The Beliefs Of Plato And Aristotle Can Be Both Valid And Invalid In Ma

The beliefs of Plato and Aristotle can be both valid and invalid in many different ways. This is true for many ancient philosophers. Their ideas can often be hard to touch upon due to changes in things such as time, society, technology and even knowledge. I believe that neither Plato nor Aristotle has complete grasp on their philosophy of life, for as much as the two contradict one another, they also tie in with each other and logically, I believe, one can almost not make sense without the other. I was assigned to choose one of the two who's beliefs I agree with more for this essay. Personally, as I mentioned already, I think neither is completely valid and I also believe that without Plato's views coming into play, Aristotle's views are quite pass?. I was also assigned to write this essay using examples of personal experience. Although regardless I do ultimately agree with the ideas of Aristotle over those of Plato, I also feel that ultimate agreement with Plato in this essay would be somewhat illogical and contradicting of the itinerary expected. For Aristotle believes in experience as reason and Plato does not. Plato's philosophy I believe contradicts its self in more then the way Aristotle brings to our attention about the senses being separate from the mystical world of the minds. I also somewhat disagree with this Aristotle on this as is evident later on in this essay. I think it is also a contradiction on Plato's behalf to say that experience fools us, but to also believe that people with expertise should have power over those without. I don't understand how one can have expertise on anything without experience. Without the word experience the word expertise would not even exist. I do however, agree with Plato on the fact that life experiences can indeed fool or deceive, but without being fooled or deceived by experience, we would have nothing to learn from. This is where I believe the two views of these philosophers tie in together. Aristotle believes we live life through personal experience. Without the mistakes and deceptions given to us through experience, as spoken about in Plato's philosophy, we wouldn't have as much concrete experience to live our lives through. I believe experience comes with mistakes and learning through them , and although Plato identifies that experience causes mistakes through his philosophy, he gives us no chance in that same philosophy to use those mistakes and what we often learn through them. Aristotle's theory gives us a chance to live and learn which in reality is the way life works. An experience is not done with once a mistake or deception has been incorporated into it. The mistake or deception is often more valued and kept close at hand to be improved on a future situation of that sort or to avoid a reoccurrence. These points are more valid though the ideas of Aristotle. Such instances in our lives where the tie in between the two philosophers is evident includes such emotions as love, greed, fear, and guilt and our actions we take upon these emotions as well as all emotions in general. Plato claims that the physical senses of touch, taste, smell, hearing and seeing are the basis to all things in life over experience. Imagine ones life however, although emotions cannot always be identified as accurately as the direct physical senses, without feelings such as love or fear. If a human falsely identifies love, or hate for that matter, which are common mistakes people make throughout life, there is no deeper way to look into and identify such things as true for the future. If one did not have fears to overcome, life would stand without challenge. Although today many of these things are often taken for granted, they all offer learning experiences, as Aristotle would agree, and can often impact our lives in a much more radical way then anything related to the physical senses. In relation to this issue of physical senses vs. emotional senses, such an example to compare and contrast the two is sex. Sex is a physical act, as the five senses are physical and is supposed to come into play after the emotion love is found between two people. In contrary, humans are often fooled by the physical world of sex, believing good, passionate, addictive sex is equal to love. This is in too many cases false and an instance that sides me a bit with Plato. Perhaps this is evidence

Pablo Picasso Essays (390 words) - Pablo Picasso, School Of Paris

Pablo Picasso Essays (390 words) - Pablo Picasso, School Of Paris Pablo Picasso Pablo R. Picasso is generally considered in his technical virtuosity, enormous versatility, and incredible originality and prolifically to have been the foremost figure in 20th-century art. Pablo Picasso delivered at 11:15 P.M. in Malaga, a city in southern Spain, on October 25, 1881. He almost died at birth. If it had not been for the presence of his uncle, Dr. Salvador Ruiz, the infant might never have came to life. He could not draw a breath, so his uncle blew cigar smoke into his face. It would be his first triumph over death. Picasso was the son of Jose Ruiz Blasco, an art teacher, and Maria Picasso y Lopez. Picasso was a genius at a very early age. Academically Picasso was an incredibly meager student and did not excel in math. He would draw in class rather than work, his attention span was very short. It was thought later that he had dyslexia. In 1895 a professor at the School of Fine Arts in Barcelona offered to trade positions with his father, so the family moved to La Coruna. Soon after the family settled down, his father decided it was time that Pablo undertook the formal study of art. As a faculty member his father pulled some strings. He convinced the school officials to allow his son to take the examination for admission into the advanced classes, which were meant for students far more sophisticated then Pablo. The exam required two charcoal drawings of living models. His uncle Salvador paid models to pose for him so that he could paint realistically. He completed his drawings within a weeks time, a quarter of the time most students took. An awed jury admitted the young candidat e to the school immediately. He won a gold medal for his unbelievably realistic painting of a doctor, a nun, and a child at a sick woman's bed entitled Science and Charity. In 1897 Picasso passed the entrance exam at the Royal Academy of San Fernando in Madrid. To be derived from other work of art and not directly from nature Pablo Picasso's Meaning of art. Pablo Picasso, probably the most prolific artist of all time, has expressed himself with equal virtuosity in painting, drawing, sculpture, graphics and ceramics. He has influenced artist in every medium to which he has put his hand.

