In Superman and Paula Browns New Snowsuit the main character feels Essa

In Superman and Paula Browns New Snowsuit the main character feels betrayed by others. Compare how feelings of betrayal are shown in this story and another story of your choice. a) The ways in which the main character is let down by others. b) How the authors show the feelings of betrayal by the way in which they write. c) Differences in the stories. I am going to talk about themes of betrayal, comparing "Superman and Paula Browns New Snowsuit" and "Chemistry". In both of these stories, some characters are betrayed. The narrator in "Superman and Paula Browns New Snowsuit" is betrayed by her community when they think she is guilty of pushing over Paula Brown and ruining her new coat. She felt especially betrayed by her Uncle Frank, whom she compares with Superman, as he is her hero in the story. When he does not believe her, she describes it as; "the year the war began and the real world, and the difference." The experience taught her lesson, and marks the end of her childhood. In "Chemistry", it is Grandfather, who is betrayed by his daughter and Ralph. The narrator, his widowed mother and grandfather once lived together in harmony in the grandfathers' house. Their harmony is disturbed by the arrival of Ralph, his mothers' boyfriend. Grandfather becomes increasingly isolated when his daughter and Ralph are mean to him so he retires to his shed, and eventually commits suicide, leaving the others to begin a new life. The stories are both about themes of betrayal, and at the same time are very contrasting stories. "Superman and Paula Browns New Snowsuit" is about more trivial things, a Snowsuit being ruined, but it was important to the narrator because it showed her the "real world", and taught... ...s much more factual whereas the other is more opinionated and uses much more metaphors and similes. The style of "Chemistry" is such that it always seems to keep to the point, and when there are sometimes long descriptions about things which do not seem t first important, there always seems to be a hidden meaning behind them, for example the door to the shed which symbolised a "step out" or half way out of life for Grandfather. In "Superman and Paula Browns New Snowsuit" there are a lot of things which do not have much significance to the story, and which add more detail to just set the scene; "he taught me some ju-jitsu in the living room until mother called us for supper". They have some similarities, they are both about relationships between family, and about their childhoods. They are also about changes in their lives and in the way they look at life.

