March 2, 1992 During The Greek Golden Age, Art And Philosophy Expresse

March 2, 1992 During the Greek Golden Age, art and philosophy expressed hellenic "weltanschauung", their unique outlook on the world and way of life. Through the works of artists, playwrights, and philosophers, one can see both sides of the conflicted systems of the world, such as; good vs. evil, order vs. chaos, stability vs. flux, relativism vs. absolutism and balance and harmony. The Greeks were materialists. They adopted the philosophical doctrine which says that physical matter is the only reality in the universe; everything else, including thought, feeling, mind and will can be explained in terms of physical laws. Their materialism was expressed in an excessive regard for worldly, beautiful material things and concerns. They used their art to show the glories of humanity and man. The sculptors of the Golden Age aimed to create graceful, strong and perfectly formed figures. Their art showed natural positions and thoughtful expressions rather than abstract art forms. Their stand ards of order and balance became standards for classical art in western civilization. The Greeks were proud of their temples and other architecture, made to honor the gods and beautify the polis (city-state). Their famous architectural styles were the heavy Doric columns and the slender scrolled Ionian columns. The Parthenon, the Greek temple for the goddess Athena, is a impeccable example of symmetry and proportion. The sides of the Parthenon give an optical illusion of perfect balance on all sides. Their desire for balance in art and architecture represents the balance of the world; order and moderation are expressed in the simplicity of lines and shapes. The resulting overall structure works together to achieve harmony. In ancient Greece, public drama was more than entertainment. It was a form of public education. It dealt with issues of importance to the people, such as; the authority of the leaders, the power of the people, questions of justice, morality, wars, peace, the dut ies of the gods, family life and city living. Aeschylus wrote about the furies and how they punished man for wrongdoings. This shows that he believed that chaos would be punished because order (and law) is the ideal state. Sophocles is best known for his plays of Oedipus. Those plays dealt with family and civic loyalty. The Greeks emphasized, particularly in their plays, the importance of loyalty as a goal to strive for. We learn a lot about Greek views through their philosophy, which literally means the love of knowledge. The Greeks educated through a series of questions and answers, in order to better teach about life and the universe. The first philosopher was Thales. He believed in absolutism and eternal matter. He said that water was the original matter and that without it, there would be no life. Parmenides stated that stability and permanence were the underlying conditions of the universe. He believed that change is only an illusion and that one's senses can only grasp superf icial realities of change. Heroditus argued with Parmenides saying that change was the basic condition of reality. He further claimed that all permanence was false. Thus he saw things as naturally being in flux rather than a stable state. Democritus argued with both Parmenides and Heroditus. He insisted that there is nothing spiritual and that only matter existed. He then went on to say that everything is made of little invisible particles, hooked up in different arrangements. He was an atomist. The Greek philosophers went on to question the nature of being and the meaning of life. Pythagoras was the first metaphysicist, one who studies beyond physical existence. He believed in a separation between spirit and body, an opposition between good and evil and between discord and harmony. In the 5th century, the Greeks learned from Sophists, who believed that the views of society are standards and the sole measurement of good, truth, justice and beauty. Protagoras was a sophist. He said that, "man is the measure of all things." He believed in a constant flux, and that nothing is absolutely right or wrong, but subject to change. His view is much like that held by Parmenides. The philosophers then asked a question such as; what would happen if things that were wrong were seen by society as acceptable? What,

