The Pledge Of The United States Of America - 1136 Words

â€Å"I felt so uncomfortable sitting out the Pledge in one high school class that I opted to drop that subject entirely. The scrutiny from classmates, even more so from the teacher, was more than I was willing to bear. I stood up for my principles by sitting down, but I was an insecure conformity-craving teen just like everyone around me. To opt out of the Pledge without giving myself hives, I opted out of biology. And to think I could have been a doctor† (Pellot 16) The Pledge of Allegiance of the United States of America is a form of speech to show devotion the United States of America, symbolized by the U.S. flag consisting of 13 horizontal lines, alternating with the colors red and white, and 50 white stars on the upper left corner with a blue background. The pledge was written in 1892 to celebrate the 400th anniversary of the discovery of America. It wasn’t until 1954 that the term â€Å"under God’ was a part of the pledge. Despite the fact that the Pledge of Allegiance demonstrates devotion to the nation, forcing students to recite the Pledge of Allegiance causes controversy due to the mention of God, violating the first amendment which allows U.S. citizens to have the freedom of speech and religion, and how numerous of young children do not understand the meaning of the pledge. Forcing students to say religious phrase â€Å"under God† violates U.S. citizens’ first Amendment rights of freedom of religion. â€Å"The Christian share of the U.S. population is declining, while the number ofShow MoreRelatedThe Pledge Of Allegiance From A Very Young Age1295 Words   |  6 PagesThe Pledge of Allegiance was taught to me at a very young age. Most children in the United States learn the Pledge in Kindergarten. As a child I never questioned the phrase â€Å"Under God†. Perhaps I did not question it because I was raised as a believer of God. Fortunately, with age, I have become more of a critical thinker. I have become more cultured and knowledgeable to the people who differ from me. Not every American citizen is a believer of God; there are various religions with different or multipleRead MoreThe Pledge Of Allegiance, A Common Topic Within The Educational System1675 Words   |  7 PagesIssue The Pledge of Allegiance is a common topic within the educational system. Reciting the pledge was a common place in most schools across America, typically following roll call.The Pledge of Allegiance is so ingrained in many Americans minds that reciting it is like taking a breath, comes natural. Even though most citizens have the pledge memorized, many students do not know the real reason behind narrating this word of honor every morning. The primary goal behind reciting the Pledge of AllegianceRead MoreReligion in Government Essay994 Words   |  4 Pagesby no power on earth†-George Mason 1772(Founding Fathers 2). The presence of God is in every part of America. The Christian religion was brought to American shores by nearly all who immigrated to the United States. The American nation was built on the principles of â€Å"one nation under God† and now people want to erase Him from everything. ‘I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice forRead MoreWhy God Should be Taken Out of the Pledge of Allegiance Essay932 Words   |  4 Pagesnation, but do they have to show loyalty to â€Å"God†? When saying the pledge, one must elicit the words â€Å"one nation under God.† This not only contradicts freedom of religion, but it draws attention away from the purpose of pledging loyalty to America. It’s the Supreme Court’s responsibility to make sure there is an equal chance for fairness. Only the Supreme Court can override the decision to not remove â€Å"under God† from the pledge. The Supreme Court also controls the opportunity for this case to evenRead More God Should Remain in the Pledge of Allegiance Essay1145 Words   |  5 PagesGod Should Remain in the Pledge of Allegiance One of the most controversial issues, if â€Å"Under God† should remain in the pledge, and if children should be required to say it, went to court a few weeks ago. The argument was brought to court by Michael Newdow, the father to the girl on whose behalf the lawsuit was brought forward. Newdow argued in court and on many different public speaking occasions that knowing his child is being led to say â€Å"One nation under God† on a daily basis makes him feelRead MoreThe Role of Religions in America680 Words   |  3 Pagesover 300 religions in the United States? Monotheisms, polytheisms, pantheisms, and atheism make up these 300 religions. Although the United States may be one of the freest countries in many fields such as freedom of the press, its censorship level is the fourth lowest in the world according to Reporters Without Borders, I believe that freedom of religion isn’t one of its more free fields. For example, the national motto is â€Å"In God We Trus t,† which shows the United States that it is a monotheisticRead More Terrorism, Patriotism and the Farce of the Pledge of Allegiance1179 Words   |  5 Pagesand the Farce of the Pledge of Allegiance nbsp; It is unfortunate that the terrorists did not attack and destroy the Pledge of Allegiance instead of the World Trade Center.nbsp; But politicians and zealots have perverted patriotism to include a blind veneration of the United States based on an oversimplified conception that disregards current laws and social customs, a perversion evident in the idolatry performed regularly by most American citizens during the Pledge of Allegiance. nbsp;Read MoreBeing American: Liberty, Equality and Republicanism Essay884 Words   |  4 Pages(n.p). However, today in America liberty is viewed differently by a variety of people; â€Å"Different men often see the same subject in different lights† (Henry n.p). For instance, according to John Petrie, Thomas Jefferson stated, â€Å"When the people fear their government, there is tyranny; when the government fears the people, there is liberty† (n.p). Therefore, the quote stated by Thomas Jefferson is an example of how particular groups of individuals view liberty in America. Other than liberty, thereRead MoreTo Pledge or Not to Pledge---Is That the Question? Essay580 Words   |  3 PagesAmong others promoting the civic duties and democratic virtues prized by our American society, nothing has caused as much controversy as the recitation of the Pledge of Allegiance in public schools. At the start of a new school day, every classroom of a government run school would be ringing with the chorus of America’s youth delivering the pledge in an almost autonomous way. The reason why this is such a big deal is due to the fact that to some, including myself, believe the words â€Å"under God† suggestsRead MoreThe Pledge Of Allegiance Of The United States1152 Words   |  5 PagesThe Pledge of Allegiance of the United States can be analyzed from two general perspectives: that of the speaker and that of the author. The first perspective is more familiar, especially to those who went through the American public education system. This is the perspective of the physical speaker, who delivers the pledge to the United States Flag, which is the audience. Typically, this speaker is a child in a school but it could also be a government official in a government meeting, among other

