Eusebius Pamphili Essay Example for Free

Eusebius Pamphili Essay Eusebius Pamphili, also called Eusebius of Caesarea, is one of the key figures ever documented in the field of church history writing/narration. He took into account essential happenings about a specific event and made accounts for people of great importance in the christian realm. Eusebius was exposed to events and he himself was an eyewitness of some martyrdom in several occasions like what happened in the persecution of Christianity in the time of the many Roman emperors. He was famous for his two historical works: â€Å"Chronicle† and â€Å"Church History†. He also wrote several books which served as references by many people like the â€Å"Apology for Origen†, â€Å"Praeparatio de Evangelica† (Preparation for the Gospel), â€Å"Demostratio Evangelica† (Proof of the Gospel), and other scholarly works that possesses historical values in itself. He appended supplements on the work, â€Å"On the Theology of the Church† to preserve the Nicene doctrine of the Logos against Athanasius principles. But perhaps another historical mark for Eusebius was his detailed accounts in the lives of the martyrs of the Palestine, Origen, and others. He also claimed that he witnessed persecutions in Egypt and Tyre. Furthermore, his prominent works in heresy hunting was also successful, an attribute only a few individual have during his time. His works, being focused in several Christian doctrines and teachings, is what makes it valuable for Christians today. This does not necessarily mean all his teachings were of absolute truth, but the fact that his works can be studied either to resolve or abhor the philosophy which depends on the bias and principle of the reader. Claiming that he had opportunities to witness such brutality made to the early Christians, it is therefore valuable to read his accounts for the readers to assess his claims as well as to consider his claims or despise the same. 1 The focal point of his work is to narrate in a very explicit way possible what transpired during that specific event based on Eusebius accounts and other writings. Taking into account what happened during the persecution experienced by Christians during that period by the authorities is also one of the main points of his writing. The so-called â€Å"Martyrs of Christ† were also mentioned in the book including the method of execution applied unto them. Having burned live, fed into wild beasts, and other mutilation process were clearly stated in the book. Moreover, he made a careful manifestation on the essential parts of the book by giving commentaries which had disputable issues involved. He also expressed contrasts in the claims of Eusebius by including accounts from other manuscripts as well, and stating its case in contrary to Eusebius claims. One clear example would be on the issue of the questionable escape by Eusebius from the persecution while the rest of his company suffered. Eusebius claimed that he escaped through the help of his friends from the authority. However, he was accused by others that he denied the faith, the main reason why he escaped from the prison. Another excerpt from the book would be the concern on his teachings regarding the basic Christian doctrine as again being challenged by other Christians. The contents of the book tackle on numerous historical accounts which are very important in studying the church history. Eusebius accounts, as well as others’ writings must be acknowledged by those who ventures into the history of the early Christians. Describing explicitly the tortures experienced by early Christians, the author carried out the gravity of the said affliction. These reasons, the author believed were some of the factors why the book had to be furnished. Critical commentaries were in scripted by the writer of the book. He clearly included both sides of the issues whenever there are conflicting sides arguing for a specific event stated. Credibility of the author depends on where he got the details included in his writing, as well as on how he presented those data he gathered. Since these issues were clearly evident in the writing of this manuscript, one can say that the author’s credibility should not be in question. There are other writers who did a great job expounding the history of the church. They also claimed reliable sources as to where they acquired the details of their writings. They presented their commentaries with objectivity, making them a likely author. These descriptions cited were also integrated in the works of the author mentioned in this entire assessment. Readers of this generation would be having a clear insight on the topics included in the manuscript made by the author. They can either approve or detest some of the details written but this writing would surely provide them a good reference in studying church history. They can also witness the author’s independent view on certain issues in the history of the church. Aside from all of these, this book should also be treated as a supplement on the topic of persecutions of the early Christians and the other details in a particular regime of past Roman emperors. The substance of a manuscript depends on several factors which includes its intrinsic importance and on how appropriate the book is in its field. This work made a great contribution in narrating events which focused on the writings of Eusebius. Stating all the ideas and principles incorporated in this writing, there is no way that this manuscript be given less importance, particularly in the grounds of studying the history of Christianity. From narrating the life of Eusebius, his circumstances, his accounts on the persecution of Christians and other relevant accounts made this book commendable.

