The Politics essays

The Politics essays In the book The Politics, Aristotle analyzes different types of political communities. He examines these political communities on two different levels; first as a city and then as a regime. By studying both city and regime you get the full picture of the different types of governments throughout the world. Aristotle uses this dual approach to describe the different types of regimes. Through his evaluation of the city and regime, Aristotle comes to the conclusion that oligarchies, which are governments that are ruled by the few, are deviant regimes because they govern for the good of the rulers, and not for the good of the whole. The city is the first level that Aristotle uses to evaluate different types of political communities. A complete city is the multitude of such persons that is adequate with a view to a self-sufficient life (Aristotle pg. 87). Villages are collaboration of many households that have come together so they can obtain non-daily needs. Since villages are not self-sufficient, they join together to form cities. Cities provide you with the things your household and your village are not able to provide to you. Therefore, the city is the only thing that can exists self-sufficiently, and it exists for the sake of living well. The city is also the most authoritative partnership. The city embraces all other partnerships and therefore, it aims at the most authoritative good of all, which is living well. Aristotle uses city to generally describe political communities. The city only describes the people who inhabit it; it does not distinguish who the rulers are or what kind of rule the city has. The citizens are an important aspect of political communities because knowing the citizens allows you to investigate what type of regime that particular city has or should have. To find out who rules the city you have to study the citys regime. Regimes are the second level of analy...

The Differences Between Rack and Wrack

The Differences Between Rack and Wrack As Jeremy Butterfield points out: The relationship between the forms rack and wrack is complicated, and the spellings are sometimes interchangeable (Oxford A-Z of English Usage, 2013). Definitions Rack and Wrack as VerbsAs a verb, rack means to torture or cause great suffering, or to place (something) in or on a rack. The verb wrack  means to wreck or cause the ruin of something. Rack  and  Wrack  as NounsAs a  noun,  rack means a frame, a shelf, an instrument of torture, or a state of intense anguish. The noun wrack means destruction or wreckage. Idiomatically, we may rack the billiard balls, rack up points, and roast a rack of lamb. But when it comes to nerve-(w)racking experiences or (w)racking our brains, most writers, dictionaries, and usage guides admit to being (w)racked with uncertainty. See the (sometimes contradictory) usage notes below. Examples One  bicycle, rusted as if  it had been there for years, leaned in the rack, its fenders supporting crescents of white. (John Updike, Flight.  The Early Stories: 1953-1975. Knopf,  2003)To delight in seeing men stabbed, poisoned, racked, or impaled is certainly the sign of a cruel temper. (Joseph Addison, The Spectator, April 20, 1711)I have sometimes been wildly, despairingly, acutely miserable, racked with sorrow, but through it all, I still know quite certainly that just to be alive is a grand thing. (Agatha Christie, An Autobiography, 1977)Penny was wracked with sorrow for his friends. His face was strained. (Marjorie Kinnan Rawlings, The Yearling, 1938)There is a half-filled baby bottle on the cupboard shelf. She picks it up. The babys cry is becoming nerve-wracking. (Paddy Chayefsky, The Goddess, 1958)But having to be present for merchandise deliveries that Eunice ordered online or on the phone was nerve-racking. (Joseph Wambaugh, Hollywood Moon, 2009)Lud had been going to wrack and ruin for centuries. (Stephen King, Wizard, and Glass, 1997) Usage Notes and Idiom Alerts Rack and wrack are confused so frequently that most dictionaries now list both spellings for the verb meaning torment and the noun meaning destruction. (Margery Fee and Janice McAlpine, Guide to Canadian English Usage, 2nd ed. Oxford University Press, 2007) Idioms and Variant Spellings In some senses, the verbs rack and wrack are synonymous, and the two words, each as either noun or verb, are nearly interchangeable at some points. The usage problems arise over which spelling to use where there seems to be a possible or a clear overlap in meaning. Most Edited English will prefer to rack your brain, wrack and ruin, storm-wracked, and pain-wracked, but other Standard written evidence, including some Edited English, will use the variant spelling for each. (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993) (W)rack and Ruin The expression (w)rack and ruin preserves the original sense of destruction. (These days rack, and ruin is the more common spelling in both British and American English, by the evidence of the BNC and CCAE.)...As often, figurative uses of rack and wrack have enlarged their domains and made the spelling interchangeable wherever the sense of severe stress and destruction apply. Wrack seems to be gaining ground there, although still less common than rack in collocations such as nerve-racking and racking ones brains. (Pam Peters, The Cambridge Guide to English Usage. Cambridge University Press, 2004) Nerve-Racking Wrack is commonly used as a verb synonymous with the figurative senses of rack...Probably the most sensible attitude would be to ignore the etymologies of rack and wrack (which, of course, is exactly what most people do) and regard them simply as spelling variants of one word. If you choose to toe the line drawn by the commentators, however, you will want to write nerve-racking, rack ones brains, storm-wracked, and for good measure wrack and ruin. Then you will have nothing to worry about being criticized for- except, of course, for using too many clichà ©s. (Merriam-Websters Dictionary of English Usage, Merriam-Webster, 1994) Rack em Up The New York Times Manual of Style and Usage has a great idea here: Never use wrack, because it confuses people. Instead, when wrack means wreck, just use wreck. (But when you mean inflict damage, spell it wreak. You wreak havoc on; you never wreck havoc because havoc is unwreckable.)O.K., keynoters, lets rack em up: Its traditional to rack up your opponent with a good tongue-lashing for having led the country to wrack and ruin, and after you rack up a victory, you can wreak patronage vengeance from high atop your city on a hill. (William Safire, Quoth the Maven: More on Language from William Safire. Random House, 1993) Wracked With Doubt The noun rack applies to various types of framework; the verb rack means to arrange on a rack, to torture, trouble, or torment: He was placed on the rack. She racked her brain....The noun wrack  means ruin or destruction, as in wrack and ruin and wracked with pain. Also nerve-wracking....The verb wrack has substantially the same meaning as the verb rack, the latter being preferred. (The Associated Press Stylebook and Briefing on Media Law 2011. Associated Press, 2015) Practice He placed his trunk in the luggage _____ and took a seat by the window.The bridge had fallen into _____ and ruin. Answers to Practice Exercises Answers to Practice Exercises: Rack and Wrack He placed his trunk in the luggage rack and took a seat by the window.The bridge had fallen into (w)rack and ruin.

