The Theory Of Psychology And Psychology - 2418 Words

Behaviorism Cassie E Blocker Lonestar Community College Author Note This paper was prepared for Psychology 2301 taught by Dr. Anne Perucca Introduction It’s a common misconception that you need to be in a research lab or academic setting to witness elements of psychology in action. The reality is that psychological theories are used almost constantly in our daily lives. Many of these theories are, in fact, a fundamental part of our daily interactions with one’s self and with others. A great example of â€Å"everyday psychology† is demonstrated in the theory of behaviorism; from a teacher using rewards and incentives to finish homework, to a mother using cookies to convince her child to finish his or her vegetables. Behaviorism itself is the study of all observable behaviors we exhibit. More importantly, behaviorism explores ways to influence these behaviors using positive and negative reinforcements. Some may consider this as a form of manipulation, but it’s important to remember that manipulation isn’t always a bad thing! The study of behaviorism has, in many ways, shaped what we know about the human condition, and also raised many questions. Study of behavior is an almost instinctual part of the human psyche. Learning how people behave and why, helps us learn what motivates us. Early behaviorists learned that they could study the overt behaviors of animals instead of trying to ask them questions to see what they were thinking (a highly unproductiveShow MoreRelatedPsychology : Theory Of Psychology1637 Words   |  7 PagesIntroduction to Psychology Module 1. Explain how a person committed to each of the following contemporary perspectives would explain human aggression. a. Psychodynamic: A person committed to psychodynamics would see that human functions are based on the interaction of drives and forces within the unconscious mind of a person. This influences different structures of the personality of the person as well. In addition, a person that is committed to psychodynamics would believe that the fundamentalRead MoreThe Theory Of Psychology And Psychology859 Words   |  4 PagesThroughout long history of psychology, there are many brilliant and remarkable psychologists who grew psychology longing as 21st century, today. They have contributed many theories, ideas, and experiments that made study of human mind and behavior much more noble and interesting. As psychology grow older and older, there are many different types of branches that were created, such as psychoanalysis, behavior, cognitive, evolutionary, and developmental. Each branches have changed way society worksRead MoreThe Psychology Theory Of Psychology Essay1458 Words   |  6 Pag esWhen we think about psychology, it is normally thought about the study of the brain, the conscious and unconscious mind. However, there are many different divisions within the psychology field that focus on specific areas that introduce different theories. One of the divisions is the theory of Behaviorism. This theory was developed by John B. Watson and B.F Skinner. The theory implies that environmental stimulus can affect someone’s behavior. This behavioral psychology focuses on how a humans orRead MoreThe Theory Of Psychology And Psychology947 Words   |  4 Pages Before psychology consolidated it self as the school of thought we have come to know today, it went through a number of theoretical adjustments. Freud and Watson became pioneers of two different approaches. Psychodynamics and Behaviorism could be argued to be two of the most pivotal influences on psychology. To really grasp their value we have to understand their individual philosophical influences, founders and their theories. Both have expanded the growth of psychology as a science, but withRead MorePsychology And The Theory Of Psychology999 Words   |  4 Pages Psychology in a continuously growing tree with its roots stemming from the study of reality and knowledge known as philosophy first studied by ancient Greece (Wiley 8). It can be defined as the study of behaviours and mental processes in which behaviours are observable activities, and mental processes include all internal thoughts and emotions. Psychologists often have one (or more) of four goals in mind when they co nduct research: describing, explaining, predicting, or controlling (5-6). Read MoreThe Theory Of Psychology And Psychology1819 Words   |  8 PagesHistorically psychology has tried to establish a unified approach using structuralism. Structuralism explores the structure of the human mind by analysing consciousness into component parts. Psychologists later excluded structuralism in exchange towards functionalism (Magnavita, 2005). Psychology is the scientific study of behaviour and the mind. While behaviour can be directly observed for example through actions and responses, the mind cannot directly be seen for example thoughts. Psychology trustsRead MoreThe Theory Of Psychology And Psychology3461 Words   |  14 Pagesopen fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation. Light will be thrown on the origin of man and his history.† — Charles Darwin While psychology of today follows the discipline’s rich and varied history, the origins of psychology show incomparable differences from the modern understanding of the field. From the beginning, psychology has been tested and bombarded with a tremendousRead MoreThe Theories Of Psychology And Psychology1844 Words   |  8 PagesPsychology is the study of the human mind, it is very complex and it is the source of all thoughts and behaviors. Psychologists study the cognitive, emotional, and social processes by observing, interpreting, and recording how individuals relate to one another and their environments. They take human behavior as data for testing their theories about how the mind works and use human behavior as a clue to the workings of the mind. Everything a person does, think, feel and say is determined by the functioningRead MoreThe Theory Of Psychology And Psychology1599 Words   |  7 PagesPsychology first started in 1879 by Wilhelm Wundt who founded the first lab oratory which specialized in psychology at the University of Leipzig in Germany. Wundt used controlled experiments to investigate the mind by using a method called introspection which examined an individual’s mental state to gain an understanding of how our mind works. This approach became known as Structuralism, deals with the study of the conscious mind, with the idea that the conscious mind can be broken down into basicRead MorePsychology Theories And Theories Of Psychology984 Words   |  4 PagesThere are many theories and beliefs about where psychopathology originates from, that is the beauty of psychology. We can have different views that match or mismatch-specific clients and the services they are seeking, but each approach is beneficial one way or the other. To me, psychopathology originates from our thoughts. The causes of human suffering are problematic thoughts or beliefs. Our thoughts play such an important role in our behaviors and actions. If we have a problem atic thought, this