A Poison Tree essay Free Essays

The poem â€Å"A Poison Tree† talks about the two ways to deal with anger. The first two lines deal with how we should deal with it but the rest of it talks about the wrath that the speaker has. The main theme of this poem is not anger but how anger can be cultivated. We will write a custom essay sample on A Poison Tree essay or any similar topic only for you Order Now It shows how not bringing your anger up to the surface and dealing with it directly with the person you are angry with, this anger can be germinated into something poisonous and destructive. This poem is appropriate for Songs of Experience rather than for Songs of innocence because if it would be a song of innocence the human mind and soul would want to let the anger out in order to keep their soul clean of any bad thoughts. Innocence is a state of genuine love and naive trust towards all humankind, accompanied by unquestioned belief in Christian Doctrine. Songs of Experience deals with the loss of innocence after exposure to the material world and all of its mortal sin during adult life. This poem shows how the speaker is cultivating his anger and is seeking to destroy his â€Å"foe†. At the end of the poem we see how the hatred got the best of him. The anger grew into this poisonous fruit that when his enemy ate it he faced death. Nowhere in this poem it shows that his â€Å"foe† had any anger thoughts towards the speaker yet he was so blind by the anger that he probably didn’t even realize it since he was too busy feeding his anger. Also this is a Songs of Experience because at the beginning of the poem we see the wisdom that it has when it tells us â€Å"I was angry with my friend; / I told my wrath, my wrath did end. † It’s giving us a wise advice for our lives showing that the speaker posses wisdom not â€Å"innocence†Ã¢â‚¬â€stupidity. The poison tree that this poem talks about can be a symbol to the tree of forbidden knowledge from the bible. The speaker has this poisonous fruit that it’s there to tempt his foe to eat it to be destroyed. The foe sneaks into the garden and steals the fruit not being able to see that the tree is poisonous leading to his death. Just like in the bible God told Adam and Eve that if they were to eat from that tree they would face death the speaker’s foe faced the same fate. He was tempted and he had fallen. At this the speaker was satisfied and with the death of his foe his anger died. Mercy, pity, peace, and love cannot be connected to anger since these have no relations with anger. If not able to deal with anger a person doesn’t have mercy towards the person that they are angry at. They are not in peace with themselves they are always thinking of a way to get back at them and definitely have no love towards them. This poem is not a Songs of Innocence since anger at the point to want to hurt the other person is malicious and it comes with negative thoughts gained from experience not naive thoughts from those like children. Anger needs to be handled in the best manner possible and not let it germinate into something poisonous and destructive because at the end it harms both one that’s angry and the person you’re angry at How to cite A Poison Tree essay, Essays

Research Proposal Essay Example For Students

Research Proposal Essay Our everyday lives are effected by music. People listen to it in the car, while grocery shopping, in the movies, at home, and practically anywhere else possible. There are many different types and styles of music such as: rock and roll, classical, rap, hardcore, Christian, jazz, reggae, country, and the list goes on. Each person has his or her own likes and dislikes of music that they enjoy. Listening to the lyrics, though, it is interesting to hear what musicians are actually saying. Some artists use lyrics in their songs to express explicit messages or to make people think. Other artists want to inspire people, while others are just relaxing. The type of music people listen to are personal opinions, but the lyrics can have surprising effects. It is not just the lyrics that affect people, but the way bands or musicians perform, the videos they make, and the way they act in public. If a band sings about death and acts it out on stage, fans may begin to act like that too. The way the band acts and what they say can influence people more than they think. Music is a very powerful force. Its effects can be disgusting or delightful. Thesis: Because society embraces musicians and their messages as role models, we allow them to influence our society in any way they please. Bibliography:none