Online education Assignment Example | Topics and Well Written Essays - 250 words

Online education - Assignment Example Strategies like this can directly influence learning process and enhance it for the better. Though online education with the help of modern modes of technology translates into less student-teacher interaction, but the truth is that the merits of this mode of education far outweigh its demerits. Out of all teachers and students interviewed during the course of this research, majority coincided with online education giving logical reasons to augment their approval. It is a well-established scientific fact that some students are right brain dominant, while others are left brain dominant. While verbal lectures among other conventional teaching methods are more suitable for left brain dominant students, right brain dominant students learn better through videos. The conclusion is that though online education is quite beneficial, real learning process should be a mix of both conventional and modern teaching methods because student-teacher interaction cannot be substituted by anything

Finance Problems Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Finance Problems - Speech or Presentation Example In order for the company to have the credit standing â€Å"comfortably within the A range,† the target range to be chosen should be at the lower end of the ranges, or the upper limit of the lower rating as its lower limit, and the upper limit of the A rating for the upper limit. Thus, for the fixed charge, the company must choose 3.40x – 4.30x; the lower limit is the upper limit for the Baa rating. For the funds from operations/total debt, the range should be 55-65; 55 being the upper limit for Baa. For the long-term debt/capitalization, the range should be 22-30; the 30% being the lower limit for the Baa rating, rating below the A rating. One of the factors to be included in the decision include the companys research and development spending, which as mentioned in the question can be assumed as capitalized and part of the intangible asset of the company. Because this is an intangible, other investors may not buy into it as a security in terms of providing higher amounts of loans to the company, compared to its competitors. While it has higher than average spending for R&D, this is not a tangible cost that could back up any claims for insolvency, which is also a concern to the investors. Also, the companys ability to use other tax credits is another consideration for settling with the target ranges, because these has effect on the three key figures for the company to qualify for a certain credit rating. Because R&D is capitalized, the additional tax credits by increasing the leverage may not be so significant to the company when R&D is capitalized into intangibles. Because it invests in higher than average R&D, and has higher foreign credits, if these are not affected by increasing the financial leverage of the company, it does not give huge benefit to the company in the process. II. (18-A10 Dividend adjustment model) Regional Software has made a bundle selling spreadsheet software and has begun paying cash

