Hes Making A List and Checking It Twice

He’s Making A List and Checking It Twice So four years ago, I began a year-long journey to start seeing what 12 years of public school education could do for me. I started applying to college. I kind of went about it in a semi-orderly fashion, but I do think that during the whole process with all the brochures Id requested and discarded essays, I may have killed a tree. Ill plant one when I graduate. This is my promise. So similar to the list of parameters I have when it comes to my ideal mate, I had a pretty hefty list of things to consider when I applied to college. And so the list begins: Please keep in mind that these were the things that I found that were important, and that you may think that these things are of little importance, and thats great. Also, feel free to comment with other things you find important. 1. Scholastic This was the most important option in my case. Id worked very hard like many of you, and wanted to continue my education at a place where I was going to be stimulated and driven to learn more. Some sample questions that I considered: What kind of majors are available? What is the graduation rate? How hard are the classes? How reputable are the professors? What type of research opportunities exist? How serious do students take their work? 2. Location Im a coast kind of guy. I lived in the Midwest, but I was definitely not applying to any school in Texas because I wanted out. I really wanted to be in an area where there was a lot to do outside of just being at school. Sample questions I asked: How do people get around? (Car, bike, public transportation?) Does the city cater to college students? Are there other college students around? What is the weather like? 3. Extracurriculars What can I do when I want a break? While academics were of utmost importance to me, I still wanted to be able to take a break and do some things for fun. Sample questions I asked: What types of activities are available? What are the time commitments? 4. Living Communal showers are not my thing, and neither are having extra rodent roommates. To a degree, housing and living options were important to me as well. I did not want to live on a campus where housing was not guaranteed after my freshman year, and I also did not want to live on a campus where there was freshman only dorms just because I felt that defeated the purpose of a social aspect of college. Other amenities werent really important to me, but some things did sweeten the pot. Sample questions I asked: Dorms: Single sex or coed? How far are the dorms from campus? Do people hang out with each other or is it more of an isolationist feel? Noise level? 5. Miscellaneous There were just a lot of things that I discovered I did not like once I began visiting schools, and there were also things that I discovered were really important to me once I saw that they actually existed. I would tend to believe from my experience that visits really seal the deal. I found with most campuses that I visited, I either loved it or hated it. There was no real grey area, but then I had a lot of friends who lived in the grey area all of senior year not knowing what they wanted. And one last thing, if you ever visit a college campus ASK QUESTIONS AND PLAY HARDBALL. Ask current students anything, and youll be able to get a good idea of what the campus is like and what the people are like. Be careful of token responses, and if they give you an ambiguous response, ask for further clarification. This is a four year investment; be smart. So I think that thats it; I actually dont think Ive recycled the brochures I got in the mail way back when, but I will when I graduate from MIT. I promise. Make sure you leave comments with any questions you have.

Informative Speech About Dreams - 1186 Words

I. Do you remember what your last dream was about? What do you think it meant? How relevant was it to your personal life? These are the questions I ask myself when I wake up from a strange dream with particular people and situations in them. II. My probing questions of do my dreams serve a purpose in my personal life? Are my dreams signs of things I should do differently in my daily life? have led me to explore the functions of dreams. III. While researching this topic, I have discovered that I am not the only one who is skeptical about the purposes of dreams. In fact, it is one of behavioral sciences’ greatest unanswered questions. IV. Today, I will discuss what dreams are, when they occur, and the theories about dreams. Body I.†¦show more content†¦4. Stage four consists of a very deep sleep, rhythmic breathing, limited muscle activity, and brain produces additional delta waves. 5. The final stage is known as Rapid Eye Movement, or REM, it makes up 20 to 25 percent of sleep. The REM stage is a time when the body processes information, creates memories, and increases depleted chemicals, such as serotonin. 6. REM is the stage in which dreams mainly occur. Dreams themselves usually last between a few seconds to 30 minutes in length. 7. On average, people dream about four to six times per night, with adults dreaming about 2 hours for every eight hours sleep, taking up to 20% time of sleeping. TRANSITION Now that I have explained what dreams are and when they take place during the sleeping cycle, let’s examine the theories behind the purpose of dreams occur and their relationship with the waking life. III. From ancient times to today’s studies, dreams remain one of psychology’s most enduring mysteries. Over the past few centuries there have been theories derived from the dream processes. A. Sigmund Freud and Wish-fulfillment theory 1. He believed that dreams revealed a person’s unconscious desires, thoughts, and motivations and acted as a form wish-fulfillment. 