Tener Conjugation in Spanish, Translation, Examples

Tener Conjugation in Spanish, Translation, Examples The Spanish verb tener, which means to have or to possess, is one of the most irregular verbs in the language. This article includes tener conjugations in the indicative mood (present, past, future and conditional), the subjunctive mood (present and past), the imperative mood, and other verb forms like the gerund and past participle. Note that the verb stem changes in some conjugations, and others have completely irregular forms. The only other verbs that follow the same conjugation pattern are verbs derived from tener such as detener, contener, abstener, obtener, sostener, and mantener. Using the Verb Tener The verb tener can be used in most contexts when you would say to have in English, with the meaning of to possess or to own. However, tener is also part of some useful expressions. For example, just like in English, tener que infinitive means to have to, the phrase tengo que trabajar means I have to work. Other important uses of the verb are tener hambre (to be hungry), tener sed (to be thirsty), tener frà ­o (to be cold), tener calor (to be hot), tener miedo (to be scared), and tener sueà ±o (to be sleepy). While in English we often use the adjectives hungry, sleepy, etc., in Spanish those states of being are expressed by the verb tener followed by the noun. For example, Bajà ³ la temperatura y ahora tengo mucho frà ­o (The temperature dropped and now I am very cold). Tener Present Indicative In the present indicative tense, the first person singular conjugation of the verb tener is irregular, and other conjugations are stem-changing. This means that the e in the stem of the verb changes to ie when it is in a stressed syllable. Yo tengo I have Yo tengo tres hermanas. Tà º tienes You have Tà º tienes el pelo negro. Usted/à ©l/ella tiene You/he/she has Ella tiene un dà ­a difà ­cil. Nosotros tenemos We have Nosotros tenemos frà ­o durante el invierno. Vosotros tenà ©is You have Vosotros tenà ©is que trabajar mucho. Ustedes/ellos/ellas tienen You/they have Ellos tienen un buen trabajo. Tener Preterite Indicative The preterite tense conjugations of tener are irregular. The stem changes to tuv-. Yo tuve I had Yo tuve tres hermanas. Tà º tuviste You had Tà º tuviste el pelo negro. Usted/à ©l/ella tuvo You/he/she had Ella tuvo un dà ­a difà ­cil. Nosotros tuvimos We had Nosotros tuvimos frà ­o durante el invierno. Vosotros tuvisteis You had Vosotros tuvisteis que trabajar mucho. Ustedes/ellos/ellas tuvieron You/they had Ellos tuvieron un buen trabajo. Tener Imperfect Indicative The imperfect tense conjugation of tener is regular. This tense can be translated as was having or used to have. Yo tenà ­a I used to have You tenà ­a tres hermanas. Tà º tenà ­as You used to have Tà º tenà ­as el pelo negro. Usted/à ©l/ella tenà ­a You/he/she used to have Ella tenà ­a un dà ­a difà ­cil. Nosotros tenà ­amos We used to have Nosotros tenà ­amos frà ­o durante el invierno. Vosotros tenà ­ais You used to have Vosotros tenà ­ais que trabajar mucho. Ustedes/ellos/ellas tenà ­an You/they used to have Ellos tenà ­an un buen trabajo. Tener Future Indicative The future tense of the verb tener is irregular. Start with the stem tendr- and add the future tense endings (à ©, s, , emos, à ©is, n). Yo tendrà © I will have Yo tendrà © tres hermanas. Tà º tendrs Youwill have Tà º tendrs el pelo negro. Usted/à ©l/ella tendr You/he/shewill have Ella tendr un dà ­a difà ­cil. Nosotros tendremos Wewill have Nosotros tendremos frà ­o durante el invierno. Vosotros tendrà ©is Youwill have Vosotros tendrà ©is que trabajar mucho. Ustedes/ellos/ellas tendrn You/theywill have Ellos tendrn un buen trabajo. Tener Periphrastic  Future Indicative   To conjugate the periphrastic future you need three components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive tener. Yo voy a tener I am going to have Yo voy a tener tres hermanas. Tà º vasa tener You aregoing to have Tà º vasa tener el pelo negro. Usted/à ©l/ella vaa tener You/he/she isgoing to have Ella vaa tener un dà ­a difà ­cil. Nosotros vamosa tener We aregoing to have Nosotros vamos a tener frà ­o durante el invierno. Vosotros vaisa tener You aregoing to have Vosotros vaisa tener que trabajar mucho. Ustedes/ellos/ellas vana tener You/they aregoing to have Ellos vana tener un buen trabajo. Tener Present Progressive/Gerund Form The gerund  or present participle for the verb tener is formed regularly, with the stem of the verb and the ending -iendo (for -er and -ir verbs). It can be used to form progressive tenses like the present progressive. Present Progressive ofTener est teniendo She is having Ella est teniendo un dà ­a difà ­cil. Tener Past Participle The past participle can be used to form perfect tenses, such as the present perfect. The present perfect is formed with the auxiliary verb haber and the past participle tenido. Present Perfect ofTener ha tenido She has had Ella ha tenido un dà ­a difà ­cil. Tener Conditional Indicative The conditional tense is usually translated to English as would verb. Just like in the future tense, the verb tener is irregular and uses the stem tendr-. Yo tendrà ­a I would have Yo tendrà ­a tres hermanas si pudiera escoger. Tà º tendrà ­as Youwould have Tà º tendrà ­as el pelo negro si no te lo tià ±eras. Usted/à ©l/ella tendrà ­a You/he/shewould have Ella tendrà ­a un dà ­a difà ­cil si no le ayudaras. Nosotros tendrà ­amos Wewould have Nosotros tendrà ­amos frà ­o durante el invierno, pero tenemos un buen abrigo. Vosotros tendrà ­ais Youwould have Vosotros tendrà ­ais que trabajar mucho si trabajarais en esa empresa. Ustedes/ellos/ellas tendrà ­an You/theywould have Ellos tendrà ­an un buen trabajo si fueran ms responsables. Tener Present Subjunctive The present subjunctive is formed with the present indicative conjugation. Since the yo conjugation for tener is irregular (tengo), then the present subjunctive conjugations are also irregular. Que yo tenga That I have Es una suerte que yo tenga tres hermanas. Que tà º tengas That you have A tu novio le gusta que tà º tengas el pelo negro. Que usted/à ©l/ella tenga That you/he/she have Su enemigo quiere que ella tenga un dà ­a difà ­cil. Que nosotros tengamos That we have Mam espera que nosotros no tengamos frà ­o durante el invierno. Que vosotros tengis That you have El jefe no quiere que vosotros tengis que trabajar mucho. Que ustedes/ellos/ellas tengan That you/they have La profesora quiere que ellos tengan un buen trabajo. Tener Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive, both considered correct. Option 1 Que yo tuviera That I had Era una suerte que yo tuviera tres hermanas. Que tà º tuvieras That you had A tu novio le gustaba que tà º tuvieras el pelo negro. Que usted/à ©l/ella tuviera That you/he/she had Su enemigo querà ­a que ella tuviera un dà ­a difà ­cil. Que nosotros tuvià ©ramos That we had Mam esperaba que nosotros no tuvià ©ramos frà ­o durante el invierno. Que vosotros tuvierais That you had El jefe no querà ­a que vosotros tuvierais que trabajar mucho. Que ustedes/ellos/ellas tuvieran That you/they had La profesora querà ­a que ellos tuvieran un buen trabajo. Option 2 Que yo tuviese That I had Era una suerte que yo tuviese tres hermanas. Que tà º tuvieses That you had A tu novio le gustaba que tà º tuvieses el pelo negro. Que usted/à ©l/ella tuviese That you/he/she had Su enemigo querà ­a que ella tuviese un dà ­a difà ­cil. Que nosotros tuvià ©semos That we had Mam esperaba que nosotros no tuvià ©semos frà ­o durante el invierno. Que vosotros tuvieseis That you had El jefe no querà ­a que vosotros tuvieseis que trabajar mucho. Que ustedes/ellos/ellas tuviesen That you/they had La profesora querà ­a que ellos tuviesen un buen trabajo. Tener Imperative To give direct orders or commands you need the imperative mood. It is not too common to use commands with the verb tener, except to tell someone to have a good day, to be patient, to be careful, etc. Even more rare is to use these commands in the negative form. The examples in the tables below are different than the examples in the rest of the article in order to reflect more realistic uses of tener commands. Positive Commands Tà º ten Have!  ¡Ten paciencia! Usted tenga Have!  ¡Tenga un buen dà ­a! Nosotros tengamos Let's have!  ¡Tengamos cuidado en la carretera! Vosotros tened Have!  ¡Tened calma con el trabajo! Ustedes tengan Have!  ¡Tengan fe de que todo saldr bien! Negative Commands Tà º no tengas Don't have!  ¡No tengas paciencia! Usted no tenga Don't have!  ¡No tenga un buen dà ­a! Nosotros no tengamos Let's not have!  ¡No tengamos cuidado en la carretera! Vosotros no tengis Don't have!  ¡No tengis calma con el trabajo! Ustedes no tengan Don't have!  ¡No tengan fe de que todo saldr bien!

