACQUIRING SUCH KNOWLEDGE THEY ARE LOOKING FOR. SOME OF US EVEN TRY TO GO TO OTHER COUNTRY FOR THEIR SEARCH FOR KNOWLEDGE. WE ARE NOT CONTENTED WITH JUST HAVING A KNOWLEDGE THAT IS ALREADY IN FRONT OF US. WE USUALLY GET OUT OF THE BOX AND GO BEYOND THE HORIZON. AND BECAUSE OF THIS PERSEVERANCE, MANY FILIPINOS FROM DIFFERENT FIELD BECOME SUCCESSFUL AND FAMOUS. MANY JOBS AND OPPORTUNITIES BECOME OPEN TO FILIPINOS BECAUSE OF THEIR ABILITY AND PASSION TO LEARN. EDUCATION: PUBERTY BECOMES A BARRIER TO ATTAIN THE GOAL OF HAVING A BETTER EDUCATION. NOWADAYS, AS YOU LOOK WITH THE STATUS OF OUR COUNTRY, PHILIPPINES I MUST SAY THAT  WE OUR STRUGGLING ESPECIALLY THE UNFORTUNATE INDIVIDUAL TO GET SUCH APPROPRIATE AND GOOD QUALITY OF EDUCATION. IN OUR COUNTRY; LIVING STATUS AFFECTS A LOT IN MAINTAINING A GOOD QUALITY OF EDUCATION. THERE ARE SO MANY FAMILIES WHO BATTLE FOR FINANCING THE OTHER EXPENSES OF THEIR CHILD LIKE PROJECT AND DAILY TRANSPORTATION AND FOOD ALLOWANCE. FOR AN UNDERPRIVILEGED FAMILY WITH INCOME THAT IS NOT ENOUGH WITH THEIR DAILY CONSUMPTION, HAVING A BUDGET FOR EDUCATION COULD BE A LEAST PRIORITY. MANY OF THE YOUTH TODAY EVEN THEY WANT TO CONTINUE THEIR COLLEGE JUST COULD NOT BECAUSE THEY HAVE NO CHOICE BUT TO WORK TO SUPPORT  AND PROVIDE FINANCIALLY FOR THEIR FAMILY. ALSO IT IS COMMON, IN SOME FAR BARRIOS MANY FILIPINO CHILDREN BEFORE THEY COULD REACH THE NEAREST SCHOOL FROM THEIR HOUSE THEY NEED TO STRUGGLE AND WALK ON RIVERS AND EVEN SOME SLOPPY MOUNTAIN BEFORE THEY CAN GET THERE. IN SPITE THEIR DEDICATION TO BE EDUCATED, SCHOOL BUILDINGS AND GOOD LEARNING FACILITIES AND MATERIALS IS NOT ENOUGH TP ACCOMMODATES LARGE POPULATION IN OUR COUNTRY. ALSO CORRUPTION IS ONE OF THE MAJOR REASONS WHY NUMBER OF FILIPINO IS UNABLE TO AVAIL THEIR RIGHTS TO BE EDUCATED. INSTEAD OF FINANCING THE EDUCATION SECTOR, THE MONEY OF FILIPINOS GOES  TO THE POCKET OF THOSE WHO ARE GREED AND SELFISH OFFICIALS. NO DOUBT, PHILIPPINES IS A RICH COUNTRY WITH ITS SPLENDID NATURAL RESOURCES YET OUR MONEY COULD NOT EVEN FINANCIALLY PROVIDE AND GIVE STABLE WORKS AND OPPORTUNITIES TO THOSE WHO NEED JOBS. POLITICS: IT BEEN AN ORDINARY SCENARIO DURING ELECTION THAT THERE ARE SO MANY UNNECESSARY ACTIONS TOOK PLACE LIKE VOTE BUYING, BALLOT RESULT CHEATING, KILLING OF POLITICAL RIVALRY, AND THE LIKES JUST FOR THOSE SELF-CENTRED ASPIRANT OFFICIALS TO WIN THE SAID ELECTION. AND EVEN AFTER THE ELECTION, DURING THEIR SERVING YEARS SO  MANY VOID PRACTICE IS BEEN HAPPENING. CORRUPTION IS ONE OF THE MAJOR PROBLEMS HERE IN THE PHILIPPINES. MANY ELECTED POLITICAL OFFICIALS ABUSE THE POWER GIVEN TO THEM FOR THEIR OWN INTERESTS. TODAY’S ISSUE IS WHAT THEY CALLED PORK BARREL SCANDAL WHEREIN THE BUDGET ALLOTTED AND GIVEN TO POLITICAL OFFICIAL FOR THEIR PROJECTS AND PROGRAMS THAT SHOULD AND MUST HELP FILIPINO GOES TO POCKET OF JUST SOME PEOPLE. FINGER POINTING AND HAND WASHING THAT THEY DON’T USE ANY OF THE PUBLIC MONEY FOR THEIR OWN WELFARE IS STILL ON INVESTIGATION AND NOT YET ANSWERED. Introduction to Philosophy  INSTITUTIONALIZING IS ALSO HAPPENING IN OUR COUNTRY AND THE MOST AFFECTED ARE THE PUBLIC ESPECIALLY THE POOR. IT IS ALSO COMMON IN OUR POLITICAL SYSTEM HAVING A FAMILY DYNASTY WHEREIN THE POWER IN MANY PLACES IS JUST IN THE HAND OF ONE FAMILY. EVEN WE ALREADY HAVE AUTOMATED KIND OF ELECTION SYSTEM, WE STILL STRUGGLE TO HAVE THE FAIR AND JUST POLITICAL SYSTEM WE ARE LOOKING AND HOPING TO ACHIEVE. LASTLY, WE FILIPINOS STILL ELECTING WRONG PUBLIC SERVANT. WE ARE STILL BLIND WITH THEIR LOOKS, WHETHER THEY ARE CELEBRITIES OR IF EVEN THEY TEND TO FINISH THEIR EDUCATION AND WITH THEIR FLOWERING PROMISES AND WORDS. WE NEVER REALLY PRACTICE A CRITICAL JUDGEMENT TO CHOOSE THE RIGHT AND THE GOOD STATE RULER. D. Evaluation 1. SUBJECT THE SUBJECT PHILOSOPHY REALLY HELPED ME TO BE OPEN-MINDED AND CRITICALLY INCLINED WITH EVERYTHING AROUND ME. WE HAVE SO MANY THINGS WE STILL NEED TO KNOW AND ACQUIRE YET PHILOSOPHY SERVES AS AN ASSISTING TOOL TO REALLY KNOW THE MEANING OF OUR OWN EXISTENCE AND THE REAL MEANING OF OUR LIFE AND ITS PURPOSE. MY CLOSED WORLD BECOMES EXPOSED WITH WHAT IS REALLY HAPPENING. 2. PROF SIR RODERICK CENTENO IS A VERY KNOWLEDGEABLE, RESPECTED AND FULL OF SENSE KIND OF PROFESSOR IN PHILOSOPHY. WE REALLY ENJOYED LISTENING TO HIS LECTURES ABOUT PHILOSOPHY. IT SO REFRESHING THAT WHILE LEARNING WE’VE ABLE TO HAVE FUN AND ENJOY EVERY LEARNING AND DISCUSSION. THE REPORTING IS A GOOD WAY FOR US STUDENT TO EXPRESS OUR PERSPECTIVES AND OPINIONS ON THINGS. IT HELPS TO BOOST OUR INTEREST AND AWARENESS ON THE THINGS THAT BEFORE WE REALLY DON’T HAVE CARE AND IS NONE OF OUR BUSINESS. THE REFLECTION WRITING ACTIVITIES IS A USEFUL FOR US TO HAVE SECOND THOUGHTS TO EVERY ISSUE AND DECISIONS. AND I OBSERVED THAT SIR GIVES IMPORTANCE IN MANAGING HIS AND OUR TIME. Introduction to Philosophy.