2. For that reason, their aim was to correct the imbalances in one’s personality traits, resolve conflicts that troubled one’s life, and overcome frustrations. 3. However, dreams deemed to be questionable, such asShow MoreRelatedInformative Speech793 Words   |  4 PagesA List of Informative Speech Topics: Pick Only Awesome Ideas! Just when you thing youre way past through the question How to write an essay?, another one comes. Thats the thing students desperately Google like What is a informative speech? – and, believe experts, this is something youll definitely need some professional help in. Informative speaking is a speech on completely new issue. Tell your audience something they have never known! 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The class makeup is eight males and twelve females for the 20 students. This is a required course for all students attending UW-Whitewater; therefore, the majors and interests of the students will vary greatly. After an activity polling the class, the most popular ofRead MorePublic Speaking Is Not Only An Art1416 Words   |  6 Pagesâ€Å"God, that all-powerful Creator of nature and Architect of the world, has impressed man with no character so proper to distinguish him from other animals, as by the faculty of speech.† –Quintilian (DeCaro) Public speaking is not only an art, but it’s an art that has been learned with the help of practice and philosophy throughout history. 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General purpose : To inform Specific purpose: To inform my audience about the history of high heels and how is has evolved today. Central Idea: Over centuries high heels has emerged and served as markers of gender, class and ethnicity. Introduction: Attention getter: To be carried by shoes, winged by them. To wear dreams on one s feet is to begin to give reality to one s dreams.-Roger Vivier Reason to listen :Read MoreSpeech Analysis : National Rifle Association Annual Meeting1442 Words   |  6 Pages Speech Analysis Assignment National Rifles Association Annual Meeting In the video I watched the National Rifles Association (NRA) President Jim Porter addresses the crowd at the April 11th 2015 NRA Members’ meeting, in Nashville, Tennessee. Porter was elected as first vice president of the NRA Board of Directors. He had previously served as second vice president and president of the NRA Foundation Board of Trustees. 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The Code of Professional Conduct for Auditors - 1516 Words

All organizations have a code of conduct, whether they have established them or not. This code creates a set of expectations and builds a framework to guide their members in all actions and operations. The code of professional conduct for auditors is one of extreme importance. The six main principals include the following: responsibilities, the public interest, professional due care, objectivity and indepdence, integrity, and the scope and nature of services. The manner in which an auditor performs and incorporates these six principals in his or her duties has a great effect on how they are viewed by clients, colleagues, and society, and any discovered disloyal actions results in costly punishments. Section 52 of the code of conduct, created by AICPA, states that the auditor must carry out their responsibilities as professionals. Although this seems like a simple and straightforward requirement, one would be quite surprised to learn how some auditors have interpreted this while performing audits. One case involves the nutrition company Herbalife and former KPMG audit partner Scott London. Scott London, an auditor of 30 years, leaked insider trading information to a friend, Bryan Shaw, who was in need of financial help. Shaw was able to use Londons confidential information to earn over 1 million dollars. He thought he was helping a friend, but in the end he put his career, reputation and life at stake. Recently, London was sentenced to prison for fourteenShow MoreRelatedThe Code Of Professional Conduct885 Words   |  4 PagesWeaknesses Conflictions in the Professional Code The AICPA Code of Professional Conduct, regardless of its numerous strengths, the Code of Professional Conduct has some serious weaknesses. The accounting profession is constantly changing and making improvements. 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Comparison and Critical Appraisal of the English Court System Free Essays

string(323) " There are different burdens of proof in each court, with civil matters requiring the claimant prove the existence of the claim on a balance of probabilities, which is arguably higher than the standard in the criminal court which requires the state, represented by a prosecutor, prove the charge beyond a reasonable doubt\." Introduction A) The role and function of the Magistrates’ court: All criminal cases begin in the Magistrates’ Court and are heard by three magistrates or a district judge, but the court also has jurisdiction over certain civil matters (JEW, 2012). For the most part however, the majority of cases heard in the Magistrates’ Court are criminal in nature. There are no juries in the Magistrates’ Court. We will write a custom essay sample on Comparison and Critical Appraisal of the English Court System or any similar topic only for you Order Now The Magistrates’ Court has subject-matter jurisdiction over summary offences (e.g. motoring offences, minor criminal damage, common assault, drunk and disorderly conduct) and more serious offences (e.g. theft, serious assaults and drug offences), however the latter are often referred to as ‘either way’ cases as the court or the