Information Technology Ethics Essay Example for Free

Hemmingway: Catherine as a Code Hero

Catherine: A Manipulative Caretaker In A Farewell to Arms, Frederic Henry is portrayed at first by a kind of separation from life-however very much restrained and inviting, he feels as though he has nothing to do with the war. These sentiments of separation are driven away when Henry becomes hopelessly enamored with Catherine and starts to understand the threatening idea of the world. Along these lines, Henry serves the capacity of a character that becomes started in Hemingway's way of thinking of an aloof universe and man's battle against it. Because of the inconvenient passing of a life partner past to the occasions of this book, Catherine is started into Hemingway's way of thinking, and epitomizes the characteristics of the Hemingwayâ code heroâ throughout the novel. She is portrayed basically by her dismissal forâ social conventionsâ as well as an unflinching dedication to Henry. Catherine is characterized as a code legend due to her respect, mental fortitude, and perseverance in torment. Respect is characterized as having a sharp feeling of moral lead. For Catherine, the moral direct is keeping Henry cheerful, and in doing as such, she is keeping herself upbeat. From the outset, Catherine Barkley seems, by all accounts, to be a case of any man’s dream young lady. She shows up as a dull character that solicits nothing from Henry and is just there to satisfy him. Along these lines, it is said that Catherine's character is belittling to ladies. Catherine Barkley's essential way to deal with her relationship with Frederic shows her as being second rate. She appears to happily acknowledge a lower job in her relationship with Frederic. â€Å"I'll do what you need and state what you want,† she lets him know, â€Å"and then I'll be an extraordinary achievement, won't I† (Hemmingway105). Her concept of an effective relationship, and of bliss, depends on making Frederic upbeat regardless of what she needs to do. Like the code saint, she handles clashing necessities with elegance, providing for both, yet shorting none. She utilizes Henry as a layout to satisfy her requirement for her dead life partner. Also, in light of the fact that Henry is described as dispassionate, it is easy for her to utilize him as a format to shape him into the man she aches for. She enters the war as an attendant a similar time her life partner enters as a fighter, but since he passes on she yearns for a hold to monitor reality. She is constantly encircled by injured officers, which doesn't assist her with adapting to the demise of her life partner until Henry comes into her life. His dispassionate demeanor towards the world furnishes her with the ideal open door take her life partner back to lifeâ€in her brain. In a discussion with Henry, Catherine powers words into his mouth, â€Å"Say, ‘I’ve return to Catherine in the night’† (30). Henry instinctually rehashes as she says while never scrutinizing her. He even says, â€Å"I thought she was most likely a little crazy†¦I couldn't have cared less what I was getting into† (30). Despite the fact that he recognizes the way that she may be marginally disturbed, he acknowledges her since he the sort of man to bet. In another case, Catherine consoles herself that her affection won't relinquish her once more. â€Å"You’re so flawless and sweet. You wouldn’t leave in the night, okay? † (197). Since she loses her affection once as of now, she is reluctant to permit that to happen once more. Additionally, by adoring Henry, she spares her from going insane with sorrow. When everything is detonating surrounding them, everything takes on more desperation. In her brain, just as his, it is ordinary that she feels so seriously for Henry. Furthermore, she doesn’t self-destruct without him when they are isolated, however just fights the good fight and trusting. She doesn't need Henry for anything other than affection. Despite the fact that, by all accounts, Catherine is by all accounts the ideal male dream, she is in certainty a remarkable inverse. Notwithstanding her decent demonstrations, she shows fearlessness. Indeed, even Ernest Lockridge, creator of â€Å"Faithful in Her Fashion: Catherine Barkley, the Invisible Hemingway Heroine† says, â€Å"Catherine every now and again shows mind, insight, cool incongruity, and, confronting passing, she shows nobility and courageâ€qualities that appears to be opposing to the groveling, accommodating Catherine† (Lockridge 172). Hemmingway depicts boldness in Catherine when she attempts to comfort Henry about her passing. â€Å"I’m not courageous any longer, sweetheart. I’m all wrecked. They’ve broken me. I know it now† (Hemmingway 323). Catherine is obviously in dread of death, however she isn't attempting to run or avoid it. She faces passing and attempts to reassure Henry by disclosing to him she won't bite the dust. Subsequent to experiencing a caesarian area and bringing forth a stillborn child kid, Catherine demonstrates exactly how bold she is. In spite of the fact that she realizes she is passing on, she despite everything has the respect and solidarity to acknowledge such a destiny. In face, she ends up attempting to comfort her troubled darling by and by. With death drawing closer, Catherine’s last words to Frederic Henry propose she has some sense or comprehension of her own mortality and of what is soon to come. She says, â€Å"I’m not somewhat apprehensive. It’s only a grimy trick† (331). The â€Å"it† Catherine alludes to is apparently passing, yet truth be told, the inconclusive might be alluding to life, a procedure Catherine sees as a â€Å"rotten game† (31), since such a great amount about it is left to possibility and demise is consistently the end. Catherine stood fearless notwithstanding a fight with her own body. Like the officers, neither her valiance, nor Henry’s love, could spare her from death. In Henry’s mind, the passing of the warriors and the demise of Catherine are equal catastrophes, which can't be isolated from one another. By weaving the disasters together, he memorializes both such catastrophes, and can maybe plan to mend a touch of his agony. Pundits may