Your Discussion Chapter Will Be Bright

Your Discussion Chapter Will Be Bright Writing a Dissertation Chapter – Discussion If you feel worried about the future of your dissertation, join the ranks of students who are worried like you. Believe it or not, every other student has serious concerns about whether he or she will be able to finish the dissertation on time. It is difficult to say anything, since every dissertation is unique. However, every student is in a position to improve the quality of his or her writing. We have developed these recommendations to help you cope with the discussion chapter of your project. It is a very important piece of your work, where you will need to discuss the results of your experiment or investigation in the context of previous findings. In essence, writing a dissertation chapter is telling your readers what they can learn from your work. You will also need to include some information on how significant your findings are for your practice and future research. So, what do you do to write a perfect discussion chapter for your dissertation? First, you must be confident that you can do it. Developing confidence is probably the most difficult thing about writing a dissertation. However, it is not enough to be certain that you can be a perfect academic writer. What is needed is a thorough understanding of your subject, the results of your study, and the extent to which they fit or do not fit in previous research. Be ready to accept a simple fact that readers will not take your claims for granted. They may not believe you, no matter how convincing you are. Thus, your confidence must be scholarly. It essentially means that you must be ready to prove your claims and use as much scholarly evidence as you can to support your findings. Another important thing to remember is that you must be creative. You must use your analytical and critical thinking skills to understand how the results of your study meet the broader demands of your professional community. Be creative. Imagine that this dissertation is a matter of your life or death in your future profession and career. Now think of the way your dissertation will be structured. Apparently, all dissertations have a set of mandatory components. These are introduction, literature review, methods, findings, and discussion. So, your main task here is to decide if you want to write your dissertation as a separate component of your dissertation or have it merged with other sections, for example, the section for results. The proposed structure is used widely in dissertation writing. However, the problem is that it is the dead end of dissertation writing. It leaves little room for imagination and creativity. At the same time, it allows readers to find the information they need quickly, without scanning the entire dissertation as it may take hours. You are the one to decide which format and style you want to pursue in your work. However, do not forget that your dissertation must meet the requirements and instructions developed by your supervisor. You are not entirely free in your decisions about dissertation writing. Ultimately, if your university requires that you rely on the traditional dissertation structure, you will not be able to change that. Now about your discussion section – you may want to place it separately from other chapters, or you may want to link it to your other sections such as results, and in ways which create a more coherent picture of your experimental findings or investigation results. You can make the final decision, taking into account all possible variables, including the purpose and intent of your project and even the discipline you are in. Medical professionals may want their discussion section to operate separately from other sections of the dissertation, while graduates in sociology and history may want more integrity and structure in their works. So, now you know the difficulties you may encounter when crafting your discussion chapter. It is time to overcome them. Use the advice below to write a perfect discussion section for your dissertation: Compare and contrast. This writing technique never loses its relevance. Create a table and include the results of your work and the findings of similar experiments in the past. You will see the similarities and differences that will translate into a coherent piece of writing. You can begin with a simple reiteration of your findings. Create a simple picture and then make it more complicated, step by step. Add new information to explain your decisions and justify your recommendations. One more advice you could follow when working on your dissertation chapter is using your null hypothesis. Apparently, you assume that there is some null hypothesis suggesting that your variables are not related in any way. Now try to explain why is that? If you take your null hypothesis as a starting point for your discussion, it will mean that, probably, your findings are meaningless. Can you tell me why? Answer this question and surprise your reader. Ask your friend or family member to help you. Imagine that you are writing for them. You can record your speech or present your discussion in writing. Ask your audience to evaluate your successes. Use their recommendations to improve the quality of your writing. Consider the limitations of your experiment. These limitations will help your readers understand the significance of your story.