New uclan Essay Example | Topics and Well Written Essays - 500 words

New uclan - Essay Example A wrong post or comment could trigger a negative reaction towards the company leading to economic, social and legal implications. While social networking today provides many opportunities it is advisable to understand the risks posed in order to take necessary steps to use social media responsibly (McNamara 2011, p.14). Every department needs to have a safeguard list to understand the safety aspects of social media. Before posting anything online consider what is termed acceptable and unacceptable behaviour on media terms. Every social site has a term of service that gives a clear terms and conditions, including safety tools and privacy (McNamara 2011, p.14). When engaging in publicity you need to have an understanding of your target audience. To optimize your brand’s publicity collect enough information of online audience’s behaviour. To sell online t is advisable to choose the advertisement carefully that way your target audience is clear (Kent 2008, p.21). Social sites give guidelines online on internet advertising to avoid instances such as cyber bullying, underage sexual exposure, illegal schemes and dangerous masquerades. It is wise for the organization to assign a moderator who can interact with the users and manage content online. Choosing to use sites that adhere to social networking legislations could also lead to good practice. Sites such as Bebo, MySpace and Face book stress are keen on safety use and guidelines and adhere strictly to the land’s laws. Carrying a risk assessment on data protection as advised by Kent (2008, p.24) will act as a good guide while choosing which sites to use. If the site has several administrators always ensure that the managers are clear about what is required of them when interacting with users and responding to posts. The administrators should refrain from inappropriate content, personating, racist or hate material, exploitation and glorifying of dangerous activities.

School Improvement Plan Essay Example | Topics and Well Written Essays - 750 words - 2

School Improvement Plan - Essay Example In order to achieve the two, managers must always manage their resources effectively. Key among the resources is human resource. The motivation of teachers in a school is fundamental in creating a competitive workforce, one that will steer the school’s improvement plan. As such, the management must always credit others while taking the blame. This way, the teaching and support staff feel appreciated thus increasing the efficiency of operations at the school. Developing and managing teamwork is the most appropriate way of ensuring effective utilization of the resources thereby ensuring that the school maintains optimal operations despite the variations that may exist. The development of effective teams in such organizations as schools requires the management to develop effective relationships that will enhance the efficient management of the school. A school consists of various stakeholders whose input influence the performance of the students. The stakeholders include parents, teachers, students and the government among many others. The formulation and implementation of the No Child Left behind Act by the Bush administration for example is a portrayal of the government’s influence in the education system in the country (Gray & Streshly, 2008). As such, the management of the school must strive to develop effective teams that will incorporate the existing laws besides improving the performance of both the teachers and the students thus improving the performance of the school. In building the effective relationships among the stakeholders who influence the success of a school, the management must uphold professionalism. Professionalism in this context will influence the relationship between teachers and their students and parents among many others as all the parties work in tandem ad in compliance with the existing state laws. Effective and functional