Husserl, Carnap, Heidegger, and Wittgenstein :: Philosophy Philosophical Papers

Husserl, Carnap, Heidegger, and Wittgenstein ABSTRACT: Phenomenology and logical positivism both subscribed to an empirical-verifiability criterion of mental or linguistic meaning. The acceptance of this criterion confronted them with the same problem: how to understand the Other as a subject with his own experience, if the existence and nature of the Other's experiences cannot be verified. Husserl tackled this problem in the Cartesian Meditations, but he could not reconcile the verifiability criterion with understanding the Other's feelings and sensations. Carnap's solution was to embrace behaviorism and eliminate the idea of private sensations, but behaviorism has well-known difficulties. Heidegger broke this impasse by suggesting that each person's being included being-with, an innate capacity for understanding the Other. To be human is to be "hard-wired" to make sense of the Other without having to verify the Other's private sensations. I suggest that being-with emerged from an evolutionary imperative for conspecific animal s to recognize each other and to coordinate their activities. Wittgenstein also rejected the verifiability criterion. He theorized that the meaning of a term is its usage and that terms about private sensations were meaningful because they have functions in our language-games. For example, "I'm in pain," like a cry of pain, functions to get the attention of others and motivate others to help. Wittgenstein's theory shows how Dasein's being-with includes "primitive" adaptive behavior such as cries, smiles, and threatening or playful gesture. As Dasein is acculturated, these behaviors are partially superseded by functionally equivalent linguistic expressions. I. Introduction There are obvious and important ways in which analytic and continental philosophy differ, but this should not make us overlook their thematic and historical similarities. Both traditions had their roots in phenomenalistic theories that attempted to reduce all meaning to the immediately given. Even though phenomenology was more generous in construing what was immediately given, neither phenomenology nor logical positivism could do justice to our understanding of the subjectivity of other people. Heidegger and Wittgenstein each dealt with this problem in unique but complementary ways. Phenomenology and logical positivism both subscribed to the verifiability criterion for meaning ('verificationism' for short). Logical positivists emphasized linguistic meaning, and in their most antimetaphysical stage asserted that a synthetic sentence is meaningful for a person only if that person could use experience to discover the sentence's truth-value. Husserl was more interested in thoughts about the existence and nature of phenomena and believed that they gained meaning only through acts of verification. Husserl, Carnap, Heidegger, and Wittgenstein :: Philosophy Philosophical Papers Husserl, Carnap, Heidegger, and Wittgenstein ABSTRACT: Phenomenology and logical positivism both subscribed to an empirical-verifiability criterion of mental or linguistic meaning. The acceptance of this criterion confronted them with the same problem: how to understand the Other as a subject with his own experience, if the existence and nature of the Other's experiences cannot be verified. Husserl tackled this problem in the Cartesian Meditations, but he could not reconcile the verifiability criterion with understanding the Other's feelings and sensations. Carnap's solution was to embrace behaviorism and eliminate the idea of private sensations, but behaviorism has well-known difficulties. Heidegger broke this impasse by suggesting that each person's being included being-with, an innate capacity for understanding the Other. To be human is to be "hard-wired" to make sense of the Other without having to verify the Other's private sensations. I suggest that being-with emerged from an evolutionary imperative for conspecific animal s to recognize each other and to coordinate their activities. Wittgenstein also rejected the verifiability criterion. He theorized that the meaning of a term is its usage and that terms about private sensations were meaningful because they have functions in our language-games. For example, "I'm in pain," like a cry of pain, functions to get the attention of others and motivate others to help. Wittgenstein's theory shows how Dasein's being-with includes "primitive" adaptive behavior such as cries, smiles, and threatening or playful gesture. As Dasein is acculturated, these behaviors are partially superseded by functionally equivalent linguistic expressions. I. Introduction There are obvious and important ways in which analytic and continental philosophy differ, but this should not make us overlook their thematic and historical similarities. Both traditions had their roots in phenomenalistic theories that attempted to reduce all meaning to the immediately given. Even though phenomenology was more generous in construing what was immediately given, neither phenomenology nor logical positivism could do justice to our understanding of the subjectivity of other people. Heidegger and Wittgenstein each dealt with this problem in unique but complementary ways. Phenomenology and logical positivism both subscribed to the verifiability criterion for meaning ('verificationism' for short). Logical positivists emphasized linguistic meaning, and in their most antimetaphysical stage asserted that a synthetic sentence is meaningful for a person only if that person could use experience to discover the sentence's truth-value. Husserl was more interested in thoughts about the existence and nature of phenomena and believed that they gained meaning only through acts of verification.