Revenge and Vengeance in Shakespeares Hamlet - Revenge :: Shakespeare Hamlet Essays

Hamlet: Revenge   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet, by William Shakespeare, is a tragic play consisting of numerous deaths.   The deaths that took place played a very important role in the unfolding of the play.   In reading this play the reader can almost guess who was going to die.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A prince named Hamlet is the main character.   Hamlet is a college student who one day planned to take over the throne in Denmark, but treachery would spoil all of Hamlet's plans.   The King, Hamlet's father, was found dead in an orchard where he spent much of his time.   All of the King's subjects, including Hamlet, thought his majesty died because of a snake bite.   Hamlet was devastated when he learned of his father's death, but what made him more uneasy was the fact that Gertrude, Hamlet's mother, remarried so quickly to the brother of the dead King.   The brother would be the one who would betray Hamlet.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Horatio, a loyal friend to Hamlet, was on night watch outside the castle, he told the prince of an incident when they saw an apparition   who resembled King Hamlet.   Hamlet came out the next night hoping to see the ghost.   Sure enough, the ghost appeared and called to Hamlet, wanting to speak with him.   The spirit talked about how Claudius poisoned the King while he was sleeping, "Tis given out that, sleeping in my orchard,/ a serpent stung me ² (1.5, 36) but it was not a snake that the ghost is referring to.   The spirit wanted the prince to avenge his murder.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All was quiet in the kingdom until the start of Hamlet's supposed insanity.   The Prince was with his mother talking when the prince noticed someone in the room.   Hamlet thought it was Claudius, "How now?   A rat?   Dead for a ducat, dead! " (3.4,25) Indeed Hamlet killed someone; but it was not Claudius, twas Polonius who was slain.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Time had gone by and supposedly Hamlet was getting worse, so Claudius decided to send Hamlet to an asylum in England.   Hamlet escaped and returned to Denmark and hid.   While Hamlet was away, Ophelia, Hamlet's girlfriend, was acting   strangely.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it was never admitted, Ophelia had become insane.   It was her insanity that.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Hamlet was hiding in the graveyard, a funeral procession approached him, but he did not know whose funeral it was.   Hamlet finally found that it was Ophelia who had died.   Even though Hamlet was hurt emotionally, Laertes was the one who was hurt the worst.   Laertes had these worlds to say, "O treble woe/ Fall ten times treble on that cursed head/ Whose wicked deed thy most ingenious

Steinbeck Model of “Paradox and Dream: Personal Essay

Victims of Love One of the generalities most often noted about Victims of Love is that we are impatient, incomplete, and unsatisfied once we discover what love is and that is possible for anyone to have. We complain when we want it, yet take it for granted when it’s ours. We say we cannot stand to live with our lovers, yet we proclaim it is unbearable to live without them. We claim to be strong and fearless, but in the face of love we fall weak to our knees with open arms reaching for all it has to offer. Love is endless, limitless, and powerful beyond measure.It has the ability to give you the best feeling no one other thing can, yet it has the power to hurt you beyond compare to anything else. We claim love is blinding to those lucky enough to have it, but are we really blind? Can we really not see beyond love’s overwhelming nature, or do we choose to not see the bad because its potential to be such a wonderful thing outweighs its negative qualities and its faults? On ce we fall victim to love and all it’s worth, an untamed fire is lit beneath the deepest layer of our hearts, burning brightly until greeted by the only conquerer of love- death.As we as victims of love believe, when the power of love overcomes the love of power, the world will know peace. We, as greedy, impatient people chase after love when we want it, yet we fail to realize we don’t find love, love finds us. We can choose who we hate, but we cannot control who we love. We love those who hurt us, but hurt those who love us. Victims of Love want to grasp onto love once they find it and never let it go, yet we learn that if you love someone, you have to set them free. We long to always be with those we love yet we are blind to see that distance makes the heart grow fonder.Because of this, we are left asking ‘what? ’. What is so addicting about love? Do we love imperfection, love to feel wanted, love the vision of love that ends with a happily ever after? I t is often portrayed that you cannot love what you do not know, yet, according to Paul Valery, it would be impossible to love anything or anyone completely because love is directed towards what lies hidden in its presence. We, as living paradoxes, fear the unknown, yet we have a passion and curiosity to know what lies beyond our existing knowledge.We search for our perfect vision of love, and we are disappointed with our results. We fail to see that true love doesn’t come by finding a perfect person, but by finding an imperfect person and learning to love them perfectly. We question to why sometimes love fails, but we make no effort to see it was our fault because we have failed to love. We are slaves to pleasure and pain once we have it, and use love as a motivation to find it. We try to make sense of love and the