contend that Catherine is a grip for Henry to adapt to war, however plainly all through the novel, Henry is more appended to her than she is to him. Frederic says, â€Å"When I saw her, I was enamored with her. Everything turned over within me† (Hemmingway 91). He is really experiencing passionate feelings for her and what her identity is, yet she, then again just loves him for being alive. He is, truth be told, her apparatus to persevere through the passionate torment for the loss of her life partner. By and by Ernest Lockridge says, â€Å"To save her dream, Catherine endeavors to disengage the relationship from others. She speaks Frederic Henry’s name just once†¦by stressing that individuals will presume an affair†¦she won't wed Frederic Henry† (Lockridge 174). When Frederic initially meets her she mourns that she didn't wed her life partner before he kicked the bucket. She says that they were locked in for a long time and that they grew up together. She discloses to Frederic she didn't wed her life partner since she imagined that it would trap him. She believes she will do likewise to Henry. Frederic Henry wants to be hitched however Catherine figures this would shield them from being together during the war. At the point when he pressures her, she says, â€Å"We’re truly wedded. I couldn’t be any progressively hitched. † She keeps up this demeanor until close to the finish of her pregnancy, when she says, â€Å"I assume in the event that we have this kid, we should get married† (Hemmingway 115). Frederic says, â€Å"Let’s get hitched now† (293). However, Catherine denies again and cases to need to hold up until after the child is conceived. She needs the dedication of marriage, however is dubious of it as an organization. Likewise, Catherine, in her psyche, imagines Henry as her dead life partner, so to her she is still totally loyal yet as a general rule, she is with a man that she has not genuinely come to know. She is at a delicate state where in the event that she recognizes the passing of her life partner, she will be broken. Her instrument of adapting to the torment of losing a friend or family member is by supplanting him with another body however not in soul. On a physical sense, she suffers torment by being ceaselessly from Henry just as the event where she is in the process of giving birth. While in labor, Catherine is in torment, yet she is advising Henry to eat so he isn't hurt from hunger. She says, â€Å"That was an exceptionally enormous one. Don’t you stress, sweetheart. You leave. Go have another breakfast† (317). Indeed, even with agonizing compressions, she is more worried about Henry’s craving than her own solace. Catherine has a high continuance for torment, both sincerely and genuinely. She makes methods for dealing with stress for both so she can live as a general rule without appearing to be crazy. Customarily, Hemingway's legends are male, and to decipher Catherine as a code saint was unacceptable. Catherine was thought as a lacking character in the novel, only an admired projection of male want. Upon closer assessment, be that as it may, Catherine shares attributes of the code legend. Hemingway's code legend is a talented expert. Catherine is a medical attendant who is talented in her calling. The code saint lives with fearlessness in a hazardous world. Catherine exhibits fortitude when she and Frederic push over the lake to escape into Switzerland, an extremely hazardous accomplishment, and particularly when she attempts to convey their infant, at long last understanding that she will kick the bucket. The code saint additionally lives in an arbitrary universe, however decides to control himself and suffer reality. Catherine can't control occasions when she starts giving birth, yet she perseveres through the torment with pride until her demise. Catherine suffers in different manners, too. She encounters the passing of a life partner and faces extraordinary dread as an unmarried medical attendant when she learns she is pregnant. All through these occasions, be that as it may, Catherine doesn't feel frustrated about herself, and she doesn't break. Like a code legend, she perseveres. Works Cited Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 2003. Print. Lockridge, Ernest. â€Å"Faithful in Her Fashion: Catherine Barkley, the Invisible Hemingway Heroine. † The Journal of Narrative Technique, Vol. 1

Your Moment A Giveaway

Your Moment A Giveaway We’ve got swag. For the winner, a $50 gift card to the bookstore of your choice and a copy of The Moment edited by Larry Smith of Smith Magazine, the people who brought you the six-word memoir books. Everyone has a story. In this giveaway sponsored by The Moment, a new book of essays from Jennifer Egan, Dave Eggers, Elizabeth Gilbert, and other writers both famous and obscure, we want to hear from the Book Riot community about the decision, happenstance, accident, call, conversation, letter, or tweet that had a profound effect on your life. Jennifer Egans moment: In the summer of 1981, at the tail end of a year off between high school and college, I flew to Europe alone, with a backpack and a Eurail pass, determined to cure my absurd lack of worldliness in one grand voyage. Two weeks into the trip, I began having panic attacks that I mistook for drug flashbacks (having read, like the rest of my generation,  Go Ask Alice), which I feared were a first step toward real insanity. I stuck it out a few more weeks, but eventually called my mother, weeping, from Rome, and went home early. And yet it was during that short time in Europe that I decided to become a writer. Now its your turn! Entries may take any shape and can consist of words, collage, illustration, comics, video or a mashup of them all. Most importantly, the entry should capture the essence of the moment-that single instant that had a profound effect on your life.  