The Moving Image Essay Example for Free

The Moving Image Essay I will be looking closely at two particular programmes involving families: The Simpsons (Homer Alone) and The Royle Family (Sunday Dinner) both families have been labelled dysfunctional yet both programmes have attracted huge TV audiences. I will be comparing the portrayal of family life in both these programmes and will try to account for their popularity. The Simpsons is an American cartoon set in Springfield. The family consists of: Homer and Marge whom are married and parents to Bart, Maggie and Lisa. In the episode Homer Alone Marge is feeling depressed because the rest of the family depend on her to do everything for them, she is feeling under a lot of pressure. After a while she decided shes had enough of doing everything for the rest of the family, therefore, she drives her car across the motorway and remains inside the car when it is parked up. This results in other motorists having no access to the road. By doing this act Marge soon gets noticed. Police cars and reporters arrive questioning Marge about the event. Soon after Homer arrives announcing that he loves her and wants her to come home to her family. It works; she comes out of the car and goes home. After a long think she decided she needs a break to get away from everything for a short while, she needed to clear her mind. So the next day she goes away for a while, and leaves the rest of the family behind. Bart and Lisa went to stay with their aunties, whereas Maggie is left with Homer. During the short period of time when Homer was responsible for Maggie, he manages to lose her! He finally finds her just prior to the return of Marge. The Royle Family is a British sit-com set in Manchester. The family consists of Jim and Barbara, the parents to Denise and Anthony. Norma, the mother to Barbara, Dave, Denises boyfriend and Twiggy a family friend. In the episode Sunday Dinner the family is round at the Royles house for their Sunday dinner. Jim and Dave are late as usual due to them being at the pub. At the pub Jim invites Twiggy back round to their house to join them for Sunday dinner without consulting Barbara. They eat lunch and chat about usual family issues. When an audience sit down to watch a cartoon, for example The Simpsons, they expect it to be funny and continuously revolving around a family or a group of friends. It is usually set in the same village or area. Cartoons are usually played on set days during the week and last the same period of time, it usually tends to be a short amount of time, ranging from 20-30 minutes. Cartoons have a very busy atmosphere, there are barely any moments when nothing is happening or no-one is speaking. The appearance of a cartoon character is often very different to human beings. In The Simpsons the characters have yellow skin and hair that remains exactly the same all the time. The Simpsons is a very typical cartoon. The characters are abnormal as they have yellow skin and are not real people. The colours are very bright and unrealistic, for example the sky is all blue apart from a few clouds which are just white. Music is used very frequently throughout cartoons. In The Simpsons music is used to create an effect on the event or character to make the audience have opinions of the situation. For example, we see Bart in detention, therefore we automatically suspect him to be quite mischievous. The beat of the music would fit in with the atmosphere of the event. When an audience sit down to watch a sit-com they would expect a television series usually lasting about an hour. It would feature the reactions of a regular cast of everyday, realistic characters to unusual situations, such as misunderstandings or embarrassing coincidences. The Royle Family is a typical sit-com because it has people playing characters which relate closely to everyday life. The characters are involved in common situations and the language they use to speak to each other is very informal, they use slang words and occasionally swear. The cameras are hand-held which gives a real-life feeling and no added lighting or special effects have been used. The clips shown are not always the best, clearest quality picture which you would get in a top quality DVD. They are just what you would expect to see when using a video camera. An opening sequence to a programme acts like an overture it has a dramatic effect on the audience. After watching the opening sequence you may think that the programme is going to be boring and not worth watching. Your viewing of the opening sequence depends on whether it appeals to you or not. Usually if the opening sequence doesnt appeal to you, you decide against watching it. It gives a taster of the programme and shows the type of programme that it is and a little about the characters involved. The opening sequence of The Simpsons begins with clouds across the screen and a bright blue sky. The title The Simpsons appears across the screen in bright yellow bubble writing. This already suggests that it is a cartoon because the writing it bubbly bright and colourful. The camera then zooms into the letter P to show a birds-eye view of Springfield, it is very colourful. You can be definite that it is a cartoon now because the village is in two dimensional form not three dimensional and all the buildings are blue or purple. The first character to be introduced is Bart; he has yellow skin and hair. Hes in detention writing on the black board which immediately gives us the impression that hes mischievous. As soon as the bell goes, he rushes out of school as quickly as possible. We then meet Homer; he is working with radioactive materials at his work and as soon as his bell goes he rushes out to go home as soon as possible being extremely careless as he leaves. Marge and Maggie are then in the car on the way home. Lisa is at band practice, she is playing her instrument proudly. We then go back to see Marge and Maggie in the car, Marge obviously has a big influence on Maggie because she copies everything she does. When Marge beeps her horn so does Maggie. She has her own toy steering wheel in the passenger seat, she steers exactly the same ways as Marge pretending to be driving just like her mum. The credits appear and the programme begins. In the opening sequence there are 23 shots of different situations in a short time of one minute and fourteen seconds. During a cartoon there are never silences or gaps, something is always happening. During the opening sequence of the The Royle Family the background is dark blue and it is set in the Royles living room. The family members are introduced one by one with them sitting on the sofa. The way they are introduced is exactly how they are throughout the sitcom. Jim is sat on his own chair in full view of the TV. Everyone else has a seat on the sofa except for Anthony, who is left to sit on the floor by himself. The music throughout the opening sequence is Oasis half the world away. This song could be used to suggest that there is one world inside the Royles house and the outside world is something completely different from their own. The lighting is just plain and ordinary like everyday life, no brighter or duller colours have been added for any special effects. Characters are very similar in both programmes in different ways. There are few characters living and working together, there will be extra minor characters put into the programme on odd occasions. The characters in both programmes can express their personality without informing us about themselves; it is easy to tell their opinions through watching their actions and reactions. Marge, in The Simpsons is similar in character to Barbara in The Royle Family. They are both the person in each family whom keeps them together; they do everything for the family, and receive little in return. They dont get appreciated enough from the rest of the family. Just Also, we have Homer and Jim who are alike in many ways. They are both idle and expect everything to be done for them by their wives. They can be very rude and inconsiderate to the rest of their family. Jim makes several complaints to Barbara about her cooking, he makes jokes about other people in the room but will not accept rude remarks made about him. Homer expects Marge to do everything for him; she makes his sandwiches in the morning, goes to the shop with his bowling bowl straight after, food shops for the family. In Homer Alone Bart and Lisa make it clear that they dont get on in the beginning, but as time goes on we see them holding hands in fear whilst at their aunties house. This shows that they do love it each other but dont show it until they need to. Denise and Anthony act in exactly the same way at Bart and Lisa. Both The Simpsons and The Royle Family have been labelled as dysfunctional, however, I do not agree with this. I believe that a real family should consist of whom they are closest to. It could include friends and animals! Each family member should respect each other and support them whenever they require it most. They will stick by each other no matter what and rely each other to help them through tough situations. Some families dont show their love and support for one another until a real crisis occurs but you can be sure that they will be there for you. I think that both The Simpsons and The Royle Family are not dysfunctional. They act as if they dont care about each other but that changes when it comes down to it. The Simpsons dont realise how close they are until Marge goes away, when she returns the family all sleep in the same bed and discuss how much they have all missed her and how bad life could be without her. In The Royle Family they all ask about each other and are interested in each other as soon as Twiggy leaves they all talk about him as if he wasnt part of their close family and they all knew that if they expressed their own personal feelings it wouldnt leave that room. The target audience is whom the programme is directed to. I think that The Simpsons is directed to anyone as it has bright, funny cartoons, which is what children would like to see. They dont have to understand the speaking to understand the programme; you can tell whats happening by the actions and reactions of the characters. It is also targeted at adults because there are jokes about political issues and famous people that adults would understand and find funny. I think that The Royle Family is targeted at adults. It doesnt appeal to children as there arent bright colours, it hasnt got a busy atmosphere and there isnt enough slapstick, simple humour throughout for them to laugh at. Adults would find it funny because its just like real life; everything they say or do is just like a typical family, like our own. Both programmes are extremely popular in different ways. The Simpsons is funny because of the familys continuous sayings and jokes. The actions they do are so unrealistic that its just so funny and the family always have terrible things happening to them, but always manage to get through it. Homer Alone Homer loses Maggie but she is luckily found safe and sound just prior to the return of Marge. The Royle Family is popular because of the way it is filmed and presented. No extra lighting or special effects have been used to create a more exciting set. It is dull and just how it would be in a normal house. Its so realistic that it looks like there are hidden cameras in house and theyre just filming them without them knowing. It is popular because people enjoy watching people like themselves, they can see what real family life is like.