feelings that overcome us and thus become incapable of feeling it.We foolishly live a life for love instead of a having a life with love. When we have love, we fee l we do not need anything else and when we do not have it, we feel nothing else we have really matters. To have love is to have faith; those with little faith have little love and those with a lot of faith have a lot of love. We search for love with our thoughts and eyes and forget that love lies beyond what we see and think; it exists where we feel, it exists in our hearts. Love is a strange thing; it requires no inquisition, just acceptance.Love is an inevitable force of nature. We can choose to avoid it or choose to surrender to it, either way, it strikes back like lightening, unpredictable and irrefutable. Love does not come in favor of our own stipulations and conditions, hut it comes independently of our desires and wishes as does the moon, stars, and darkness of night with no regards to the day. Just as we may obtain the ability to control the time of night and day, we risk damaging a balance of laws without fully knowing the consequences of our intentions.In the same way, we practice elements of love, such as marriage or intercourse, yet we are left dismayed and puzzled, angered and suffering, questioning as to if our reason behind our insensible actions was truly love after all. We dream of a love inexplicable beyond words-one that proves without it, we are merely individuals limited to our ability of what we can do, but with it the boundaries are limitless with possibility at its fingertips. Our dream lies beyond not only understanding what love is, but also learning the ecret to keep its burning flame lit with passion and all the qualities that make for a perfect, successful expression of all that love is. We say we wish for a love without any pain, but how can we measure the power and endurance of that love if it only endures the easy road of life? What we truly, honestly long for is a love that shows its strength, surpassing even the most difficult obstacles and the harshest pain and coming out victorious, proving to us that in the end, love does conquer all.

Instruction On The Context Of Curriculum - 1544 Words

Tiffani Flora Instruction in the Context of Curriculum, EDUC J500 Research Paper J. Wylie Sirk, Ed.S. November 19, 2011 1 Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Effects on Curriculum†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Effects on Students†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Effects on Educators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Effects on Schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 2 Abstract: Today’s educators are faced with a new generation of†¦show more content†¦This report is based on information collected in 2010-2011 from technology plans submitted by schools and corporations across the state. The report shows that mindsets of schools are starting to shift with 46% of schools reporting that they have begun to virtualize their servers and 29% of schools reporting they are likely to do so in the future. In addition to this, many schools have begun to integrate one to one initiatives into their classrooms. This initiative provides a device, such as a laptop, to each student for their use at school or at home. Finally, according to a study done by the National Center for Educational Statistics, â€Å"American children between the ages of 9 and 17 use technology more than any other age group† (Gillard Bailey, 2007, p.87). We, as educators of a new generation, must realize that we have students who have been raised with technology at their fin gertips. Our students have grown up in a world immersed with technology. Many schools have been fighting against the use of technology in the classroom. 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The Great Depression The Worst Economic Slump - 1427 Words

The great Depression was the worst economic slump in US history, beginning in 1929 it lasted almost a decade. Leuchtenburg suggests â€Å"there was no single cause of the Great crash and ensuing depression†, however the most influential reasons for the Great depression was a culmination between the unequal distribution of income and the extensive speculation of the 1920s. Underlining these two dominant influences was the republican government practises of the 1920’s under Harding, Coolidge and Hoover Governments. The Republican economic policies of the 1920 are contributed significantly to the Great Depression. Misdistribution of income existed on many levels within the US economy. Money was unevenly distributed between rich, middle class and poor, and between industry and agriculture. The 1920’s was an era of considerable growth , bearing witness to its total national income rising from $74 Billion in 1920 to $89 Billion in 1929, associated primarily with Republican economic policies and industrialisation. Much of this growth however was founded upon the illusion of the decade of economic prosperity and growth, yet 43% of all families throughout the 20’s earned less than $1500 a year, considered poverty. In 1929 5% earn 33% of all incomes, the top 0.1% had the combined income of the bottom 42% of society. From 1920-29 real incomes rose 9%, yet the top 1% enjoyed real income rises of 75%. Republican government policy played a major hand in this Maldistribution of income.Show MoreRelatedFranklin Roosevelt (FDR) Essay1224 Words   |  5 Pagesand Roosevelt had very different v iewpoints on how to handle the Great Depression. Hoover preferred â€Å"rugged individualism,† and FDR preferred â€Å"helping hand† philosophies. 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The Argument That The Internet Is Changing The Way Of...

