s First Dialogue

Berkeley’s First Dialogue is one of the three dialogues between Hylas and Philonous, in opposition to skeptics and atheists. The dialogue commences with an unexpected meeting between Philonous and Hylas. Philonous comments that he is surprised to see Hylas in the garden, so Hylas replies that he is there because he could not sleep. The reason for this being that he had a problem which could only be cured with nature’s sensational beauty. His problem was of â€Å"considering the odd fate of those men who have in all ages, through an affectation of being distinguished from the vulgar, or some unaccountable turn of thought, pretended either to believe nothing at all, or to believe the most extravagant things in the world† (Philosophic Classics, 653). In addressing Hylas’s burden, Philonous sought to prove his own â€Å"absurdity,† maintaining that â€Å"no such thing as material substance [exists] in the world† as a rational deduction. After a series of rational conundrums leading to the glorification of his philosophic theory, Philonous continues his discourse: But, for your farther satisfaction, take this along with you: that which at other times seems sweet, shall, to a distempered palate, appear bitter. And, nothing can be plainer than that divers persons perceive different tastes in the same food; since that which one man delights in, another abhors. And how could this be, if the taste was something really inherent in the food?† (659) The above quotation basically means that â€Å"one man’s trash is another man’s treasure.† Philonous’ (Berkeley’s) view (of pleasure and pain) is especially reasonable, for it is a universal clichà © that is still be applied to modern man. Pleasure and pain are two different emotions or sensations, yet they are one and the same. One man might derive pleasure through seeking bloody revenge, while another man may mourn the death of his beloved comrade. â€Å"Warmth is as great a pleasure as h... 's First Dialogue Free Essays on Berkeley\'s First Dialogue Berkeley’s First Dialogue is one of the three dialogues between Hylas and Philonous, in opposition to skeptics and atheists. The dialogue commences with an unexpected meeting between Philonous and Hylas. Philonous comments that he is surprised to see Hylas in the garden, so Hylas replies that he is there because he could not sleep. The reason for this being that he had a problem which could only be cured with nature’s sensational beauty. His problem was of â€Å"considering the odd fate of those men who have in all ages, through an affectation of being distinguished from the vulgar, or some unaccountable turn of thought, pretended either to believe nothing at all, or to believe the most extravagant things in the world† (Philosophic Classics, 653). In addressing Hylas’s burden, Philonous sought to prove his own â€Å"absurdity,† maintaining that â€Å"no such thing as material substance [exists] in the world† as a rational deduction. After a series of rational conundrums leading to the glorification of his philosophic theory, Philonous continues his discourse: But, for your farther satisfaction, take this along with you: that which at other times seems sweet, shall, to a distempered palate, appear bitter. And, nothing can be plainer than that divers persons perceive different tastes in the same food; since that which one man delights in, another abhors. And how could this be, if the taste was something really inherent in the food?† (659) The above quotation basically means that â€Å"one man’s trash is another man’s treasure.† Philonous’ (Berkeley’s) view (of pleasure and pain) is especially reasonable, for it is a universal clichà © that is still be applied to modern man. Pleasure and pain are two different emotions or sensations, yet they are one and the same. One man might derive pleasure through seeking bloody revenge, while another man may mourn the death of his beloved comrade. â€Å"Warmth is as great a pleasure as h...