Good and Evil in The Devil and Tom Walker :: The Devil and Tom Walker

Good  and Evil in The Devil and Tom Walker    The concept of evil in the short story "The Devil and Tom Walker" can be shown in many ways, by Irvings' symbolism. In the short story, Tom Walker symbolizes all of mankind by portraying him as being "sinful" and evil. When there is an intent to destroy, then we get a different level of hatred. We see that good vs. evil has been a theme that is ubiquitous in many writings. The story "The Devil and Tom Walker" is a story about a man who lives an immoral life of greed. Walker lives in a wooded area, where it is solemn, and quiet area of New England. Walker runs into the devil and sees that the devil is cutting down someone else's timber. The evil is shown, by the devil in how he is premeditating the murder of a "Deacon Peabody". Walker contemplates this meeting with the devil, and recognizes that evil is wealth is the first priority for him. Tom Walker's wife, was filled with cupidity and wanted to acquire the gold that the devil had promised. Walker hadn't obliged to his wife, and due to his wife's acute cupidity set out on her own journey to acquire that gold. She had been killed because of her greed, and lack of morals for self-prosperity, which resulted in her death. This is an important example of the use of evil within "The Devil and Tome Walker". Walker is told from the devil that he could earn money through usury and extortion. Walker commits to usury and makes a generous sum of money. Walker has no repentance for such a sin and continues to his usury. The evil accumulates in the story as Walker accumulates more and more money, resulting from more and