In a world where an answer to a problem is only 0.37 seconds away, some people wonder how our ways of thinking have changed. Having the internet at our fingertips is changing the way people view the world. Nicholas Carr makes the argument that the internet is changing the way a person processes information by using scientific jargon, personal testimonies, and the comparison of technology. Carr uses many different kinds of scientific words and phrases thought out his essay. In one section of the essay it says â€Å"the Net seems to be doing is chipping away my capacity for concentration and contemplation.† (Carr). Using words like concentration and contemplation to make the reader believe that the internet is the reason Carr loses focus, and does not have an attention span to ponder things. The words are also thought invoking because they make the reader ponder about how the internet is changing the way they process information. Carr compares thinking to that of a music note with a staccato. In music a staccato is a very short note. The reader perceives that his thoughts are short, and he does not have the concentration to be able to read long books, or even articles. The reader could as well believe that he is incapable of having a long thought process to put together a complete thought. The reader can also apply this back to their life, and see that they do not have the ability to sit still long enough to read an article or book either. This makes the author more relatable.Show MoreRelatedArticle Review : Is Google Making Us Stupid By Nicholas Carr880 Words   |  4 Pagesclaim that technology is changing the way people think today. In his article â€Å"Is Google making us stupid†, Nicholas Carr argues that people have become dependent upon the internet for information rather than having to work to figure it out. 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Epistemology of Naive Realism and Representative Theory of Perception

Question: Discuss about theEpistemology of Naive Realism and Representative Theory of Perception. Answer: Introduction Perception is the way we recognize and interpret sensory information and how we respond to that information so as to be able to interact with the environment. All perceptions involve signals in the nervous system that later result from stimulation of physical or chemical of the sensory organs. Perception is not the reflexive receipt of these signals, but it is formed by learning, memory, anticipation and concentration (Thursfold, 2000). The empirical knowledge is based on how one sees, hears, touch and taste the surrounding. The difference that is drawn between perceptions that involve concept and the perception that does not and distinct epistemic relations are between our perceptual beliefs and perceptual knowledge. The particular theories to be addressed in the paper are the theory of Nave realism and representative theory of perception. Comparison of the two theories will be shown; however, the theory of Nave Realism remains to be the most superior to the representative theory of perception. Comparison When it comes to direct and indirect perception, Nave Realism sees perception as a process of a single state as being direct and immediate while Representative theory sees perception as a multistage with processes of meditational prevailing between stimulation and percept and its perception is not direct. On relying on information that is stored, Nave Realism perceives no function for memory and connected phenomena in perception. On the other hand, Representative theory, there is a role for memory and experiences of the past play a significant role in perception. Additionally, when it comes to process versus stimulation, Nave Realism excels at the stimulation examination of the observer while Representative excels at examines the processes and mechanism underlying the perception. Furthermore, On the Object of awareness, Nave Realism gives an instant answer on the subject matter of awareness and that it is not anything but physical existing that exists individually of the awareness of it. On the other hand, representative theory shows that objects that are physical are not identical with objects that are immediate, rather they are quite different from, and can exist independently of these objects that are immediate. Nave Realism This realism is also called direct realism or nave because it maintains itself that perceptions by giving us undeviating knowledge on the external world contrary to the mediated knowledge of something else like an internal representative such as sense-datum (Audi, 2010). It appreciates that all sort processes of physiological get involve in our coming to perceive the external world. These methods enable one to be aware of the external world directly, and it does not deny that it produces an intermediary that allows one to be aware of the world indirectly. Putnam (1968, 1975) objects in the state of mental can have great, diverse realizations of physical or biological in various kinds and structures. For instance, both humans and mollusks do undergo pain, but that pain is arbitrated by a particular neural mechanism thus no state of mental can be recognized by any state of