Pluto, Lord of the Ancient Underworld

Pluto, Lord of the Ancient Underworld Pluto is often considered King of the Underworld in Roman mythology. How did we get from Hades, Greek god of the underworld, to Pluto? Well, according to Cicero, Hades had a bunch of epithets (pretty common for an ancient god), which included Dis, or the rich, in Latin; in Greek, that translated to Plouton. So basically Pluto was a Latinization of one of Hadess Greek nicknames.  The name Pluto is more common in Roman mythology, so it is sometimes said that Pluto is the Roman version of the  Greek god Hades. Pluto was a god of riches, which is etymologically connected with his name. As Cicero notes, he got his money because all things fall back into the earth and also arise from the earth.  Since mining digs up wealth from under the earth, Pluto came to be associated with the Underworld. This made it possible to refer to a god Pluto ruling a land of the dead called Hades, named for its Greek overlord. Like many deities associated with death, Pluto received his moniker because it was one associated with the more positive aspects of his character. After all, if you had to pray to a god of the underworld, would you really want to invoke death over and over again? So, as Plato has Socrates recount in his  Cratylus, People in general appear to imagine that the term Hades  is connected with the invisible (aeides) and so they are led by their fears  to call the God Pluto instead. This nickname became increasingly popular in Greece thanks to the Eleusinian Mysteries, initiation rites into the cult of the goddess Demeter, mistress of the harvest. As the story goes, Hades/Pluto abducted Demeters daughter, Persephone (also called Kore, or maiden) and wound up keeping her as his wife in the underworld for most of the year. In the mysteries, Hades/Pluto becomes a personification of his mother-in-laws bounty, a benevolent deity and protector and a possessor of great wealth, rather than an evil uncle/abductor. His riches wound up including not only the stuff  under  the Earth but the stuff on top of it - i.e., Demeters bountiful crops. Edited  by Carly Silver.