Genetics and Genomics Essay

1. One patient has a grade I tumor of the lung, while another patient has a grade IV tumor of the lung. Explain how tumors in various stages are similar and how they differ. (1 point) Both stage I and stage IV lung cancer is presented with cellular differentiation, loss of normal tissue structure, as well as irregular size and shape of the nucleus. Normal cells are able to divide and die cancer cells are pile up on top of each other forming a tumor. The staging and grading of cancer depends on evaluation of size of the tumor, degree of invasion extent of spread and differentiation of cells. Stage I lung cancer is a tumor less than 3cm ,has no evidence of invasion, well differentiated, whereas stage IV tends to be least differentiated have most anaplasia, can be any size and have spread to other organs. The similarity sometimes noted in symptoms that patient is presenting with. Two patients may present with same symptoms and have two different stages. However the survival rate is the same regardless of stage. 2. If a patient has breast cancer, how would angiogenesis and invasion influence tumor growth and metastasis? (1 point) Angiogenesis is a physiological process of developing new blood vessels. This normal process is not only supplying the normal cells but also nourishes the cancer cells. Small cancers are unable to develop new blood vessels, however larger cancers can. The process of invasion occurs between the beginning of the event and development of obvious tumor, some mutated cells die while others reproduce. The tumor at this point continues to grow and reproduce. Breasts tissue is very vascular and very close located to lymph nodes. Cells break off from the original tumor and travel through the lymphatic system and blood stream, to the other organs where they produce secondary tumors. Chapter 14: 3. Compare and contrast the sympathetic and parasympathetic nervous systems. (0.75 point) Sympathetic nervous system originates in a spinal cord. The small neurons enter the ganglia near the cord, the ganglia forms a chain that spreads the impulse to neurons (postganglionic) which are responsible for reaching many organs and glands. Physiologic effects of sympathetic nervous system is vasoconstriction, elevated blood pressure, increased heart  rate and contractility, increased respiratory rate, sufficient amount of blood flow to skeletal muscle, smooth muscle relaxation of the lungs, stomach, and urinary tract, sphincter contractions, dilated pupils and ciliary muscle relaxation, increased sweat gland secretion and reduced pancreatic secretions. Parasympathetic nervous system contrasts in the place of its origin, as it originates from central nervous system through cranial nerves from midbrain and medulla. After leaving the CNS the long preganglionic fibers fiber of each parasympathetic nerve travels to a ganglion near a particular organ or gland, and the short postganglionic fibers enter the organ or gland. The sympathetic has opposite order. With parasympathetic nervous system blood pressure heart rate respirations are measured at low levels, GI tract is active after meal, pupils constricted. These two systems compensate each other’s activities. 3. A patient has increased intracranial pressure of 30 mmHg caused by a massive closed head injury. Explain the process of increasing intracranial pressure, and discuss possible complications if the pressure is not decreased. (1 point) With closed head injury, external force is applied to the head and brain causing a disturbance of physiologic constancy. The injury has an impact on brain’s compensatory mechanisms by overwhelming them to the point where they became no longer effective. This leads to increased intracranial pressure. As increased intracranial pressure continues to rise, leading to increased cerebral blood flow which it causes venous congestion. This adds more increase to intracranial pressure, which at this point causes cellular hypoxia. As cellular hypoxia occurs brain death is imminent. 4. Two individuals come to the emergency department with head injuries. A 25 years old, has just been in a motor vehicle accident (MVA) and has a temporal lobe injury. The other, 65 years old, has increasing confusion after a fall that happened earlier in the week. How could you clinically differentiate between the individual with the extradural hematoma and the individual with the subdural hematoma? Which one of these individuals requires priority surgical treatment? (1 point) To clinically distinguish between these two injuries it is vital to understand the location of the injury, age of the individual, and extent of the injury. In this case the 25 year-old individual post motor vehicle accident has suffered extradural hematoma. The impact of the accident has caused blunt force trauma to head, which caused a rupture of meningeal artery. Arteries are generally are larger and bleed quicker, which predisposes this individual for quick blood loss. Irregular heart beat and breathing can lead to coma. The 65 year-old individual that has suffered a fall is presenting with subdural hematoma which involves veins, stretching of the veins causes them to tear and bleed. However since this patient is older and in older individuals brain cells die and brain shrinks there is more space in a brain so the veins stretch under low pressure and don’t bleed as fast. As this condition can cause increased intracranial pressure and lead to herniation of the brain it defin itely requires immediate intervention. Nevertheless the priority surgical treatment will be the individual with extradural hematoma due to increased risk of bleeding. Chapter 19: 6. What conditions must be present for a diagnosis of Reye syndrome? (0.25 point) Reye syndrome is believed to be caused by Influenza A, B, and chicken pox. Aspirin also should be avoided with children as it may cause Reye syndrome. Some studies suggest genetic predisposition to Reye syndrome. Some of the conditions that must be existent with this disease are persistent vomiting, loss of consciousness, and effects memory function. Reye syndrome affects temporal lobe of the brain where memory is stored. The encephalopathy is caused by liver depositing lipids. While looking at physiologic symptoms, the cerebrospinal fluid is obtain, and will likely be positive for leukocyte. Treatments depend on the extent of the illness.