So make like Hemingway (For sale: baby shoes, never worn), tap into your inner Picasso, fire up your webcam, whatever. Here’s the deal: Email your entry to community (at) bookriot (dot) com by January 17, 2012, 11:59PM EST. Put The Moment Giveaway in the email subject line. We will pick our 3 favorites, and post them individually on Book Riot on Friday, January 20. Voting will be by Facebook “Likes.” The post with the most “Likes” on Friday, January 27, 11:59PM EST wins. As thanks, both runners up will receive a copy of The Moment, too. That’s it. Do it in 6 words if you can, but no more than 600. For images, submit JPEGs, max 1MB per entry. For video, keep it under 3 minutes on YouTube with embedding enabled. If you have a submission in another newfangled format, send an email to community (at) bookriot (dot) com, and we’ll make an official ruling. The legal stuff: Should the winner reside outside of the United States, the gift card shall be for the equivalent value of $50 USD in the currency of the winner’s country of residence (as of the January 24, 2012 rate of exchange). Book Riot staff reserve the right to disqualify any submission. By submitting an entry, you agree to the following: You hereby grant to Book Riot, under all intellectual property and proprietary rights, a worldwide, perpetual, irrevocable, non-exclusive, fully-paid and royalty-free license, with the right to sublicense through multiple levels, to store, reproduce, modify, create derivative works of, publish, distribute, transfer, transmit, publicly display, publicly perform, and otherwise use Your Content. You should only submit Your Content to Book Riot for which you are willing to grant the licenses described above. You represent, warrant and covenant that (a) Your Content is an original work and (b) you have sufficient rights to grant the licenses desc ribed above.

Should Public Schools Require Uniforms Essay - 705 Words

There are several reasons public schools should require uniforms. â€Å"School uniforms are one of several strategies being used by this nation’s public schools to restore order in the classroom and safety in the schools† (Stanley, 2). â€Å"In addition to encouraging students to concentrate on learning, rather than on what to wear, uniforms can be social equalizers that promote peer acceptances, as well as school spirit and school pride† (Stanley, 2). School uniforms make it easier for students not to worry about what the latest fashion style is and if what they are wearing is going to make them stand out. This will also stop gangs from flashing their colors and standing out within the school grounds. Even though the gang members know who†¦show more content†¦Parents are worried that this may be an infringement on the students First Amendment rights. The fear of not being able to express themselves through clothing may lead to inappropriate hair styles and jewelry. They are not going to be prepared for the real world where they will be judged by their appearances. With or without school uniforms we will continue to have problems in our schools but the uniforms help eliminate some of these problems. I went to a catholic high school and we had to wear uniforms and we still had fights, stealing, and bullying. We did not have to have metal detectors or security guards checking us before we walked into the building. The students came from all over the city and yes there were those who were in gangs but unless you made it known they could not tell by what we wore. In the long run it does help with costs when it comes to buying new clothes and shoes every year for the new school year. We will never be able to completely stop the violence that goes on in schools or in society but we can minimize the violence in schools by wearing uniforms in schools. There are lots of ways to express yourself besides the clothes you wear. You can express yourself by writing, art, or even sports. Students may do strange hair styles and wear strange jewelry but at least they are not getting beat up for their clothes. References BaggageShow MoreRelatedShould Public Schools Require Uniforms? Essay2356 Words   |  10 PagesWhen I was a child attending elementary school all of my friends loved the way I dressed, but there was also other children that attended school with me that seemed inferior to me simply because of how I dressed. Usually the children that praised the way I dress always wore nice clothes themselves, while the others who didn’t dress ad nice would try to pick fights or make fun of children that did dress nice. Later on in my life as I approached high school the tables turned; the teenagers who dressedRead MoreIn Consideration of School Uniforms Essay1216 Words   |  5 PagesSchool Uniforms A group of small boys and girls all wearing the same colored school uniforms assembled in front of a catholic school is what I imagine when thinking about school uniforms. This is probably what most people imagine. They have been attached to students of European and private schools. Such pictures of students dressing in school uniforms have led to stereotyping and a negative attitude towards schools enforcing a uniform policy. Displayed as robots without the ability to expressRead MoreThe Fashion Industry1447 Words   |  6 Pages decorative cities but also into the lives and environments of public schools and their students. The insertion of so called â€Å"fashion† into the public school environment can be taken either as noble or corrupt; however in this case, there is nothing spectacular about the so called â€Å"fashion† and or â€Å"self-representation† that students are claiming to be wearing in today’s society. Not only has the non-uniform policie s at public schools aloud students to wear pretty much whatever they want, with someRead MoreEssay on The Benefits of Uniform Adoption in Public Schools1278 Words   |  6 PagesNowadays, public school and many districts are discussing the possibilities of enforcing the uniform policy. In most places, many private schools already require students to have their mandatory uniforms; however, there are only a few public schools adopting this mandatory school-uniform polices as one of their enrollment requirements. The reason why not all public schools participated was because people believe that they are violating the freedom of choice when enforcing this mandatory uniform policy;Read MoreSchool Uniforms Persuasive Essay1470 Words   |  6 PagesBenefits of Uniform Adoption in Public Schools Ever wonder what it would look like to