Hard Times Essay Essay

How does Dickens show his dislike for the education system in Hard Times? What is the effect of this system on Louisa? Does she manage to resist her very utilitarian upbringing? In the novel Hard Times, set in ‘Coke Town’ written in 1854, Dickens explores his own ideas of the poverty-ridden, factory towns of the 19th century Industrial Revolution. The book is based on family and it also shows the detail of the social standards of the time, poverty, the difficulty of life and the tough education system. Education at this time was difficult and hard to enjoy for those children who wanted to explore fantasy and surrealism; those with active or overactive imaginations. The reason was that the education system at this time was purely factual. The education that Louisa and her younger brother Thomas receive in this book is an education based on facts, this Charles Dickens seems to detest. I think Dickens may not have liked this type of education because it eliminated all sorts of fantasy and surrealism. Being a fiction author, I think that he would find this annoying as he used his imagination to create his books. I think this may be one of his motives for writing the book. One of the main characters in the book itself, Thomas Gradgrind (Senior) states that the education of children should be ‘Facts, facts, facts,’ nothing more, nothing less than facts. His young daughter Louisa does not seem to be fond of this statement and does not like to hear her father say it. When she is at home she is given all sorts of instruments to use by her father. She seems to dismiss the idea of using them, whereas her brother Thomas obeys by his fathers orders, showing no reluctancy, perhaps this is because he is a boy and his father would like him to succeed and become as successful as him, after all they share the same name. Fantasy books, creative writing and anything supernatural would not even be considered in the minds of the teachers. The pupils were taught about economic issues, the government and mathematical figures. They were also taught some politics. Their education was limited, and it did not allow their minds to stretch to the boundaries of fantasy and fiction. Charles Dickens portrays this in the book well; we gain an (If quite limited) understanding of the poorer children’s view on education. But people in poverty hardly enter the book in terms of views on education. In Dickens view the children in the classroom are being prepared to be yet more workers in one of the many factories in Coke Town. Louisa is a child who seems to have a passion for surrealism and imagination, and would probably be found daydreaming at times. I think that this type of education would then be difficult for her, and even more difficult that her father was the main enforcer of the facts. We realise that she has a passion for everything creative when she and her brother are caught peeping at the circus. She almost stands up to her father, but I think she is scared of his power so she decides against it. The education the children are receiving is not helping them to develop a creative mind with ambition for jobs in high up places. No, the education the children are receiving is based on facts and nothing but. This kind of education does not prepare them for the real world; it prepares them for a life of working in the drab factories of Coketown. Dickens does not really encounter education for children in poverty in this book. Dickens’s view on the education system and schools is that they are where any trace of imagination and wonder are extracted from the children, and replaced by pure facts. This makes us ponder the question: did Charles Dickens believe that an education was to be void of all facts, or did he believe that fact mixed with fiction was the correct way to educate children? Dickens shows his opinions very clearly throughout the book. The repetition of the word â€Å"facts† all throughout the book, the way it is said and how the facts are being ground deeper and deeper into the children’s minds, shows us his dislike to this system. Louisa is a victim of the education system. This is quite ironic, seeing as her father is the very man trying to enforce facts upon her and her classmates. Being an imaginative, creative child, interested in the circus, colour and arts she gets caught in the web of facts and struggles to escape. We see her frustration towards her father and society as a whole grow and develop throughout each part of the book. Dickens makes the reader question Gradgrind’s method of teaching and education and lets the reader decide if it is right or wrong by the evidence Dickens gradually reveals during the course of the book. Charles Dickens creates a character whose teaching methods are quite different from the education system these days. Dickens has created a character, which is disliked by many, both in attitude and appearance. Gradgrind is described to be ‘square. ‘ ‘Square wall of a forehead’ Dickens has used this imagery so the reader perceives Gradgrind as a very dull and square character. Dickens has described Gradgrind as a square man as it forces you to imagine a man with boundaries, and four straight walls with equal sides, nothing more nothing less. In this way he portrays Gradgrind as a formal man, which helps you with the impression that he is a man of facts. Each chapter is cleverly titled. They give us insight into Dickens view of the events taking place in that specific chapter. ‘Murdering the innocents’ is an example of Dickens putting his view into the titles. This is a clear indication that he thinks the planting of facts and the lack of imagination involved is not good and is not right. He thinks this is essentially killing the children, who are innocent because they have thoughts which are pure, and these pure thoughts include imagination. The fact that this innocence is being taken away from them and they are turning into adolescents means that they are entering a world of dishonesty, fault and failure. Dickens also portrays the characters true traits through their names. ‘Mr. Gradgrind’ and ‘Mr. M’Choakumchild’ are both examples of this. We can tell by the naming of the characters that they are both strong and most likely intimidating or cruel. â€Å"Gradgrind† implies the gradual grinding of facts into the children’s heads. Dickens uses these names as imagery. From ‘Mr. M’Choakumchild† we obviously imagine the choking of a child. This gives us the impression that he does not like children and that he chokes them of their imagination. It makes you believe that he would not permit them to have their own thoughts of creativity but stick to facts and facts alone. I think Dickens has done this to inform the reader early on that these characters are not in the right and to hopefully give us the same impression of this education system as him. Certain pupils get treated differently to others in Coketown’s school. It appears that how well you are treated in the school depends on your social status. Sissy Jupe is involved with the circus; she is rather looked down upon by the teachers because of this. She is referred to as girl number 20, whereas someone from a better background may be called by his or her real name. Her relationship with Louisa later on in the story also tells a tale of its own about class and how people are treated. Bitzer is treated with respect within the education system because he is of higher class, although not much higher than that of Sissy Jupe. He is quick to answer questions in class with straight facts, and this pleases the teachers. His knowledge of facts and the fact he is from a wealthier family determines his status and amount of respect he is given by teachers and students alike. Because of this division between the two characters we see them progress throughout the book watching how they both change and develop under the same system. Bitzer follows and abides by the rules of facts, with his pale visage and his eagerness to please. He is a teacher’s pet and is eager to learn and get in their good books- not ashamed to suck up to get where he wants to be. He is a very eager boy, and his pale appearance and large eyes give him a strange owlish appearance. In contrast Louisa rebels is a small but healthy, normal looking child, rebelling against the rules, longing for freedom and wishing to use her imagination and explore fantasy. In conclusion I think that Dickens has written the book ‘Hard Times’ in such a way that the reader empathises and understands the hardship of an education based purely on facts. He has written the book in such a way that you agree with his opinions on the system and you agree with his dislike of the education system. He makes you dislike the system, but not in an obvious way and he does it subtly throughout the book so that you agree with him all the way through. He uses subtle descriptions and techniques, which make the reader agree with his opinions. The way he uses chapter titles and characters names, the way Sissy and Louisa struggle through the system all add to your understanding of Dickens views. From the beginning of the book till the end, Louisa shows signs of wanting to explore the unknown, fantasy and fiction, but because of the current education system and her father being at the head of it, Louisa struggles to do this. Louisa finds that she cannot suppress her imagination whilst maintaining the rules of the system, and as she grows up she finds it easier to stand up to her father. Throughout the book, Louisa does anything to please her brother because of the factor of male dominance: she will try and get him out of trouble and help him as much as she can. In a way she almost sees him as an older brother, or someone to look out for, who may in turn look out for her. At the end, she finally becomes loose of the shackles and facts that are binding her and can express herself imaginatively and creatively. Thomas Gradgrind Louisa both have incredibly opposite opinions. They grow together throughout the book and although Gradgrind is the main enforcer of facts, his daughter Louisa opens his eyes to the fact that imagination, creativity and fantasy are to be embraced in the education system, and not abolished from the minds of the young.

