22 Best Colleges in the South Which Ones Right for You

22 Best Colleges in the South Which One's Right for You SAT/ACT Prep Online Guides and Tips In the event that you’re from a Southern state, or you simply love sweet tea, quiet young doggies, heavenly BBQ, and saying â€Å"y’all,† you might need to go to school in the South. In the event that you’re thinking about setting off for college in the South, you ought to have a thought of which schools are the best in the district. In this article, I’ll rankthe best universities in the South and offer tips on finding the best Southern collegesfor you. Which States Are in the South? For my rankings, here are the states that I viewed as in the South: Texas, Arkansas, Louisiana, Mississippi, Alabama, Tennessee, Georgia, Florida, South Carolina, North Carolina, Virginia, and Kentucky.Interestingly, there is some disparity about which states are in the South. How I Ranked the Best Colleges in the South While rankings can be abstract, you can get a general thought of which universities are better founded on their notorieties and target statistics.I put the best 22 schools in the South into four levels, with level one including the most elevated positioned schools.I decided my rankings by taking a gander at the rankings from US News, Forbes, and Niche.Each positioning rundown utilizes various factors to decide its rankings, however here are the absolute most significant variables that are viewed as while deciding school rankings: Scholarly Reputation-The scholastic notoriety of a school is the thing that instruction specialists consider the scholastics at a specific school. US News gives a friend appraisal study to college presidents, executives, and senior members of admissions to help rate scholastic quality. Furthermore, it overviews secondary school instructors the nation over. Green bean Retention Rate-The first year recruit degree of consistency is the level of rookies that arrival for their sophomore years. Ordinarily, better schools have higher standards for dependability. A high standard for dependability shows that understudies at the school are happy with the school and getting the important help to succeed. Graduation Rate-The graduation rate is the level of understudies that graduate inside 6 years. Better schools have higher graduation rates. On the off chance that a higher level of understudies is graduating, at that point the understudies are viewed as being progressively fit, and the school is giving the essential help and assets to empower understudies to effectively complete school. Understudy Selectivity-Student selectivity alludes to the capabilities of the understudies and the seriousness of the confirmations procedure. Better schools have understudies with higher secondary school GPAs and state administered test scores. Additionally, better schools will in general have lower acknowledgment rates. Greater selectivity for the most part likens to a higher gauge of understudy. Money related Resources-Ranking records consider schools’ per understudy spending. Additional spending per understudy is characteristic of having more assets and emphatically impacts a school’s positioning. I weighted the US News rankings somewhat more intensely on the grounds that US News has the most renowned positioning rundown; in this manner it has the best effect on a school’s reputation.All of the schools were among the 25 top Southern universities in any event two of the three positioning records I looked at.Honorable notice schools made the main 25 in at any rate one rundown. I incorporated the normal state sanctioned grades, acknowledgment rates, and US News positioning for each school. Since US News positions national colleges and aesthetic sciences schools independently, after the positioning, I put NU for national college or LA for human sciences college.I likewise put open universities in strong. Sarah Reid/Flickr The Best Colleges in the South, Ranked Right away, here are my rankings of the best Southern universities. Tier1 The principal level is made out of profoundly particular private universities. Their acknowledgment rates go from 13% to 17%, and they're totally positioned in top 20 in US News for national colleges. Their graduation rates are between 92% (Rice) and95% (Duke). Every one of the three universities meet 100% of showed money related need. School Area Normal SAT Score Normal ACT Score Acknowledgment Rate US News Ranking Duke University Durham, NC 2250 34 13% #8 NU Rice University Houston, TX 2180 33 17% #18 NU Vanderbilt University Nashville, TN 2215 33 13% #15 NU Tier2 There are seven universities in the subsequent level. Their acknowledgment rates go from 18% (Washington and Lee) to 35% (Wake Forest), and they're all in the best 35 in their particular classes in the US News rankings. Their graduation rates are 88% (Wake Forest and Washington and Lee) to 94% (University of Virginia). There are four open universities and two human sciences schools in the subsequent level. School Area Normal SAT Score Normal ACT Score Acknowledgment Rate US News Ranking School of William and Mary Williamsburg, VA 2035 30 33% #34 NU Davidson College Davidson, NC 1992 31 26% #9 LA Emory University Atlanta, GA 2040 30 26% #21 NU College of North Carolina-Chapel Hill House of prayer Hill, NC 1901 29 29% #30 NU College of Virginia Charlottesville, VA 1997 30 30% #26 NU Wake Forest University Winston-Salem, NC 1325 (on Math and Critical Reading as it were) 30 35% #27 NU Washington and Lee University Lexington, VA 2082 31 18% #14 LA College of North Carolina graduates (Evonne/Flickr) Tier3 There are six schools in the third level, speaking to five states. Their acknowledgment rates go from 26% (Tulane) to 47% (University of Florida). Their graduation rates run from81% (University of Texas and University of Miami) to 88% (University of Florida). College of Richmond is the main aesthetic sciences school in this level. School Area Normal SAT Score Normal ACT Score Acknowledgment Rate US News Ranking Georgia Tech Atlanta, GA 2049 31 41% #36 NU Tulane University New Orleans, LA 1985 30 26% #41 NU College of Florida Gainesville, FL 1887 28 47% #47 NU College of Miami Coral Gables, FL 1965 30 40% #51 NU College of Richmond Richmond, VA 1945 30 31% #32 LA College of Texas-Austin Austin, TX 1873 28 40% #52 NU Tier4 There are six schools in the fourth level, just one of which is a state funded college. Their acknowledgment rates go from 51% (SMU) to 69% (Center College). Their graduation rates are between77% (SMU) and84% (Furman), and their US News rankings are from 45-61 in their individual classifications. School Area Normal SAT Score Normal ACT Score Acknowledgment Rate US News Ranking Focus College Danville, KY 1840 28 69% #45 LA Clemson University Clemson, SC 1795 29 57% #61 NU Furman University Greenville, SC 1845 28 64% #51 LA Rhodes College Memphis, TN 1910 29 58% #51 LA Sewanee: University of the South Sewanee, TN 1870 28 60% #48 LA Southern Methodist University Dallas, TX 1935 29 51% #61 NU Southern Methodist University (Ed Uthman/Flickr) Good Mention Agnes Scott College Berea College Spelman College Texas AM University College of Alabama College of Georgia Virginia Tech Wofford College In what manner Should You Use This List? In the event that you need to go to outstanding amongst other universitiesin the South, research the schools on the rundown that intrigue you to decide whether you need to apply to them.Think of the variables that are essential to you in a school including cost, size, selectivity, area, and the majors offered.Look at the school’s site and use manuals, school discoverers, and search sites to help you in the school choice procedure. On the off chance that conceivable, talk with instructors, advocates, guardians, current understudies, and graduated class. Additionally, in light of the fact that a school didn’t make the rundown doesn’t mean it’s an awful school. In your school search, you ought to distinguish the school that’s the best fit for you. A few schools may not rank well on the grounds that they’re not as particular or have less monetary assets. In any case, they may have scholastic projects, teachers, and a grounds situation that will empower you to have a high caliber of life while you’re in school and arrive at your scholarly and expert objectives. What's Next? Ensure you realize how to do school research right. Additionally, before you complete your school applications, master all that you have to think about the school article. At last, in case you're keen on going to a particular school, look at the most specific universities in the nation. Need to improve your SAT score by 160 or your ACT score by 4 points?We've composed a guide for each test about the best 5 systems you should use to have a taken shots at improving your score. Download it with the expectation of complimentary at this point:

Teaching Philosophy Essay Samples

Teaching Philosophy Essay SamplesTeaching Philosophy Essay Samples Online can help you become more successful with your teachers' certification exam. The teacher is in need of a great professor, but he or she does not have the time to spend on just one essay. Writing online can be time consuming, but it is completely worth it when you can write and receive feedback.Teaching Philosophy essay samples can provide you with a step by step guide for writing, as well as tips for what is not acceptable on your test. All the parts of your essay are covered in this guide so that you will have no problem understanding what it is you are doing. Many teachers receive instructions on what they can do to help your paper.One of the most effective ways to practice your writing is by taking a test that includes a post-test discussion. This will help you realize how the material you have written will benefit the students, and how you can make your teaching philosophy essays the best they can be. If you take the time to study this tutorial for teaching philosophy, then you will not be caught off guard by the material and you will be prepared for the real test.This tutorial will provide you with unique guidance on teaching philosophy for secondary level. This will allow you to write powerful, important essays that get your point across. The tutoring will help you think of questions that you will ask of yourself, as well as other philosophers to write a meaningful essay.To gain an edge over your peers, it is essential that you keep the primary point of your essay in mind. You do not want to give students a reason to look elsewhere for answers. The essay examples can help you address that dilemma for yourself. Make sure you understand how the style guides are utilized on the submission sites, as well as how to present key concepts in the essay.If you are able to find a tutor, you will be well on your way to helping yourself as a writer. One of the easiest ways to help your students i s to understand the basics and provide them with some guidelines for their paper. Learning about the form and style of essay samples can help you prepare your writing before the test.You will also find out what the outline is when it comes to teaching philosophy essay samples. This can help you determine where you need to focus your research. With this information, you can better make sense of the essay samples and make them work for your requirements.When you are trying to be a teacher, you need to be prepared for anything. A little preparation can go a long way in being prepared to teach your students when the semester rolls around. Taking the time to learn how to teach philosophy through this tutorial is easy when you are sure to follow the steps correctly.

What challenges do the educational philosophies of Paulo Freire and Research Paper

What difficulties do the instructive ways of thinking of Paulo Freire and Waldorf schools present - Research Paper Example What difficulties do the instructive methods of reasoning of Paulo Freire and Waldorf schools present? The Waldorf schools then again depend on the instructive way of thinking which was created by Steiner Rudolph. The instructive way of thinking of the Waldorf schools is principally founded on the conviction that different formative stages in kids are the best with regards to kids learning various things. This is so in light of the fact that it is accepted that youngsters can possibly learn various things in life when their physical, profound and scholarly abilities are in wording with the sort of data introduced to them (Petrash, 2002). The article beneath tries to address the difficulties presented by the instructive ways of thinking of the Waldorf schools and Paulo Freire to the testing necessities of state and nearby school locale. The testing necessities in the state and neighborhood region schools have gotten difficulties in different manners by the instructive way of thinking of Paulo Freire. A large portion of the state and neighborhood region schools have a propensity of not giving their understudies their very own voice. Consequently if, the Paulo reasoning is fused in the nearby and state area schools, at that point the understudies will in general be additionally requesting. In such situations when understudies are all the more requesting, the connection between the understudies and the educators becomes disorder (Freire, 2000). When the educator understudy relationship gets disordered, at that point the testing prerequisites of the schools are contrarily influenced. The understudies may feel mistreated by the instructors when the educators neglect to fulfill their needs, and this causes them to be rough. Another test presented by the instructive way of thinking by Paulo Freire to the testing prerequisites of the nearby and state area schools is the point at which the understudies blame educators for being flighty and disobliging as in they neglect to tune in to the conclusions achieved by the understudies. Such circumstance debilitates the understud ies to the degree of them not performing admirably in their school work (Irwin, 2012). Since a large portion of the nearby and state locale schools have an inclination of permitting their educators to furnish understudies with information, the instructive way of thinking by Paulo Freire might be a test to the testing necessities of the schools. The instructive way of thinking by Paulo Freire advocates that educators and understudies ought to interface similarly in the procurement of information so understudies may figure out how to have a voice in the severe society. It turns into a test in light of the fact that once understudies are accustomed to being taken care of with information by their instructors, it is very hard for them to communicate with the educators and offer out their input on what they are educated (Dewey, 2009). Understudies in the majority of the area schools don't have the foggiest idea how to decipher the information they learn in school in reality. In many even ts, these understudies will in general remember what their instructors feed them with and neglect to realize what the information they have been taken care of with truly implies in reality. This turns into a critical test to the testing necessities of the nearby and state locale schools. For this case, the understudies keep being the abused, and that they need to acquire the forces of representing themselves (Freire, 2000). Another test that is presented by the instructive way of thinking of Paulo Freire to the testing necessities of the region schools is the way that instructors in these schools will in general dread connecting with understudies in