have all students wearing the same white polo shirt, black pants, and a district sweater walking in the hallway? Nowadays, public school and many districts are discussing the possibilities of enforcing the uniform policy. In most places, many private schools already require students to have their mandatory uniforms; however, there are only a few public schools adopting this mandatory school-uniform policesRead MoreSchool Uniforms Have the Potential to Resolve Student Stress760 Words   |  3 PagesCalifornia, high school students are faced with the daily challenge of figuring out what they will wear to school the following day. As simple as this may sound, it does produce a lot of anxiety and stress among teenagers. Some students stress over the fact that they have a limited wardrobe, while others worry about being judged by their peers for their fashion choices. The problem of students having too much stress has the potential of b ecoming a serious health problem among high school students. ItRead MorePros, Cons, And Solutions Of The School Uniforms752 Words   |  4 PagesSolutions of The school Uniforms Individuality or uniformity, which one will you choose? The school uniforms are specific clothing students are forced to wear in an attempt to fix school related problems. They are quite controversial because they do fix some problems, but they also restrict students freedom of expression. School uniforms were first enforced in the 1980’s as an attempt to fix academic and behavioral problems. There are both positives and negatives of school uniforms, as well as importantRead MoreEssay on Three Reasons Why Public Schools Should Wear Uniforms664 Words   |  3 Pagesseen here, in the USA few public schools have need of students to wear a uniform. I went to school in Mexico City and I got to wear uniform every day. It is very common there for students to be dress in uniforms. Most of the time, I think kids in this country are very spoiled and very selfish too. For them to wear an uniform to go to school it is very offensive. The reason is they think they can no longer expres s themselves. I agree that asking students to wear a uniform won’t change their attitudeRead MoreSchool Uniforms And Public Schools1547 Words   |  7 Pagesthe outside, then our public schools should be able to require their students to wear school uniforms.† President Clinton is referring to the outfits or sets of standardized clothes that are worn primarily for an educational institution, usually in primary and secondary schools in various countries. When used, they form the basis of a school’s dress code, which is a set of rules, usually written and posted specifying the required manner of dress at a school. It began when schools had issues with gradesRead MoreShould School Uniforms Be Mandatory? A School Setting?1071 Words   |  5 PagesTopic: Enforcement of uniforms should be mandatory in a school setting Thesis: School uniforms in private and public schools are very beneficial to the educational institution to help promote better learning and positive social skills. I. Introduction: Allowing school uniforms into an educational environment, whether it be a college, university, or elementary, or high school setting would be a benefit to the entire institution. In short, uniforms have many positive benefits: preventing violence,

Cell Phones And Their Possession At School Essay - 1593 Words

Cell phones in schools Researchers show in today’s society that there is a higher rate of students having cell phones at school than in prior years. There are many pros and cons to children having cell phones in their possession at school. According to Maya Cohen, a 2010 Pew Research Center found that 65 percent of cell owning teens bring their phones to school despite any bans that may be in place. It is up to the child to know the rules and regulations when carrying a phone at school, and it is the parent’s responsibility to go over the rules of having a phone with their child. Although there are many different opinions amongst adults pertaining to children having cell phones at school, I think we all can agree that they are very necessary in today’s society. One of the biggest pros of allowing your child to carry their phone to school is knowing you will be able to have a constant line of communication. â€Å"Student use of cell phone is a new area of concern in today’s scho ols† (Humble 2011). For parents this is a very important factor in feeling secure in their everyday life. In today’s society, it is comforting for parents knowing that they have access to their child just by a press of a button. Cell phones have features such as location and security, this allows parents to see the exact location of their child throughout the course of the day. Initially, as a parent, the main concern for children is knowing that they are exactly where the need to be. Technology allowsShow MoreRelatedEssay Adolescents: Leave the Cell Phones At Home1676 Words   |  7 PagesPost inception of the cell phone has fueled a shift in the civility of adolescent social interaction. Gone are the days of seeing teenagers imaginatively playing alongside each other with the only restriction being his or her ability to effectively communicate. Virtual conversations, text messages and online social networks have replaced development of social skills through personal interactions. Some educators insist that cell phones provide a unique opportunity to capitalize on the learning experienceRead MorePros And Cons Of Teenage Cell Phone Use1023 Words   |  5 PagesPros and Cons of Teenage Cell Phone Use Cell phones have become a major part of people’s lives. They are probably one of the biggest inventions when it comes to communication because of the many functions that they are capable of performing. The use of cell phones has become especially popular among teens as it is a major part of teenage social life. One source states that â€Å"22 percent of children ages 6 to 9 own a cell phone; 60 percent of tweens ages 10 to 14 own a phone, and 84 percent of teensRead MoreCell Phones Should Not Be Banned from School Property693 Words   |  3 Pageslocal high school in the United States, they will be