Social obligation of business

There were arguments that obligation of business is to maximize long term profit for shareholders In a sustainable way, while others call them to Involve more to social responses. Each judgment has its own reasons which this research sought to analyze. Based on that, certain social obligations of business will be addressed with evidences, showing their necessary of being more responsible to social outcomes. Key words: corporate social obligation, shareholders, corporate profit, social responslblllty Introduction There has been a long debate on the role of business in society.Some people agreed with argument of: â€Å"The social obligation of business is to sustainably maximize long-term profits for shareholders. Nothing more. Nothing less† . However, others judge: â€Å"Business has a key role to play in combating issue like climate change, since the traditional response of many environmentalists and governments (namely, to encourage behavioral and attitudinal change amongst the general population) Is not enough in itself to ultimately produce desired environmental outcomes† .Different Judgments have their own reasons based on appropriate grounds. My view Is that business should ensure long term profit and stable operation while promote applying CSR practices into their daily operation for better performance. Companies today are confronting intense pressures to address social concerns and it is undeniable that socially Irresponsible businesses may lose their competitive advantage . Corporate Social Responslblllty (CSR) Definition Since 1920s, the concept of Corporate Social Responsibility (CSR) started to be discussed.However, due to the Great Depression economics and World War II, business leaders did not discuss about it seriously until the 1950s. The definition of Corporate Social Responsibility (CSR) varies between businesses and possibly changes at certain time points, depending on their visions and goals. There are so many definition for CSR . However, the most general definition for it is that â€Å"CSR is about how companies manage the business processes to produce an overall positive impact on society† . Appllcatlon CSR now a day has been a popular term in different businesses.However, it seems corporations pay more attentions to these activities than those of small and medium size, who usually blame that they do not have time and money to follow these luxury' practices. In all effort, the UN Global Compact guideline on ISO 260000 had been developed to help enterprises of all sizes to globally approach and practice CSR strategies. CSR application is not required by law, while business profits and social obligations are always difficult choices for management, CSR strategies are most of time considered for implementation, as the business trend is to contribute good thing and more responsible to society.We will analyze each situation in the next paragraphs, to understand better on why sometimes it is hard making decision. Corporate Social Responsible OR corporate profit? It is argued that social obligation or social responsibility was defined as the obligation of business to meet its economic and legal responsibilities and no more . This viewpoint is based on the notion that business organizations were set up with aims to provide goods and services to society, and enterprise were operated primary on profit motive.Many scholars agreed upon this point of view, including Milton Friedman (1970), as mentioned in his article in the New York Times Magazine . This belief has been maintained for many years not only by Friedman but also other usiness executives and scholars. It is true that the primary social obligation/social responsibility of a business is to bring benefits to its owners and shareholders who invest a significant amount of money there. Consequently, fulfilling the economic responsibility is the initial obligation of a business, it should also obey the laws and regulations of the so ciety while running its operations.Social matters are not the concern of business people, these problems should be resolved by the unfettered workings of the free market system (Friedman, 1970). In cases where corporate profit nd social benefit aligned, CSR might not be considered and therefore irrelevant. Or in other cases where corporate profits and social welfares are opposite, then the profit will be taken into consideration, as business management will always want to prioritize shareholder's interest.