The Poem America By William Cullen - 1423 Words

Bryant, William Cullen. â€Å"America.† PoemHunter.com, www.poemhunter.com/poems/america/page-1/22259747/. The poem â€Å"America† is William Cullen Bryant’s nationalistic devotion and love for his motherland, which he portrays with vivid description and figurative language. In this poem, Bryant praises America as the â€Å"mother of a mighty race,† claiming that free Americans are now going to create major impact on the world with their new independence. Furthermore, he says that America does not know how the people of her country are devoted to her and will give up their own lives if they had to fight a foe for her. Bryant also exemplifies how foreign countries make fun of America by calling it a fairly new and underdeveloped country. To which he†¦show more content†¦He is educated by his master’s wife and learns an important lesson that changes his viewpoint of slavery: slavery exists not because the masters are better than their slaves, but because they keep their slaves ignorant. This epiphany develops Douglass’ fight for freedom. The next time his master tries to whip him, he fights back, deciding that he would rather be dead than be treated like a slave, marking an important change in history. Throughout his life, Frederick Douglass was passed around to different masters, but never gave up his strive for freedom. Towards the end of the book, he successfully escapes and managed to reach New York, but even after this, he realizes that even if he is free, his journey is not over and he is to continue his struggle until slavery is abolished. He writes his narrative as an active abolitionist to teach all aspects of the future American generation to follow his steps. Douglass, Frederick. â€Å"What to the Slave Is the Fourth of July?† Teaching American History, Teaching American History, teachingamericanhistory.org/library/document/what-to-the-slave-is-the-fourth-of-july/. Another brilliant work by Frederick Douglass, â€Å"What to the Slave is the fourth of July?† is a speech that addresses and speaks to the frustration caused by the distinction created between the idealistic and real United States. This clear contrast is represented in his organization of his speech––one that starts withShow MoreRelatedThe Prairies Essay example686 Words   |  3 PagesMany images of nature in the writing at this time, as well as writers, encompass sympathetic interests in the past. One particular piece, William Cullen Bryants The Prairies captures an strong sympathetic look to the past. In his poem The Prairies, William Cullen Bryants exhibits a sympathetic interest in the past throughout this work. Bryant begins his poem by saying, These are the Gardens of the Desert, these/ The Unshorn fields, boundless and beautiful, / And fresh as the young earth, errRead MoreThe Great And Famous Poets Of History And Names1894 Words   |  8 Pagesremembrance any of the great and famous poems known to man and titles such as The Iliad, â€Å"The Raven†, and â€Å"Carpe Diem† might be recalled and admired. Very seldom in our personal lists of famed or admired poets does the name William Cullen Bryant make an appearance, and works of his such as â€Å"Thanatopsis† are all but familiar to the average American citizen. Despite this rather unfortunate modern reality, a very longstanding truth remains firm about the late William Cullen Bryant; He was at some point in hisRead More`` Contemplations `` By Anne Bradstreet Essay1462 Words   |  6 Pagesoften may ble ed into another. 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This is a beautiful poem because with the characteristic of celebration of beauty and mystery of nature it shows how beautiful nature is and if someday someoneRead MoreLiterary Analysis Of Freedom Of Speech1325 Words   |  6 Pagesthe press were what the country was built on, and are still exercised every day in America. American citizens, since the times of the British Colonies, were so outspoken that they founded a nation on the freedom to believe whatever you want to believe. Most Americans still exhibit this characteristic today. As shown in Sinners in the Hands of an Angry God by the Reverend Jonathan Edwards, â€Å"Thanatopsis† by William Cullen Bryant, and What is an American? by J. Hector St. John Creve coeur, Americans areRead MoreThe American Dream Analysis827 Words   |  4 Pagesthe better. One author, William Bryant Cullen, emphasized how America is a refuge for â€Å"Earth’s trodden down and opprest† peoples, including the â€Å"hunted head† and the â€Å"starved laborer.† This phrase from the patriotic poem indicates that the poor peoples of Europe, including fugitives or debtors –– the hunted heads –– and the jobless common folk whose competitions for wages increase with the population boom in the Old World –– the starved laborer –– are all welcome in America. He presents a hopefulRead MoreThe Fireside Poets Were Popular At A Time When The United States1382 Words   |  6 Pagespoets were one of the first groups to take their views to a more real-world level, in founding magazines such as the Atlantic Monthly (John Greenleaf Whittier), supporting public projects such as Central Park and th e Metropolitan Museum of Art (William Cullen Bryant), and even founding a political party and running for Congress (John Greenleaf Whittier). The lead-up to the Civil War was also weighing on the minds of many, which prompted Henry Wadsworth Longfellow to write â€Å"Paul Revere’s Ride†, anRead MoreEarly American Literature Essay1511 Words   |  7 Pages It quickly became evident that the search for a native literature became a national obsession. Then with the triumph of American independence, many at the time saw this as a divine sign that America and her people were destined for greatness. Greatness came with a strong nation and thousands of poems and stories that still shape our nation. The recent revolution greatly expressed the heart of the American people. However, it would take another fifty years of development throughout AmericanRead MoreThe Fire Side Poets from the Romantic Period of Literature Appreciate Nature586 Words   |  3 Pageswhere people were trying to find a distinctive voice. The Romantic period included letters, poems, essays, books, and art. Most of the authors focused on feelings, which is why its called the â€Å"Romantic† period. The authors can be put into four different groups, The fire side poets, The Transcendentalist, American Gothic, and The Early Romantics. The fire side authors had an appreciation for nature. Poems were read aloud around camp fires by many different families. This is how they got the nameRead MoreThe Harlem Renaissance and Slave Narratives1431 Words   |  6 Pagesboth the Harlem Renaissance writers and slave narratives showed the will for a better life and hope for the future, which they hoped to make better. Writers like Langston Hughes who were from the Harlem renaissance and were educated writers wrote poems like â€Å"I, Too† which talks about how the black man shall one day sit on the dinner table with the white folks, even though they have mistreated him. An example of this is â€Å"Tomorrow, I’ll be at the table when company comes, nobody’ll dare say to me eat