Indigenous peoples of the Americas

Reading assignments and class presentations and discussions are organized chronologically and by themes. The topics to be considered Include political history, economic and social developments, and labor gyrations. All reading assignments will be from the required texts and supplementary materials that will be distributed In class as handouts or posted on Blackboard. Learning Outcomes This course will provide students with a basic understanding of the history of the Caribbean, especially from the late nineteenth century to the present.Students will gather and assess differing Interpretations about significant events In Caribbean history, such as the demise of the Indigenous population, the Orleans of slavery, the Students will also have an opportunity to compare and contrast various Caribbean societies so as to appreciate the many aspects of their shared history, society and culture, as well as the ways in which these territories differ from each other, as well as from the United Sta tes. Students will evaluate evidence and arguments critically and produce well-reasoned written essays using evidence to support their conclusions. Course Requirements 1.Regular attendance is critical to being successful in this course. Any missed class will cause you to fall behind. More than four (4) absences will result in you failing the class. 2. Likewise, class participation is essential to your success in this course. Participation includes coming to class prepared by having read the assigned chapters and articles, and able to discuss them in class. 3. All deadlines for assignments must be met. 4. All exams must be taken on the day noted in the syllabus. 5. Textbooks and other require texts or reading materials are required for every class meeting, unless otherwise specified.GRADING Four (4) or more absences without Justification may become an F Grade at the discretion of the instructor. Letter grade Score 4. 0 3. 7 3. 3 3. 0 2. 7 2. 3 2. 0 1. 0 0. 0 Quality points 8+ c 93-10 0 90-92 87-89 83-86 80-82 77-79 0-76 Failure Your grade for this course will consist of six (6) components: 25% Attendance and Class Participation 35% Exams 15% Informal Written Assignments 15% Formal Written Assignment 10% Formal Writing: Information Essay and Powering Presentation CLASS ATTENDANCE not be able to attend a class, he/she should notify the instructor either by e-mail or by phone.You are required to be present, on time, and ready to participate. Your voice is crucial for the class to be a success. Absentee Policy: More than three (3) absences and/or any lateness will result in a loss of participation credit. Participation credit due to absence/lateness may only be made up through extra credit assignments at the professor's discretion. The following factors will result in a lower grade: Being unprepared Refusal to Participate Behavioral Problem Late Assignment CLASS ETIQUETTE All students are expected to arrive on time and refrain from any talking and eating during lect ures.Attendance will be taken the START of each class and only be taken once. Failure to be present during attendance will result in the mark of absent and WILL NOT BE CHANGED. Asking of questions and participation during discussions is tryingly encouraged. Please note that all electronic devices including cellular phones are prohibited during class at all times. This includes testing. No TEXT messaging during class. Failure to comply with these rules may result in as much as FIVE (5) points taken from that student's next exam, or assignment and/or expulsion from the classroom.A copy of CUNY policy on academic integrity will be made available on BLACKBOARD MAJOR ASSIGNMENTS Informal and Formal Writing Informal Writing Assignments The informal writing will consist of out of class assignments. These are â€Å"writing to learn† activities. They are based on the understanding that there is a close relationship between writing, thinking, and learning. The instructor will collect a nd review these assignments. In these informal assignments, students are