accused may choose to have these tried in the Crown Court (JEW, 2012). Certain matters are beyond the jurisdiction of the Magistrates’ Court -relating to the seriousness of the offence, these include murder, rape and arson. These are referred to as indictable offences. Indictable offences will be heard in the Crown Court as the court of first instance. The jurisdiction of the Magistrates’ Court is also limited by sentencing power which is confined to sentences amounting to less than ?5000, unpaid community services or six months imprisonment (twelve months for two or more offences). Magistrates’ Courts are able to give combination sentences, such as a fine and community service. Often cases are heard in the Magistrates’ Court and referred to the Crown court for sentencing where the sentence required exceeds the jurisdiction of the Magistrates Court (UKCLE, 2012). The power of the Magistrates’ Court with regards to the appropriate offences therefore is to determine bail, guilt or innocence and depending on the severity, the sentence. Magistrates also play a role in committal hearings where they must determine whether there is sufficient evidence to warrant referral to the Crown court. For example, in the case of murder the magistrate will not make a finding of guilt, however will decide whether there is sufficient evidence to justify a case. This is generally confined to an evaluation of the paper-based evidence submitted, i.e. the docket and based on an evaluation of all this evidence will decide whether or not to pass the case onto the Crown Court. The Magistrates’ Court, through its administrative officers also performs important such as public funding applications and witness orders. This forms a part of the civil jurisdiction that the Court has. The Magistrates’ Court also has jurisdiction over matters involving offenders between the ages of 10 and 18, licensing procedures and certain matters relating to family proceedings, such as domestic violence, relationship breakdowns, adoption, care proceedings and truancy. Therefore, the Magistrates’ Court plays an important role in family matters and the administration of the Youth Court. The role and function of County Court The County Court deals with civil (non-criminal matters) which arise when an individual, natural or juristic believes their rights have been infringed. These include claims based on contract and tort where there is an award on the basis of a wrong done to the claimant. Certain County Courts also deal with matters of insolvency, bankruptcy, wills, trusts and estates (where the value of the matter is not in excess of ?30000), matters under the Race Relations Act 1976 and any other matter that the parties agree to have heard in the County Court. Magistrates have jurisdiction to hear certain civil cases, however the more complex cases are generally referred to the County Court (JEW, 2012). Most County Courts are assigned to either a circuit judge or a district judge. Circuit judges are senior to district judges and generally deal with more complex matters, generally hearing matters worth more than ?15000, although they do have monetary jurisdiction over smaller disputes worth between ?5000 and ?15000. District judges generally oversee a number of cases in order to ensure that they are running effectively, although they do hear cases themselves. District judges deal with less complex matters than circuit judges such as repossession and assessment of damages in uncontested matters. Although civil matters usually deal with the payment of monetary damages, County Court judges do have the jurisdiction to order the arrest and prosecution of any party that does not comply with an order of court. The majority of cases are not heard before a jury (with exceptions being libel and slander trials) and judges decide these matters on a civil burden of proof, i.e. a balance of probab ilities. County Courts also deal with certain family proceedings, however these are generally dealt with in specialist courts. Family circuit judges deal with two kinds of cases, namely private cases involving disputes between parents and their children and public cases, dealing with the involvement of the local council in family matters (DoJ, 2012). Decisions of the County Court may be appealed to the appropriate Division of the High Court. The County Court Monetary Claims Centre provides essential support for the County Court and deals with designated money claims. Comparison The main comparison between the two courts is the subject matter jurisdiction over which they preside, namely civil versus criminal. The County Court deals exclusively with matters of civil liability whilst the Magistrates’ Court deals with both civil and criminal matters, however the majority of cases heard in the Magistrates’ Court are criminal in nature. To the extent therefore that the County Court cannot hear criminal matters, the Magistrates’ Court represents the criminal equivalent. To this extent they both represent the court of first instance to the extent that they have jurisdiction over the matter, which may be limited by geographical jurisdiction, subject-matter jurisdiction and monetary jurisdiction (in the case of the magistrates’ court, this includes sentencing jurisdiction). This is particularly evident in the level of civil liability complexity dealt with in Magistrates’ Court, which are simple applications not requiring extended ad judication. The County Court also does not hear matters of young persons, unlike the Magistrates’ Court who hears matters in the Youth Court separately from the Adult court. There are different burdens of proof in each court, with civil matters requiring the claimant prove the existence of the