Labeling TheoryLabeling Theory free essay sample

Intro: The labeling theory is based upon the idea that one is not considered deviant through their actions, but instead deviance is built upon from people negatively judging an individual with disparate behavioral tendencies from the cultural norm. It centralizes around the idea that deviance is relative, as nobody is born deviant, but become deviant through social processes when surrounding peers consistently label a person as deviant. Therefore, one becomes a deviant because one believes that one’s self-concept is a deviant through consistent labeling of external factors, usually from higher authoritative peers. The labeling theory therefore focuses on how one’s self-identity or behavior can be shaped and influenced by how other people classify and react to one’s actions. This paper will begin by analyzing foundational frameworks of the labeling theory, and proceed with how this theory then was exemplified. Then, the main points of this theory will be summarized, following in depth classifications, and then an example of the application of the labeling theory to policy. We will write a custom essay sample on Labeling TheoryLabeling Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Intellectual Foundation: The foundational base of the labeling theory is built around the theories created from Mead, Tannenbaum and Lemert. Mead created the idea of symbolic interactionism, that everyone creates their self-identity or human behavior through social interactions with their surrounding environment. Then by putting together all these experiences, one uses this to construct their own self-identity . There is a strong correlation to labeling theory as it is built upon the idea that the labels attached to individuals are built by others’ conception of the individual’s behavior. Tannenbaum constructed the idea of the â€Å"Dramatization of the Evil†, which has a central premise of how adolescents become delinquents. Many activities that adults do not approve of include smoking, flooding school washrooms or cutting classes. When informally punished by teachers or parents, if severe can instead stimulate deviancy the adolescents to further engage in misconduct. The idea of symbolic interactionists was used was the framework of explaining deviance and crime. Afterwards, Lemert explains the labeling theory as a transitional process from primary deviance to secondary deviance. Becker follows this by explaining the labeling theory through a deviant career  model. First, Lemert explains that everyone is in the stage of primary deviance. Through normal everyday occurrences, anyone can be situated in incidents that would cause them to form deviant acts because of external factors, such as peer pressure. However, as long as these occurrences remain hidden or occasional, they will stay as primary deviance and not influence the individual as there will be little to none negative social reaction. As a result of the little negative social reaction, each person would not label himself or herself as deviant either. If they do however however, Sykes and Matza specified five neutralization techniques for one to maintain a non-deviant self-concept. These five concepts consist of: denial of responsibility for their act, denial that injury to others is real, denial that a victim is really a victim, condemn those who are condemning them, and appeal to higher loyalties to justify their actions. (82) One therefore uses these strategies to avoid the self-definition of deviancy. However, when someone is socially defined as deviant and accepts their self-definition as deviant, they engage in Lemert’s concept of secondary deviance. When the deviant label is successfully applied, this often follows with negative social interaction and social rejection. Longing for social acceptance, this person resort to subcultures consisted with people who pursue similar acts. Then, this person adapts to the lifestyle, culture, people and environment of deviancy. Becker extends the labeling theory onto two more perspectives: moral entrepreneurship and the deviant career. He introduces these concepts through the idea that consistent deviant behavior is what stimulates deviant motivation. Becker’s famous book Outsiders is known to be the manifesto of the labeling theory movement among many sociologists. He describes deviance in relation to the labeling theory as that: â€Å"social groups create deviance by making rules whose infraction creates deviance, and by applying those roles to particular people and labeling them as outsiders. From this point of view, deviance is not a quality of the act the person commits, but rather a consequence of the application by other of rules and sanctions to an offender. The deviant is one to whom that label has been successfully applied; deviant behavior is behavior that people so label The idea of moral entrepreneurs consists of people with higher authoritative power that have the ability to create and enforce moral norms by integrating them into legal statues and  prohibitations (Gomme, 2007, p. 83). This creates a social hierarchy between those with higher moral or economic interests in comparison with those of less social and economic power. Therefore, the higher social classes are the ones that create the deviant labels of nonconformists. A deviant career is the process of how one becomes a deviant. Becker relates this to the concept of a career from how one begins at the lowest position and through hard work and time he or she will continuously be promoted throughout his or her career. Each promotion affects the individual’s self-esteem, self-concept, and identity (Gomme, 2007, p. 83). The same concept applies to a deviant career, as promotion in this area reflects a positive light on the individual from their deviant peers. An aspect of a deviant career is also the â€Å"master status†, meaning a status that â€Å"overrides other statuses regardless of the context in which the person is located when he or she is the subject of reaction† (Gomme, 2007, p. 83). When one has a master status of a deviant, there is usually continuous negative response such as gossip, avoidance, or discrimination. The concept of shaming from Braithwaite does not consist only of the labeling theory, as he combines several other theories such as: strain, subcultural, social learning, control and labeling theories. Reintegrative shaming begins by having the individual feel social disapproval, followed by feelings of remorse as a result of being shamed. Ceremonies are held to certify the deviancy, and then followed by additional ceremonies to decertify the deviancy. Through this, people see the cause and effect of reintegrative shaming so they avoid future actions that would create a master status label of a deviant. Shaming through instigmatization however, provokes and amplifies criminal behavior because shaming arouses disrespectful disapproval and humiliation. The ceremonies that certify deviancy are not followed with ceremonies to decertify the deviancy. Therefore, the act and the persons’ self-concept both become labeled as evil, resulting in a master status of a deviant. Explanation of the theory: Symbolic interaction is the core foundation of what the labeling theory is built upon. Through social processes, meanings and symbols become created through interaction. Whether positive or negative, these messages are interpreted to define a person’s identity and self-concept. This therefore  is a â€Å"symbolic interpretation of the symbolic interpretations of the reactions of others act as a social mirror that reflects the actor’s self† (p. 87). George Mead created the concept that meanings are comprised the interpretations of one another given off in symbolic messages in the context of the interaction. This self-identity is created from how others interpret people’s reaction of them. As Mead identified this as â€Å"the self as a social construction†, Charles Cooley identified this as â€Å"the looking glass self† (Gomme, 2007, p. 87). Through this frame work of the symbolic interaction came the creation of the labeling theory in perspective of crime and deviance. In this case, usually people with higher social class or authority have the power to either informally, as a parent teacher etc, or formally, as an institution etc, to label someone. This is the basic framework of what constitutes as the labeling theory. Afterwards, many different perspectives of defining and constructing the labeling theory were created. One important aspect is how deviance transitions from primary to secondary. One is first defined deviant through consistent negative social reaction from surrounding factors. When these people begin to isolate and neglect the labeled â€Å"deviant†, the deviant believes that his or her self-concept is truly deviant, therefore creating a deviant identity. Therefore, these deviant labeled people live in deviant environment, processing onto secondary deviance. Additional key concepts include the moral entrepreneur, the deviant career and the master status. Moral entrepreneur are ones with high authoritative power that can create or enforce moral norms into the legal system, therefore labeling ones with less economic and social power. The master status is the primary status that overrides all other ones despite context and location of the situation. Having a deviant master status causes social neglect and negative social reactions. Finally, Braithewaite uses the concept of the labeling theory and creates the reintegrative shaming, which specifies conditions under which â€Å"labeling constitutes a mitigating or aggregating circumstance influencing future and criminal behavior† (Gomme, 2007, p. 88). There are two types. Reintegrative shaming reduces crime, and stigmatizing increases crime. Application of theory to policy: Despite the many efforts of the labeling theory to reduce deviance and crime, there are many implications that rests on that labeling and stigmatization my official agents actually increase crime and deviance. In order to decrease this, theorist advice that stigma be reduced through limiting formal procedures (criminal justice program) and instead promote diversion programs. One idea is the implementation of community service in replacement of juvenile jail time. This will minimize official labeling by directing ones of minor offences out of prison and into court-mandated work in the community (Gomme, 2007, p. 86). A conviction of juvenile time is considered severe can cause the effect of Lumert’s idea of secondary deviance, as a formal institution is labeling an adolescence as a deviant. For example, this individual will now have a criminal record so when this person applies for a job, he or she will need to present his criminal record. Not only this, but by being in a jail environment, this individual will meet and interact with similar people who conducted similar deviant acts. They can bond, and share ideas to pursue in future deviant acts together. Through community service however, the individual might be initially labeled as a deviant, but the name is soon be gone as he or she finishes their mandatory volunteer time. Not only this, but they will no engage with other deviants. Therefore, implementing and stronger court-mandated work in the community would reduce stigma in comparison to promoting juvenile jail time. Tannenbaum supports this by stating that, â€Å"the way out is through a refusal to dramatize the evil†, the justice system attempts to do this through diversion programs. The growth of the theory and its current application, both practical and theoretical, provide a solid foundation for continued popularity. Classifying the theory: Deviant labels are usually given from classes with higher authoritative power who have integrated their moral norms into statutes and prohibitations, therefore labeling those with less economic and social stability. This therefore falls under the conflict theory. Although the labeling theory is classified as a conflict theory, the labeling theory focuses on a micro level analysis of how people’s social interactions with their surrounding environment are interpreted then re-modified to produce a personal identity. Becker supports this by stating â€Å"the most relative interactionist theory of deviance is that â€Å"social groups create deviance by making the rules whose  infraction constitutes deviance†. This means that deviant behavior is arisen from the influences of social control factors instead of the personal reason of why one commits a deviant act, resulting this to be a micro-level analysis. The labeling theory is classified as process as this theory involves how one’s process of developing a deviant identification is through the social reactions of their peers. From all these gathered information, constitutes how this individual would also define situations. Therefore, the labeling theory constitutes the process of how one becomes and develops a deviant self-concept. Conclusion: The labeling theory is created among the idea that one’s actions do not define whether he or she is deviant. Instead however, social reaction of one’s behavior creates and mol one’s self-identity, and along side attaching meanings and labels. Therefore, no one is born as a deviant person, but instead is molded into deviancy through social process. The labeling theory constitutes of a strong framework through the ideas of Mead, Tannenbaum and Lemert. Mead’s idea of Symbolic interaction could be considered the seed of the labeling theory. The label theory answers the questions of â€Å"Who is defined as a deviant?† â€Å"How did this happen?† and â€Å"What are the consequences?†