AP StyleGuard and the Death of Editing

AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing AP StyleGuard and the Death of Editing By Mark Nichol Thanks to a new software program called AP StyleGuard, human intervention in improvement of written content is no longer necessary. All editors, please clean out your desks and report to Human Resources for your exit interview in five minutes; HR staff will provide information about career-change counseling on request. That’s a joke, folks. (So’s the headline.) But StyleGuard is fact, not fiction: The Associated Press announced it last week in a press release. According to the release, the plug-in â€Å"is similar in functionality to Microsoft Word’s spelling and grammar proofing tools and intuitively checks Word documents for the AP Stylebook’s fundamental spelling, language, punctuation, usage, and journalistic style guidelines.† That’s all well and good just another layer of technological assistance for writers, like spell-checking functions but every editorial enhancement like this increases the possibility of two unfortunate outcomes: 1. Upper management will assume that such tools obviate or reduce the need for flesh-and-blood-and-red-ink editors. 2. Writers will become less diligent about taking responsibility for the quality and clarity of their prose. Call me biased, but I strongly believe that the classic editorial-review protocol writer, editor(s), proofreader will never go out of (ahem) style. The latter stages can be (and often are) omitted, but at the expense of editorial excellence. As an editor and writer, I know all too well, from both perspectives, how the lack of an editing stage can have a deleterious impact on prose, or at least result in published errors. Also, I know that tools can become crutches if they supplant rather than supplement human judgment. Spell-checking and grammar-checking programs, StyleGuard, and similar innovations to come will never replace the writer’s own critical eye (or an objective second opinion), and there is some evidence that using them can cause one’s own editing skills to deteriorate. Not only that, but less skillful writers can overrely on such tools, accept their sometimes flawed corrections without question, and otherwise ignore their shortcomings. Do I use spell-checking? Of course. No sensible writer (or editor) should bypass the opportunity for its assistance. But I overrule it regularly, and I carefully peruse my prose (admittedly, sometimes not carefully enough) before I submit it for publication. Would I use StyleGuard? Of course if I adhered to Associated Press style. (And if I used a PC; it’s not compatible with Macs.) But I don’t. It’s ideal for writers who do so, thoroughly or with few exceptions. But AP style is highly formulaic, allowing for little flexibility or ambiguity. Compare it with the much more complex (and therefore, for me, much more useful) guidance of The Chicago Manual of Style. Because Chicago often offers alternatives and is much more detailed it’s ill suited for a regimented software program. By all means, buy AP StyleGuard if it suits your needs. But don’t uninstall your brain. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Play HQ Words: Cheats, Tips and TricksDissatisfied vs. Unsatisfied

Abortion Research Paper Example | Topics and Well Written Essays - 500 words

Abortion - Research Paper Example Inability to support or afford a child is another major reason for abortion. Sometimes women choose to have an abortion to prevent the birth of a baby with major birth defects or severe delivery complications. Finally, they consider abortion as a means of terminating pregnancy resulting from an incest or rape (WebMD). All religions consider abortion as an extreme sin because they believe that human life is created by god and therefore no person other than God may take a life (Society for the Protection of Unborn Children). Humanitarians hold the view that every individual has the right to live and abortion is therefore an inhumane activity. In contrast to this, some people opine that the decision must be left to the option of women as they are the child bearers. The US Supreme Court decision Roe v. Wade in 1973 made abortion legal in every state of the country (qtd in Rosenthal, 313). Prior to this ruling, legality of abortion was left to the option of individual states. It was illegal in 30 states and legal in 20 states under particular circumstances. However, individual states are allowed to regulate abortion or form trigger laws. Currently, 6 states follows trigger laws and other three states possess laws to criminalize abortion. It must be noted that the US constitution guarantees women’s fundamental right to choose abortion. At the same time, US constitution provides states with the right to restrict abortion practices to varying degrees. I strongly support the Federal position on abortion. Every child has the right to obtain proper care and love and which is not guaranteed when a woman is forced to give birth to an unwanted child. It is observed that majority of the abortions take place in the first trimester. At this stage, a fetus is fully dependent of the mother and hence it cannot be considered as a separate entity. In many cases, abortion reduces the probability of pregnancy related complications and secures mother’s life. If a woman

Vikane Gas Essay Example | Topics and Well Written Essays - 1750 words

Vikane Gas - Essay Example fectively destroys insects at all the active stages of life, whereas it has to be administered in higher doses or for longer periods of exposure to kill insect eggs. It is a highly toxic gas, which acts as a central nervous system depressant; and high concentrations can lead to respiratory failure. The odorless, colorless gas has no warning characteristics (Kamrin 1997) hence it contains the irritant chloropicrin as a warning indicator. Thesis Statement: The purpose of this paper is to investigate the properties, functions, uses, toxic effects, and various other dimensions of Vikane Gas or Sulfuryl Fluoride. The detection methods and treatment for nerve gases will also be examined. Significantly, sulfuryl fluoride is licensed for use in several countries, which is an important consideration in increasing the use of the fumigant in postharvest control technology. It is currently registered as a structural fumigant, â€Å"and may be effective as a general commodity disinfestation treatment and as a quarantine treatment† (Zettler and Arthur 2000, p.581). In food premises storing grains the fumigant is used carefully because of its toxicity. Further, it is used as a quarantine treatment for dried fruits and nuts where control of the tolerant egg stage need not be taken into consideration; as in destroying an infestation of C. pomonella on walnuts and A. transitella on almonds. Sulfuryl fluoride has the lowest boiling point of any fumigant, -55.20C, and hence is in the gaseous state under all practical fumigation conditions. The exposure routes are mainly through inhalation and through the skin. Vikane gas, a Restricted Use Pesticide is in a pressurized condition in a steel cylinder from which it is dispensed through a hose into the interior of the sealed structure. After the elapse of a period of time, when air levels of sulfuryl fluoride have lowered to 1 part per million (ppm) or less, the interior of the structure is aerated. The Hazard Evaluation Division (HED)