claim on a balance of probabilities, which is arguably higher than the standard in the criminal court which requires the state, represented by a prosecutor, prove the charge beyond a reasonable doubt. Magistrates’ Court have a different method of adjudication, either through a district judge or through a panel of three justices of the peace along with a law clerk to ensure that all relevant matters of law are considered in adjudication, in contrast to the County Court where the matters are heard by only legally trained judges. B) Position of the Court in the English Court Hierarchy For the respective subject-matter jurisdiction, both courts represent the court of first instance which means that they are the first step in legal proceedings (excluding the additional specialist tribunals) in their matter. Although the Magistrates’ Court can be the court of first instance for simple civil matters, generally this is a role performed by the County Court (JEW, 2012). Appeals from the Magistrates’ Court are directed to either the Crown Court which has jurisdiction over criminal matters and limited jurisdiction over civil matters both on appeal and as a court of first instance. The Crown Court is the only court that has subject-matter jurisdiction over indictment cases. Appeals may also be directed to the appropriate Division of the High Court for civil and criminal matters, acting, also as a court of first instance in certain civil matters. Appeals from the County Court are heard by the High Court and in certain cases can appeal to the Court of Appeals’ civil division. The High Court consists of three divisions, namely the Queen’s Bench, the Chancery and Family division. These are not necessarily separate courts, but rather have distinct practices and procedures designed specifically for their individual purposes. The Queen’s Bench hears matters of tort and contract, and serves as a commercial, admiralty and administrative court, whilst the family division hears matters on matrimonial proceedings, proceedings relating to the welfare of children and probate service, and the Chancery deals with matters of corporate law, companies and patents (JEW, 2012; DoJ, 2012). From the High Court and the Crown Court, the next highest court is the Court of Appeals with respective divisions for criminal and civil matters. The Court of Appeals only hears matters of appeal and does not function as a court of first instance in any matter. The Criminal Division only hears matters of appeal from the Crown Court, whilst the Civil Division hears civil appeals. Appeals from Court of Appeal go to Supreme Court which functions as the highest supreme court in the country. In matters of human rights may be further appealed to the European Court of Justice. The Supreme Court was formed by the Constitutional Reform Act of 2005, prior to which the highest court was the House of Lords. In exceptional circumstances, the Supreme Court may hear appeals from the High Court. The Supreme Court has the right to interpret matters of European law and the European Convention on Human Rights, as imported into domestic law by the Human Rights Act 1998 as they apply to U.K law. C) Roles of People within the Court During the Visit Magistrates Court: District Judges: adjudicates the case on the basis of the facts presented by either the plaintiff or the prosecution and must have at least two years experience as a deputy district judge and at least seven years experience as either a barrister or solicitor. These judges deal directly with complex issues of law and sit alone as opposed to a panel (justices of the peace and court clerk). Prosecution: In criminal matters, the person represents the case against the defendant on behalf of the state. Solicitor: Representative of the plaintiff/applicant or defendant/respondent and is responsible for acting on behalf of their client in the legal proceedings. Defendant: The person accused of the crime in a criminal matter. In this case, the defendant was on bail and therefore sat next to their defense lawyer. There was one matter where the defendant was in state custody, and in this case they sat next to a correctional officer. Depositions clerk: Ensuring that the correct persons are in court at the correct times, as well as communicating with the defendant or parties to the dispute about the proceedings. The clerk records the proceedings and calls each witness to give evidence when necessary. County Court: District Judge: adjudicates and decides the facts of the case, however for the duration of this visit, the cases before the judge seemed started and uncontroversial as he moved through them quite quickly. District judges are junior to a circuit judges and hear mostly uncontested claims, mortgage repossessions and cases allocated to the small claims track. Depositions Clerk: Ensuring that the correct persons are in court at the correct times, as well as communicating with the defendant or parties to the dispute about the proceedings. Solicitor: Representatives of the applicant or respondent and is responsible for acting on behalf of their client in legal proceedings. Applicant: The person who instituted the claim. Respondent: The person who was defending the claim. D) Perception After the Court Visit A surprising factor after the visit to these courts, was how quickly matters were dealt with on the court roll. I was expecting more action, yet throughout the visit there was limited interaction with the facts of the case, particularly in the County Court which was very formal and procedural, in certain cases there was no presence by the Applicant or Respondent and the solicitor in these cases dealt exclusively with the matter. There was little interaction between