sure to see teenage students with their cellular telephones in hand. One may say the use of cell phones should be banned on school property, however there are many instances in which that may not be the best idea. Parents need to know that their children are safe and those children need a way in which to contact their parents if an emergency arises. If their child is not permitte d to have their cellular telephone with them at school, the parentRead MoreThe Effect Of Cell Phones On Teenager s Lives843 Words   |  4 PagesThe Effect of Cell Phones in Teenager’s Lives iPhone 5, 5s, 5c, 6, 6XL, Droid, Blackberry. The list of different cell phones that are in the possession of the teenage population across the world, is endless. The use of a cell phone especially in the teenage years, is almost like an addiction. This is mostly because of the endless possibilities having to do with a cell phone. Today cell phones are basically mobile computers at your fingertips. Within a second the Internet can be searched forRead MoreAn Argument Essay on the Use of Cell Phones in Public Places1105 Words   |  4 Pagesserge is the cellular telephone. Every individual with a cell phone has the ability to call any person, place, or agency at anytime as long as the individual is within the service providers coverage area. The prevalence of cell phone owners has increased the use of cell phones in public places, such as schools, restaurants, and theaters, and their use in public is associated with both positive and negative implications. Some argue cell phones sh ould be banned from public places because they are aRead MoreThe Cell Phone Education Regulation Act872 Words   |  4 Pagesagencies to determine legislative laws that are enforceable across the country. The Cell Phone Education Regulation Act created by Congress has the authority to develop laws regarding cell phone use in primary schools. As legislative powers cannot be transferred or delegated, was Congress proper in authorizing the Cellular Educational Service the power to enforce certain regulations through criminal penalties to primary school students or was this a violation of improper delegation of powers? By targetingRead More Wireless Technologies Essay1311 Words   |  6 Pageshigh schools, and elementary schools. With such a new and advanced technology taking the world by storm, there are many different forms of applications of the technology and devices that are heavily depended upon by the average person. With such a dependence on these devices today, there are safety precautions and security risks that must be taken into affect. One obvious wireless item that is widely used is the cell phone. Over the last decade, cell phones have goneRead MoreStudents And Their Technology Usage1485 Words   |  6 Pages Students and Their Technology Usage in the Classroom In the school system today, technology is one of the most powerful ways to get students to learn. Technology has helped keep students engaged and focused, while still keeping them entertained when learning. It has also given instant access to information that at one time was not easy to retrieve unless they went to the library. It has provided students and teachers with unlimited amounts of of information at their fingertips, enabling studentsRead MoreBenefits Of Cell Phones For Young Children882 Words   |  4 PagesAs today’s world has evolved with over 6 billion people having mobile phones; communication has become further of a necessity for older human beings. As parents, some do not grasp a reason for their young ones having a cell phone in their possession at all times. However, as parents more or less understand the necessity of their younger children having a form of communication to and from home. Having a cell phone in today’s society has become a modicum of what some perceive on an everyday basis,Read MoreCell Phones Have Become A Necessary Part Of Society928 Words   |  4 PagesCell phones have become a necessary part of society. At least any teenager will tell you so. Many Americans have cellular devices, but the main age group I’d say ranges from thirteen to twenty-five years old. These are the ones who depend on cell phones to communicate with others. Cell phones were originally created to be a phone you can use on the go to make calls instead of using a landline, however; these crazy devices have now added features such as calculators, alarm clocks and even note pads

Vocabulary Words APUSH Free Essays

William Crawford – he ran as a Democratic Republican candidate for Preside .NET of the United States in 1 824; his greatest political enemy was John C. Calhoun, who was initially in favor of the protective e tariff, internal improvements, the national bank; he returned to Georgia and was appointed judge of the northern circuit court in 1827 6. We will write a custom essay sample on Vocabulary Words APUSH or any similar topic only for you Order Now Andrew Jackson – he was the first President from the West; he was like Thou magnifiers, he sought to reduce role of federal government in favor of states’ rights; he did not like Henry Clays â€Å"American Sys stem† 7. John C. Calhoun -? he served as secretary of war under James Monroe. In the e Election of 1 824, he was elected vice president under John Quince Adams. In the Election of 1828, he retained the vice preside once, this time under Andrew Jackson 8. Revolution of 1828 – balance of power shifting from the East to expanding west. America, until now, had been ruled by educated wee Itty elites -? Federalist shippers and Jeffersonian planters 9. Spoils System – the method of employing and promoting civil servants who are friends and supporters of the group in power. President Jackson made more staff changes than any previous president, firing g many people and replacing them with his own 0. Tariff of Abominations – In 1828, the United States government increased the prices of their imported goods by as much as 50 percent. South Carolina asserted that these taxes on imports were unfair a s a tax on Southern agriculture for the benefit of Northern industry 11 . Denmark Vessel – He was a free black slave who lived in the Carolinas and led a slave rebellion in