encouraged to write in narrative form using complete sentences, correct grammar, and accurate so as to improve this skill.In addition, the aim of these activities is to help students clarify their thinking on the subjects and issues covered in the readings and class discussions. Daily Chapter Reviews: Write 1-2 paragraphs (paragraph: 8-10 sentences) Make sure that you note the following: Summarize the major arguments, concepts, ideas presented in the chapter Indicate what conclusion the author reaches Indicate details you found particularly interesting important controversial vague or obvious The purpose of this exercise is to practice writing on a regular basis so as to improve this skill.In addition, the purpose of this activity is to help students clarify their thinking on the subjects and issues covered in the readings and class sessions. Grades for Daily Chapter Reviews (5): Student should bring their type daily chapter review for each of the readings. If we cover the same reading a student only has to write about the chapter once. I will collect five (5) of the chapter reviews and drop the lowest grade. I will NOT indicate when I will collect the chapter reviews so students must be prepared to submit their chapter review at the end of every class.Formal Writing Formal Writing Assignment 1 : Compare and Contrast Essay Indigenous Peoples of the Caribbean: (3-5 pages) The Taints and Caries established complex social, political and economic systems prior to the conquest of the Americas. In this essay, students will compare and entrants the social, political and economic organization of the Taints and Caries before the arrival of Columbus. Students will also discuss the cultural and religious practices in both communities. Lastly, students will explain how both communities resisted Spanish colonization in the initial years of colonization.Formal Writing Writing Assignment 2: Research Pap er Rebellion and Resistance in the Caribbean: (3-5 pages) From the start of European colonization in the Americas, acts of rebellion and resistance against European conquest consisted of arm resistance, sabotage, subversion and the creation of maroon communities. The establishment of maroon communities threaded the continuity of European dominance and forged alternative social, political, economic, and cultural communities separate from official European colonial centers. In this essay, you will examine the emergence and trajectory of one eighteen-century or ninetieth maroon community.You should examine the following: Delineate the conditions that led to the emergence of the maroon community Identify the primary leaders of the maroon community community Analyze the successes, triumphs and decline of the maroon community Choose to write about of these maroon communities: ) Maroons of Hispanic: The Figure of Enrolling 2) Haitian Maroons: The Figure of Macdonald 3) Jamaican Eternally T own Maroon Formal Writing Assignment 3: Information Essay and Powering Presentation For this assignment, students will have an opportunity to analyze Caribbean Culture and Identity.Write an essay of between two and three pages (500-750 words) in which you explore Caribbean culture and identity of one Caribbean country. Discuss the emergence of â€Å"Creole† culture, impact of slavery and 19th century migration of various groups, and present-day construction of racial identity. You will also a ten- minute Powering presentation to present your findings with the class EXAMS Students will take two (2) exams throughout the semester worth 100 points each.These exams will require students to apply information from the textbook and the class lecture; and will include a combination of multiple-choice, fill-ins, and true-false questions. The dates for the tests are listed on the assignment schedule, but are subject to change due to pacing and/or extenuating circumstances that may arise . Any changes will be noted in class. If you're unsure of an upcoming test date, you would call my office or e-mail me as soon as possible. Your lowest exam grade will be dropped.