Free Essays on Diversity Of Learners

INTRODUCTION Knowledge DIVERSITY OF LEARNERS Consider this question often asked? What specific knowledge and skills should all students learn? How do we decide what is in or out of the curriculum? Should all students learn the same content, or should it differ for those with different aspirations, abilities, and interest? If we agree that we want students to have more than a temporary acquaintance with important concepts and skills, how do we modify the curriculum so that there is adequate time for in-dept learning? How do we assess that kind of learning? How do we incorporate the growing body of research that indicates that the most effective teaching strategies are highly content-specific strategies and that content and instruction are inseparable (National Research Council, 2000) Stating exactly what the curriculum is supposed to achieve is essential to defining who should learn what. Curriculum goals might include more students achieving higher scores on the statewide test or increased acceptance rates to prestigious universities. Thinking more about the students, we may expect the curriculum to prepare students to succeed in the workplace, help them become well-informed and thoughtful citizens. By defining the desired outcome first, we established that these learning goals should not be constrained by the traditional content that was reflected in the curriculum or textbooks in the United States and other countries, but should instead reflect the most useful content in broad personal and social context. It is the expectation that all students be expected to reach the learning goals recommended as core content in science, mathematics, and technology. A popular strategy is to ask for more than we think most students can achieve and then settle for less. Preparing students for success in life and getting into the â€Å"right† college need not be mutually exclusive. If learning is the goal, the curriculum mu... Free Essays on Diversity Of Learners Free Essays on Diversity Of Learners INTRODUCTION Knowledge DIVERSITY OF LEARNERS Consider this question often asked? What specific knowledge and skills should all students learn? How do we decide what is in or out of the curriculum? Should all students learn the same content, or should it differ for those with different aspirations, abilities, and interest? If we agree that we want students to have more than a temporary acquaintance with important concepts and skills, how do we modify the curriculum so that there is adequate time for in-dept learning? How do we assess that kind of learning? How do we incorporate the growing body of research that indicates that the most effective teaching strategies are highly content-specific strategies and that content and instruction are inseparable (National Research Council, 2000) Stating exactly what the curriculum is supposed to achieve is essential to defining who should learn what. Curriculum goals might include more students achieving higher scores on the statewide test or increased acceptance rates to prestigious universities. Thinking more about the students, we may expect the curriculum to prepare students to succeed in the workplace, help them become well-informed and thoughtful citizens. By defining the desired outcome first, we established that these learning goals should not be constrained by the traditional content that was reflected in the curriculum or textbooks in the United States and other countries, but should instead reflect the most useful content in broad personal and social context. It is the expectation that all students be expected to reach the learning goals recommended as core content in science, mathematics, and technology. A popular strategy is to ask for more than we think most students can achieve and then settle for less. Preparing students for success in life and getting into the â€Å"right† college need not be mutually exclusive. If learning is the goal, the curriculum mu...