Standardized Test Preparation The Literature Subject Test Part III

Hello faithful readers! I hope that the cliffhanger SAT II question I gave you last time hasn’t troubled you too much. But don’t worry, I’m back with the answers and explanations for our second example question concerning the analysis of the John Crowe Ransom poem â€Å"Blue Girls.† Here’s the poem again, and here’s the question we started working on in the last post: Twirling your blue skirts, travelling the sward Under the towers of your seminary, Go listen to your teachers old and contrary Without believing a word. Tie the white fillets then about your hair And think no more of what will come to pass Than bluebirds that go walking on the grass And chattering on the air. Practice your beauty, blue girls, before it fail; And I will cry with my loud lips and publish Beauty which all our power shall never establish, It is so frail. For I could tell you a story which is true; I know a woman with a terrible tongue, Blear eyes fallen from blue, All her perfections tarnished -- yet it is not long Since she was lovelier than any of you. (1927) 2. The poem is primarily concerned with (A) the importance of beauty (B) the lesson to be learned from the past (C) the fleeting nature of youth (D) telling a story for the girls’ benefit (E) the permanence of death In the last post, we talked about how to make sure that we are ready to answer questions in their entirety by paying attention to each word in the question prompt. Feel free to review my last post to get back up to speed with the best method for reading questions. Once you’re ready to attack this question, read on! OK: Let’s work the list of answer choices from the bottom up. Is the predominant theme in the poem â€Å"the permanence of death?† Remember, we are not being asked to simply identify things that are in the poem, but rather, to identify the thing that is in the poem the most. Let’s quickly scan each stanza for explicit or figurative (metaphor, simile, allegory, etc.) signs of death. The first stanza is about girls in skirts ignoring their teachers in seminary. No death there. The second stanza is about being carefree and living like the bluebirds. I see nature and life but not death. The third stanza is about the frailty and impermanence of beauty—this could sort of imply death, but we’re already more than halfway done with the poem and even this connection looks a little iffy. Is this really what the poem is â€Å"primarily† thinking about? And then in the fourth stanza we’ve got a cautionary tale about a mean old woman who used to be young and beautiful. Maybe there’s a little hint of her impending death here, but it’s not super obvious. So we can safely say that â€Å"the permanence of death† is definitely not the biggest theme in the poem. Cross it out. Moving along, what about â€Å"telling a story for the girls’ benefit?† In some sense, we can immediately appreciate that this is what the poem is doing. It is called â€Å"Blue Girls† and it is speaking directly to the â€Å"blue girls† as we can see in stanza three. And we know from our reading (covered in my last blog post) that the speaker of the poem is urging the girls to enjoy their youth and beauty while they still have these things, and that certainly seems to be an exhortation made for their benefit. OK, so are we done? Do we have our answer? Nope! Let’s read the answer choice again carefully. In full we have â€Å"telling a story for the girls’ benefit.† We agree that the poem is indeed addressed to the girls’ benefit, but what about â€Å"telling a story?† Is the poem’s primary concern telling a story? A quick scan of the poem reminds us that we don’t really get to any kind of story until the fou rth stanza, when the speaker explicitly says, â€Å"For I could tell you a story which is true†¦Ã¢â‚¬  So, we narrowly escaped a trap set for us by the test-makers. We glommed onto the word â€Å"benefit† and saw that yes, the poem is dealing with benefits. But we weren’t careful enough with â€Å"telling a story† in light of the question’s own word â€Å"primarily.† What we can say for sure is: this poem does tell a story for the girls’ benefit, but it is still not the primary concern of the poem; that is, it is not what the poem is speaking to the most. OK, so what is the poem really speaking to the most? We know from our previous reading that the poem is more or less meant to warn the â€Å"blue girls† about the fact that they won’t always be young and beautiful, that one day soon, they will be like the â€Å"woman with a terrible tongue† in the fourth stanza. Let’s keep this in mind as we approach the next answer choice: â€Å"the fleeting nature of youth.† Ah—the â€Å"fleeting nature of youth† means the impermanence of youth, the notion that it will only last a short amount of time. This is definitely a big theme in the poem, but is it the biggest? Let’s quickly scan the stanzas for evidence. We know that the third and fourth stanzas talk about this explicitly, although the word used there is â€Å"beauty,† and that the first two stanzas imply it via the imperatives that the speaker directs to the blue girls. But is the poet using â€Å"youth† and â€Å"beaut y† interchangeably? This answer would be a slam-dunk if it was â€Å"the fleeting nature of beauty.† But instead, it talks about youth. Still, we know that youth and beauty go together, especially in poetry. Nevertheless, we need more convincing. This is a strong possibility for our answer, but we should read the other choices to be sure. What about â€Å"the lesson to be learned from the past?† Well, how much does the poem talk about the past? Almost the entire poem is speaking about the present, except for the story of the mean old woman in stanza four, where we see a reference to the past in the concluding lines â€Å"yet it is not long since she was lovelier than any of you.† So, there’s some mention of the past in the text, but does this meet our criteria in the question as being the primary concern of the poem? It doesn’t look that way. Let’s strike it. The final possibility is â€Å"the importance of beauty.† Uh oh. This feels right. Doesn’t the poem talk about beauty from start to finish? Aren’t the girls being commanded to enjoy their beauty while they have it? And in stanza three, doesn’t the speaker make much of the fact that beauty is frail and impossible to protect forever in language? Yes—all these things are true. But let’s granulate down to each word in the answer choice: â€Å"the importance of beauty.† We’ve got the beauty part covered, but what about importance? In all of the above pronouncements, is the speaker in the poem talking about how important beauty is, or is he doing something else? He is definitely suggesting that it is important to value your beauty while you have it, but that is not the same as saying outright that beauty by itself is important. He is not analyzing the importance of beauty in his society or culture, and he’s not writing about wh at happens if you are young without beauty. Rather, he’s writing about what happens when you grow old and find that your beauty is gone. This is not a thesis about how important beauty is, but rather, how important it is to value what we have before we lose it. So, another trap narrowly avoided. Half of the answer choice made sense, but the other half didn’t quite fit. That won’t do—there will always be an answer that gets the question entirely correct, even if there are other answers that get the question partially correct. So let’s review. We axed â€Å"the permanence of death† right away. We decided â€Å"telling a story for the girls’ benefit† is definitely in the poem but is not the biggest thing. We like â€Å"the fleeting nature of youth† because it is present in every stanza, and it works with our impression of the poem as being a warning to young women, but we’re still unsure about the youth v. beauty thing. We eliminated â€Å"the lesson to be learned from the past† and we decided that â€Å"the importance of beauty† was a seductive possibility but ultimately only a partial answer to the question. This leaves us with (C) the fleeting nature of youth as our final answer. At this juncture, it is worth taking a moment to acknowledge that this is still an imperfect answer. As we saw above, the really perfect answer would look more like â€Å"the fleeting nature of beauty† than â€Å"the fleeting nature of youth.† The test-makers have constructed the questions in a way that suggests that beauty and youth are roughly synonyms in this poem, and that is a move that is neither exactly fair, nor precise. If we were writing an essay about this poem in which we had the resources to perform multiple close readings, we likely would have to consider why beauty and youth are not exactly the same in this poem! So, how can we rationalize our choice of (C) as the right answer even when we know that the language used in the answer is incomplete? The short answer is, sadly, welcome to the SAT II. Remember that this test is always only 60 minutes long and comprises 60-63 questions. This comes out to an average of one question per minute. There is not time to lament the vagaries of the language but there is time enough to recognize that the language is often deliberately misleading. Another thing to remember is that even if we disagree as individual readers with the test’s own assumptions about literature, the test is ultimately just a system to be hacked: it is not the final word about poetry, about prose, about English literature or really about anything else. What matters most is that you learn how to tackle the limited number of problems that will be thrown your way so that you can get to the right answers quickly and efficiently. In the above analysis of this question, we can clearly see that the question is meant to be tricky, and that even the right answer is not a perfect fit. This is all part of the noise built into the exam by its architects. The most important thing we learned from the above, however, is how to use the precision of language as our greatest weapon. We did a close reading of the question, which enabled us to view the answer choices critically, and make selections based on that view. We also did a close reading of the answer choices, and that helped us to eliminate partial answers and isolate the answer selection that satisfied all of the criteria set forth in the question. And we also learned that we can follow that method and still be dissatisfied with where we end up. However, that is also part of the â€Å"fun† of this test—learning to separate our feelings about it from the sheer experience of doing it and getting it out of the way. If you stick to the methods described in these posts and elsewhere on the blog, and if you bring your highest attention to all of the language of the test, you will whoop this thing, even if you disagree with how it is constru cted. Perhaps a bittersweet conclusion, but a conclusion nonetheless. Stay tuned for some analysis of questions from the SAT I verbal section (!) coming up soon from me, an NYC SAT tutor. And as always, enjoy! ;