Harley Davidaon Marketing Plan Essays - Harley-Davidson, Free Essays

Harley Davidaon Marketing Plan Essays - Harley-Davidson, Free Essays Harley Davidaon Marketing Plan subject = Marketing/Business title = Harley Davidaon Marketing Plan HARLEY DAVIDSON MARKETING PLAN EXECUTIVE SUMMARY Harley-Davidson is the largest market share holder of motorcycles over 750cc in the United States. After the expansion of our production and distribution capacity, we will be in the position to meet the increasing demand for our motorcycles and other products. Growth potential appears very good especially in the overseas market. Gaining a larger market share in these area may require a further increase in production and distribution capacities. We must plan for expansion now and continue to grow as a company. COMPANY DESCRIPTION In Milwaukee, William Harley, 21, and Arthur Davidson, 20, began experiments on taking the work out of bicycling. They were soon joined by Arthurs brothers, Walter and William. Many changes were made to the engine design before its builders were satisfied. After the new looped from was finalized, they were ready to begin production. In 1903 they produced three motorcycles. Harley-Davidson erected its first building the current Juneau avenue site in 1906 and incorporated in 1907. In 1907 Harley-Davidson produced 150 motorcycles. SITUATION ANALYSIS The motorcycle market over 750cc has been increasing over the last five years. The Harley-Davidson 1996 model year production line, sold though a world wide network of more than 1,000 dealers, includes 20 cruiser, factory custom and touring motorcycles, as well as police motorcycles. Harley-Davidson benefits form having one of the worlds most recognized and respected brand names and our motorcycle model names are among the best known in the industry: The Competition and Market share This chart shows the competition and market share for 1995 in the United States: Current Market Situation Overall Net sales for 1995 of $1.4 billion were $191.6 million, or 16.5%, higher than net sales for 1994. Net income and earnings per share from continuing operations were $111.1 million and $1.48, for 1995 as compared with $96.2 million and $1.26, for 1994. Net income and earnings per share from discontinued operations were $1.4 million and $.02, for 1995 as compared with $8.0 million and $.11, for 1994, which included a $4.6 million, or $.06 per-share, one-time tax benefit related to the legal reorganization of Holiday Rambler. On January 22, 1996, the Company announced its strategic decision to discontinue the operations of the Transportation Vehicles segment in order to concentrate its financial and human resources on its core motorcycle business. The Company does not anticipate a loss on the discontinuance of the Transportation Vehicles segment. The results of the Transportation Vehicles segment have been reported separately as discontinued operations for each year presented. On November 14, 1995, the Company acquired substantially all of the common stock and common stock equivalents of Eaglemark Financial Services, Inc. that it did not already own. The purchase price was approximately $45 million, which was paid from internally generated funds and short-term borrowings. The Company has included the results of operations of the Financial Services segment ($3.6 million) in its statement of operations for the year ended December 31, 1995 as though it had been acquired at the beginning of the year and deducted the preacquisition earnings as part of non-operating expense. The Company increased its quarterly dividend in September from $.04 per share to $.05 per share which resulted in a total year pay out of $.18 per share. Units Shipped and Net Sales The Motorcycles and Related Products (Motorcycles) segment's net sales increased 16.5% over 1994 due primarily to a 9,293 unit (9.7%) increase in motorcycle shipments, as well as a 14.0% increase in its Parts and Accessories business. The increase in motorcycle shipments is the result of ongoing implementation of the Company's manufacturing strategy and efforts to satisfy demand. The manufacturing strategy is designed to increase capacity, adjust to changes in the market place and further improve product quality while reducing costs. Sales of Buell motorcycles (which are distributed through select Harley-Davidson dealers) increased to $14 million in 1995 as compared to $6 million in 1994. The Company began 1995 at a scheduled motorcycle production rate of 395 units per day. As the implementation of the manufacturing strategy continued, the rate increased to 470 units per day by the end of the year. The Company exceeded its production goal of 100,000 units in 1995 and anticipates 1996 production will reach at least 115,000 units. The Company is currently reviewing alternative sites for the construction of a new manufacturing facility to enable it to achieve its long-term goal of doubling motorcycle production by 2003. Year-end data indicates that the domestic (United States) motorcycle market continued to grow throughout 1995. Compared to 1994, industry registrations of domestic heavyweight (engine displacements in excess of 751cc) motorcycles

Sun Tzu Biography

Sun Tzu Biography Sun Tzu and his Art of War are studied and quoted in military strategy courses and corporate boardrooms around the world. There’s just one problem – we aren’t sure that Sun Tzu actually existed! Certainly, someone wrote a book called The Art of War several centuries before the common era. That book has a singular voice, so it is likely the work of one author and not a compilation. That author also appears to have had significant practical experience leading troops into battle. For simplicity’s sake, we will call that author Sun Tzu. (The word Tzu is a title, equivalent to sir or master, rather than a name - this is the source of some of our uncertainty.) Traditional Accounts of Sun Tzu According to traditional accounts, Sun Tzu was born in 544 BCE, during the late Spring and Autumn Period of the Zhou Dynasty (722-481 BCE). Even the two oldest known sources about Sun Tzus life differ as to his place of birth, however. Qian Sima, in the Records of the Grand Historian, claims that Sun Tzu was from the Kingdom of Wu, a coastal state that controlled the mouth of the Yangtze River during the Spring and Autumn Period. In contrast, the Spring and Autumn Annals of the Lu Kingdom state that Sun Tzu was born in the State of Qi, a more northerly coastal kingdom located approximately in modern Shandong Province. From about the year 512 BCE, Sun Tzu served the Kingdom of Wu as an army general and strategist. His military successes inspired him to write The Art of War, which became popular with strategists from all seven rival kingdoms during the Warring States Period (475-221 BCE). Revised History Down through the centuries, Chinese and then also western historians have reconsidered Sima Qians dates for Sun Tzus life. Most agree that based on the specific words he uses, and the battlefield weapons such as crossbows, and the tactics he describes, The Art of War could not have been written as early as 500 BCE. In addition, army commanders during the Spring and Summer Period were generally the kings themselves or their close relatives - there were no professional generals, as Sun Tzu appears to have been, until the Warring States Period. On the other hand, Sun Tzu does not mention cavalry, which made its appearance in Chinese warfare around 320 BCE. It seems most likely, then, that The Art of War was written sometime between about 400 and 320 BCE. Sun Tzu probably was a Warring States Period general, active about one hundred or one hundred and fifty years after the dates given by Qian Sima. Sun Tzus Legacy Whoever he was, and whenever he wrote, Sun Tzu has had a profound influence on military thinkers over the past two thousand years and more. Tradition avers that the first emperor of unified China, Qin Shi Huangdi, relied on The Art of War as a strategic guide when he conquered the other warring states in 221 BCE. During the An Lushan Rebellion (755-763 CE) in Tang China, fleeing officials brought Sun Tzus book to Japan, where it greatly influenced samurai warfare. Japans three reunifiers, Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu, are said to have studied the book in the late sixteenth century. More recent students of Sun Tzus strategies have included the Union officers pictured here during the American Civil War (1861-65); Chinese Communist leader Mao Zedong; Ho Chi Minh, who translated the book into Vietnamese; and US Army officer cadets at West Point to this day. Sources: Lu Buwei. The Annals of Lu Buwei, trans. John Knoblock and Jeffrey Riege, Stanford: Stanford University Press, 2000. Qian Sima. The Grand Scribes Records: The Memoirs of Han China, trans. Tsai Fa Cheng, Bloomington, IN: Indiana University Press, 2008. Sun Tzu. The Illustrated Art of War: The Definitive English Translation, trans. Samuel B. Griffith, Oxford: Oxford University Press, 2005.