the members of the courtroom and the judge scrutinized the papers, there was little evidence or argument given in support or defense of the matter. Another surprising element was the emphasis on procedure in the courts and of the little discussion of the facts of the cases that took place, most were procedural matters, and the filing of motions and applications. In the Magistrates’ Court, there was similarly very little engagement with the facts of any of the cases and most were quick reviews of pending cases, dealing with bail applications or remands and other administrative matters, all of which were dealt with very quickly and the morning session saw a good number of cases dealt with superficially on matters of procedure. To a certain extent, the expectation of the court process was that it was going to be very dramatic, however this is clearly not the case as matters moved quickly through the role with minimum discourse on the subject matter and there were no full trials scheduled on the days of my visit. I was further surprised by the proceedings in court to the extent that there are constantly persons coming and going from the courtroom, and to a certain extent this was a more relaxed environment than I was originally expecting. Whereas my original perception that the court environment was going to be very serious, I was surprised to see that the parties in the courtroom were professional and relaxed. There was no hype about the roles that they were playing and they were just getting on with their jobs. Bibliography Primary Sources Constitutional Reform Act 2005 European Convention of Human Rights Human Rights Act 1998 Secondary Sources Judiciary of England and Wales (2012) Structure of the Court System [online] Available on: http://www.judiciary.gov.uk/about-the-judiciary/introduction-to-justice-system/court-structure [Accessed 19 November 2012] Judiciary of England and Wales (2012) County Court [online] Available on: http://www.judiciary.gov.uk/you-and-the-judiciary/going-to-court/county-court/county-court [Accessed 19 November 2012] Department of Justice (2012) About Courts. [online] Available on: http://www.justice.gov.uk/about/hmcts/courts [Accessed 19 November 2012] UKCLE (2012) The Jurisdiction of the Magistrates’ Court [online] Available on: http://www.ukcle.ac.uk/students/resources-for-students/jurisdiction/ [Accessed 19 November 2012] How to cite Comparison and Critical Appraisal of the English Court System, Essay examples

My Own Philosophy Of Education Is Rather Difficult For Me To Explain. Essay Example For Students

My Own Philosophy Of Education Is Rather Difficult For Me To Explain. Essay There aremany parts of our educational system that I disagree with. The problem is that I see fartoo many problems, yet offer few answers. Todays educational systems seem so trendyand political. It almost seems like we should not get comfortable with any one way ofdoing things because policies and procedures change so often. My own philosophy is onethat many people have heard of, If its not broken, then dont fix it!. This is simple,and so am I. Upon reading some of the different philosophical views towards education, Ifound many really good ideas. Each philosophy is presented very attractively. And whynot? The people who set forth these particular ideas were very passionate about whatthey believed in. Unfortunately, we could all debate about the different philosophicalviews of education until we are blue in the face. This still doesnt actually make any oneopinion, better than any of the others. We all have opinions, what we need is commonground between them. Hopefully, that is what my educational philosophy stands for. We will write a custom essay on My Own Philosophy Of Education Is Rather Difficult For Me To Explain. specifically for you for only $16.38 $13.9/page Order now The metaphysics, or nature of reality, of my philosophy starts with the subjects westudy in school. Subjects should be functional to todays world. Our educational systemis far more diverse today than it has ever been, and our subject matter should reflect that. The reality of the subjects studied in school, should also reflect upon the reality in eachstudents environment. Reality can change, because environments change. Textbooksand literature become somewhat obsolete after a while because our culture changes sorapidly. That is not to say that classic pieces of literature are not of use in the classroom,but each literary product presented in the classroom should hold some information that isrelatively useful for all of the students. When considering metaphysics in the classroom, I believe that religion issomething for outside of the classroom. There are far too many religious beliefs in theworld to accommodate all of them, so that is an area best left alone. This leaves plenty oftime for other areas of development. If it is the wish of a family to have religionaddressed in the classroom, then there are certain specialized schools that do just that. Ibelieve it is the responsibility of the church to educate their youth in these areas. Lastly, writing skills are important to the metaphysics of my educationalphilosophy. Writing is a necessity in order to accurately document events and opinions. Distinguishing the difference between fact and fiction can be quite difficult. But a strongfoundation of writing skills make identifying reality, that much easier. The epistemology, or nature of knowledge, in my philosophy is much like that ofthe pragmatists. I believe that interaction with the environment is a key part of education. Education should extend outside of the classroom. Life is a constant learning process initself. If we compared how much time we learn in classrooms