The aim of this paper is to discuss achievement in South Africa

The aim of this paper is to discuss achievement in South Africa since 1976 in terms of youth and revolutionary morality as well as youth and class. During the Soweto Uprising, the youth of South Africa has firmly established itself on the national political scene:‘[I]n 1976, South Africa’s youth took center stage and remained there throughout the unrest and strife of the 1980s and the political transformation of the 1990s. In fact, many observers see 1976 as the political watershed that culminated in the country’s first democratic elections in 1994. A direct line can be drawn between the Soweto uprising of 1976 and these elections’ (Slabbert et. al., 1994, p.9).  Ever since, the youth has played a major role in the public life of the country (Worden, 2000). By being preoccupied with burning political and social problems, the youth in South Africa takes control over their own future.Revolutionary identity, which was developed in 1976 and subsequent decades of struggle against apartheid, is still present in the young generation (Dlamini, 2005). However, youth in South Africa gradually accepts models of behavior typical for other developed nations. The development of youth subcultures is associated with the influence of new technologies and mass media as well as with increasing level of well-being of certain strata of the society (Dolby, 2001).Another reason for this development is that the decades of universal political activism are gone. As politics became routine matter and major social change was brought about by the deeds of young revolutionaries, the attention to politics has been gradually decreasing. At the moment, young people are more interested in solving problems of economic and social nature (Saul, 2005).Thus, other factors prove to be more important in the process of youth identity formation. Speaking about the process of youth identity formation in more detail, it is necessary to note another change that occurred in the recent period. For a long time, identity formation happened across racial lines, since blacks and whites developed subcultures of their own. Yet as the society becomes more just and integrated, there is a need to take into account all other factors influencing identity formation, such as class, gender, and ethnicity:‘The mutual political accommodation of the essentially human characteristics (identities) of the various categories of black South Africans may accordingly prove to be one of the crucial aspects determining the future of the country’ (Zegeye, 2002, ‘The end of black politics?’, para.5).   Proceeding with the discussion of challenges young people encounter, one of the major problems the youth faces nowadays is associated with lack of social power and deep class segmentation of the society:‘South African society is, even after the change brought about by the demise of apartheid in the 1990s, characterized by deep segmentation not only on t he basis of culture, race, historical background, language and religion, but also on the basis of economic and/or class status’ (Zegeye, 2002, para.7).  Many young people with string revolutionary identity and desire to contribute to social good are trapped in the vicious circle of poverty, isolation, and deprivation. It is of paramount importance for the government to unleash the creative potential of these young South Africans.On the practical level, this can be done by offering universal access to different types of education and crating more employment opportunities for the young. With unemployment on the rise, many young people cannot reap the benefits of vertical mobility and stay in the lower class for the rest of their life, despite their ability and willingness to work hard.Another major preoccupation for young people in South Africa is the HIV/AIDS. The spread of this disease produces a powerful impact on the patters of sexual conduct as well as sexual identity of young people (Peltzer, Pengpid & Mashego, 2006). HIV prevalence rate is especially high is young female citizens (Pettifor et. al., 2004). Apart from youth NGOs, church and religious organizations are believed to play a major role in addressing the issue of HIV/AIDS through encouraging healthy sexual behavior patterns in the representatives of 15 to 24 age group which are at the highest risk (Ruden, 2000).Numerous youth organizations address the issue. In fact, it is necessary to mention that during the 1990s youth is South Africa manifested astonishing skills in advocacy and self-organization. As early as in 1992, the National Youth Development Forum as the united platform and the voice for the youth was founded (SAYC, n/d., ‘Historical Background’).Summing up, it is possible to observe that revolutionary identity is still present in the youth, yet activism is directed as solving problems related to social justice, economic empowerment, and public health.ReferencesDla mini, S.N. (2005). Youth and Identity Politics in South Africa, 1990-94. Toronto: University of Toronto Press.Dolby, N.E. (2001). Constructing Race: Youth, Identity, and Popular Culture in South Africa. Albany, NY: State University of New York Press.Peltzer, K., Pengpid, S., & T.B.Mashego. (2006). Youth Sexuality in the Context of HIV/Aids in South Africa. New York: Nova Science Publishers.Saul, J.S. (2005). The Next Liberation Struggle: Capitalism, Socialism, and Democracy in South Africa. New York: Monthly Review Press.Slabbert, van Zyl F., Malan, C., Olivers, K., & R. Riordan. (1994). Youth in the new South Africa: Towards policy formation. Pretoria: HSRC Publishers.Worden, N. (2000). The Making of Modern South Africa: Conquest, Segregation and Apartheid, 3rd ed. Oxford: Blackwell Publishing.Pettifor, A.E., Measham , D.M., Rees, H.V., & N.S. Padian. (November 2004). ‘Sexual Power and HIV Risk: South Africa.’ Emerging Infectious Diseases, 10(11), 1996-2004.Ruden, S. ( May 17, 2000). ‘AIDS in South Africa: Why the churches matter.’ Christian Century, 117(16), 566S.