Spinoza Feat Descartes Essay Research Paper Spinoza free essay sample

Spinoza Feat. Descartes Essay, Research Paper Spinoza at first worked in the model of the Cartesian doctrine, publication in 1663 a book entitled Principles of the Philosophy of Ren? Descartes. Another early work, the posthumously published Treatise on the Emendation of the Intellect, contains subjects that were cardinal to Descartes? probe of cognition. It besides contains intimations of the metaphysics unfolded in the posthumously published Ethical motives, the finishing touch of Spinoza # 8217 ; s philosophical calling. In the Emendation of the Intellect, Spinoza ( like Descartes ) was concerned with the betterment of human cognition, which requires that we be able to separate the true from the false in a dependable manner. Rather than looking for some kind of farther thought or belongings as the standard of truth, he claimed that truth radiances away on its ain: the standard of the true thought is the true thought itself. A method of seeking truths is most perfect when it begins with the thought of a most perfect being. The truth of the thought lies in the kernel it expresses. The thought of a perfect being is a true thought, matching to something bing, because the kernel of a perfect being implies its being. Further, whatever follows from the thought of such a being is besides true. Thus the best method will bring forth an order of thoughts, fluxing from the thought of a perfect being. To this conceptional order corresponds an order of bing things. Spinoza? s system can be understood in footings of its similarities and differences to the system of Descartes ( Principles I, 51ff ) . Descartes? system will hence be recapitulated. The peculiar object of comparing is his ontology ( systematic numbering of what exists ) . The objects of Descartes? ontology are substances. The lone substance decently alleged, that is, the lone being that does non depend on anything else for its being, is God. God # 8217 ; s being is contained in his kernel, so there is no demand for anything but the kernel to see God # 8217 ; s being. Substances in a comparative sense are God # 8217 ; s creative activities, which depend merely on God # 8217 ; s will to be. In peculiar, substances improperly alleged do non depend on one another for their being. Each substance has a chief property, which makes it the sort of thing that it is. God has the property of thought ( which includes apprehension and willing ) . Some created substances ( worlds and angels ) besides have the property of thought, while others ( physical objects and non-human animate beings ) have the property of extension. Descartes believed that thought and extension are reciprocally sole: no substance can hold both properties. Therefore I myself am a thought substance and my organic structure is an drawn-out substance. The complex of the two ( the # 8220 ; rational animate being # 8221 ; ) is non a substance, on Descartes? position, though it was on the position of Aristotle. Created substances, harmonizing to Descartes, of the same sort are differentiated from one another by their manners, or the ways in which they have their properties. Thinking a series of peculiar ideas, willing a series of peculiar Acts of the Apostless, all go into doing me a alone person, though I am non a alone sort of thing. Similarly, drawn-out things are differentiated by their manners: a certain size, form, province of gesture or remainder. Spinoza agreed with Descartes about substance proper ; like Descartes, he believed that the kernel of God includes God # 8217 ; s being. But he broke with Descartes by asseverating that there are no created substances. Rather, God is a being with boundlessly many properties, including thought and extension. Each of these properties is infinite in its ain sort, so there is no bound to God # 8217 ; s thought and none to extension. Difference comes in merely at the degree of manners. The single ideas that Descartes assigned to his ain head as a substance are on Spinoza? s position ideas in the head of God. Similarly, single physical things are manners of God # 8217 ; s property of extension. Spinoza? s system is supposed to follow from a few definitions and maxims. If one rejects the system ( and if Spinoza? s illations are valid ) , there must be a job with the get downing point. One of the interesting undertakings for the pupil of Spinoza is to detect the beginnings of beliefs that are found to be obnoxious. Through Propositions 1 and 2, Descartes and Spinoza are in understanding. Substance is prior to its fondnesss ( or manners ) , and two substances with different properties have nil in common. It is with Proposition 3, that what has nil in common can non causally interact, that Spinoza breaks ranks with Descartes, at what was an admitted weak point in Descartes? metaphysics. Spinoza argues for Prop. 3 on the footing of Axioms 4 and 5. The absence of a common component prevents us from understanding one sort of thing through the other. I think Descartes would hold to agree with this claim. We do non understand organic structures through heads or heads through organic structures. Actually, we would merely understand both through God # 8217 ; s head, but we have no entree to the head of God. If we do non cognize bodily events through heads, if we could neer state simply by consideration of an act of will which bodily gesture would follow it, how can we cognize that the two are connected? Merely by detecting that one does in fact follow the other, in a systematic manner. But this is non plenty to set up a causal connexion, as Spinoza recognized in the Emendation of the Intellect. In order to cognize that a connexion exists, one must detect that in the cause which brings about the consequence. Where two things have nil in common, this is impossible. The following move against Descartes? strategy is the claim in Proposition 5 that no two substances can portion an property. This means that if there is a mental substance, it is alone, and the same for drawn-out substances ( and in general any other sort of substance ) . Descartes held that there can be a existent difference between substances due to the fact that we can gestate one clearly and clearly without the other ( Principles I, 60 ) . This might be thought to work for different sorts of substance ( though Spinoza will deny this excessively ) , but how can it work for the same sort of substance? I can gestate of another head, for illustration, by gestating of its chief property, believing. But this is non plenty to separate it from any other intelligent thing. So it must be the manners of believing which separate them. Here Spinoza plays his trump card. To see a substance as a substance we must gestate it through itself ( Definition 3 ) . But so we do non gestate it through its manners, for by Definition 5, a manner is something other than the substance itself. So ( to utilize Descartes? linguistic communication against him ) no average differentiation can amount to a existent differentiation. ( One must inquire, nevertheless, whether Definition 5 has stacked the deck against Descartes! ) There remains the possibility of more than one substance, and this is the following mark. In Proposition 6, Spinoza claims that production of one substance by another ( creative activity ) is non possible. The ground is the created substance would hold to be conceived through the making substance, which is contrary to the significance of # 8217 ; substance. # 8217 ; Proposition 7 establishes the relation between substance and being: the nature of substance includes its being. This is the source of the ontological statement, though it differs in signifier from both Anselm? s and Descartes? versions. The claim here is that because nil else can bring forth substance, substance is self-generated, and therefore that it exists from its really nature. But this is a questionable statement, for