to the amount we learn outof them, there is no comparison. If an environmental science class is learning how to usea compass in the woods, then that is exactly what they should do, literally. Another part of my epistemology is problem solving. Once again I find myselfsiding with the pragmatist view. There are many people who are book smart, but not somany of those people can practically apply that knowledge. Todays system praises shortterm memory. Far too many subjects are taught and then forgotten. If we desire to retaininformation then it must be useful and interesting to us. Knowledge has definitely taken aback seat to the test score. It is very possible to obtain an A, in a subject but notactually learn anything about it. Todays society values grades, not knowledge. They aretwo very different things. .u2e0429ee84a81d3392012b57734863a6 , .u2e0429ee84a81d3392012b57734863a6 .postImageUrl , .u2e0429ee84a81d3392012b57734863a6 .centered-text-area { min-height: 80px; position: relative; } .u2e0429ee84a81d3392012b57734863a6 , .u2e0429ee84a81d3392012b57734863a6:hover , .u2e0429ee84a81d3392012b57734863a6:visited , .u2e0429ee84a81d3392012b57734863a6:active { border:0!important; } .u2e0429ee84a81d3392012b57734863a6 .clearfix:after { content: ""; display: table; clear: both; } .u2e0429ee84a81d3392012b57734863a6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2e0429ee84a81d3392012b57734863a6:active , .u2e0429ee84a81d3392012b57734863a6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e0429ee84a81d3392012b57734863a6 .centered-text-area { width: 100%; position: relative ; } .u2e0429ee84a81d3392012b57734863a6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e0429ee84a81d3392012b57734863a6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e0429ee84a81d3392012b57734863a6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2e0429ee84a81d3392012b57734863a6:hover .ctaButton { background-color: #34495E!important; } .u2e0429ee84a81d3392012b57734863a6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e0429ee84a81d3392012b57734863a6 .u2e0429ee84a81d3392012b57734863a6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e0429ee84a81d3392012b57734863a6:after { content: ""; display: block; clear: both; } READ: Earthworms Essay ThesisThe axiology, or the nature of values, is also a very sensitive area to touch upon. Moral values, for the most part, should be taught at home. Ethics are an important part ofeducation (plagiarism, dishonesty, etc.). If ethical values are going to be worthwhile, thenthey must be part of life outside of the classroom as well. If the gap between ethicsoutside of school differs greatly from that of ethics inside the classroom, the learningprocess can be greatly hindered. A perfect example, in my mind, is the recent tragedy atColumbine high school in Colorado. The students who went into school with their gunssmoking, were obviously far beyond ethical principles, and did not know of any otherway to seek redemption. The aesthetics of values is a much more simple area of education than morals. This should be entirely up to the student. If a student has seriously considered thematerial presented, then perhaps appreciation for the beauty of nature and art is possible. The teacher is simply a facilitator in this situation. Teachers must also be careful not tolead students in any certain direction with their appreciation, but rather let the studentslead themselves. Society as a whole will lead students in a certain direction, because it is society asa whole that decides what is right or wrong. We learn right from wrong through trial anderror. Once again I seem to side with the pragmatists in believing that values depend onall of the variables present during that particular time or setting. If a person cannotconform to the norms of society when it comes to morals, or any other area, then thatperson will end up being an outcast or undesirable. I think that natural consequencesshould be the penalty for not having morals. Either you conformingly exist, or you ceaseto exist. The logic of my philosophy is simply to approach education logically. Forexample, it does not make sense that students must pass a comprehensive exam inMassachusetts in order to graduate from high school. I cant wait to hear about thestudent who aces the SATs, but flunks the MCAS. Besides, there is no way to test andmeasure life skills, which are a large part of a successful life after high school. Studentsshould develop those skills throughout the course of their lives. Logic is also a key part of communication. Education should help studentsdevelop a strong verbal and written competency, as these are important parts of real life. It would be logical for school to be more like real life in order not to create some kind ofsheltered fantasy land (schools) in which students hide from the world. Strongcommunication skills will help the progress of society. And that is one of the importantroles of school, isnt it? It prepares our youth to be productive and successful members ofour society. Lastly, school must be logical in order for students to completely invest in it. Ifstudents do not see the need or usefulness for education, then they will be less likely tobenefit from it. Too many students drop out of school because the problems in theirlives do not seemingly have the chance of being solved with or without an education, sothey simply give up. In conclusion, we as a society must make school an enriching experience for ourchildren. We can do this by supporting the schools and contributing to the process ofbettering lives outside of school. When there are less distractions outside of theclassroom, there are in fact more learning opportunities presented within it, for everyone.