physical or biological (Genone, 2016). On spinning the argument the other way, there is little to be said about the neurophysiological that correlates our old pain, if at all the pain experienced can potentially be implemented in different ways. This evidently absolves the philosopher not to worry at all and allows us to treat the exceptional of physiological as two distinct domains. Properties of mental or cognitive are distinctive areas and are to be investigated independently in their interpretations of physical or biological since he asserts that, mental forms and resources are purposeful kinds of higher level of construction than the physiochemical or natural kind (Tarr, 2016). Although properties of mental are recognized and applied in physical properties, he persists that they are neither indistinguishable nor reducible to them. The law of isomorphism advocates that "It must be a spatial mechanism of three spatial dimensions, because its spatial nature is clearly evident phenomenological" (Popper, 2013) despite the spatial perception of the neurophysiologic mechanism. There are many probable apprehensions of a spatial illustration, and so the actuality of the phenomenal experience of spatiality can't itself choose between various spatial realizations. Nevertheless, there can be the exclusion of non-spatial representations by phenomenology so as to account for the perception of spatial nature. This argument gets extensively acknowledged in the case of color perception despite it being seen controversial when in the application of spatial perception. In the experience of color, it has shown to encode a three dimension of color value i.e. shade, intensity, and dissemination. Even though one can't surely recognize the mechanism of neurophysiological accountable for programming the experience of color, it can be said with assurance that the "mechanism must encode at least three dimensions of information of color" (Gram, 2012). Various comprehensions of experience of color in distinct phyla and species may well match to several qualia of experience of color, and the extreme side of those experiences in other species might be unknown to us (Pinder, Davids, Renshaw Araujo, 2011). Conversely, experiments of psychophysical in humans and animals have been used to resolve the dimensions of the experience of color, and in turn, they have given i nformation about the representation of color in the brain. Therefore, there is no reason why this dispute should not also hold for spatial experience. Representative Theory of Perception This theory affirms that when one perceives an object, the instant object of one's awareness is a sensory experience which signifies the object. One is not instantly or directly aware of the object itself. The primary motivation for the representative theory of perception is the argument from illusion. However, it does not impress by the fact that when one hallucinates the instant object of one's consciousness is a sensory experience which signifies the object, and not the object itself (Massaro, Simpson, 2014). They persist that when one perceives an object, the instant object of one's awareness is the object, and not just a sensory experience as of it. So when one seems to see a dagger, the direct object of one's awareness is either the dagger which one is seeing or a sensory experience as of a dagger which one is merely hallucinating. This Theory of perception is mainly connected with the 17th century English philosopher, natural scientist, and political activist John Locke (1632 1704). Locke who was born in England and educated at Oxford University supposed that when we enter the world as babes, the mind is a blank sheet of paper' (De May 2012). He firmly rejects the notion that we are born into the world with some thoughts that we acquire prenatally or before we were born. Locke was led to make an essential distinction between what he called the primary traits of objects and the secondary characteristics of objects; he showed that there are two totally diverse types of property, matching to this dissimilarity. One, there are primary qualities, which objects have sovereign of any viewer. The object is supposed to be square or cumbersome, regardless of whether anybody perceives it to be such. The primary qualities are the shape and weight. Next, there are secondary qualities, which objects only have since they ar e alleged. Qualities of secondary, like color, are anticipated onto surrounding by perceivers (Gomes, 2013). The Apple is not usually the shade of red, it just seems that way to me; I scheme redness onto the apple in the action of perceiving it. Then, the secondary quality is color and us apt to use varieties of secondary to signify qualities of the primary. Thus the red manifestation of the apple, which is a quality of secondary that I scheme onto it, signifies the fact that it replicates certain wavelengths of light, which is a quality of primary that it has regardless of whether I am looking at it or not. "Many suppose that the representative theory of perception must be false, because if it were true, then we would be stuck behind a veil of appearances, never having direct contact with objects in the external