A Practical Intro to Newtons 3 Laws of Motion

The Black Lives Matter Is A Movement - 1659 Words

In 2013, a movement called Black Lives Matter, started to advocate their motto and cause for stopping police brutality and racial injustice. The movement is being supported by many other African Americans and TV networks like B.E.T. Black Lives Matter is a movement that began after George Zimmerman was found not guilty of the murder of Trayvon Martin. The movement grew stronger after the death of two unarmed African Americans last year, Michael Brown of Ferguson, Missouri and Eric Garner of New York City. People of all colors and ethnicities immediately added and followed Black Lives Matter on social media and re-posted their trending hashtag Black Lives Matter. Although a majority of people haven’t noticed any changes, many African Americans, especially those who support Black Lives Matter, still see an unbalance amount of justices against whites and black. Despite the popular belief, the Black Lives Matter movement does have an agenda and goals for what they want to accompli sh. Once the news story that George Zimmerman had been acquitted was released, Opal Tometi felt passionate to launch a movement after reading a Facebook post by Alicia Garza. She believed that the rage many people felt was reasonable, thus coming up with the phrase â€Å"black lives matter.† Inspired by Garza s post, Patrisse Cullors put a hashtag on that significant quote and began posting it on social media websites. Tometi reached out to Cullors and Garza, telling them they need to branch out and expandShow MoreRelatedThe Black Lives Matter Movement1356 Words   |  6 Pagesthe product of racial profiling, a movement has risen up to combat these common issues. The most recent and most well-covered is the Black Lives Matter Movement. Even though it has been lauded by some media sources and individuals as the next great movement to champion for civil rights, the Black Lives Matter movement is not the same as the African-American Civil Rights Movement of the 1960s nor is it likely to be as successful. If the Black Lives Matter Movement continues with discrepancies in ideologyRead MoreThe Black Lives Matter Movement790 Words   |  4 Pagescitizens rose up to demand a change, known as the Black Lives Matter movement. Due to others not clearly understanding the mission, the connotation associated with the movement has turned negative from conservative media. Those participating in the protest for a better justice system have been painted as hoodlums, racist, and disturbers of peace. The news outlets have become biased on the information presented to the public, in fact the updates of the movement have begun to play on the fear of the viewersRead MoreThe Black Lives Matter Movement1179 Words   |  5 PagesThe Black Lives Matter movement has swept across America. It s branched out with chapters in over 31 cities and held rallies and boycotts across the United States(Sidner). The Black Lives Matter movement started with the outrage of the death of a you ng man. It continues to take over headlines and raise awareness on police brutality and inequality. However, the movement has met resistance from the All Lives Matter group. This group thinks that Black Lives Matter is a movement to express hatred towardsRead MoreThe Black Lives Matter Movement872 Words   |  4 PagesPaper 5 Black Lives Matter Movement A close examination of the online representation of a fringe community or counterculture would be the Black Lives Matter movement. The Black Lives Matter movement is a community in America that has represented itself after all of the many innocent African American lives that have taken by law enforcement and the Caucasian male who went into the Emanuel African Methodist Episcopal Church and opened fire on the members of the church. The Black Lives Matter movementRead MoreThe Black Lives Matter Movement1235 Words   |  5 Pagestheir anger and sadness about the result with the Black Lives Matter hashtag. While there were many documented cases of police brutality before Michael Brown’s death, this was the one that truly popularized the Black Lives Matter Movement (Acosta). The Black Lives Matter movement is â€Å"working for a world where Black lives are no longer systematically and intentionally targeted for demise† (About), as well as highlighting the contributions Bl ack lives have made to society. Media have a strong influenceRead MoreThe Black Lives Matter Movement893 Words   |  4 PagesDiscrimination is a struggle that African Americans know all too well. The Black Lives Matter strives to stand up for those wronged by society and also raise awareness to an issue that has surprisingly gone unresolved. The articles â€Å" Black lives Matter: A movement takes shape†, and â€Å" The condition of black lives is one of mourning â€Å" both show the dire need for the black lives matter movement through a combination of appeals that allows them to draw attention to different aspects of the problems withoutRead MoreThe Black Lives Matter Movement Essay1570 Words   |  7 PagesThe Black Lives Matter movement was created in 2013 after the acquittal of Trayvon Martin’s killer, and after the killing of Michael Brown in Ferguson, Missouri. In 2014, the phrase became a bold component for a new chapter in an age old historical fight to end social injustices. But the mo vement’s disruptive protests’ and passionate public speeches about racial inequality have been concerning to many American citizens who are curious about what the goal is for this generation of protesters. OneRead MoreThe Black Lives Matter Movement1453 Words   |  6 PagesThe black lives matter movement has been in the news is a major social movement since Mike Brown was shot in Ferguson Missouri. Since that event, there have been many spin-offs to the black lives matter cause. White lives matter, blue lives matter, and Hispanic lives matter. This has become a more divisive idea instead of being a cause that can invoke change. Given my background and personal experience, all lives matter; even the ones that wear bulletproof vests and guns on their hip. People seeRead MoreThe Black Lives Matter Movement1289 Words   |  6 PagesWhite people are born into extreme privilege that they are unaware of having and Blacks are continually the subject of police brutality, inequality in the workplace and the media is still horribly racist. It is clear that light needs to be shed upon this issue to help prevent future generations from fighting the horrific battle that black people still have to fight every day even now in 2015. The Black Lives Matter movement was set up in 2012 following the death of Treyvon Martin and awareness to thisRead MoreThe Black Lives Matter Movement1655 Words   |  7 Pagesfighting for respect for a single human life, blacks are focused on the safety of their community while the whites are fighting to keep respect and gain safety. The Black Lives Matter movement, also known as BLM, has been occurring since 2013 when the #blacklivesmatter began trending on Twitter after the death of Trayvon Martin. This movement was not started to cause problems, but only as a support group for the African American community. As growth to the movement occurred, the retaliation levels jumped