Faculty of Business Environment and Society Essay

Faculty of Business Environment and Society - Essay Example I began by explaining to the producer what the requirements and contents of a legally binding agreement actually are, and how they apply specifically to this case. I also gave a general summary of what the show could expect, as per liabilities and legal redress, if the hostess backed out or tried to renege on the deal. The conversation was long and extensive, covering the main points of the legal issues as outlined herein. The first issue I advised Simon on was the need to be careful in what he might assume to be small talk or simple, informal negotiations, because one needed to consider that oral and written contracts are considered to be on the same standing when it comes to law. In order to take this into account, I advised, the director should be explicitly clear with Davina when they were negotiating informally, and in the best case scenario, to have a legal advisor present at all formal negotiations. This is not to say that if the two had drinks together and Simon promised the moon to Davina while under the influence all would be binding, but simply the need to be clear and careful in all communications. At this point, I decided it was a good time to explain that the common law accepted both objective and subjective proofs of legal contract agreements. As Mindy Chen-Wishart explains in Contract Law: â€Å"The subjective approach, which favors what a party's actual intention is, regardless of appearances; and The objective approach, which refers to how a reasonable person would interpret a party's intention from his conduct in all the circumstances.† (Chen-Wishart, 2007) Chen-Wishart also quotes Smith vs. Hughes (1871) as the main case law precedent related to the objectivity test, which posits a test of â€Å"reasonability† to determine how the average person would interpret a party’s intention in negotiation in forming a contract as decisive. (Chen-Wishart, 2007) When Simon asked how he could make sure he was not bound by informal ag reements or understandings when talking with business clients, I reiterated this was the overriding need for keeping legal representation present at all times when officially discussing business terms. While the handshake agreement remains popular in some circles, it is a dangerous way to conduct business in modern times, I concluded, precisely because of the lack of witnesses and clarity of situation involved in private, two-party negotiations. After this, Simon asked exactly what requirements were considered most important to make a contract legally binding for all parties following the initial negotiation. While there is a broad corpus of case law referencing contracts, I replied, the main factors could be considered: 1. â€Å"Agreement - where one party makes an offer and the other accepts it; 2. Consideration - where one party gives something in exchange for something from the other party; 3. Intention - where both parties intend to abide by the contract; 4. Capacity - where b oth parties are mentally capable of understanding a contract; 5. Genuine consent - where both parties agree to the contract of their own free will; and 6. Legality - where all of the parts of the contract are legal.† (Victorian Law Foundation, 2011) The principle of agreement, I said, could be applied to either the verbal or written contract and was based on mutual

Philosophy of Education Essay Example | Topics and Well Written Essays - 500 words - 2

Philosophy of Education - Essay Example In effect, education as he saw it has a purpose and I believe this is the strength of this educational philosophy as it is focused on something, other than merely valuing education, for education's sake, which could prove very well for those who have always the luxury of getting an education whenever or wherever. But in view of the greater role that education plays in society, being progressive in mindset, keeps an educator as well as students focused and motivated. For students, this philosophy sends the message that learning or education is not just meant to be acquired so that one could be a bonafide member of society, but rather so that society could be enriched because another person has became educated. Moreover, students are taught that they do not live in a vacuum, as education is best learned in the context of learning with other people. Another one of progressivism's strengths is that in it no knowledge is ever the correct, complete or true knowledge - instead knowledge is there to be continuously rediscovered, deepened and broadened, and revolutionized if the need arises.

Price elasticity of demand Essay Example for Free

Price elasticity of demand Essay A. Price elasticity of demand (Ed) is used to determine if percent change price increases will percent change quantity demanded decease. In price elasticity of demand (Ed) there are three possible coefficient categories that can result; elastic, inelastic and unit elastic. Key components to remember when determining coefficient category, the threshold is set at one, there are only absolute values, no negative numbers, and the coefficient can only be categorized as elastic, inelastic and unit elastic. To determine if the coefficient is elastic, inelastic or unit elastic they would have the following characteristics. When price elasticity of demand (Ed) is elastic the coefficient will be greater than one (Ed 1). When a percent price change occurs quantity demanded responds strongly and there will be a large change in quantities consumers purchase. There is price sensitive in this scenario. If price elasticity of demanded (Ed) is inelastic the coefficient will be less than one (Ed 1). When a percent price change occurs quantity demanded doesn’t respond strongly and there’s a small change in quantities consumers purchase. There a weak price sensitive in this scenario. Lastly, if price elasticity of demanded (Ed) is unit elastic the coefficient will be equal to one (Ed = 1).Whenever there is a percent change in price there is an equally matched percent change in quantity demanded. This scenario is rare. The following formula can be used to compute the coefficient before categorizing if it is elastic, inelastic or unit elastic: Ed= %∆Qd _______ %∆Price After plugging in the given particulars and computing an answer for the coefficient, one will determine if the answer is greater, less, or equal to the threshold of one. Then last step the coefficient will be categorized as elastic, inelastic or unit elastic. B. Cross price elasticity (Exy) helps determine how percent change increase of a good or service impact quantity  demanded of another good/service. In cross price elasticity (Exy) there are two possible categories that the coefficients can be placed in; substitutes and complements. Key components are as follows threshold is zero, there is a positive or negative distinction in the coefficient, and if the coefficient is equal to zero, this means there is no impact on the good or service. The goods or services are independent of each other. The elasticity of a good or service depends on how specifically defined is the product. For example the brand of eggs you buy vs. you buying eggs. In cross price elasticity (Exy) if the coefficient is a substitute good or service it would be greater than zero (Exy 0). The more X and Y sales increase together we know they are substitutes, the greater the substitutability between the two goods or services. In cross price elasticity (Exy) if the coefficient is a complimentary good or service it would be less than zero (Exy 0). X and Y â€Å"go together,† increase in price of one of the goods/services decrease the demand of the other, they are complementary goods/services. The larger the negative coefficient, the greater the complementary between the two goods or services. The following formula can be used to compute the coefficient before determining if it’s a substitute or complimentary good/service. Exy= %∆Qd of good Y _____________ %∆Price of good X After plugging in the given particulars and computing an answer for the coefficient, one will determine if the answer is greater, less, or equal to the threshold of zero. Then last step the coefficient will be categorized as a substitute or complimentary. C. Income elasticity (Ei) measures how responsive percent change quantity demand is too percent change in a person’s income. There are two income categories; normal goods, which are also referred to as superior, and other category is inferior good. Two key components to remember are the threshold is set at zero and there is either a positive or negative distinction in the coefficient. In income elasticity (Ei) to determine if the coefficient is normal (superior) good the threshold would be greater than zero (Ei 0). When income rises so does the demand for normal (superior) goods. But also if there is a recession normal (superior) goods are usually hit hardest.