world. Since one could directly perceive objects in the outer world, one would never be able to check that the world is as it seems to be" (Jansen, 2014). Locke's theory is that when we perceive an external object, we attribute to that object what he called primary and secondary qualities. Our perception of that external object is caused by what Locke calls powers' in the object which is the precise nature of which was not yet known to cause certain impressions in us. It is these subjective impressions of which we are directly aware. Together they make up our representation of the object (Smythies, 2013). Some of the elements within that representation exist only in us, namely all our representations of secondary qualities such as colors and fragrances. The other parts in the description do correspond to objective conditions of the external object. They are the object's size, shape, and relative position. About the external object itself, Locke's answer is that it is an unknowable somewhat' a substratum to which the primary qualities are attached. Also, in which they inhere the various powers in the object whereby it acts on our sense organs to produce the sense impressions of which we are directly aware. According to him, we are in a sense trapped behind the veil of our perceptions. The object itself is unknown, a thing I know not what' - because we have no way of discovering what it is like in itself when it is unperceived. To those who support it, Representative theory has a significant strength of merging the world as we perceive it with a growing scientific comprehension of the processes at work in generating that perception a strength Locke intended (Bennet, Hoffman Prakash, 2014). But to its critics, its principal mistake lies in unreliable concluding that all we can instantly perceive are states of ourselves, namely those states which are our subjective demonstrations. Thus to critics such as the Nave Realists, the fact that such representations do occur within us does not mean that these are what we perceive (Siemens,2014). To use an analogy, it may be that the only way you can see the world clearly is by wearing spectacles. But this does not mean that all you directly see is your side of the spectacle lenses indeed provided they are clean you do not see them at all you see with the aid of them, but you do not see them. The Nave Realist's major criticism of the Representative Theory of Perception affirms that the direct object of perception is a subjective depiction of what is in the external world fallaciously deduce from the fact that subjective processes arbitrate our world experience the false conclusion that therefore what we immediately or directly perceive must be the final step in that set of personal progressions (Kamp, Van Genabith Reyle, 2011). To the Naive Realist, this objection to Representative is lethal. Conclusion In modern philosophy, both approaches of perception of Nave Realism and representative theory are valid descriptions of perception, Nave Realism is said to be superior to the representative theory of perception since it is these view that we perceive independent objects directly when we train our senses on them and gives us a distinction that is not in representative theory. . Nave Realism holds that our ordinary perception of physical objects is direct while the Representative theory of perception holds that the physical objects are not direct.' References Audi, R. (2010). Epistemology: A contemporary introduction to the theory of knowledge. Routledge. Bennett, B. M., Hoffman, D. D., Prakash, C. (2014). Observer Mechanics: A formal theory of perception. Academic Press. De Mey, M. (2012). The cognitive paradigm: Cognitive Science, a newly explored approach to the study of cognition applied in an analysis of science and scientific knowledge (Vol. 1). Springer Science Business Media. Gram, D. (2012). Direct realism: a study of perception (Vol. 12). Springer Science Business Media. Gomes, A. (2013). Kant on Perception: Naive Realism, Non-Conceptualism, and the B-Deduction. The Philosophical Quarterly, pqt019. Hackett, P. M. (2016). Theorizing Perception. In Psychology and Philosophy of Abstract Art (pp. 11-34). Palgrave Macmillan UK. Jansen, J. (2014). Taking a Transcendental Stance: Anti-Representationalism and Direct Realism in Kant and Husserl. In Husserl und die Klass she Deutsche Philosophie (pp. 79-92). Springer International Publishing. Kamp, H., Van Genabith, J., Reyle, U. (2011). Discourse representation theory. In Handbook of philosophical logic (pp. 125-394). Springer Netherlands. Pinder, R. A., Davids, K. W., Renshaw, I., Arajo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155. Popper, K. (2013). Realism and the aim of science: From the Postscript to the logic of scientific discovery. Routledge. SANFORD, D. H. (2012). Mediate Perception. DM Armstrong, 4, 55. Siemens, G. (2014). Connectivism: A learning theory for the digital age. Smythies, J. R. (2013). Analysis of perception (Vol. 56). Routledge. Tarr, B. (2016) The Theory of Direct Realism. Thursfield, D. (2000). Post-Fordism and Skill: theories and perceptions. Aldershot: Ashgate. VAN LILL, J. B. (2012) Is Psychometrics Pathological Science?