it does non see the inquiry why substance has to be produced at all. We have reached the point where Spinoza claims to hold shown that substance exists needfully, but it is still an unfastened inquiry how many substances there are. Spinoza # 8217 ; s reply will be that there is merely one, but to get at this decision, he had to do some farther claims about properties. The first claim is that substances are infinite, in the sense that they are non limited by anything of their ain sort. A thought substance is the lone thought substance, and hence it is non limited by any other thought substance. The same holds for drawn-out substance. There is nil greater than the universe ( whole extended existence ) , since there is merely one extended thing: the universe itself. After demoing the limitless character of each property singly, Spinoza introduces the impression of grades of world, matching to figure of properties. A substance may hold more than one property, since each property is conceived through itself. A maximum substance ( identified with God ) would hold boundlessly many properties, each one of which is infinite. It has already been argued that substance exists, but does God, maximum substance, be? Spinoza has several cogent evidences that a maximum substance exists, but possibly the most of import one is from the mere possibility of a maximum substance. Its nature does non affect a contradiction, so its being is possible. And if some other thing were able to forestall its being, that thing would restrict the maximum substance. But by definition each property is limitless, so no thing of the same property can forestall the being of maximum substance. Further, there can be no struggle among the different properties, since they have nil in common. So from the mere possibility of a maximum substance, the decision is drawn that it must be. Furthermore, there is merely one maximum substance. This is non surprising, given the statement for its being. A maximum substance has all the properties that can be had, so that if there were another one, it would hold to portion in these properties, which would be a restriction and contrary to the nature of the maximum substance. Maximal substance is besides indivisible. This claim is really of import to Spinoza, given his designation of maximum substance with God. The properties are non parts of substance, and so there is no division of substance in that which constitutes its kernel. It is true that the properties themselves may be in a manner that allows division. If thought is an property of substance, there may be single ideas which are distinguishable from one another. And if extension is an property of substance, there may be extended things ( e.g. the blocks doing up the wall of a tower ) which are distinguishable and so are themselves divisible. But the divisibility of the manners of substance do non intend that substance itself is divisible. For substance is conceived through itself, non through its manners or mannerisms. This differentiation is perfectly critical to Spinoza? s idea: it is what prevents him from falling into the position that world is homogeneous. Spinoza was a monist, in that he held that merely one thing ( maximum substance or God ) is ultimately existent, but he wanted to keep at the same clip that the visual aspect of plurality is non an semblance. To make so, he gave a topographic point to plurality at the degree of manners. At this point we need to see the specific inquiry of whether God can be extended. Spinoza counted as his oppositions those philosophers who argued that God is immaterial. He granted that it would be incorrect to believe of God as holding a organic structure like a human being, as do the Gods of the ancient Greeks and Romans. This would be to do God finite. But this does non govern out the possibility that the infinite sweep of drawn-out nature is the # 8220 ; organic structure # 8221 ; of God. But possibly the very nature of drawn-out things precludes God from being extended. The statement is that nil extended can be infinite, and so extension is non suited to be an property of God. If there were infinite extension, it is claimed, paradoxes would originate ( Galileo, for one, was cognizant of such paradoxes ) . For illustration, take any unit of measuring of a finite length, say an inch. Then an infinite length would dwell of boundlessly many inches. On the other manus, it would besides hold boundlessly many pess, and therefore be 12 times larger! Modern philosophers ( following the nineteenth-century mathematician Cantor ) would deny that the decision follows from the premises. They maintain that since there is a one-to-one correspondence between pess and inches, the figure of pess and the figure of inches is the same. Spinoza # 8217 ; s attack was rather different. He maintained that all the statement establishes is that # 8220 ; infinite measure is non mensurable and can non be made up of finite parts # 8221 ; ( Ethical motives, Part I, Proposition 15, Scholium ) . But in that instance, what about the parts we perceived drawn-out objects to hold? Spinoza once more draws a differentiation between how we view extension abstractly through the imaginativeness ( whence they have parts ) and through the mind ( as unitary substance ) . This recalls the differentiation made earlier, that # 8220 ; affair is everyplace the same, and there are no distinguishable parts in it except in so far as we conceive affair as modified in assorted ways. Then its parts are distinguishable, non truly but merely modally # 8221 ; ( ( Ethical motives, Part I, Proposition 15, Scholium ) . Spinoza considered a figure of other statements on this subject, but we will go through over them in the involvements of clip. The following subject is Spinoza # 8217 ; s claim that everything that is or can be conceived, is in God. This is truly merely an amplification of his place that God is maximum substance. Whatever exists either is God or a manner of one of God # 8217 ; s properties. As mentioned above, Spinoza denies that there is a creative activity of other things. The impression that God has an mind which allows the construct of an uncreated universe, and a will which creates the universe is denounced by Spinoza as anthropomorphous. God as rational Godhead is every bit much a myth as Jupiter or Zeus. At the same clip, Spinoza held that God is the cause of all things. Obviously this is possible merely on a really specific apprehension of the impression of a cause. In the primary sense, something is a cause when its nature is responsible from the being of something. Therefore because everything follows from the nature of God, God is the cause of all things ( including God, for substance is self-caused ) . Furthermore, God causes all things that are in the range of the Godhead mind, since an infinite figure of things flow from an infinite substance. Subsequently, at Proposition 35, Spinoza claims that whatever is in God # 8217 ; s power needfully exists. Since God is a cause in the sense that what exists follows from God # 8217 ; s kernel, God can be said to be a free cause. Freedom here is understood in the sense of a deficiency of external restraint. God is free because there is nil to interfere with the flowering of the Divine kernel. This impression of freedom does non affect any impression of will or pick ; so, Spinoza denies that God has a # 8220 ; will # 8221 ; or makes picks. To impute tungsten ailment and pick to God is anthropomorphous, a projection of ( alleged ) human features onto the Godhead being. In fact, will is merely a manner, non an property of substance. In Part II, Spinoza maintains that there is nil more to will than single Acts of the Apostless of will. Thus will is non a â€Å"faculty† of God ( and this holds for â€Å"intellect† every bit good ) . It might be objected that without pick, God is non free. Because they follow needfully from God # 8217 ; s kernel, things