Infantile Amenisia Essay Example For Students

Infantile Amenisia Essay Our brains are constantly at work processing and retrieving information. However, we become frustrated when we cannot readily retrieve information that we have stored in our brains. The inability to remember can occur for a number of reasons that range from simple forgetting to phenomena like Infantile Amnesia. Infantile Amnesia is described as an adults inability to remember events before the age of two or three. This phenomena has proven difficult to test because your memory is in a constant state of reconstruction, (Rupp, 1998, p. 171). That is your memories are influenced by past events, and current perceptions about yourself. Therefore, you may remember events only in a way that it is congruent with your current perceptions of yourself, and current relationships. Rupp illustrated this:Grown children who clash with their parents may find memories of childhoodplastered over with new impressions the past becomes gloomier and more dismal; recollections of past injustices loom large. (Rupp, 1998, p.172) Hindsight bias is also a factor in both adult and childhood memories. Hindsight bias occurs when our memory of how certain we were about the accuracy of an event is altered. If an event is recounted that is similar to the memory that we have we tend to become more confident remembering events in a much more positive light. If our memory is found to be false, we quickly remember ourselves as being cautiously doubtful about the event in the first place. Therefore, it is clear that our memories are quite susceptible to error. Sigmund Freud, father of the psychoanalytic school of thought had a different interpretation. Freud contended that it was necessary to repress early childhood memories. This necessity stemmed out of the need to repress anxiety-producing sexual and aggressive memories related to a childs parent or parents. Freud thought that repression of these memories was essential to developing a healthy sex life as an adult. Though Freuds theories are widel y accepted increasingly, contemporary psychologists are veering away from this theory. Memory is defined as the process by which information is encoded, stored and retrieved. This process is central to learning and thinking. There are three types of memory storage systems: sensory memory, short-term memory, and long-term memory. Sensory memory is the initial storage of information that may last for only an instant. Short-term memory holds information for 15 to 25 seconds. Long-term memory occurs when we store information permanently. Therefore, many of our memories about our childhood are stored there. It is not that newborns are incapable of remembering things but the way that they remember. The brains of newborns are, predisposed to retain certain kinds of information often information related to survival and mastering the environment. (Sroufe, Cooper and Dehart, 1996). In addition, babies are only able to store fewer pieces of information about events and experiences. At this ear ly stage in life, they are unable to organize and store information in a manner that would allow them to retrieve it readily later in life. Piaget believed that, babies memories are sensory motor in nature not true representations. (Sroufe, Cooper and Dehart, 1996). Psychologists have continually tried to find methods to understand the phenomena of infantile amnesia. Studies have been conducted using the birth of a sibling as a reference point for discerning exactly what people can remember from that period. College students and children aged four, six, eight and twelve were asked to recall the birth of a sibling when they were between the ages three and eleven. Researchers asked question like Who took care of you while your mother was in the hospital? Did the baby receive presents? Did you receive presents? Then their mothers were asked the same questions. The study found that children who were under the age of three at the time of the birth remember virtually nothing. The inability to remember events in early childhood is not necessarily a bad thing. Actually, it may be useful particularly for people who have suffered severe trauma during their childhood. It prevents them from reliving these traumatic events, and causing undue anxiety that may impair their adult lives. While I am not in complete agreement with Freud theory on infantile amnesia, I believe that it may serve its own purpose. .u053d901e38d6c83174bf79ff71546b57 , .u053d901e38d6c83174bf79ff71546b57 .postImageUrl , .u053d901e38d6c83174bf79ff71546b57 .centered-text-area { min-height: 80px; position: relative; } .u053d901e38d6c83174bf79ff71546b57 , .u053d901e38d6c83174bf79ff71546b57:hover , .u053d901e38d6c83174bf79ff71546b57:visited , .u053d901e38d6c83174bf79ff71546b57:active { border:0!important; } .u053d901e38d6c83174bf79ff71546b57 .clearfix:after { content: ""; display: table; clear: both; } .u053d901e38d6c83174bf79ff71546b57 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u053d901e38d6c83174bf79ff71546b57:active , .u053d901e38d6c83174bf79ff71546b57:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u053d901e38d6c83174bf79ff71546b57 .centered-text-area { width: 100%; position: relative ; } .u053d901e38d6c83174bf79ff71546b57 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u053d901e38d6c83174bf79ff71546b57 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u053d901e38d6c83174bf79ff71546b57 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u053d901e38d6c83174bf79ff71546b57:hover .ctaButton { background-color: #34495E!important; } .u053d901e38d6c83174bf79ff71546b57 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u053d901e38d6c83174bf79ff71546b57 .u053d901e38d6c83174bf79ff71546b57-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u053d901e38d6c83174bf79ff71546b57:after { content: ""; display: block; clear: both; } READ: Corner Stones of and Ideal Learning Environment EssayBaddeley, A. (1993). Your Memory, A Users Guide. United Kingdom: Prion Myers, R. (1994). Exploring Social Psychology. United States of America: McGraw-HillRupp, R. (1998). How We Remember and Why We Forget. New York: Three Rivers PressSroufe, Cooper Dehart (1996). Child Development: Its Nature and Course. New York: Bibliography:

VATICAN CITY A Vatican Panel Issued A Stinging Condemnation Of Huma Essay Example For Students

VATICAN CITY A Vatican Panel Issued A Stinging Condemnation Of Huma Essay n cloning Tuesday and warned against the misuse of genetic information. Human cloning, it said, represents a grave attack on the dignity of conception and on the right to an unrepeatable, unpredetermined set of genes. The Pontifical Academy on Life also warned that using genetic information to suppress malformed or diseased embryos and fetuses amounts to a new form of selective eugenics. We will write a custom essay on VATICAN CITY A Vatican Panel Issued A Stinging Condemnation Of Huma specifically for you for only $16.38 $13.9/page Order now The statement came at the end of the academys three-day conference at the Vatican. The report wrapped up a year of study on the potential effects of current research into human genetics. The Vatican has in the past called for a ban on human cloning and also forbids abortion. People should be conceived and born in a human way, it has said. In an earlier report, the academy said human cloning would not result in identical souls because only God can create a soul.