Charleston in 1822. This slave rebellion was part of what led to the anxieties of the South especially in South Carolina. The Missouri Compromise and the slave rebellion caused the South to worry about Federal government interfere CE in slavery 12. South Carolina Exposition Protest – It was drafted secretly by Episodes .NET John C. Calhoun, and presented to the state’s House of Representatives on December 1 9 by a special committee charged WI the formulating a response to the federal protective tariff passed earlier that year. Although not adopted by the House, 4,000 coop sees of the states’ rights manifesto were printed and distributed at state expense; it proposed that each state in the union counter the tyranny of the majority by asserting the right to nullify an unconstitutional act of Congress 3. Nullification – the streetlights doctrine that a state can refuse to recognize e or to enforce a federal law passed by the United States Congress 14. Tariff of 1832 – it lowered duties to 35% from about 50%, or the 1824 level ; it fell far short of meeting all of the Southern demands; South Carolina called upon state legislature to make necessary mil tart preparations if President Jackson tried to send troops to enforce this act 15. Tariff of 1833 -? it was authored by Henry Clay, and it was a compromise o n duties; it defused the sectional crisis and set out timetable for staged reductions in import duties that put these taxes on a d onward path until 1 860 16. Force Bill – it would allow the President of the United States to enforce a f deader law without permission of Congress; it also gave humorists to use the navy to board ships and collect duties before the eye reach S. C. 17. Five Civilized Tribes – the Indian nations (the Cherokees, Chickasaws, Choc scats, Creeks, and Seminole) that lived in the Southeastern United States until the 1 8205, most of whom were removed to the Indian Territory from 183042; most of them had et up formal governments before removal modeled after the U. S. Government NT 18. Indian Removal Act – Congress orders that all indigenous people living in t he southeastern part Of the country be relocated to a newly designated territory west of the Mississippi River 19. Trail of Tears – the forcible relocation and movement of Native Americans , including many members of the Cherokee, Creek, Seminole,and Choctaw nations among others in the United States, fro m their homelands to Indian Territory (present day Oklahoma) in the Western United States 20. Bureau of Indian Affairs – a division of the Department of the Interior that administers federal programs benefiting Native Americanization. 21 . Black Hawk – the leader of a faction of Auk and Fox Indians. Antagonistic to whites settling in his people’s territory, he joined the British in several battles in the War of 1812. In 1832, he led his pep plea across the Mississippi to resist further white encroachments. The Illinois militia began attacking Black Hawk and his people in 1832, and Black Hawk was taken prisoner the following year. 22. Solaces – rose to prominence during the Second Seminole War, where his brilliant guerrilla tactics in the Florida swamps earned him the admiration and respect of the many United States Army office RSI who tried to capture him. Solaces and other Seminole refused to sign the Treaty Of Fort Gibson, which would have ceded their Florida homeland. In December 1835, during what became known as the Second Seminole War (183542), Solaces and a baa ND followers ambushed and killed a government agent, Wiley Thompson, and several others. Army troops arrested him in Cot beer 1837, while under a flag of truce. He was imprisoned, first at Fort Marion in SST. Augustine, Florida, and later at Fort Mom letter, near Charleston, South Carolina 23. 2nd Bank of the US – was the most powerful bank in the country. Its pres dent, Nicholas Fiddle, set policies that controlled the country’s money supply. President Jackson disliked the bank. He thought t had too much power. He felt that the bank’s policies favored wealthy people and hurt the average person. To operate, the bank needed a charter from the federal government. Its charter was scheduled to expire in 1836. But Fiddle asked Congress to Rene ewe it in 1832. That was an election year. Fiddle thought that Jackson would agree to the renewal and not risk being defeated. But Jackson took the risk. Jackson vetoed Congress’s renewal of the bank’s charter. He said the bank was unconstitutional al. The Supreme Court had ruled that the bank was constitutional. But Jackson claimed that elected officials could judge whether a law was constitutional for themselves. They did not have to rely on the Court. Jackson’s opposition to the bank was a major sis u in the 1832 election. The people agreed with Jackson. After Jackson worn, he set out to destroy the bank. He took federal m none out of the national bank and put it in state banks. As a result, the national bank went out of existence 24. Nicholas Fiddle – became president of the Second Bank of the United Stats sees in 1823, vowing to create an actual national currency and to achieve â€Å"a more enlarged development of its resources and a wider extension of its sphere of usefulness. 25. Bank Charter – Searching for an issue to use against Jackson in the preside initial campaign of 1832, Clay forced Jackson’s hand on the Bank. Clay convinced Fiddle to apply to Congress for a new chart err, even though the current charter would not expire until 1836. Confident of congressional approval, Clay reasoned that he had Jackson trapped. If Jackson went along with he new chart er, Clay could take credit for the measure. If he vetoed it, Clay co old attack Jackson as the enemy of a sound banking system. Clay’s clever strategy backfired. Jackson turned on him and t he Bank with a vengeance. As he told his heir apparent, â€Å"The bank, Mr.. Van Burden, is trying to kill me, but I will kill it! † Jacks n and his advisers realized that the Bank was vulnerable as a symbol of privileged monopoly, a monstrous institution that d prided common Americans of their right to compete equally for economic advantage. Moreover, many of these advisers were also state bankers and local developers, who caked Jackson precisely because they wanted to be free of federal restraints on their business activities. 