Clay, Calhoun, Webster :: American America History

Clay, Calhoun, Webster In 1816, soon after the end of the War of 1812, the British, who had failed to defeat the Americans in battle, attempted to shut down the newly formed American manufacturing business. They were sending over materials to the U.S. and extremely low prices in an effort to crate a stronghold over the U.S. These actions lead to the Tariff of 1816, which placed a 20-30% tax on all imported goods, in an attempt to protect U.S. industries. Strong debate arose over these issues in Congress, and strong leaders came about with those debates, in order to represent the feelings of the different areas in America. These three leaders were Henry Clay, John C. Calhoun, and Daniel Webster. Webster was a representative from the North, a New Hampshire resident, who strongly opposed the Tariff of 1816. The view of the New England territory was for some protection, but not the entire amount outlined in the tariff. Their reasoning was that New England still maintained many of its reliance's on shipping and trade. Industry had not completely taken over in those areas, and because the tariff would limit trade in the New England ports, it would directly effect the New England economy. Webster took a strong stand in opposing this tariff for these very reasons, he in order to maintaining the well being of the northern states. Webster also stood against Clay's insistence for better transportation amongst the states. He went along with the New England belief that better roads would encourage migration towards the lands of the West, therefore dwindling the population of the Northern states. John Calhoun, a representative from South Carolina, also played a large roll in the congressional debates in the early 1800's. A fierce nationalist and former warhawk, he was much in favor of the Tariff of 1816. He believed that the South's future lay in the hands of manufacturing of cotton and other such products. With England trying to crush these industries, he saw the tariff as a helpful resource for his region. He later changed his position, opposing the tariff as he came to believe that the tariff only benefited the wealthy factory owners of the North, and did little to help the South. He looked out for the best interest of his state and the other states of the South. Henry Clay was another strong supporter of the Tariff of 1816.

Statistics Summary Essay

Statistics is commonly known as a tool used to make decisions, but the official definition of statistics, according to the textbook, is â€Å"The science of collecting, organizing, presenting, analyzing, and interpreting data to assist in making more effective decisions.† (Lind, Marchal, & Wathen, 2011) There are two types of statistics, descriptive, and inferential. Descriptive statistics provide information that can be used to show changes such as growth or decline in the area of study. Inferential statistics provide information about a specific topic of study by gathering information from samples. The science of statistics is also divided into levels, depending on certain characteristics of the information being analyzed. The first level is called nominal and contains data that is simply counted by category, such as the number of red cars on a car lot, or how many boys or girls are in a classroom. Another level is called ordinal. Ordinal data includes data that can be ranked in a certain order such as satisfactory ratings and championship rankings. The next level in statistics is called interval. Interval level not only ranks the data, but reflects a measurable difference between values. An example of this could be average inches of rainfall. The final level of statistics is called ratio. Ratio level includes data that is ranked, reflects a measurable difference between values, and also assigns a meaningful value to zero. An example of ratio data could be the number of positions filled in a company. Statistics is used for everything from estimating highway/bridge traffic to determine structural safety, to percentage of growth in population to determine adequate classroom space in schools, to the average units of water used per household to establish monthly water rates. Statistics, used formally and informally, affects nearly every aspect of our lives. Reference Lind, D. A., Marchal, W. G., & Wathen, S. A. (2011). Basic Statistics for Business and Economics (7th ed.). New York, NY: McGraw-Hill/Irwin.

Critical Thinking and Perception

Prepare a 700-1000 words essay on ‘Critical thinking and Perception. ’ Perception is Reality. Identify an instance in your life where your perception of the reality situation was different from actual reality. What did you think was going on? What was actually going on? Why was there such a difference? What did you learn and how has your thinking changed because of this? Critical Thinking Critical thinking is the purposeful and reflective judgment about what to believe or what to do in response to our observations, experience, verbal or written expressions, or arguements.It involves determining the meaning and significance of what is observed or expressed, concerning a given inference or argument, determining whether there is adequate justification to accept the conclusion as true. Fisher & Scriven define critical thinking as â€Å"Skilled, active, interpretation and evaluation of observations, communications, information, and argumentation. † Parker & Moore defin e it more naturally as† the careful, deliberate determination of whether one should accept, reject, or suspend judgment about a claim and the degree of confidence with which one accepts or rejects it. In simpler terms, Critical thinking is disciplined logical thinking governed by clear intellectual standards. Critical thinkers must always seek truth and reality. It employs not only logic but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance, depth, breadth, significance and fairness. While thinking critically we must give due consideration to the evidence, the context of judgment, the relevant criteria for making the judgment correctly, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the problem and the question at hand.Critical Thinking and Perception Perception is an extremely common word used to define our own thinking and beliefs about certain situations and fa cts. The word â€Å"perception† comes from the Latin words perceptio, percipio, and means â€Å"receiving, collecting, action of taking possession, apprehension with the mind or senses. † It is the process of attaining awareness or understanding of sensory information. The classic question, â€Å"Is the glass half empty or half full? † serves to demonstrate the way an object can be perceived in different ways. People with different mindsets and different experiences in life will perceive it differently.Optimistic people and individuals with a positive outlook towards life will perceive it a glass half full. Whereas pessimistic people will view it as a glass half empty. Thus it can be maintained that Perception is unique to every individual and is simply one's interpretation of reality. When we view something with a preconceived concept about it, we tend to take those concepts and see them whether or not they are there. This problem of perception stems from the f act that humans are unable to understand new information, without the inherent base of their previous knowledge.Thus we always tend to perceive things based on their past experiences, previous knowledge, point of views and our socio cultural environment. Critical Thinking does not recognize perception as the correct reasoning technique and calls for evident, logical and accurate facts. It seeks to achieve and establish reality and truth as it is without any distortions. It also maintains that perceptions are not always coincidental with reality. Life Instance and ‘My Perception’ (What did I think was going on? ) Since childhood I had been quite an opinionated girl.Most of the times I strongly maintained my own point of view but I was never rigid. As all people I also had my own perceptions based on whatever I saw, read or heard about, experienced personally and experiences of people close to me. I grew up in a cozy and protected environment where I had very limited inte ractions with people from a socio cultural background different than mine. As a result I had my own pre-conceived notions about people from different religion especially about Muslims and their beliefs and lifestyle. As a child studying in a Convent school, I never had Muslim friends.The only interaction or limited exposure I had about Muslims been limited to bits of information passed on by my dad about his workers and the news channels. As a result of this I was wary of making friends. Somehow I had a weird theory in my mind where I perceived all Muslims to be an absolute different type of people with a very different lifestyle. I imagined Muslim men to be huge giantly men with strange beards dressed in white kurtas with keffiyah on their shoulders. I had also thought them to be mostly uneducated, orthodox and backward people.On my brief trips to old Delhi I had always seen Muslim women clad in burqas. I thought those women would feel restricted and oppressed all their lives since their contact with outside world is so limited. No body could see their beautiful clothes and accessories. I also thought of Islam as a rigid religion with strict rules forcing people to read Namaaz five times a day. In my ignorance, I perceived it to be an unfair social system for women as polygamy is acceptable. It is quite obvious that my perceptions were far from reality and were just those – narrow-minded perceptions.Rendezvous with ‘Reality’ (What was actually going on? ) My perception about the religion changed drastically changed with my growing up years and especially when I joined college. My graduation college (a leading fashion design college in Delhi) was truly cosmopolitan in nature. It was a melting pot of various cultures and lifestyles. It had students from all walks of life and varied socio cultural backgrounds. As a class all of us were supposed to interact with maximum number of people and work together as a team. There I met many new friends and made some for lifetime.One of them was Aslam- a lanky but a super stylish Muslim boy. He was an absolute contrast to my ill-conceived perceptions about Muslims. He did not wear ill fitted kurtas and had done his schooling from a leading school of Delhi. He belonged to a very educated family. I was surprised and I started changing my thinking. After some time when we became close friends I realized Islam is not a rigid religion and does not force people to read Namaaz five times a day. It is in fact the most misinterpreted religion, which only suggested that men could remarry to support helpless women in times of distress and war etc.I realized all the burqa-clad women I always saw in Old Delhi were not the only Islamic lifestyle. My friend’s mother is a businesswoman and his sisters lived their lives in a manner quite similar to mine. The biggest revelation was that he is a vegetarian by choice and very secular in nature. He also faced same late teenage issues as mine an d held similar political and social beliefs. In short his life was very similar to anyone else’s life of our age. The only difference lied in the gods we prayed to and the way we prayed. It was an eye opener as well as a heart-warming experience for me.And today he is one of my dearest friends whose friendship I will always cherish. His friendship has enriched me as a person in many ways. A Changed Me (What did I learn and how has my thinking changed because of this instance? ) My friendship with Aslam over a period of 4 years has changed me and made me a changed person today. I now realize my perceptions about Islam and Muslims were absolutely baseless and wrong. All my childhood years I was not thinking critically or correctly and I had fallen prey to unwarranted assumptions about Muslims, which were not based on any proofs or conclusive evidence.Based on my little and incorrect knowledge, I had mistakenly perceived and stereo typed a huge group of diverse people into an un educated, unaware and rigid community. I drew a wrong conclusion about a large group of people from an extremely small sample of very few Muslims I indirectly came across my brief Old Delhi trips and my father’s conversations. I learnt that one must not formulate their own theories and view point about people, situations and facts without confirming the logic behind it. Every individual is different and one must never stereotype a large group based on inaccurate information or perceptive theories.But since we are human beings and we are bound to perceive, it always helps to be a little flexible about our opinions and welcome rightful changes. The experience of getting to know someone from a completely different religion has changed my perspective towards people. Today I am not that narrow-minded girl anymore but a better individual with a broader thinking capacity and a deeper understanding of our Indian multi lingual religious and cultural social fabric. I am now open and me ntally well prepared to make friends from different backgrounds.This experience has also helped me to cope up with social life in MBA College where students belong to varied nationalities and milieu. As a matter of fact I now look forward to interact with new and different people and make as many friends as possible irrespective of their religion, nationality, ethnical backdrops etc. (*** PS : This is just to explain how I have changed as a person and not to hurt anyone’s religious sentiments. I am very glad I came across this experience as it has changed my wrong perceptions and opened my eyes to a new world full of new and good