Russians And Bosnians Essays - Free Essays, Term Papers

Russians And Bosnians Essays - Free Essays, Term Papers Russians and Bosnians Historically and politically, the Bosnians and the Russians are a perfect match.This history started in the middle of the first thousand years A.D. when the tribes called the Southern Slavs migrated into the southeast area of Europe known as the Balkans. The Slav people as they are known, were separated from the Northern Slavs, that is, related Slavs in Poland, Czechoslovakia, and Russia, by the non-slavic tribes that settled the lands of Austria and Hungary. The Bosnians original ancestors were the Southern Slavs. They raided areas throught the Balkans including what is now modern day Serbia.This tribe eventually split up, mostly for religious and political reasons but also because the geography of the region is such that large groups of Slavs became separated and isolated from one another because of the difficult terrain. When religion came to the Balkans, where you were physically had as much to do with what religion you grew up with as other reasons. The Serbs who were closest to the Byzantine Empire geographically, took up the Eastern Orthodox Religion. The peoples in what is now Croatia, Slovinia and Bosina were infuenced by Rome and took up Roman Catholicisim. However, the Bosnians, who were alwasys being threathned politically by the Orthodox Christian Serbs as well as their Roman Catholic neighbors, by the fifteenth century had made apolitical decision to align themselves with the rising power of the Ottoman Empire, and converted to Islam. Russia, the country where most of the Southern Slavs came from had accepted the Eastern Orthodox religion at around the time the Serbs did. This religious bond between Russians and Serbs was very strong and the two groups supported one another for virtually their entire history up to and including modern times. The Serbs supported the Russians in almost all their wars and helped the Russians gain control of part of the Eastern Mediterraen from the Turks. This is why the Russians are deeply interested in this area and feel they have a special role to play in the current conflict. The Balkans are the reason that World War I had started. The Serbs of 1914 was as determined then, as they were for centuries, of preserving their independence in the Balkans. A wider war in the Balkans could risk the security of Europe, and possibly draw Moslen nations into the war. On a more imeadiate level, the reason for peace in Bosnia is so urgent is because cities, roads, bridges, have been destroyed in the conflict. A good example of this is Sarajevo, ( a major muslim city) that was known for its cultural mixture. It was the site of the 1988 winter olympics which welcomed hunreds of atlethes from all over the globe. The city is on the Bosinian-Serb border and has been shelled by both sides in the war. However, a far more important reason is to prevent this local war from starting a wider confrontation that would risk the security of Europe, and possibly draw in Moslem nations to support the Muslims in Bosnia. Russian soldiers are going to be among the troops keeping peace in Sarajevo as well as in other towns in Bosnia. The rusians are trying to improve relations with the U. S. and are doing so by working with the U.S. on keeping peace in the Balkans. Both President Yeltsin of Russia and Clinton Of the U.S., have met several times over this issue. They decide that a good way to improve rlations betwen the two countries. Part of the debate over rusian troops betwen Russia and the U.S. was who mwould command the Russsian troops if they were sent. The Russians did not want teir troops under a NATO command because they thought that Nato was anti- Russian. Another topic of their debate was where were the Russian troops to be deployed. The russians wnated to be deployed in Bosnian Serb teritory, and the U.S. wanted them deployed in Bosnian Croat territory. Finally an agreement was reached. The Russians would send fifteenhundred troops to Bosnia. They were scheduled to arrive in mid-December 1995. Both sides agreed that the Russian troops would report to their own commander, General Leonti P. Shetsov. Shetsov had worked with

14th Century Italian Paintings of Religious Iconography Essay

14th Century Italian Paintings of Religious Iconography - Essay Example The essay "14th Century Italian Paintings of Religious Iconography" analyzes the Religious Iconography in 14th Century Italian Paintings. The work is tempera on a panel, and thus absorbs the grain of the panel in a way that contributes to the overall feel and texture of the piece and depiction. There appears to be an effort by the artist to create an ethnic look in the depictions, rather than the later works, especially those of the 16th century, which have a very â€Å"Italian† look about the subjects. The grain of the panel, itself aged with time, transfers that effect to the depiction. That the materials used are tempera as opposed to oil, does not take away from the artist’s ability to create the brilliance of the Assumption, however, it is noted that that brilliance is accomplished with the use of gold and yellow as opposed to the actual brilliance of light that can be achieved used oil on canvas. The color of the blues, yellow, and red against the gold, and the sk illed hand of the artist create panels that extraordinary to see. Close examination of the panel shows that there is some deterioration of the original work, especially in the image of Christ and one of the many angels looking over the ascending Virgin. Still, the grain of the panel itself adds an aged dimension, which probably cannot be accomplished using oil on canvas. Certainly the detail of the work is worthwhile too, in that it depicts the physical body of the Virgin receiving the traditional rites as suggested by Christian.

Summary and reaction Essay Example | Topics and Well Written Essays - 750 words

Summary and reaction - Essay Example It also touches on the role that the relationship of parents plays in influencing the perception of the generation on marriage and parenting. This is particularly in relating the opinion of the Y generation on the importance of having a child grow up with parents to be happy despite having unmarried parents (Hanna 2). In our modern society, the concept of marriage among the populations has a wide variety of opinions this is concerning the importance attached to it and how many are willing to participate in a marriage. In this light, the Y generation, at 30 percent, put successful marriages as being of equal value as good parenting. This is as opposed to the value attached to marriage by the X generation which 35%, places a successful marriage at the same level as good parenting. These issues when put into perspective in the American population, reveal that about 40% of the American population believes that marriage is a potentially obsolete institution (Hanna 1). The said 40% marks a sharp increase in those who believed the same thing since the late 1970s, 1978 to be precise. Therefore, I believe that the sharp increase denotes the loss of confidence in the institution over the given span of time. However, the Y generation, also called millennials, bears mixed reactions and opinions towards the issue of marriage. This is concerning declaring marriage as a dead institution or even embracing it. This is because they do not embrace it openly, or rush to the altar as the researchers put it, and neither do they declare it dead. In addition, a large percentage of millennials asked about their appreciation for marriage expressed the desire to get married at one time. This is also expressed by young adults relating to the wide options they have concerning getting married. In this light, they regard marriage highly despite the open acceptance of the concept of having children outside wedlock (Hanna 2). The above issue