Free Essays on The Saxophone

The saxophone is a relatively new instrument compared to many of the other musical devices that exist. It’s history can be traced back over 150 years. It was invented by a man named Antoine-Joseph (Adolphe) Sax, an expert instrument maker and musician. This is obviously were the root of it’s name comes from. The saxophone was finally patented on March 20, 1846. Adolphe group up in a music oriented family. His father mastered the art of music making and by the age of six Adolphe had become an expert as well. Sax become aware of the tonal disparity between brasses and woodwinds and wanted to create an instrument that would balance these sections. The solution to his problem came too him in the form of a horn with the body of a brass instrument and the mouthpiece of a woodwind. By combing these two elements he came up with the saxophone. The first type of saxophone was the C bass. Hector Berlioz, a famous composer, had this displayed to him for the first time in 1841. He couldn’t believe how well its versatility, unique tone, and control of dynamics all came together. Only one year later Sax moved to Paris to introduced his revolutionary instrument to the rest of the world. Soon after an entire saxophone family, including fourteen in all, were created. Today many of these variations are obsolete or very rarely used. In 1845 the saxophone became an important part of all bands in that era. â€Å"Battle of the bands† was the name given to this famous year. Sax wanted to prove to the world how the saxophone could improve the tonal quality in all bands. He arranged a contest between the French Army Band, made up of thirty-five men and traditional instruments, and his own band, which had twenty-eight men and included saxophones. Sax’s band dominated the competition and that day the saxophone was officially introduced into the French Army Band. In our present day the saxophone in widely enjoyed by many people. Whether... Free Essays on The Saxophone Free Essays on The Saxophone The saxophone is a relatively new instrument compared to many of the other musical devices that exist. It’s history can be traced back over 150 years. It was invented by a man named Antoine-Joseph (Adolphe) Sax, an expert instrument maker and musician. This is obviously were the root of it’s name comes from. The saxophone was finally patented on March 20, 1846. Adolphe group up in a music oriented family. His father mastered the art of music making and by the age of six Adolphe had become an expert as well. Sax become aware of the tonal disparity between brasses and woodwinds and wanted to create an instrument that would balance these sections. The solution to his problem came too him in the form of a horn with the body of a brass instrument and the mouthpiece of a woodwind. By combing these two elements he came up with the saxophone. The first type of saxophone was the C bass. Hector Berlioz, a famous composer, had this displayed to him for the first time in 1841. He couldn’t believe how well its versatility, unique tone, and control of dynamics all came together. Only one year later Sax moved to Paris to introduced his revolutionary instrument to the rest of the world. Soon after an entire saxophone family, including fourteen in all, were created. Today many of these variations are obsolete or very rarely used. In 1845 the saxophone became an important part of all bands in that era. â€Å"Battle of the bands† was the name given to this famous year. Sax wanted to prove to the world how the saxophone could improve the tonal quality in all bands. He arranged a contest between the French Army Band, made up of thirty-five men and traditional instruments, and his own band, which had twenty-eight men and included saxophones. Sax’s band dominated the competition and that day the saxophone was officially introduced into the French Army Band. In our present day the saxophone in widely enjoyed by many people. Whether...

5 Ways to Make Your Resume Stand Out

5 Ways to Make Your Resume Stand Out Human Resources Associates, Recruitment Agents, and Hiring Managers are bombarded daily with resumes. Realistically they do not have the time to scour through every single resume reading about your special talent, or your favorite hobby. Because of the limited amount of time these professionals have they are always on the lookout for ways to weed out candidates rather quickly. Shockingly, some hiring managers can simply give a single glance to a resume and decide whether it’s a ‘yes’ or ‘no’. So, it is very important that you make those few seconds count, and possibly land in the forefront of thousands of competing candidates. Here are five ways to take your resume to the next level. Make sure that your resume is rid of any errors and that the readability is simple and easy. Making the decision to use an artsy resume template or something exorbitant is the first door to easy rejection. Remember less is always more and simple triumphs every time. Most often, reps equate typos and errors with laziness and the last impression you want to convey is laziness. Use your resume to tell your story. Your resume is a snapshot of your dependability, work ethic, work patterns, etc. Control the narrative and make the story count. You can do this by displaying your professional experience, accomplishments, skills, talents, and relevant knowledge for the job you are applying to. The trick is to make it long enough to tell your story through growth, promotions, and advancements. But once again you want to make it short enough to be able to obtain the information in one glance. THE COVER LETTER IS NOT OPTIONAL. A cover letter is a auxiliary tool for the resume, while many of us think it is useless and optional it could really be the deciding factor behind whether you advance to the next step or not. Unless the hiring manager explicitly says to ignore the cover letter then take the time to write and customize one. Include enough buzzwords and keywords pertaining to your intended industry. Buzzwords are meant to describe your capabilities and demonstrate how you are a better fit for the position. Some examples include budgeted, compiled, facilitated, merchandised, resolved, or upgraded. But be careful to not include some of the overused buzzwords such as, specialized, leadership, excellent, creative, or experienced. Use a header. The header will be the first thing that a hiring manager may see and it’s a statement that should typically be in caps presenting important information rather quickly

Clinical Reflection Journal Essay Example | Topics and Well Written Essays - 750 words

Clinical Reflection Journal - Essay Example to sleep because of too much pain and another patient urinated on herself because she was afraid and unaware of how to disconnect or if she should disconnect her IV monitor. Another patient also suffered pain and ended up urinating on himself despite the fact that he pressed on the call button attached to his bed. He had arthritis and was even given a pencil to press on the call button. However, he was never told that the call button was not working. Another patient ended up slipping on the bathroom floor because he had to urinate and was not informed that he could use the call button to ask for assistance in getting to and from the bathroom. His urinary urgency was strong and he helped himself to the bathroom and in the process, he ended up injuring himself. One patient ended up screaming himself hoarse because of the intense pain he was suffering. Again, he was not informed about the call button. His blood pressure and pulse rate increased while he was enduring the pain. He was als o agitated and was almost suffering an anxiety attack due to the pain he suffered. He suffered through an hour of extreme pain before anyone came to his aid. Once again, he was not informed about the call button. In general, no effort was made by the nurses for the Hispanic patients to be informed about the call button. Since the patients did not understand the nurses, no extra effort was made by the nurses to secure translator who could explain to the patients about the call button. In the end, the patients were placed in awkward and detrimental situations – suffering more pain, urinating on themselves, and not being relieved of their symptoms. The major cause of concern in this situation is when these patients need to communicate life-threatening concerns – extreme pain, heart palpitations, angina, and other symptoms which may need immediate attention. If the nurse does not make or find a way to make the patient understand about the call button, these