The Populist Vision by Charles Postel

The Populist Vision by Charles Postel Introduction Charles Postel’s book, The Populist Vision, has provided an exhaustive explanation of the American populism during the late nineteenth century. The Populist Vision still stands out as the most convincing and gripping examination of the populist movement of all the time. After reading the book, one wonders how a writer could have the power to alter the restraints that governed a key historiographical contest.Advertising We will write a custom book review sample on â€Å"The Populist Vision† by Charles Postel specifically for you for only $16.05 $11/page Learn More By referring to previous works of Richard Hofstadter and Lawrence Goodwyn, the author develops a new account of populism where proponents of agrarianism reacted to politics surrounding the growth of international trade in a reasonable and comprehensible way. Postel (7) disputes the thought that populists were upright democratic intellects. He views them as individuals mold ed by their own generation with the aim of providing contemporary solutions to economic challenges whilst promoting classical ideas of the social ladder. The Populist Vision The narration provided by Charles Postel in The Populist Vision draws support from a vast volume of research comprised of newspapers, leaflets, and reports. The author begins his narration by explaining the origins of the Populist Movements, which according to his research, was stirred by the Farmers’ Alliance in the Midwest and southern region during the 1870s and 1880s. After going through the speeches made by influential populists such as Charles W. Macune, Postel (13) notes that the desire of most supporters and leaders of the Farmer’s Alliance in the late nineteenth century was to promote technological development and a business organizational structure that would increase agricultural yields. He appreciates the effort of farmers to device means of resolving the modern economic issues. For exa mple, he observes that in the South and West, farmers recommended that the state should subsidize products to increase the agricultural sales in the global market (Postel 45). Postel (276) explains why farmers were steadfast in preaching the need for education as well as vocational training during the agrarian age by arguing that it would lead to a more contemporary and industrious life. As per his observation, the farmers were aware of the importance of transforming their independent Farmer’s Alliance to a Populist Party that could speak to a greater population on the need for a just as well as lucrative agricultural competition by introducing brilliant federal policies to govern the economy. Moreover, Postel (83) asserts that the populist thinkers discreetly preached the need for state reforms on certain issues such as currency and railroad development through Christian messages, whilst their corporate political character was still evident.Advertising Looking for bo ok review on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The greater half of the book analyses the Populist politics. The author asserts that the movement aspired to create a platform where politics would be used to establish reasonable, unbiased, and businesslike leadership (Postel 169). Corruption had become the norm for most political parties and parties had failed to usher in the American people into the modern age, which established poverty. In line with the aforementioned arguments, attempts to introduce sub-treasury plans and government-licensed paper painted Populists as the pacesetters in their generation (Postel 45). Reading through the chapters narrating issues pertaining to gender and race coupled with how they affected the Populist Movement is interesting. Postel (53) admits that women often disagreed with the Populist Movement’s position with regard to women rights. For example, women opposed th e Populist Movement’s approach on suffrage, but always supported the perception that women had the right to join and participate proactively in movements. Since populists supported most of the male farmers’ issues in relation to the economy, they got high-profile positions in the movement. A special observation by Postel (185) is that although the movement was gender biased, it was evident that they were racially biased. As one approaches the last chapters of the book, it is apparent how Postel (227) continues with his ambitious explanation of the numerous urbanites, workers, and other groups who united with the Populist Movement to help achieve their goals. The Populist Party played a huge role in representing the interests of labor and urban activists through speaking to a broader population particularly those barred from the influential business positions (Postel 109). His last chapter creates a platform to discuss the advocates of Populist Movement, which could be enlarged even to a book. However, it is worth noting how Postel escapes the rural stereotypes and urban discrimination that prompted some interpreters to develop outrageous perceptions and inference. Nonetheless, certain issues emerge as one reads on, which raises some questions. For instance, one fails to understand how the locals received the Populists’ ambitions and how they responded to their contemporary ideas.Advertising We will write a custom book review sample on â€Å"The Populist Vision† by Charles Postel specifically for you for only $16.05 $11/page Learn More Secondly, there is no detailed explanation of how political life of the Populist evolved as they tried to transform their ambitions into electoral veracity. Though the author has supported his writings with a huge volume of research, some of the materials are not mentioned in the bibliography. Furthermore, the author focuses his historiography on the populists, but gives littl e attention to contemporary works. Conclusion The little shortcomings of the book cannot negate its brilliant work. After reading this book, it emerges as the most essential writing on Populism in the contemporary times. Armed with adequate research collected from secondary and primary sources, Postel writes a book that ranks him among the best American political historians. He provides a new, legible, and insightful study of the broad history of Populism in the nineteenth century. Postel, Charles. The Populist Vision, New York: Oxford University Press, 2007. Print.