Usage of Magic and Supernatural Elements in Childrens Literature Research Paper

Usage of Magic and Supernatural Elements in Childrens Literature - Research Paper Example Women began to slowly make their voices heard as an oppressed gender and philosophers were beginning to gain a greater understanding of the workings of the human mind. The child, often considered either a sinful and wild creature or a miniature adult, was beginning to be recognized as something still developing. There was a â€Å"veritable explosion of information about this period of physiological and cognitive development in human beings† and literature became â€Å"a central vehicle for expressing ideas about the self and its history† (Steedman 5). Although perhaps initially introduced as a means of breaking with the strict moralistic attitudes of the past, the use of magic and the world of the supernatural proved effective in teaching children in a way they could understand. Breaking from the ‘normal’ world with the introduction of the supernatural or the magical realm makes it possible for authors to personify various behaviors, values and character traits and thus give children more accessible avenues to complex concepts in keeping with their varying levels of understanding. Cognitive ability begins with birth, but improves upon skills acquired during the preschool years to apply to things outside of the self. There are four main categories of skills developed during this period (Santrock 1997). The first of these are self help skills in which the child learns to take care of their everyday needs such as dressing themselves. They also learn social help skills in which they begin to perceive the importance of helping others through activities such as household chores and demonstrating their ability to think outside of themselves. School skills are introduced in which the child learns the academic tools necessary for success in that arena, particularly in developing the analytical skills necessary for logic and mathematics. The final main category is play skills, in which the child

Whats at Stake in The Graduate :: Movie Film comparison compare contrast

What's at Stake in The Graduate    Every time somebody rents a video or watches a movie on television there is always that little blurb right before they begin viewing about the picture being formatted for the screen. Usually, it is ignored or merely taken as a cue that the film is about to start. That little forewarning actually holds a lot of significance, for when one views a movie in its original, wide screen version, a whole new world opens up. When a movie is altered from its initial state, and cropped in the editing room for home viewing, an overwhelming amount of the film is unsuspectingly missed. This has become extremely obvious when viewing any movie, and in The Graduate a lot of innovative things are adjusted and lost. There are various shots edited, cut off, and many dynamic camera techniques lose their effect when The Graduate is transformed from the intended wide screen version to the formatted television edition. Edits are a very apparent change in The Graduate when one witnesses the wide screen version compared to the cropped format. For example, in one of the beginning scenes, when Mrs. Robinson is asking Ben for a ride home, she casually tosses his keys into the fish tank behind him. In the letter boxed edition, the viewer is able to see her deliberately throw the keys over Ben's shoulder and into the fish tank in one single shot, thereby watching Ben actually follow the arc of the keys' path, and their decent into the water. In the formatted version there is an edit, splitting the two characters into different shots. All the viewer sees is a medium shot of Mrs. Robinson throwing the key, then an immediate medium shot of Ben turning around and then all of a sudden the keys are floating in the tank. The viewer does not see the obvious attempt of the throw, the actual flight of the keys, nor Ben's reaction to it, therefore missing the important effect that reveals Mrs. Robinson's immediate c ontrol over Ben. Another example is in the scene at the Robinson's house, immediately following Mrs. Robinson's seduction as Ben is talking with Mr. Robinson. The two of them are talking in the foreground, when Mrs. Robinson is finally seen descending the stairs. In wide screen, Mrs. Robinson is shot walking in the distance right between Ben and Mr.