The Sandbox Essays - Edward Albee, Theatre Of The Absurd

The Sandbox Canndice Green English 102 November 29, 1999 In reading Edward Albee's The Sandbox directly out of the text, it seemed to be a trite and dull play. I was left with feeling after I read the play in the book, that if anything this boring could get published so could I some time in the future. Yet, to see it performed live by my fellow classmates, it revealed much of the dynamics of that family. In being able to see it performed among my classmates; my actual opinion of the play did modify. I was able to be more open and understanding to the message and the actual motivation of the play. My original opinion of this play was that if was of a family that was too busy to care about the needs of the elderly grandmother. It had managed to rap itself so tightly in the daily bind not to care about any actual member of the family that could be sick or aging. A family that had established itself to a point that having to contend with the grandmother throws the entire situation off. In seeing the play performed live I grew to understand that my original assumption was precise yet, there was more going on than I read. It is a family that is dealing with having to cope with an elderly parent. The roles of parenting have changed the child has now become the parent. It about a family has to cope and re-adjust their lives to manage the new person. Also a problem with dealing with the elderly is dealing with the fact that they are closer to death. The realities that the Mom would be losing her own mother soon, which leaves some harsh feelings. Death is an actual theme that I could tell throughout the play. The play confronts being alive and how to behave with the awareness of death. It calls the reader and the people who will view the play live, not to live in fear of death that it is such a natural next step of life. It is has some streaks of optimism, because the play makes the assumption that it is possible to communicate with other people. That in the end the natural element that makes life a workable situation is to be able to talk to each other. The play is a good example of a family dealing with change and transition. It is a family that is adjusting to the change of a loved one. The play allows the reader from dark humored perspective understand the pain an anger of old aged. It would be the definition of the song the Little of Lady from Pasadena how as we get older we do slow down but grow. I found the play to be a good look at the current trends in society. That this society has a problem with how to treat the elderly, how to respect the wealth of knowledge that they have. This society has a function to serve the young and when the elderly hit a certain point they have used the potential and a discarded. The play reflects modern trends on the elderly and the perspective of how they are dealt with. Physics

Free Essays on Aristotle

, substances are distinct and are composed of different common qualities. However, form is what determines the substance’s essence. Derived from these terms, Aristotle also introduced his theory of cause and effect, which if relevant to his theory of potentiality and actuality. He taught that an organism changes form until it reaches a state of actuality. The form is known from the beginning and this beginning state has potentiality. In addition, form strives to become it’s own reality or actualize it’s potentiality and the only way this can be done is by motion through the forms. The cause for things can only be described when actuality is reached. The ideas of actuality and potentiality bring to the light the notion of the Unmoved Mover, or God. This was a supreme form, which possessed actuality and hence, was without motion. Furthermore, the Unmoved Mover is immaterial because matter is in a state of potentiality and the Unmoved Mover only contains actuality. The Unmoved Mover is important to Aristotle’s theories because it is a logical explanation for the cause of the universe; it is the universal form.... Free Essays on Aristotle Free Essays on Aristotle Aristotle places great emphasis on the moral virtue of temperance in relation to the nature of states of character. In his examination to achieve true temperance Aristotle asserts, â€Å"The general account being of this nature, the account of particular cases is yet more lacking in exactness; for they don not follow under any art or precept, but the agents themselves must in each case consider what is appropriate to the occasion† (-1104a9). He believes that we achieve our own good will, but attaining the good isn’t an exact science, it isn’t precise like math or physics. However, he still attempts to arrive to a definition of true temperance. In defining true temperance Aristotle speaks about human function. He says the enjoyment of pleasure is reasonable and the abstention of pleasure as unreasonable. He says true virtue lies between Self-indulgence and abstention. Therefore, temperance represents the mean lying between excess and abstention. He doesn’t concern himself with a uniform rule, but with something all humans have in common allowing us to act accordingly. In book two of the ethics Aristotle concerns himself with three objects of choice: the noble, the useful, and the pleasant, as well as three objects of avoidance: the base, the harmful, and the painful. These objects motivate one to act or avoid any action. Most people avoid the painful and choose the pleasure, which Aristotle believes is in accordance with virtue. However, continuing to choose pleasure over pain leads to self-indulgence. Therefore, how must one attain the mean? Aristotle declares, â€Å"[to achieve virtue and temperance] that the intermediate state in all things is to be praised, but that we must incline sometimes toward the excess, sometimes toward the deficiency; for so shall we most easily hit the mean and what is right† (1109b28). I agree with Aristotle’s statement affirming that in order to reach the mean, humans must at times pu... Free Essays on Aristotle Aristotle’s ideas were derived from Plato’s view of the world and it’s relation to absolute Forms. In contrast to Plato’s beliefs, Aristotle felt that the basis of true reality can be determined by what exists in the physical world, not by an incomprehensive world of Ideas. To explain his theory, Aristotle constructed different categories to explain existence. He taught that each object in the physical world consists of a substance, which is it’s main reality and without substance an object can not exist. Furthermore, quality is solely an ingredient of each individual substance. In other words, substances are distinct and are composed of different common qualities. However, form is what determines the substance’s essence. Derived from these terms, Aristotle also