26. Bank Veto – On July 10, 1832, Jackson vetoed the recharging bill for the B ann. in a message that appealed both to state bankers and to foes Of all banks. He took a ringing â€Å"stand against all new grants Of monopolies an d exclusive privileges, against any prostitution of our Government to the advancement of the few at the expense of the many. † 27. Intimations Party – It was based on distrust and dislike of the secretive Freemasons. Outrage reached a fever pitch in the I ate asses and early asses, fueled by the 1826 disappearance of William Morgan, a bricklayer who had written a book about the society’s alleged secrets. The Masons were rumored to have murdered him. In 1831, the is party became the first to select its presidential nominee at a national convention, and the first to issue a party platform. Thee r candidate William Wire carried Vermont in 1832 but could not even come close to ousting Andrew Jackson from the presidency y. The party soon died out, and many members became Whig. 28. Democratic Party – Favored local rule, Favored Limited Go Vermont, Favored Free Trade, Favored Equal Economic Opportunity for White Males, Opposed Monopolies, Opposed a National Bank, Opposed High Tariffs, Opposed High Land Prices. 9. Pet banks – On September 1 0, 1833, Jackson removed all federal funds from the Second B ann. of the U. S. , redistributing them to these various state banks 30. Specie Circular -? in 1836, Prestidigitation authorized the Treasury to issue a decree that required all public lands to be purchased with â€Å"hard,† or metallic, money. This drastic SST pep slammed t he brakes on the speculative boom, a kneecapping change of direction that contributed to a financial panic and CRA h in 1837. 31. How to cite Vocabulary Words APUSH, Papers

Plato’s Epistemology and Metaphysics an Example of the Topic Literature Essays by

Plato’s Epistemology and Metaphysics The philosophical investigation of human knowledge and science were the fore front of Grecian philosophers Plato and Aristotle. Plato's ideal of human knowledge is we are born with knowledge, but have to investigate through our lifetime in order to remember. Interestingly, Plato also found that forms are real, but the material objects around us are not through his scientific studies. Although Aristotle completed some studies with Plato, his views on the nature of change and his concept of the physical universe differ. Need essay sample on "Platos Epistemology and Metaphysics" topic? We will write a custom essay sample specifically for you Proceed Plato's Epistemology Plato's epistemology thought contained that we could only have genuine knowledge of things that are perfect and unchanging. We can have knowledge about the forms, but not about material objects. We can have only beliefs or opinions about the material world. Part of Plato's belief dealt with the soul. The Platonic school of thought set forth that before we are born our souls live in a realm of forms and have complete knowledge of the forms. When we are born, we still have this knowledge but we do not realize it. We can recollect this knowledge only with difficulty. This leads to the Socratic method of teaching which consists in asking the right questions so that the student recovers his or her knowledge of the forms as illustrated in the Meno. From the Meno, "Socrates: And if the truth about reality is always in our soul, the soul must be immortal, and one must take courage and try to discover that is to recollect what one doesn't happen to know, or more correctly remember, at the moment"(Jowett). Socrates feels this demonstration gives us hope that we can find knowledge through the Socratic method and that the Eristic Dilemma, or puzzle of knowledge, is mistaken because knowledge goes through stages rather than being only two options; there is more to it than either knowing or not knowing University Students Frequently Tell EssayLab professionals:I'm not in the mood to write my essay online. I want to spend time with my girlfriendProfessional writers recommend:Get Academic Writing At Reasonable Price With UsBuy College Papers Online Affordable Papers Review Cheap Writing Service Reviews Cheap Reliable Essay Writing Service Plato's Metaphysics Plato's principal work touching on scientific questions, the Timaeus, bluntly states the world, "in very truth is a living creature with soul and reason."(Jowett). To this viewpoint Plato accords an unconditional primacy even in matters of detail. Thus when he discusses the working of the human eye, he deplores the fact that "the great mass of mankind regards the sole causes of all things. " Against this he opposes the classification of causes into two groups: the accessory or mechanical causes that are "incapable of any plan or intelligence for any purpose," and those that "work with intelligence to produce what is good and desirable."(Jowett). A great observation of Plato's theory in science was the metaphysical study of forms. Plato's theory of form was intended to answer the following 3 questions: Why do objects have the properties they do? How should objects be classified? What makes an object good of its kind? The answers Plato proposed were based on his theory of forms. Platos theory was a form is an ideal object. Forms are perfect, eternal, and unchanging. There is a form for each property or characteristic an object could have. There are also forms for abstract objects and concepts; for example numbers. Forms are real, but the material objects around us are not. This lead to the following answers to Plato's questions: An object has a characteristic because it participates in the form for that characteristic; for example, an object is round because it participates in the form of roundness. Objects belong together in a category when they participate in the same form; for example, all round things belong together because they all participate in the form of roundness. An object is better of its type because it participates in a relevant form to a greater extent; for example, an object