Fundamental Principles to Adult Education Essay

Adult education’s principal and fundamental principle is to harness and enhance adult individual’s skill and knowledge to be productive contributors to the society. Adult learners are provided then with programs and adult education movement for granting more opportunities for their advancement, as their success is regarded as the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. Fundamental Principles to Adult Education Being a teacher of a particular credit-based community college course is a very serious and tedious task. Since there would be a variety of 35 students’ whose age range vary from 17- 70 years old, this would certainly mean a† big challenge† for the instructor’s part, in order to teach and provide learning effectively. Malcolm S. Knowles, a prominent writer and instructor, advocated the theory of non-formal (informal) andragogy or adult education in the United States. He taught various principles and wrote numerous detailed accounts discussing on how to facilitate learning especially for the adults. Applying clinical Rogerian psychology in his writings and teaching; in result, he was able to train his students to acquire the attitude of being self-motivated. Furthermore, Knowles initiated the interest for implementation of informal adult education and he differentiated the advantages of the informal education, to the standard, traditional formal education. According to Knowles, formal education are mostly implemented and commonly used in secondary educational schools, commerce schools, and universities; whereas in informal adult education, students are just likely to complete credits on particular vocational or training courses and their classes are to be held on â€Å"community center unions, and other industries and even churches. Moreover, formal education requires that of being stable for completion of long term four-year course or more; when the latter (informal education) serves to be more temporary and flexible. However, it does not mean that informal education is not serious, the system just purports to be flexible enough to meet the needs of the adults who may be busy with their lives (job, family, religious and other activities). And these cases meet the demands of several adults who would want to re-educate themselves and to refresh their knowledge and learning from their vast experience, or to simply increase and gain more knowledge and training from their desires course of interest. In brief, Malcolm Knowles acknowledged the increasing demand and importance of adult education in the present 20th century. Knowles objective of real learning in adults, he emphasizes that an adult learner should acquire self-concept, readiness to learn, experience, orientation towards learning, and especially, the motivation to learn (Smith, 2002). On the other hand, a professor in New Zealand named, T. A. Hunter, also propounded the proliferation and development of an adult education movement. Hunter’s principle of education is grounded on his belief that education is depicted to the successful adjustment of a man to physical and social changes in one’s environment. His blueprint for adult education is the successful integration of biological, physiological, sociocultural, and cognitive knowledge derived from the informal training or education (Hunter, 1929). Adult education should mainly function to harness and enhance adult individual’s skill and knowledge. Adult learners at the same time should still be given the opportunity for advancement since their success is the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. In addition, this adult education is more of an inspiration among individuals who are in search for more adequate and applicable learning, and is regarded as an opportunity to success with one’s endeavors and purpose of serving the society (UNESCO, 1960). Fundamental principles of adult education then, should be grounded on the â€Å"realistic† and objective goal of learning. Education as embedded in the infinite realm of knowledge should be available to everyone regardless of age, sex, race, ethnicity, and culture. Adult education, as it plays a significant role and is the demand of most populace, should be taken seriously to address the learner’s need for proper, adequate, and effective learning. Moreover, there is a call for the government, to increase attention for the provision of the proper adult education. Increase of funding for the adult learners’ facilities, venues, and other learning tools is urgent to make this effective learning possible (UNESCO, 1960). References Hunter, T. A. (1929, July 1). Adult education. The New Zealand Railways Magazine, 4, 3. Retrieved from October 13, 2008, from http://www. nzetc. org/tm/scholarly/tei- Gov04_03Rail-t1-body-d7. html Smith, M. (2002) Malcolm Knowles, informal adult education, self-direction and Anadragogy. Tthe encyclopedia of informal Education. Retrieved October 13, 2008, from http://www. infed. org/thinkers/et-knowl. htm UNESCO. (1960). World conference on adult education. Retrieved October 13, 2008, from http://www. unesco. org/education/uie/confintea/montre_e. pdf