The different types of video modeling

The different types of video modeling Video modeling is an evidence based practice used to teach a variety of socially relevant behaviors for children with Autism. Many times children with Autism are visual thinkers and learners. They learn best when information is presented to them visually rather than orally. Using video modeling, the children are provided with a visual model of a peer, adult, or themselves engaging in the targeted behavior they are expected to learn. After watching the video several times, the children are provided with an opportunity to imitate and generalize the behavior observed on the video. A number of studies have shown that video modeling increases play conversations between children with Autism and adults and peers. Since children with Autism struggle with social skills, it is beneficial to teach them to initiate play with others. Video modeling produces faster acquisition of the behavior and greater generalization in children with Autism than live modeling and without the use of reinforcements or prompting. Studies have confirmed that with video modeling, verbalization and play actions was maintained over time. Video modeling can be implemented from early childhood to adulthood and taught by professionals and parents in a variety of settings. It can be used in the classroom and at home by the parents to teach new skills the child needs to be successful. A benefit of using video modeling is that it allows for parents, teachers, and people collaborating with the child to use the same method to teach targeted skills. It is difficult to learn and master a skill if the child is practicing different ways with different people. Because children with Autism have difficulties generalizing it is important to work together to teach targeted skills the same way. Video modeling allows for caregivers to do this. By everyone working together the child can learn the initial skill quicker and then work on generalization systematically. The child will experience success when everyone is working together, using the same video, and teaching the same skill the same way. Video modeling procedures have been used successfully to teach a variety of adaptive behaviors such as social, play, self care, and academic skills. Types of Video Modeling There are several types of video modeling that are used with children with Autism. The most common types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. Basic modeling involves recording either an adult or a peer modeling the targeted skill. The child watches this video at a later time. Video self-modeling records the child with Autism displaying the targeted skill. The child then watches themselves in the video at a later time. The point-of-view video modeling shows a video recorded from the perspective of the child with Autism. Video prompting is used when teaching a step by step skill. It is recorded by breaking the targeted skill into steps and pausing after steps to give the child with Autism an opportunity to practice each step. Many studies have found great success when combining models. Research A study by Macdonald (2009) evaluated the effects of video modeling has in teaching children with Autism to engage in reciprocal pretend play with their peers without disabilities. The play included verbal interactions and cooperative play. The study consisted of two pairs of children, one with Autism and a peer without Autism. The pair was shown a video consisting of two adults acting out the sequence of pretend play. The children were directed to play and their responses, actions, and verbalizations were recorded. Both pairs demonstrated successful gains of play actions and increased verbalization between peers. The performance was maintained over time. The results of this study concluded that video modeling produced sequences of reciprocal pretend play between children with Autism and their peers without Autism. In this study, video modeling was an efficient strategy for teaching cooperative play. The appropriate play skills were gained with short exposure of the video and in the absence of reinforcements and prompting. A study conducted by Allen et al. (2010) examined the effects video modeling had on teaching vocational skills to four young men with Autism. The participantsà ¢Ã¢â€š ¬Ã¢â€ž ¢ ages ranged from 16-25 years old. Video modeling was used to teach the four adolescents to wear a WalkAround Mascot costume and entertain the customers in a store. The video for the training showed a mascot performing in a scripted and naturalistic setting. The participants watched the video twice and were then taken to the store to imitate for 10 minutes the behavior seen in the video. According to the results of this study, all participants learned to use the vocational skills after watching the video model. The young men enjoyed the experiment and reported they would be interested in continuing to perform at the store when the experiment would be over. Allen (2010) states à ¢Ã¢â€š ¬Ã…“video modeling was an effective way to teach adolescents and young adults with ASDs to perform a vocational task in a soc ial settingà ¢Ã¢â€š ¬Ã‚ . A study designed by Nikopoulos and Keenan (2007) was conducted to evaluate the effectiveness of video modeling on building sequences of social behaviors. The study included three boys with Autism from the ages of 6.5-7 years old. The boys were given common objects that included a ball, a table, two rags, a vacuum cleaner, a plant pot, and a jacket. These objects were selected because of familiarization and to avoid instructions of using the objects appropriately. The participants were shown the video and data was collected after 5 minutes by observing behaviors in the areas of social initiation, reciprocal play, imitative responses, and object engagement. The study data suggest that the participants were successful in building a sequence of social behaviors. All of the students performed the activities in the same sequence as presented in the video. The participantà ¢Ã¢â€š ¬Ã¢â€ž ¢s showed generalization across peers and the appropriate behaviors were maintained after the 2 month fo llow up period. Research proved that video modeling was successful for children with Autism in this study. In the presented studies, video modeling has proven to be effective on children and adolescent with Autism. Results from these studies have demonstrated success across different settings and with the application of different skills. The results have also indicated that video modeling teaches skills at a rapid pace and with short exposure to the videos. In conclusion, video modeling procedures have been used to successfully teach many types of skills and behaviors in the areas of academics, social, self-care, daily living, community, vocational, and play. When used effectively research has shown to produce more rapid acquisition and greater generalization than live modeling. Video modeling has also shown that prompting and reinforcement are not necessary to help children acquire the targeted skill. Video modeling is a great tool because of the visually cued instruction that allows children with Autism to learn by observation.