Names of Common Flowers (Blumen) in German

Names of Common Flowers (Blumen) in German Flowers are an ever-present part of the German landscape. In the middle  of  Lake Constance (Bodensee)  in southwest  Germany, for example, sits Mainau Island, also called the Island of Flowers. Flowers also play a significant role in German traditions and holidays. In the weeks prior to Easter, you will see spring flowers on display alongside Easter trees (ostereierbaum). So, as you study German, familiarize yourself with the names of flowers and related words. Parts of a Flower In the translations in this and the below sections, the name of the flower, or flower-related vocabulary, is listed on the left with the German translation on the right to help you find the term or phrase more easily. Before learning the names of various flowers, take a moment to memorize German words related to the parts of a flower- or  Ã¢â‚¬â€¹blumenbestandteile: Blossom die Blà ¼teBud die KnospeLeaf das BlattSeed der SamenStem der StengelThorn der Stachel Common Flower Names In Germany, several flowers are particularly abundant, including carnations, lilies, and roses, says  FloraQueen. However, many other types of flowers are also common in Germany. Familiarize yourself with flower names so that youll be able to speak knowledgeably about these plants with native speakers. Name of Flower in English German Translation Lily of the valley das Maiglà ¶ckchen Amaryllis die Amaryllis Anemone die Anemone Aster die Aster Baby's Breath das Schleierkraut Begonia die Begonie Blanket Flower die Kokardenblume, die Papageiblume Bleeding Heart das Trnende Herz Carnation die Nelke Columbine die Akelei Cornflower (Bachelor's Button) die Kornblume Crocus der Krokus Daffodil die Narzisse, die Osterglocke Dahlia die Dahlie Daisy das Gnseblà ¼mchen Dandelion der Là ¶wenzahn Echinacea der Sonnenhut,der Scheinsonnenhut Edelweiss das Edelweiß Forget me nots Vergissmeinnicht Galliardia die Gaillardie Geranium die Geranie Gladiolus die Gladiole Goldenrod die Goldrute Heather die Erika, das Heidekraut Hibiscus der Hibiskus, der Eibisch Hyacinth die Hyazinthe Iris die Iris, die Schwertlilie Jasmin der Jasmin, Echter Jasmin Jonquil die Jonquille Lavender der Lavendel Lilac der Flieder Lily die Lilie Marigold die Tagetes, die Ringelblume Orchid die Orchidee Pansy das Stiefmà ¼tterchen Peony die Pfingstrose, die Ponie Petunia die Petunie Poppy der Mohn, die Mohnblume Rose die Rose Snapdragon das Garten Là ¶wenmaul Snowdrop das Schneeglà ¶ckchen Sunflower die Sonnenblume Tulip die Tulpe Violet das Veilchen Zinnia die Zinnie Other Flower-Related Vocabulary As you study the names of common flowers and vocabulary related to flower parts, dont forget to familiarize yourself with flower-related vocabulary. Note that in German,  each noun, pronoun and article has four cases. Therefore, a common noun such as  Blumenstrauß- flower bouquet- may start with a capital letter, even if it does not begin a sentence and even though it would be lowercased in English. To bloom blà ¼henTo water gießenTo wilt   verwelkenFlower bouquet der BlumenstraußFlower shop der BlumenladenFlorist der Florist, der Blumenverkufer Flower Idioms Once youve mastered the names and parts of flowers, impress your native-speaking friends with some well-known flower idioms- blumen redewendungen: To beat around the bush   durch die Blume  sagenTo push up radishes   Die Radieschen von  unten  anschauen/betrachten Though the second phrase is translated literally, in English, this idiom would more normally be translated as pushing up daisies (to be dead). Try out this saying the next time youre watching a mobster movie with your German-speaking friends.

Philosophy Essay Example | Topics and Well Written Essays - 3000 words

Philosophy - Essay Example Their true forms, in Plato's mind, are permanent, eternal, and nonphysical. According to Plato, because sensory objects are not completely real, the empirical realm of tangible objects is not real. As such, any beliefs people derive from their experience with these objects are unclear and undependable; however, the principles of philosophy and mathematics, both of which are discovered through inner meditation on the Forms. These principles, according to Plato, represent the only true "knowledge." After taking Plato's views and descriptions of Forms, true knowledge is an attainable trait. Additionally, Plato asserted that knowledge is composed of two essential characteristics: certainty and genuine presence. Essentially, knowledge must be infallible and certain; there can be no room for interpretation or misunderstanding. True knowledge must be fool-proof and unwavering. Additionally, knowledge's corresponding object must be genuinely real as opposed to those objects that are present in appearance only. "Because that which is fully real must, for Plato, be fixed, permanent, and unchanging, he identified the real with the ideal realm of being as opposed to the physical world of becoming" (Plato, 2007, 9). These views resulted in Plato's... t to Plato's certain view of knowledge, Plato believed that those propositions derived through sensory experience have a high degree of probability; and as such, this experience cannot be certain. Additionally, the objects in the empirical realm, such as trees, are ever-changing phenomenon; they do not remain consistent and, therefore, the experiences will not remain constant. Plato's Republic contains his distinction between two levels of human awareness. These two levels are opinion and knowledge. According to Plato, any claims brought about by a person's experience in the empirical realm with a tangible object are classified as opinions only. Regardless if these opinions are founded on a solid base or not, opinions do not merit genuine knowledge. Knowledge, considered to be the higher of the two levels of awareness, entails logic and reasoning rather than experience. Logic and reasoning, if used correctly, will lead to intellectual insights. These insights are certain and, consequently, infallible. According to Plato, the representative objects of these intellectual insights are the eternal and permanent Forms. Therefore, according to Plato, the relationship between experience and knowledge is a complicated one. Experience does not, directly, lead to knowledge or equate to knowledge because experience is fallible and unreliable. One person may experience an event differently than another. What a person experiences at one time with a tangible object may change at a later time because tangible objects remain in a state of perpetual change. Alone, experience will result in the formulation of a person's opinions regarding an object. However, if logic and reasoning is applied to a person's experience, that person can reach a true knowledge about that object, and