Employee Performance Evaluation Essay

Do you have any questions about what is expected of you on the job? Are there any areas that are unclear for you? Being in the practice for more than 13 years, I believe I am performing well as a Clinical Coordinator at _________________. I know well my primary duties not only to the doctors but to the patients as well. Patient flow is one of my main tasks. Therefore, doing it for more than a decade has really helped me learn by heart the task that I am supposed and not supposed to do. Extended duties, in addition, provide me with more skills development. Nonetheless, I still believe that committing to my work as a clinician, to the doctors, and to the patients is my key to being able to perform what is expected of me for this particular job. And I know I have worked hard for that. For me, the most unclear, and also lacking, is the salary increase. I have been in this job for more than 13 years and my salary has been pretty much the same. I love my job, that is why I always work hard for it, but taking into consideration practicality, the standard of living has been constantly increasing and I know I have to keep up with that.   It is quite disappointing that my co-employees and I are not getting fairly regular higher compensation grants. What do you consider to be your most important accomplishment in this review period? Being on the job itself and being able to practice what I love doing is one of the accomplishments that I have gained working here. Being able to be trained by professionals and get me going to my long-term goal of getting into Dental Hygiene program at this community college is a privileged appreciated for me. In addition, higher salary, maybe inasmuch as what I have received last year 2005, provides recognition for me as an employee for the decade or more that I have worked as a Clinical Coordinator. What areas would you like to improve on your performance and how do you plan to do it? What can the doctors or other team members do to help you improve? I have realized the joy and hardship of working as a clinician. At the same time, I get firsthand impressions of the satisfaction of the patients when they know that they are cured or will get better soon. This is one of the pleasures I get working here. That is why I want to be even more productive. However, of course, I, as well as my co-employees, want to be recognized and get rightfully compensative for the dedication we tender as clinical workers. It has always been known that additional compensation always boosts employee morale and encourages them to work better and become more productive and useful. Please tell us about any special accomplishments or projects that you have involved into to improve any aspect of the practice. As mentioned, I have been in the practice for over 13 years. More so I believe I have performed well enough indicated by being able to serve the same industry for more than a decade. As far as I know, I have accomplished what is expected of my performance. Otherwise, I would not have lasted long. In addition, to be able to improve my skills, I practice well at work and really put my heart into what I am doing.   The doctors are continuously training me. And eventually, if given more recognition to pay costs for my schooling, I am planning to delve into a Dental Hygiene program sponsored by this community college to be able to enhance more my skills and become a more productive clinician. Other comments? When an employee violates the rules in the practice repetitively in every category, what action do you take to make sure that the doctors get the respect they want out of the employees? I believe one of my strengths is that I know well what I am doing and that I am confident of what I do as a clinical coordinator. As I have said, being on this job for a lot of years has put me in a position where I am assured of my capabilities, and my potentials. With regards to respect, I believe in the clichà © â€Å"give respect to earn it†. Doctors and employees alike, no matter who is the boss of whom, deserves to be respected and properly treated. This involves complying with the proper and professional orders of the doctors, for the sake of their professional work. And the doctors in turn, give to the employees also high regard for the dedication they put on their works and give them rightful recognition. What are the areas that need improvement? I think, training the new employees, especially the new ones must be given proper attention. It has always been good to start working with much needed meaningful experience. This will definitely improve the clinical employees’ skills and practice them even more making them knowledgeable and more experience when it comes to first hand practice and on the job training. Where do you see yourself in the next year and what steps would you like to take to get there? Probably a year from now, I would be taking one or two classes a quarter, hopefully halfway done with pre-requisites. I will still be working fulltime and hopefully be a super treatment coordinator and become more trained and knowledgeable in diagnosing treatments. Two to three years from now, I hope to finish my pre-requisites and be able to prepare for dental hygiene examinations. But of course, I would not want to leave my work so I will still be working fulltime, probably 38 to 40 hours per week. And about five years from now, I may have completed by dental hygiene program having passed the examination. All these plans will help me not just boost my knowledge and skills, but also gain a higher degree of expertise about my chosen profession or career.