Budget and Operational Budgeting

What are the four major types of agency budgeting systems? The four types of agency budgeting systems are capitol budgeting, operational budgeting, personnel budgeting, expendables and accountable. The relative advantage between these is they have a need to be the foundation for the company. These are what help the company as far as pay, salary and uniforms. This budgeting system allows for the company to figure out what will be needed to perform certain jobs and how many of what might be needed for an operation.Capitol Budgeting Capitol budgeting is part of an agency budget that pays for the long lasting agency asserts. This asserts include the building for which the company will work in. Durable goods also come in under this budget which will be the equipment that has to be long lasting. These funds are treated separate from other categories of funds. Without this budget it leaves a company with no work place. There has to be a work place for the staff to come together. Operational BudgetingOperational budgeting involves the development of financial plans for the organization, typically for a year. While annual budgets need not be subdivided into shorter periods, monthly or quarterly budgets are especially useful for anticipating cash needs and for comparing actual experience with plan. A comprehensive master budget requires planning for all phases of the operation. (Operational Budgeting, 2005) This budget will include salaries of the personnel that work for the company.It also cover the water bill, electric, gasoline, supplies, postage and other expendable items that are in this category. Personnel Budgeting Personnel Budgeting is for all personnel that work for the company from office worker, field worker, and janitorial staff. This budget includes the salaries, training, medical, and all taxes withheld. This budget is important due to the company needs a staff to run operations for certain task. Then personnel also need to be trained on how to perform the job the correct way. Expendable and AccountableExpendable is a needed budget to see what supplies will be needed. Since most law enforcement job have tons of office work the items that this budget would cover is paper, pens, clips, and folders. This budget is used to see what is consumed. Then there is accountable this would budget the uniforms, weapons, and equipment such as; scanner, and computers. Accountable budget will be looked at as for property with greater value. Personal Thoughts The four of the budgets covered in this paper run hand and hand with each other.The reason I view them as a part of each other is for the simple fact that is they are all are needs of a company. A company has to have supplies, equipment and some type of dress code such as a uniform. A budget is needed for every company and there are many different levels that a company must budget on from putting their needs first to then what the company might want. At some point and time a budget can be gone ov er meaning that there might have been more training need or more paper used due to more reports need to be done that why I covered the expendables and accountable.