introduced his theory of cause and effect, which if relevant to his theory of potentiality and actuality. He taught that an organism changes form until it reaches a state of actuality. The form is known from the beginning and this beginning state has potentiality. In addition, form strives to become it’s own reality or actualize it’s potentiality and the only way this can be done is by motion through the forms. The cause for things can only be described when actuality is reached. The ideas of actuality and potentiality bring to the light the notion of the Unmoved Mover, or God. This was a supreme form, which possessed actuality and hence, was without motion. Furthermore, the Unmoved Mover is immaterial because matter is in a state of potentiality and the Unmoved Mover only contains actuality. The Unmoved Mover is important to Aristotle’s theories because it is a logical explanation for the cause of the universe; it is the universal form.... Free Essays on Aristotle How does Aristotle’s list of virtues and vices differ from our modern conceptions of vice and virtue? Aristotle’s claim that virtue can be learned only through constant practice implies that there are no set rules we can learn and then obey. Instead, virtue consists of learning through experience what is the mean path, relative to ourselves, between the vices we may be liable to stumble into. For Aristotle, virtue is an all-or-nothing affair. We cannot pick and choose our virtues: we cannot decide that we will be courageous and temperate but choose not to be magnificent. Nor can we call people properly virtuous if they fail to exhibit all of the virtues. Though Aristotle lists a number of virtues, he sees them all as coming from the same source. A virtuous person is someone who is naturally disposed to exhibit all the virtues, and a naturally virtuous disposition exhibits all the virtues equally. Our word ethics descends from the Greek word ethos, which means more properly â€Å"character.† Aristotle’s concern in the Ethics, then, is what constitutes a good character. All the virtues spring from a unified character, so no good person can exhibit some virtues without exhibiting them all. One of the most famous aspects of the Ethics is Aristotle’s doctrine that virtue exists as a mean state between the vicious extremes of excess and deficiency. For example, the virtuous mean of courage stands between the vices of rashness and cowardice, which represent excess and deficiency respectively. So virtue is a purposive disposition, lying in a mean that is relative to us and determined by a rational principle, by that which a prudent man would use to determine it. This quotation from Book II, Chapter 6, gives us a clear expression of Aristotle’s Doctrine of the Mean: virtue is a mean disposition between the vicious extremes of excess and deficiency. In calling virtue a â€Å"purposive† disposition, Aristotle means that... Free Essays on Aristotle With the possible exception of Plato, Aristotle is the most influential philosopher in the history of logical thought. Logic into this century was basically Aristotelian logic. Aristotle dominated the study of the natural sciences until modern times. Aristotle, in some aspect, was the founder of biology; Charles Darwin considered him as the most important contributor to the subject. Aristotle’s Poetic, the first work of literary notice, had a string influence on the theory and practice of modern drama. Aristotle’s great influence is due to the fact that he seemed to offer a system, which although lacked in certain respects, was as a whole matchless in its extent. Aristotle was born in 384 BC in Stagira in northern Greece. His father, Nicomachus, was a physician with close connections to the Macedonian court. In 367, Aristotle went to Athens to join Plato’s Academy, first as a student then, a teacher. Plato had gathered around him a group of outstanding men who shared no common belief but who were united by the exact effort to organize human knowledge on a firm theoretical basis and expand it in all directions. This effort identified Aristotle’s own work. It was also part of the Academy’s program to train young men for a political career and to provide advice to rulers. After Plato’s death, Aristotle joined the court of Hermias of Atarneus in 347, and later went to the court of Philip II of Macedonian, where he became the tutor of Alexander the Great. In 335, Aristotle returned to Athens to found his own school, the Lyceum. The Lyceum under Aristotle pursued a wider range of subjects than the Academy ever had. The detail study of nature became very popular among the students. After the death of Alexander the Great in 323, anti-Macedonian feeling in Athens rose, and Aristotle retried to Chalcis, where he died the following year. The natural sciences are concerned with natural objects that are characterized by the... Free Essays on Aristotle Aristotle was a philosopher who lived from 384 B.C. to 322 B.C. He spent twenty years studying and working at Plato’s Academy. Plato was an influential philosopher and scholar that made a tremendous impact on Aristotle. Many of Plato’s ideologies were presented in Aristotle’s works. Aristotle demonstrated his political views in The Politics and The Nicomachean Ethics. Aristotle stated, â€Å"Every state is a community of some kind, and every community is established with a view to some good, but if all communities aim at some good, the state or political community, which is the highest of all, and which embraces all the rest, aims at good in a greater degree than any other.† Aristotle discussed the distinction between democracy and oligarchy, and which government he desired the most. He also explored the duties and obligations of citizens to their government and vice versa. Aristotle discussed the notions of â€Å"just† and â€Å"unjust† and how laws affected them. According to Aristotle, there were three true forms of government: monarchy, aristocracy, and constitutional republic. The perverted forms of these were tyranny, oligarchy, and democracy. The difference between the last two was not that democracy was a government of the many, and oligarchy of the few; instead, democracy was the state of the poor, and oligarchy of the rich. Aristotle preferred a monarchy, but believed that democracy was the best type of government. He favored democracy because it appeared to be safer and less susceptible to revolution. He also favored democracy because it secured the predominance of a large middle class, which was the chief basis of permanence in any state. Democracy brought society together by making people active in their government. A government was nothing without their citizens, and citizens were nothing without their government. Therefore, there were duties and obligations due to the state from it citizens, and there were ...