Bunraku Theatre

Our B Bunkum Theatre performance was a very difficult project to undertake. We were put under a great deal of stress to complete and make our performance great. It was all put together In Just a few short weeks and there was a great deal of tension during rehearsals. Bunkum Is a Japanese puppet production and we made It our own. Our story was about an autistic teenage boy killing his best friend In a moment of rage and confusion. It was quite a deep story.The audience seemed very in to it and really seemed to enjoy it. At points when the narrators were yelling, the audience to a bit frightened, which was the tension we wanted the room to feel. Considering they were eighth graders, I think we did well. My role in our Bunkum performance was co-director with Varian. A director takes on a variety of jobs. We worked with the producer, actors and designers (set, costume, make-up and lighting). If something goes wrong, it is your job to fix it.For our story to take place, we had to assign m any various roles- Director, puppeteers, musicians, chanter/narrator, lighting, set design, puppet makers, props, script writer, producer and someone to cast people. All tasks were difficult and taken with great responsibility. The greatest challenge of being a director was getting people to focus and getting the right amount of effort out of them. Since we spent long hours rehearsing, people were tired and frustrated a lot, so having to yell and tell them what to do.Lots of notes were taken because actors, narrators and musicians forgot cues, tempo and the effort they had to put in so we had to tell them how to improve. It was a lot of stress because Varian and I had to find music, have a vision of what the stage should look like, tell the puppeteers how to move the puppets and the emotion they had to portray. As the director, it is your responsibility that people are on track and know what they are doing. You must be aware of what everyone Is doing and make sure they do It right.Y ou have to understand what consequences it brings if you are not able to cope with the struggle of being a director and manage all the different people Involved in the production. We were put under a great amount of pressure because we only had three weeks to prepare and somehow make everything come together. I think the fact of us being under pressure like this made us work more efficiently and benefited us in the end. We worked extremely hard for many hours a day trying our best to put together a great performance. This was a big part of our B Theatre grade and we were determined to do the best we could.We all had important roles in this and despite there being a great deal of stress, yelling and panicking, we worked well together and had fun. Being co-director, I enjoyed being in charge and in control of what should happen for the production. Having your vision of the production seen on stage is an enjoyable thing because you feel what you have suggested and contributed made the production worth watching and being a part of. It is fun to work with everyone and seeing the production played out and It makes you happy to see everyone working so hard and putting In a lot of effort, even If they are tired.I was quite satisfied with how the performance went and what I contributed to It. Seeing the performance at Its best and knowing it is finally over and you do not have to stress or work so hard at I was scared it would be a disaster, but it turned out much better than I could have hoped, all because of the amount of hard work we all did. It was difficult being a director and I think I did a good Job considering how little time we had. We all took his project very seriously and really wanted it to be great. I have definitely leaned a lot from this project.I was not aware of this great amount of stress and responsibility it was putting together a performance. Giving that this was a small performance I can only imagine what it is like to put together a high-end sh ow. I now understand the hard effort and long hours you have to put in. However, it was not Just hard work, it was also a lot of fun and Joking around. We had fun during rehearsals and you really get to know people after spending hours with them. I thoroughly enjoyed this experience and would love to do it again.

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 27

Philosophy - Essay Example ble in the sense that it does not label any theories wrong, but treats all assumptions and viewpoints, even the most controversial ones, as possible and justified. The notion of philosophy and the search for wisdom are closely associated with ethical behaviors and metaphysics. That the value of ethics is metaphysical cannot be denied: ethical statements and prescriptions are equally absolute, constraining, and metaphorical, i.e., they are difficult to explain by factual language. In my opinion, the metaphysics of ethics assigns individuals with the responsibility to follow the principal ethical commands without trying to understand the philosophic utility of these ethical standards. Simply stated, the philosophy of life is in complying with the society’s ethical demands, without looking too far into their distant meanings and effects. Here, I cannot but agree to Wittgenstein in that ethics is a road which everyone must go or be ashamed for not going, but the meaning of such a road can hardly be explained, as long as it lies beyond the realm of explicable things (7). Whether we have more knowledge than the ancients is a complex issue. We live at the time of the rapid technological and knowledge advancement and sometimes come to view ourselves as the people, who know (or can know) everything about anything. However, there are still things which we cannot explain. More importantly, most of our knowledge is rooted in the facts, theories, and opinions produced by our predecessors. Objectively, there are things which were available to the ancients but are unavailable to us, and there are things of which previous generations were unaware. The point is in being able to value, preserve, enrich, and use the knowledge of the ancients to build a more systematic vision of the world – the goal any philosopher seeks to pursue. In this context of ethics, metaphysics, and philosophy, the question is in what place God occupies and whether God must be moral and happy. Some