Biography of Damien Hirst, British Contemporary Artist

Biography of Damien Hirst, British Contemporary Artist Damien Hirst (born June 7, 1965) is a controversial contemporary British artist. He is the best-known member of the Young British Artists, a group that shook up the U.K.s art scene in the 1990s. Some of Hirsts most famous works feature dead animals preserved in formaldehyde. Fast Facts: Damien Hirst Occupation: ArtistKnown For: Key member of the Young British Artists and the creator of controversial, sometimes shocking artwork.Born: June 7, 1965 in Bristol, EnglandEducation: Goldsmiths, University of LondonSelected Works: The Physical Impossibility of Death in the Mind of Someone Living (1992), For the Love of God (2007)Notable Quote: I was taught to confront things you cant avoid. Death is one of those things. Early Life and Career Damien Hirst (born Damien Steven Brennan) was born in Bristol and grew up in Leeds, England. His mother later described him as a morbid child, interested in grisly and gruesome images of disease and injury. These subjects would later inform some of the artists iconic works. Hirst had several run-ins with the law, including two arrests for shoplifting. He failed numerous other academic subjects, but he succeeded in art and drawing. Damien attended the Jacob Kramer School of Art in Leeds, and in the late 1980s, he studied art at Goldsmiths, University of London. In 1988, in his second year at Goldsmith, Damien Hirst organized an independent student exhibition titled Freeze in an empty London Port Authority building. It was the first significant event organized by a group that would become known as the Young British Artists. The final version of the exhibition included two of Hirsts iconic spot paintings: multicolored spots on white or near-white backgrounds painted by hand with glossy house paint. International Success Damien Hirsts first solo exhibition, In and Out of Love, took place in an empty shop on Woodstock Street in central London in 1991. During that year, he met the Iraqi-British businessman Charles Saatchi, who became a primary patron. Saatchi offered to fund any art that Hirst wanted to create. The result was a work titled The Physical Impossibility of Death in the Mind of Someone Living. It consisted of a shark preserved in formaldehyde inside in a tank. The piece was part of one of the first Young British Artists exhibitions at the Saatchi Gallery in 1992. As a result of the media attention surrounding the piece, Hirst earned a nomination for the U.K.s Turner Prize for distinguished young artists, but he lost to Grenville Davey. In 1993, Hirsts first major international work at the Venice Biennale was titled Mother and Child Divided. The work included a cow and a calf cut into sections and exhibited in separate tanks. The next year, Hirst exhibited a similar piece: Away from the Flock, which featured a sheep preserved in formaldehyde. During the exhibition, the artist Mark Bridger entered the gallery and poured black ink into the tank, then offered a new title for the work: Black Sheep. Bridger was prosecuted, but at Hirsts request, his sentence was light: two years of probation. In 1995, Damien Hirst won the Turner Prize. In the latter half of the decade, he presented solo shows in Seoul, London, and Salzburg. He also branched out into directing music videos and short films, and he formed the band Fat Les with actor Keith Allen and Alex James of the rock group Blur. By the end of the decade, the Young British Artists, including Hirst, were seen as a key part of the mainstream art scene in the U.K. Later Career On September 10, 2002, the day before the one-year anniversary of the September 11, 2001 World Trade Center terrorist attacks in New York City, Hirst released a statement describing the attacks as kind of like an artwork in its own right. The outrage was quick and severe. A week later, he issued a public apology. After meeting Joe Strummer of the band The Clash in 1995, Damien Hirst became good friends with the guitarist. In late 2002, Strummer died of a heart attack. Hirst stated it had a powerful effect: It was the first time I felt mortal. In March 2005, Hirst exhibited 30 paintings at the Gagosian Gallery in New York. They took over three years to complete and were based on photos taken mostly by assistants but finished by Hirst. In 2006, he introduced the work: A Thousand Years (1990). It contains a life cycle of maggots hatching inside a box, turning into flies, and feeding on a bloody, severed cows head in a glass display case. The case included buzzing live flies, many of which were electrocuted in a device designed to ward off insects. The famed artist Francis Bacon praised A Thousand Years (1990) in a letter to a friend a month before he died. In 2007, Hirst presented the piece For the Love of God, a human skull copied in platinum and studded with over 8,600 diamonds. The only part of the original skull included are the teeth. The price for the work was $100,000,000. No one bought it at the original exhibition, but a consortium that included Hirst himself purchased it in August 2008. Praise and Criticism Damien Hirst has earned praise for drumming up new interest in the arts through his celebrity persona and sense of the dramatic. He helped bring the British art scene back to prominence internationally. His supporters, including his benefactor Saatchi and many other noted artists, say that Hirst is a showman, but that getting the attention of the public is essential. He is sometimes mentioned in the company of 20th-century masters like Andy Warhol and Jackson Pollock. However, detractors question whether there is anything artistic about dead, preserved animals. Brian Sewell, an Evening Standard art critic, said that Hirsts art is no more interesting than a stuffed pike over a pub door. A 2009 Hirst show titled No Love Lost, which featured his paintings, received almost universal criticism. His efforts were described as shockingly bad. Plagiarism Controversy In 2000, designer Norman Emms sued Damien Hirst over the sculpture Hymn, which was a reproduction of the Young Scientist Anatomy Set, designed by Emms and manufactured by Humbrol. Hirst paid an out-of-court settlement to two charities and Emms. In 2007, artist John LeKay, a former friend of Hirst, claimed that the inspiration for many of Hirsts works came from the Carolina Biological Supply Company catalog. He also claimed that the diamond-encrusted skull titled For the Love of God was inspired by LeKays own crystal skull work in 1993. In response to a number of other claims of copyright infringement or outright plagiarism, Hirst said, As a human being, as you go through life, you just do collect. Personal Life Between 1992 and 2012, Hirst lived with his girlfriend, Maia Norman. They have three sons: Connor Ojala, Cassius Atticus, and Cyrus Joe. Hirst is known to spend much of his private time at a farmhouse in Devon, England. He also owns a large compound in Mexico where multiple artists help carry out his projects at his art studio. Source Gallagher, Ann. Damien Hirst. Tate, 2012.

Rural Urban Migration Essay Example | Topics and Well Written Essays - 1000 words

Rural Urban Migration - Essay Example Misra (1998) observes that those who migrate are often male who are young and better educated. Pull factors on the other hand, attract the population to big cities or destination area. Developed and developing countries are impacted differently by the migration pattern though some aspects are similar. The paper will discuss the push and pull factors as well as the impact of migration on areas of origin and destination DCs and LDCs. Push Factors These are unfavorable conditions in rural areas that push people to migrate to urban areas. According to Watson (2004), people move to urban areas so as to improve their lives. Many rural people depend on agriculture for survival. However, the agricultural sector is faced with many challenges such as drought, famine and floods leading to poor harvest. There are also inadequate agricultural jobs thereby pushing people to look for jobs elsewhere. Structural adjustment programs result in heavy debts for developing countries thus encouraging gover nments to displace people and offer the farms to large enterprises for production and resource extraction thereby pushing local people to move (Datta, 2003). Lack of basic social amenities and recreation facilities pushes people to big cities where such amenities are available. These include; poor education, lack of quality health care, transport and communication. Higher education is often found in big cities. People move there to have better education and enjoy better living standards (Twumasi, 1995). Lack of clean water supply, poor sanitation and drainage systems push people to get better services available in cities. Inadequate income pushes people to big cities. Varieties of occupations are found in urban areas; rural areas depend mainly in agriculture which doesn’t offer adequate income. Rural people also do not possess necessary skill to perform a job and formal employment is limited. Income is thus inadequate to feed the large families they have. Persuasion by contra ctors and agents also enhances the migration. They move with them to cities in promise of better benefits and to search for a livelihood (Misra, 19998). Pull Factors These represent the attractive attributes of big cities that pull people. The wage gap between rural and urban areas whereas wages are higher in urban areas pull migrants to the city. They have high expectations of getting a well paying job. Formal and informal jobs are also available hence they work in informal settings while awaiting formal job. Besides industries are concentrated in urban areas hence attracting the rural population (Srichar et al. 2010). Availabilities of public services and social amenities in big cities attract mass population. In big cities, there is access to education and high quality health care. There are also recreational facilities that make life in the city exciting (Birmingham, 2000). Those who travel to cities and come back to rural areas for holiday or to visit their families show signs of wealth or extravagance which makes the rural people to follow their example. They form a network whereby the extended family follows the migrant to the city to enjoy city life and its benefits. Effects of Rural-Urban Migration The movement of people from rural to urban areas of both developed (DCs) and developing countries (LDCs) has adverse effects.  