Italian For Travelers - Common Phrases and Expressions

Taking a trip to Italy and want to learn Italian? If you want to have an incredible experience (not like all of those typical tourists) with the language tour to Tuscany you booked or the relatives in southern Italy you’re visiting, learning to speak basic Italian is a must. Its not enough to fare la valigia (pack your suitcase) and watch Italian language movies before you arrive. Whether youre sightseeing in world-famous cities like Florence, Rome, and Venice, on a business trip in Milan, or reuniting with family, there are a multitude of ways to improve your Italian before traveling to Italy. Â   Italian Survival Phrases Your first objective should be to learn Italian survival phrases. Greetings and farewells will earn you goodwill, and ones related to train travel and your hotel will help you solve problems quickly. Plus, remembering a few phrases related to dining out can make the difference between a good meal and a memorable one. After all, if you dont know the difference between a pesca (peach) and pesce (fish), you might go hungry. Â   The Basics If youre pressed for time, focus on the fundamentals. Study the Italian ABCs and Italian numbers, learn how to pronounce Italian words and ask questions in Italian, and brush up on the euro (after all, youll have to reach into your portafoglio—wallet—eventually). Â   How Tos Dont want to miss the next train to Venice? Have tickets to La Scala for 20:00 and arent sure when that is? Here are quick, step-by-step instructions on how to tell time in Italian that will help you avoid missing curtain call. Michelangelos is around the corner. Or so you thought the sign said. Avoid missing the highlights of Italy with simple instructions on how to ask for directions in Italian. Travelers to Italy might also want to know , how to pronounce Italian words, and how to conjugate Italian verbs like a native. Â   Its All in the Hands When all else fails—your is buried deep in your suitcase and you can’t even begin to think in Italian—try to speak Italian with your hands. Its not just pointing and grunting when ordering your favorite , either. Italian hand gestures are a way to convey emotions and passions that Italians will understand implicitly. What might seem at first to be physical theater or a scene in an Italian comedy will actually be a way to connect that will be much appreciated. Â   Buon Appetito! One of the primary reasons for traveling to Italy (besides the magnificent art, the incredible history, the amazing archeological sites) is la cucina italiana. One challenge is since dishes are usually served on separate plates in a specific order. include the autogrill, or roadside snack bar; the osteria, an informal place; the trattoria, which is a medium-priced, often family-run eating establishment; and the paninoteca, a place where sandwiches and salads are often available. Travelers are often puzzled about tipping in restaurants in Italy, and for good reason. Il coperto (cover charge for bread and water)—but not the service charge—is usually included in il conto (the bill). Italians tend to tip minimally. Â   Divertiti - Have fun! One of the best ways to pass time like an Italian is to spend a day (or a month) at the beach. Here are phrases to help you do that. You’re going to see incredible sights, so you’ll want to have suitable vocabulary to express how incredible whatever you’re seeing is. Plus, you’ll find some of the best shopping in the world in Italy. You better be prepared for it. If you’re interested in learning Italian and becoming fluent, read this. And if you’re feeling really brave, you can visit these places that aren’t on the typical tourist’s itinerary. Buon viaggio!