is more round than other things because it participates in the form of roundness to a greater degree. Aristotle's Concept of Change Change is a fact that all observe. While Plato wanted to go beyond the world of change to the unchangeable ideas, Aristotle studied change itself. Change has a pattern that we can understand. There are four causes of motion or change. First is the material cause the matter out of which something is produced. Second is the efficient cause or the active, producing cause. For example, Aristotle used the illustration of parents who produce children where the seed is the material cause. Third is the formal cause, or the technique or way of doing something. The fourth is the final cause. In other words the goal or purpose intended. For Aristotle, everything in nature had an end or purpose. There is a goal toward which everything is moving; for example, a kitten to become a cat, or an acorn to become an oak. The final cause is the cause of causality in the other causes. As with human beings, nothing in nature is done without a purpose. For Aristotle purpose was immanent, not transcendent. An example given by the Stanford Encyclopedia of Philosophy is the four causes seen in the work of a sculptor: the marble on which he works is the material cause; the sculptor himself is the efficient cause; the pattern for the statue is the formal cause; and the purpose for which the work is undertaken is the final cause Aristotle comes close to Plato when he considers the underlying factor responsible for the movement of all things. This factor is their form, or eidos, which is the mover. Everything has in itself a power. Only in the act it's self is the thing perfect. The goal toward which the activity moves is the complete rarity of that thing. The perfection of things is immanent in them, and they move toward actuality. Aristotle's Concept of Motion on the Universe According to Science World Aristotle held that the universe was divided into two parts, the terrestrial region and the celestial region. In the realm of earth, all bodies were made out of combinations of four substances, earth, fire, air, and water. Heavy material bodies like rocks and iron consisted mostly of earth with small parts of the other elements. Less dense objects were thought to contain a larger mixture of the other elements along with earth. For instance, humans consisted of a complex mixture of all the elements: earth, which gave material strength and weight; fire, which provided warmth; water, which accounted for blood and other bodily fluids; and air, which filled the lungs and provided the breath of life. Aristotle's theory holds that the sun, planets, and stars were made of quintessence, a pure, perfect substance, quite unlike the elements found on Earth. The Moon, marking the boundary between the sublunary earthly region and the superlunary heavenly region, was mostly quintessence, but because of its proximity to Earth it was contaminated with a small mixture of earthly elements, which accounted for the visible imperfections on its surface. Science World establishes the fundamental assumption in Aristotelian physics was that the natural state of sublunary matter is rest. Earth, air, and water must seek their natural place at rest in the center of Earth unless stopped by an impenetrable surface like the ground or a table. The natural place of rest of the element fire is somewhere above us, but well below the Moon. The air we see around us is a mixture of the elements air and fire, so its behavior is complicated by the competition between the tendency for fire to rise and air to fall. Aristotle's model provided a simple, compelling explanation for falling rocks, rising flames, and the circulation of the air. However, it was less successful in explaining "violent motion" such as when an object is hurled from a catapult. To see why this would be a problem for the Aristotelian worldview, imagine the following experiment as defined by The Stanford Encyclopedia of Philosophy: Find a cat, and put it from a siege machine. You would observe that the cat continues to travel through the air (before landing safely on its feet) even after it was no longer being pushed by the arm of the machine. If the natural state of motion of the cat is rest on Earth, why didn't the cat drop to the ground immediately on leaving the pult? (Stanford Encyclopedia of Philosophy) Here, Aristotelian physics had to say that this kind of motion is different because it is "violent," and had to invent some mechanism to keep the cat in the air during violent motion. All of the mechanisms fall under the technical description "hand waving." One of the most popular explanations was that the air in front of the cat became disturbed by the movement of the cat and swirled behind the cat and pushed it along. Thus, in Aristotelian dynamics, there was a distinction between "natural" downward motions. For example, a rock falling to the ground when dropped and unnatural violent motion not directed toward the center of earth, such as that resulting from a catapult. In concluding, to review the variances in Plato and Aristotle's designated schools of thought one may find the following: Plato was a man of reasoning, due to he believed we had knowledge before birth, but through question in life remembered the knowledge we were born with. Plato and Aristotle differed in their ideas of change due to Plato believed that for were unchanging and Aristotle's view was a form changed to meet its end purpose. For Aristotle the motion of the universe was a contrast to earthly motions. In the superlunary regions of the heavens the natural state of motion was circular, because circles were considered to be the perfect geometric figure. Thus the planets would travel forever in circular orbits without the intervention of any force. Works Cited Jowett, Benjamin. "Meno". The Internet Classics Archive. 2007. 2007, June 4. Jowett, Benjamin. "Timaeus". The Internet Classics Archive. 2007. 2007, June 4. Science World. "Classic Metaphysics". Science World. 2007. 2007, June 3. Stanford Encyclopedia of Philosophy. "Plato's Timaeus". Stanford Encyclopedia of Philosophy. 2007. 2007, June 3.