Globalization And Culture Research Paper Example | Topics and Well Written Essays - 1750 words

Globalization And Culture - Research Paper Example He argues that this is because of the commercialization of culture through media, affecting civilizational, religious and cultural values. The world is thus losing its cultural diversity and is arriving at a monocultural state, which is the resultant of the homogenization of cultures through globalization. II. The Origin of Globalization and its Impact on World Culture—Varying models Globalization is a universal phenomenon resulting from commercial interactions and trade between countries. Globalization accelerated from the 1870s until the beginning of the First World War in 1914, when all countries worldwide felt the effects of an international economy (Haynes, 2010p. 134). Various routes, by both land and sea, had been developed in historical times, whose main function was to facilitate trade. However, goods were not the only entities that were being exchanged. Religious and cultural exchanges were also widespread across these routes. For instance, the influence of Buddhism, which originated in India, on Central Asia, China, Tibet, Japan and South East Asia occurred due to trade contact among these countries; and the Silk route enabled cultural exchanges between Central Asia, China and Europe (Yazdani, 2009, p. 55). The effect of globalization on culture is explained using various models described below. However, no single model is enough to relate the actual s pread of globalization. A. Vanguardist Model The Vanguardist model puts forth the notion that European culture expanded from the West to the rest of the world.

Leadership factories case Assignment Example | Topics and Well Written Essays - 250 words

Leadership factories case - Assignment Example Workers of such companies attain much training and job experience, which develops them into suitable managers and future CEOs. It is clear that the composition of employees or workforce is an important factor with regard to possibility of a firm producing future CEOS. People are born leaders; therefore, those who are not natural leaders tend to stay at the same place for a long time. As an individual, I could not do that! Their own rules and beliefs about how work should be done come in their way and they end up not having much fun. In the end, they notice that they could not develop enough patterns and rules to keep them going. These differences would not alter or change my decision. My take is that they should be honest with all parties. If a company gives an offer, I will be very much interested in the offer but also I will need some time to think about it as I have been communicating with other companies. With the two companies, that I think will make the offer but I have not said I got another offer. These companies will assume that I have been out of work for almost five months and he was to belief that I got another job offer. I am not that fool. So they will inquire to know what company and its whereabouts. The data gathered about leadership effectiveness has proved to be amazing and does not give value to leader’s selection. It does not hold water to the findings of others. This data concentrated on followers rather leaders of the companies

Research Paper Proposal Example | Topics and Well Written Essays - 250 words

Paper - Research Proposal Example Emanating from Charles family once being a property it leaves a mark on the existence of specific person and their achievements. Being followed by ownership, ownership of anything claims person superiority over the properly. Music keeps records of historical events and personal records. The piano being a metaphor in the play line music is widely utilized to keep record of historical happening. The piano takes several meaning in the play and its lifetime. As a gift bought via slave exchange it signifies persons worth and interchangeability during slavery era and white kingship network over blacks. Under Boy Willie the piano signifies a symbolic attempt to keep the family together and history. The carving on it wooden parts are a narrative of the present and past historical events of the slaves and family story line. The piano being passed from one generation to another helps keep the past family historical memorials within the family. Ghost in the play were used to associate the play with the African American culture a trait the inherited from their African ancestors. Since the slave’s culture dissolved into white folks Christianity the writer used ghost to remind African American on their origin and reserve their spiritual beliefs. Therefore the ghost reserves historical events of the African American folks (Wilson