can non be otherwise than what they are, and this is a restriction of God # 8217 ; s power. Spinoza turns the tabular arraies on this expostulation, saying that if things were otherwise than what they are, they would hold to be the merchandise of a God with a different nature, in which instance two Gods would be possible, and God would non be the maximum substance. In the succeeding propositions, Spinoza discusses a figure of facets of the causality of God. What is most of import is a differentiation between two ways in which God is a cause. From the kernel of God, some things are said by Spinoza to follow straight. In this sense, God is a # 8220 ; proximate # 8221 ; cause. But with finite bing things, kernels are non sufficient for being. The kernel of an single homo being, Peter, is non such that Peter # 8217 ; s being follows from it needfully. Rather, the being of finite things has as its cause the being of other finite things. However, since all things are in God, God must be considered their cause. In general, there are two ways of thought of God, as a being conceived through itself and as a being conceived through its fondnesss. Considered in the first sense, God is free ( in the sense noted above ) . But in the kingdom of finite things, which are lone fondnesss of God, there is merely necessity. Each thing exists as it does entirely by virtuousness of some cause which necessitates it. Nothing can find itself to action. Finite being and action is determined by anterior causes, to eternity. There is no first cause of finite things. If it is supposed that there is a first cause, so it would hold to be of the same sort as what it causes. Then it would be limited by that thing and therefore finite. But every finite thing has a cause. Thingss must be as they are, so there is no eventuality in the universe. A contingent being or action would be one that neither must happen of necessity nor can non happen of necessity. But everything is either necessary or impossible. What we think is contingent ( e.g. that I was born at the exact minute that I was ) truly depends on our ignorance of the concatenation of causes ( Corollary to Prop. 23, Pt. II ) . Part I of the Ethics concludes with a singular treatment of the beginning of the common manner in which God is conceived. Belief in God is the consequence of a combination of an ignorance of causes and a desire to acquire one # 8217 ; s manner. When we do non cognize the cause of the happening of a favorable event, we deem it a mark of God # 8217 ; s favouring of us. In general, events are understood as dependant on God # 8217 ; s terminals, and systems of worship are built up, designed to derive God # 8217 ; s favor. The existence is understood in footings of concluding causes ( for illustration, as in Aristotle # 8217 ; s doctrine ) . Furthermore, since catastrophe sometimes befalls the pious and fortune sometimes favours the impious, God # 8217 ; s existent program for the existence is deemed cryptic. On Spinoza # 8217 ; s position, there are no concluding causes: the existence is utterly indifferent to the lucks of any single. There is no differentiation between good and bad, right or incorrect, except every bit comparative to the involvements of the persons who use those labels. Since these involvements are tied to the favor of God, people call # 8220 ; good # 8221 ; that which is consistent with their construct of God and # 8220 ; bad # 8221 ; that which is non. The same applies to evaluative constructs such as order and upset, beautiful and ugly. We can neer specify the flawlessness of God utilizing these comparative constructs. Merely an rational apprehension of God # 8217 ; s nature as a maximum substance adequately characterizes God # 8217 ; s flawlessness. In Part II of the Ethical motives, Spinoza turns from the general nature of God to the two particular properties which we human existences understand: idea and extension. We know through experience that we think and that we have organic structures, but we are non familiar with any manner of any other property of God. The relation between idea and extension in the human being is considered in two ways. The metaphysical relation between the two is explored in the earlier propositions of Part II. In the ulterior 1s, the attending displacements to the manner in which thought represents drawn-out things, and eventually, how it represents things in general. What we call a human being consists of an drawn-out organic structure and a series of thoughts of the organic structure ( the homo head ) . The organic structure is capable to the causal Torahs of the physical universe, as is the head, which is determined by old thoughts, with both causal ironss paralleling each other. In fact, Spinoza claims by and large that the order and connexion of drawn-out things is the same as the order and connexion of thoughts. Since the thesis of correspondence dominates Part II, its cogent evidence deserves a close expression. Modes of idea are thoughts, which have a # 8220 ; formal world, # 8221 ; which is their very being. But thoughts have every bit good content, or # 8220 ; nonsubjective reality. # 8221 ; Because the formal world of thoughts is embedded in a necessary concatenation of causes, its nonsubjective world is determined by that concatenation every bit good. For Spinoza had set out as Axiom 4 of Part I that # 8220 ; The cognition of an consequence depends on, and involves, the cognition of the cause. # 8221 ; From this he infers that the content of a given thought follows from the content of the thought which caused the being of that thought. In the Scholium to Proposition 8, Spinoza put the affair another manner: the thought and its content ( an extended organic structure ) are two manners of the being of the same thing. We may now contrast Spinoza? s position with Descartes? . First, whereas Descartes claimed that head and organic structure are independent substances, Spinoza claimed that both are manners of a individual substance, which is both believing and extended. ( This position is sometimes called # 8220 ; impersonal monism. # 8221 ; ) Furthermore, Descartes claimed that he could gestate himself without a organic structure, but for Spinoza, the head is the thought of the organic structure, and therefore impossible without it. Finally, Descartes held that the head can impact the organic structure freely, and the organic structure can impact the head against its will: both can move independently of the other. Spinoza proposed alternatively a # 8220 ; psycho-physical correspondence, # 8221 ; harmonizing to which all Acts of the Apostless of both head and organic structure unfold in lock-step with each other. More by and large, to every drawn-out thing there corresponds an thought of that thing. The drawn-out existence for Spinoza is animate. What distinguishes the thought consisting the human head from other thoughts is the complexness of the human organic structure of which it is the thought. The representation of this organic structure is every bit complex to the extent feature of human idea. There follows a treatise on organic structures in general, which is used to explicate how the human organic structure operates, which in bend explains the thoughts which we get from experience. After puting out the general impressions of gesture and remainder, Spinoza offered up a impression of the signifier of a organic structure, which is an # 8220 ; unvarying relation of motion # 8221 ; among the parts doing up the organic structure. The material components of a organic structure may alter while the signifier remains the same. It was of import for Spinoza to hold a manner of explicating the integrity of the human organic structure to match to the integrity of the thoughts which make up the human head. To account for the distinctive feature of human experience that our thoughts represent more than simply the provinces of our ain organic structures, Spinoza