Finding Conditions for Factor Returns and Scale Returns

Finding Conditions for Factor Returns and Scale Returns A factor return is the return attributable to a particular common factor, or an element that influences many assets which can include factors like market capitalization, dividend yield, and risk indices, to name a few. Returns to scale, on the other hand, refer to what happens as the scale of production increases over the long term as all inputs are variable. In other words, scale returns represent the change in output from a proportionate increase in all inputs. To put these concepts into play, lets take a look at a production function with a factor returns and scale returns practice problem. Factor Returns and Returns to Scale Economics Practice Problem Consider the production function Q KaLb. As an economics student, you may be asked to find conditions on a and b such that the production function exhibits decreasing returns to each factor, but increasing returns to scale. Lets look at how you might approach this. Recall that in the article Increasing, Decreasing, and Constant Returns to Scale that we can easily answer these factor returns and scale returns questions by simply doubling the necessary factors and doing some simple substitutions. Increasing Returns to Scale Increasing returns to scale would be when we double all factors and production more than doubles. In our example we have two factors K and L, so well double K and L and see what happens: Q KaLb Now lets double all our factors, and call this new production function Q Q (2K)a(2L)b Rearranging leads to: Q 2abKaLb Now we can substitute back in our original production function, Q: Q 2abQ To get Q 2Q, we need 2(ab) 2. This occurs when a b 1. As long as ab 1, we will have increasing returns to scale. Decreasing Returns to Each Factor But per our practice problem, we also need decreasing returns to scale in each factor. Decreasing returns for each factor occurs when we double only one factor, and the output less than doubles. Lets try it first for K using the original production function: Q KaLb Now lets double K, and call this new production function Q Q (2K)aLb Rearranging leads to: Q 2aKaLb Now we can substitute back in our original production function, Q: Q 2aQ To get 2Q Q (since we want decreasing returns for this factor), we need 2 2a. This occurs when 1 a. The math is similar for factor L when considering the original production function: Q KaLb Now lets double L, and call this new production function Q Q Ka(2L)b Rearranging leads to: Q 2bKaLb Now we can substitute back in our original production function, Q: Q 2bQ To get 2Q Q (since we want decreasing returns for this factor), we need 2 2a. This occurs when 1 b. Conclusions and Answer So there are your conditions. You need ab 1, 1 a, and 1 b in order to exhibit decreasing returns to each factor of the function, but increasing returns to scale. By doubling factors, we can easily create conditions where we have increasing returns to scale overall, but decreasing returns to scale in each factor. More Practice Problems for Econ Students: Elasticity of Demand Practice ProblemAggregate Demand Aggregate Supply Practice Problem

Ibrahim4 Essay Example | Topics and Well Written Essays - 250 words

Ibrahim4 - Essay Example There lacks a rule in Nebraska on the right of privacy. The Nebraska legislature has not stipulated a right of privacy by statute. The Nebraska court lacks the mandate in ruling over such a right unless the state’s legislature confers such a right to the state’s judicial legislature. Carson’s first cause of action would clearly state a claim in most state jurisdictions (OpenJurist). The Nebraska jurisdiction, however, does not provide a right to privacy. Judging by the Nebraska law, the plaintiff case would still get over ruled. Due to the complexity of the case at hand pitting Carson and the National bank, the court finds it hard to provide a ruling but rather infer on past cases with similar complaints (OpenJurist). The court remains aware that there may be truth behind the plaintiff’s complaint in regard to his right to privacy. However, the court lacks the mandate to make a ruling since there is lack of legislation in regards to the right of privacy. It is likely that the National Bank will win the case due to a lack of legislation in Nebraska. The case gets left for legislative determination