Hume vs Kant: Causality

Hume s ultimate goal in his philosophic endeavors was to undermine abstruse Philosophy. By focusing on the aspect of reason, Hume shows there are limitations to philosophy. Since he did not know the limits, he proposed to use reason to the best of his ability, but when he came to a boundary, that was the limit. He conjectured that we must study reason to find out what is beyond the capability of reason. Hume began his first examination if the mind by classifying its contents as Perceptions. Here therefore [he divided] all the perceptions of the mind into two classes or species. First, Impressions represented an image of something that portrayed an immediate relationship. Secondly, there were thoughts and ideas, which constituted the less vivid impressions. For example, the recalling of a memory. From this distinction, Hume decreed that all ideas had origin within impressions. From the distinction of perceptions, Hume created his microscope in order to trace all ideas back to impressions. He did this to search for the limits. If an idea could not be traced back to its impression, it was too abstruse. Hume separated the objects of human reason into two categories. First, the relation of ideas, which represented all that is a priori. Secondly, he created the category of matters of fact. Matters of fact made up the a posteriori piece of the spectrum of reason. Matters of fact are contingent, meaning they could be otherwise. In order to go beyond the objects of human reason, Hume proposed that reasoning was based upon cause and effect. Causal relations help us to know things beyond our immediate vicinity. All of our knowledge is based on experience. Therefore, we need experience to come to causal relationships of the world and experience constant conjunction. Hume stated that he shall venture to affirm, as a general proposition which admits no exception, that the knowledge of this relation is not in any instance, attained by reasonings a priori, but arises entirely from experience. (42) Unfortunately, our experience of constant conjunction only tells us about the past. Rationally, that is all it tells us. We can expect the effect to follow the cause, but it is not a sufficient basis to assume the effect will come from the cause in the future. These things are contingent- they could be different. The connection between these two propositions is not intuitive it is always inferred. Hume asserted that the future will resemble the past. This is the assumption underlying all our ideas of causality. If the future does not resemble the past, then all our reason based on cause and effect will crumble. When Hume proposed questions such as Is there any more intelligible proposition then to affirm that all trees will flourish in December and January, and will decay in May and June? (49), Hume demonstrates that it is not a relation of ideas that future will resemble the past; it is possible that the course of nature will change. Therefore, what happens in the future is neither a relation of ideas, nor a matter of fact. It is impossible, therefore, that any arguments from experience can prove this resemblance of past to future, since all these arguments are founded on the supposition of that resemblance. (51) Now Hume proposed that all inferences come from custom, not reasoning. Through custom or habits, we have become accustomed to expect an effect to follow a cause. This is not a rational argument. This argument centers on the theory of constant conjunction, which does not fall under either fork of reason. All inferences from experience, therefore, are effects of custom, not reasoning. (57) Hume analyzed the idea of causality by emphasizing the three demands that can be verified through observation. First he argued the aspect of constant conjunction. In this aspect, the cause and effect must be spatially and constantly existent. Secondly, he asserted that it must have temporal priority, in that, the cause had to precede the effect. Lastly, the event must have a necessary connection- we must develop an understanding of why a cause produces a certain effect. Hume s critique of causation is that we cannot see it, we must infer it. For example, two billiard balls, one moving toward the next demonstrate temporal priority because one ball is moving first. Secondly, constant conjunction occurs because the balls exist together spatially and constantly. But, there is no necessary reason why this happens. Hume asserted that we can imagine a world in which the effect would be different. He then concluded that we can t get an impression of a necessary connection, we can only experience constant conjunction and temporal priority. Experience only teaches us how one event constantly follows another, without instructing us in the secret connection which binds them together. We therefore conclude that reason is a limited faculty and that we have no reason to trust our common methods of argument or to think that our usual analogies and probabilities have any authority. (83) In conclusion, Hume asserted that since we do not have any impression of necessary connections, it is our expectation that believes the effect will follow the cause. The appearance of a cause always conveys the mind, by a customary transition, to the idea of the effect. (87) Since we are trained to expect the impression of necessary connection, the idea of it comes from our minds. Therefore, our belief in necessary connections of the universe is based on a rational facts. Immanuel Kant, a philosopher after Hume, sets out to reform metaphysics. Kant believed that if Hume was right, metaphysics would be impossible. But, Kant was unwilling to surrender to Hume s skeptical argument, so Kant sets out to do a critique in order to explore the possibilities and reform metaphysics. Kant begins his critique searching for a priori knowledge within philosophy. Kant began to search for the a priori principles that were rationally deductible in order to explain why we perceive the things we cannot perceive. Kant believed that the only way that we could get to things necessary and universal was through a priori. Kant found that the concept of the connection of cause and effect was by no means the only concept by which the understanding thinks the connection of things a priori, but rather that metaphysics consists altogether of such concepts. (8) Kant began to examine pure a priori reason by establishing his critique. He stated that there are boundaries and contents. He set out to find what is inside the limitations and what is outside. Kant examined the three bodies of knowledge: math, physical science and metaphysics. Kant said that science must have necessity and universality. This places math and science within reason. Kant first divided judgement into two kinds of knowledge- analytic and synthetic. In the Prolegomena, Kant criticized Hume for having regarded mathematical judgements as analytic. Had he realized that they were synthetic, Hume would have been able to conclude that some synthetic judgements can be made a prior. Kant concluded that math and science fell under a priori synthetic judgements. This gives us universality, but it also tells us something. For Kant, knowledge must be necessary and universal qualities must come from a priori synthetic judgements. They have to tell us something we don t know, something completely independent of experience. This idea of Kant s, completely contradicts Hume. Hume had asserted that anything based on empirical facts had no necessity, and therefore was contingent. Hume also stated that empirical facts couldn t give us universality either, because we can t know future will resemble the past. Kant stated that all Hume s beliefs centered upon the fact that nothing but experience could furnish us with such connections. For Hume, all science was empirical, and we could only know what happened so far. In contrast, for Kant, he said that scientific laws claim necessity and universality. It is only from a priori that we get universality and necessity. Kant then continued his critique to decipher if metaphysics is possible. Kant separated the faculties of the mind and the way it thinks into three distinctive categories. First, he stated that math was exhibited through intuition. The forms of intuition were a priori and had two capacities. First, intuition gave us space and time through pure intuition, and sensory data through empirical intuition. Then, Kant set up a metaphysical distinction between numena and phenomena. Numena represents the things in themselves, while phenomena represents the things for us. In this dichotomy we have no access to numena. The only way we can get to things outside us is through intuition, but intuition has these forms. This shows our limitations. Mathematics is not applicable to numena. We can have mathematical knowledge of phenomena. From this we can infer we have inter-subjective knowledge. Kant has given us universal and necessary knowledge in the phenomenal realm. Kant points out that the error may arise owing to an illusion, in which [he proclaim] to be universally valid what is merely a subjective condition of the intuition of thing and certain only of all objects of senses, namely for all possible experience. (39) Kant has just suggested that the error and base for all metaphysics is not distinguishing between phenomena and numena. Finally, Kant explained that everything is a distinction of phenomena and numena. We receive necessity and universality through this distinction and also from the projection that phenomena comes from certain a priori aspects. Therefore, the future will resemble the past, because we make it resemble the past. Kant used understanding, the second faculty of the mind to explain causality. As the understanding stands in need of categories for experience, reason contains in itself the source of ideas. (76) The function of understanding is thinking, and thinking must use concepts to be an objective thought. The presence of this objective thought verifies its actuality. Therefore, causality, for Kant, was the way in which mind puts together experiences to understand them. Kant found many problems within Hume s account. Through his endeavors to prove that metaphysics is possible, and his analyzing of causality, Kant solved the problems he saw within Hume s account. Specifically, in the Prolegomena, Kant stated that Hume justly maintains that we cannot comprehend by reason the possibility of causality. (57) Kant also attacked Hume s ideas by describing Hume s treatment of the concept of causality to be a bastard of the imagination, impregnated by experience. (5) Kant succeeded in re- establishing the objectivity of causality, a task that Hume had rejected as impossible.

Personal Narrative Essay A Beautiful Autumn Day - 716 Words

What a beautiful autumn day it is today. A nice ,breezy, cool day with a robin’s egg blue sky. The view of all the aged leaves scattered across the ground, and the tree still holding onto some that arent ready to fall yet. That certain smell of the crisp fresh air with the golden and rust colored leaves scattered around me reminds me of when I would take long walks with a girl named Mary, who I used to be in love with. Mary and I would take walks through the parks for as long as we could, just talking. Until one day over a minor disagreement she decided to move on; I became lonely and heartless. Eventually, I found my way, the path I’m walking on is great.; it’s very peaceful. There’s hardly anybody on it; normally, you could hear a†¦show more content†¦She replied, â€Å"My husband and I have three children; I work in the Bursars office at Columbia.† We waited a few minutes to say some more, then all of sudden she says, â€Å"My 6 year old’s name is Bill by the way.† This made me think that she’s still holding onto the past just like the tree holding onto the leaves. After we stopped talking, I noticed the a distant way she was looking, as if she was searching for something to say or she was lost in a past memory. I needed to say something quick, so I asked her where she lived now. She told me that she lived on Central Park West and how my family should come see hers. So being nice and wanting to meet her kids, I gladly accepted and told her how her family should come and have dinner with mine. Suddenly, there was an ear-piercing noise; as we look up there is black smoking coming out of the back of the bus. This was Mary’s bus; this meant she had to leave to go home to her family. I told her goodbye. Mary got on that old worn-out bus and as she went on her way I remembered something. I never told her my address, and she never gave me hers. So I stood there waiting for something to h appen like a tree waiting for it’s leaves to change color and become renewed, but nothing ever did. I looked at my watch, and noticed it had been thirty minutes since we started talking, but it felt like only been five. I started my route back home andShow MoreRelatedAn Analysis of H.G. Wells’ Short Stories â€Å"Mr Skelmersdale in Fairyland†, â€Å"the Door in the Wall† and â€Å"a Dream of Armageddon†14742 Words   |  59 PagesEnglish I Have Dreamed a Dream†¦ An Analysis of H.G. 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