concocted a physiology of bodily parts. The cardinal elements are # 8220 ; soft # 8221 ; parts which can alter when the human organic structure is acted upon by another organic structure. The continuity of their changed province histories for the production of thoughts as if the organic structure were still at that place, therefore explicating how memory and imaginativeness are possible. Besides explained is the manner in which people normally understand nature. This # 8220 ; first sort of cognition # 8221 ; ( which is truly sentiment instead than genuinely cognition ) , comes from insouciant experience. It is described as # 8220 ; external, causeless, # 8221 ; ensuing from the # 8220 ; run of circumstance. # 8221 ; Exposure to a form of events A-B reinforces the feelings made on us, ensuing in the strengthening of the images which follow when A occurs once more. In this manner, we make causal judgements which are non truly justified because there is no penetration into how B comes from A. ( David Hume would claim in the Eighteenth Century that this is the lone manner causal judgements can be made, so that none are justified! ) It besides leads to a false philosophy of universals. Peoples believe that they know the kernel of a thing ( say a human being ) based on what is common in their experience. Whether a human being is called a rational animate being, a unfeathered two-legged animate being or a riant animate being depends wholly on the associations made with cases of worlds we have encountered. Similarly, common linguistic communication is based on association. When I hear the word # 8216 ; apple, # 8217 ; there comes to mind an image of a baseball sized fruit with a glistening tegument, lush flesh, etc. There is no ground this association takes topographic point other than my experience in holding such a thing pointed out to me when I hear the word. Spinoza maintained that a great trade of the confusion of human thought stems from a failure to acknowledge the flightiness of linguistic communication which is based on association entirely. With all this in head, Spinoza states that experience outputs unequal thoughts ( # 8221 ; images # 8221 ; ) of other organic structures, our ain organic structures, and our ain heads. With regard to organic structures, the job is that our thoughts of them pertain to their signifier, and non their stuff components. So these thoughts will ever be unequal. ( We have even more unequal thoughts of other organic structures, since we know them merely through the effects on our ain organic structures. ) And since the head is the thought of the organic structure, the insufficiency of the thought of the organic structure spills over to the thought of the thought of the organic structure ( i.e. , the thought of the head ) . What is common to knowledge of the first sort is that it is based on imaginativeness, which in bend comes from experience. What we get in imaginativeness is # 8220 ; dense pictures. # 8221 ; The head has other thoughts, nevertheless, which result from its activity. These thoughts are conceived, non imagined, and it is in them that true cognition lies. # 8220 ; Knowledge # 8221 ; of the first sort is non knowledge proper, but merely sentiment. A higher signifier of cognition ( # 8221 ; cognition of the 2nd sort # 8221 ; ) is that affecting common impressions and equal thoughts of the belongingss of things. Ideas of gesture and remainder are common to all extended organic structure. ( Contrast this with the more restricted thought of a human being, which is a cosmopolitan derived from single experience. ) So Torahs of natural philosophies such as the preservation jurisprudence enunciated in the treatise on organic structure would be known in this manner. The highest signifier of cognition is intuitive. We gain # 8220 ; cognition of the 3rd sort, # 8221 ; simply by contemplating the thoughts involved. The thoughts are those of the properties of God and the kernels of things. Part I of the Ethics exhibits this sort of cognition. Spinoza posed a inquiry considered at length by Descartes: how he could separate between sentiment and cognition. Is at that place a standard to divide the two? In the instance of images, one can hold false thoughts without being able to state that they are false. We think that they are true when we lack a ground to believe otherwise. We may hold no uncertainty about its truth, but this does non amount to certainty. On the other manus, when we have a true thought, we are certain of its truth. The truth of a true thought is known through its mere ownership. Thus the true thought is the standard of truth. It is like a visible radiation which illuminates itself. When one is in ownership of a true thought, there is no inquiry about its avowal or denial. To hold a true thought is to confirm it, so in this instance, the act of the apprehension and the act of will are identical. This is so with images every bit good. Spinoza asks us to see the instance of a kid with the thought of a winged Equus caballus and no other thoughts. He claims that the kid affirms the being of the Equus caballus merely through the ownership of the thought of it. Merely the presence of other thoughts excepting the being of the Equus caballus would give rise to uncertainty. In general, the apprehension of an thought is indistinguishable to its avowal or denial. Individual thoughts are nil more or less than single Acts of the Apostless of will. ( Note that in Part II, Spinoza restricts himself to confirming and denying as Acts of the Apostless of will, reserving until later a treatment of other wills, such as pursuing and avoidance. ) Further, there is nil over and above single Acts of the Apostless, no # 8220 ; module # 8221 ; of apprehension or willing, since the head itself is merely a manner of thought. So the will and the mind are the same thing. The individuality of will and intellect undermines Descartes? contention that will is free. One footing for this contention is the claim that one is at autonomy to doubt the truth of any thought whatsoever ( the undertaking of the First Meditation ) . Spinoza counters that this autonomy is illusive. One # 8217 ; s suspension of judgement is a necessary effect of the acknowledgment that there are grounds that an thought is non true. And if the thought is true, its ownership is equivalent to its avowal. Spinoza discussed other Cartesian statements for free will, but here merely one other one will be noted. Descartes had instead tepidly embraced the # 8220 ; autonomy of indifference, # 8221 ; which exists when and single deficiencies any ground tending him or her toward one option instead than another. If an single deficiencies freedom to move in an arbitrary mode, so he or she will be in the same place as an buttocks who starved to decease when faced with a pick between two type of provender, which he likes every bit good. Spinoza # 8217 ; s response is that in the instance where there is no tending penchant, the person would non so act like a rational homo being. Any hungering to decease because he could non make up ones mind which eating house he liked best would be acting irrationally, like a kid, person insane, or even an buttocks. ( In equity to Descartes, it should be noted that he considered indifference to be the lowest signifier of autonomy. ) At the terminal of Part II, Spinoza summed up the advantages of populating one # 8217 ; s life harmonizing to the sort of cognition described in the Ethics. In general, one has a proper fear for God, a regard for other people, and a neglect for what is beyond one # 8217 ; s power. But he ends paradoxically, saying that citizens should be governed and led # 8220 ; so as to make freely what is best # 8221 ; ( Ethical motives, Part II, Scholium to Proposition 49 ) . It is merely in a really rare sense that people are able to move freely, and merely a comparative sense in which they may make what is best. [ c2p ]

None_provided Essays (284 words) - Stith, Job Interview,

None_provided This book is an in-depth look at contemporary American popular music and the kind of musicianship that is appropriate to it. Stith attempts to explain dynamics of rock musicians by studying how the skills, ideas, and human identities associated with this population manage to be created and transmitted in the context of industrialized culture. In addition, he is trying to examine how musicians begin to take on and are characterized by that identity. Stith is interested with this phenomenon because these people were not ?successful? or had not received a record contract, yet their identities remained intact. Stith gathered his data through six years of sporadic field study throughout Colorado, Illinois, Washington, California, Missouri, and southern France. He used both observational and interview methods in his study, however, it was participant observation that was used as a primary data-gathering technique. He presented himself as a musician and indicated in some form that he was interested in forming a group. At times he presented himself as a performer, other times as a ?role organizer?, yet never hiding the fact that he was involved in social research. His secondary data-gathering technique was that he conducted several informal interviews with several members of these rock groups that he was associated with. These interviews were conducted during ?down-times?, usually times where the group was hanging out, eating, traveling, etcetera. The size of the sample Stith studied and the ways in which the data-gathering techniques were administered differed from group to group, usually bec ause his role within the population wasn't always constant. The interview questions that were asked were hardly ever uniform, they were administered differently to suit different individuals in specific situations.

Who or That †That Is The Question

Who or That – That Is The Question Who or That – That Is The Question Who or That – That Is The Question By Guest Author This is a guest post by Charles Ray. If you want to write for Daily Writing Tips check the guidelines here. Some might think me an old fashioned, stuffy person when it comes to grammar. I realize that language, whether written or spoken, is a living thing, and that it changes with time; but, there are some modern conventions that I have problems with. Some things that young people say and write these days grate on my ear, and I resist them with all my might. One of the conventions that really gets my dander up is the use of ‘that’ in sentences when logic, and my ear, tells me that ‘who’ would be more appropriate. Here, for instance, is a sentence I encountered recently in a paper written by a college graduate: â€Å"The judge that decided the case came from the lower court.† Now, I assume the judge in this sentence is human, and when I struggled with English grammar many decades ago, this sentence would have earned red marks all over the page – and quite likely a failing grade. I would have been told in no uncertain terms that the correct formulation is, â€Å"The judge who. . .† I have been chided by many of my colleagues for my fussiness over this particular issue; and it is just one of many modern grammatical conventions that send me into orbit when I encounter them. They’ve pointed out that this is not ‘incorrect,’ and besides, it has become accepted usage among a large number of writers. Well, not this writer. Correct, it might be, and I’m not entirely convinced of that, but it just doesn’t sound right. It grates on my ear when I hear or read it. Just because a lot of people do something doesn’t make it the right and proper thing to do. In my dictionary, one of the definitions of ‘that’ is, â€Å"Adj. Being the one singled out or understood.† ‘Who,’ on the other hand, is defined as â€Å"What or which persons used as a relative pronoun to introduce a clause when the antecedent is a human, or is understood to be a human.† From these definitions, I will grant there is some merit to the argument that using ‘that’ instead of ‘who’ is not incorrect, per se. But, when we write, the purpose is to communicate, and when a ‘correct’ convention gets in the way of communication, it is ‘wrong.’ The language and its grammar are constantly changing, but this is no reason for us to blithely accept each change. We should in fact firmly resist any change until it is proven to be not merely correct, but right. I have not been convinced that substituting ‘that’ for ‘who’ is right, and until I am, I will continue to be the grammar cop who stands in the middle of the street with hands out saying, â€Å"Stop!† And, that is all I have to say about ‘that.’ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesBest Websites to Learn English30 Nautical Expressions

Dividing a Word When Writing or Typing

Dividing a Word When Writing or Typing Sometimes it is necessary to divide a word at the end of the line because there is not enough space for the completion of the word. These days many computer programs automatically take care of this problem for you. However, if you are using a typewriter or handwriting on stationary it is useful to know these rules. In order to divide a word add a hyphen (-) typed without a space immediately after the first part of the divided word at the end of the line. For example ...The matter of job compen-sation is extremely important... Rules for Dividing Words Here are the most important rules to follow when dividing a word By syllable: Divide the word by syllables or units of sound. For example, important, im-por-tant - important has three syllables; thinking, think-ing - thinking has two syllables By structure: Divide the word into the smaller units of meaning from which the word is constructed. It may have a beginning (a prefix) such as un-, dis-, im-, etc., (im-portant, dis-interested) or an ending (a suffix) such as -able, -fully, (as in desirable, desir-able). By meaning: Decide how each part of the divided word is best understood in order that the word is easily recognized from the two parts. For example, compound words such as houseboat made up of two words combined to make a single word, house-boat. Here are six further rules to help you decide when and how to divide words. Never divide a word within a syllable.Never divide an ending (suffix) of two syllables such as -able or -fully.Never divide a word with an ending of two letters such as -ed -er, -ic (exception -ly)Never divide a word so that one of the parts is a single letter.Never divide a word of one syllable.Never divide a word of fewer than five letters.

Gaddafi Essay Example | Topics and Well Written Essays - 2000 words

Gaddafi - Essay Example Muammar Gaddafi attempted to kill the movement by applying force. He had been ruling Libya for 42 years and the people of Libya were in a desperate need of change. The brutal retaliation by Gaddafi was met with a similar disposition. The use of fire to curb a public emotion was condemned all over the world. The death of Muammar Gaddafi served as a denouement for the whole scenario and proved to be an ultimate victory for the democracy-craving people of Libya. This is probably the biggest news of the year so far and the story was promptly covered by all the media. The print media, newspapers and magazines have limited capacity to cover a news story. They need to edit the news more than the broadcast media because they have limited space on paper and they need to put the most important material and refrain from redundancy. These days, it mostly happens that a news story is covered by the broadcast media earlier than the newspapers. When newspapers were the most dominant means of news, the major headline of a news story was, apart from espying, written in a manner that meant to give people news for the first time. These days, it is done by the broadcast media as it they are quicker. The newspapers now tend to make their headlines in a similar manner but add some more information to the news story that the people already know about in the sub-headings. The aforementioned story about Gaddafi’s demise was covered by The New York Times. T he front said, â€Å"Violent End to an Era as Qaddafi Dies in Libya.† Qaddafi has been a well-known figure world-wide and the story of his death gave very less information about his past as to how he came into power. The news story focused more on the recent events that lead to his death. The rebels were hailed for their efforts to end an era of dictatorship. Their brief interviews were included. The NYT included brief interviews and views of the rebels but they were edited to a great degree. They were edited into succinct remarks. The interview of Omran Shaaban, the fighter who along with his friends claimed to be the first to have found Qaddafi hiding, was paraphrased for brevity. After briefly telling about the death of Qaddafi, the news article shifted its focus to the new political state of Libya. Qaddafi’s death had sent Libya into the hands of rebels it was a chief point of concern for the entire world. The news article presented a picture of new state of affair s and future possibilities for Libya. Then it mentioned the fact that the other rebel groups were very happy with the event and they had congratulated each other. Following the traditional â€Å"inverted pyramid† format, after mentioning the important facts, the news article then proceeded to tell the details of the death of Qaddafi. Broadcast Journalism has a capability of reporting the smallest of developments in a very prompt manner. The news of Qaddafi’s death was only a rumor in the beginning. News channels quickly reported that there were unconfirmed reports of Qaddafi’s death. They also mentioned that efforts were being made for the confirmation of the news. They had it confirmed that he had been

Determining the Impact of Information Systems Research Proposal

Determining the Impact of Information Systems - Research Proposal Example It is pertinent to define and explain a little about political organizations with a few examples of such bodies in the United States and Australia. There are diverse definitions or perceptions of political organizations and a few of them are worth mentioning. According to Leacock & Lee (1982) political organizations are comprised of â€Å"those portions of social organization that specifically relate to the individuals or groups that management the affairs of public policy or seek to control the appointment or action of those individuals or groups†. A legal perception of such bodies as perceived by the North Dakota Supreme Court defines political organization as â€Å"a political party or other group, a principal purpose of which is to further the election or appointment of candidates for legislative or executive office or to support or oppose the continuation, amendment, repeal, enactment, initiative, or referendum of any constitutional, statutory, or regulatory provisionâ⠂¬  (N.D. Code Jud. Conduct Terminology, 2006). A much narrower and even stronger definition is given by Radcliff-Brown, in the sense that they emphasize the words coercive authority and physical force to be a factor in politics. The common thread that runs through all the definitions is the element of control that a political organization can have over the society and individuals in the society. But only the legal definition mentions the term election and not the other two. This indicates that election is not mandatory for an organization to be considered political. So, a monarchy, where continuity is by birth rather than by mandate can also be considered to be political if has the power to control the society. It can also be applicable in the case of a dictatorship. Generally speaking, any group that fields candidates to be elected to positions of power in a government can be considered to

Mussoliniss Foreign Policy Essay Example for Free

Mussoliniss Foreign Policy Essay How consistent was Italian foreign policy between 1922 and 1943? Mussolinis main aim through foreign policy was to exalt Italys pride, which was seen severely deteriorated after the First World War. By the statement My objective is simple. I want to make Italy great, respected and feared Mussolinis objectives are clearly can be clearly deduced. However, historians still disagree over Mussolinis conduct of foreign affairs, in the years between his assumption of the premiership and the conquest of Ethiopia in 1935-6. Some support the view, once he acquired strong dominance on the communists, that the imperialism of 1930s was the unplanned response to domestic problems of a dictator whose main concerns where the internal consolidation of his regime. More recently, however, the balance of opinion has tended towards the belief in the underlying consistency of Mussolinis foreign policy. Mussolinis foreign policy operates along fairly well-worn paths, and his main areas of interest remained the Mediterranean, Africa and the Balkans Mussolinis foreign policy operates along fairly well-worn paths, and his main areas of interest remained the Mediterranean, Africa and the Balkans. As these two aims were, to some extent achieved during the 1920s, Iitalian foreign policy became increasingly expansionist in the 1930s, aiming not only to control the Mediterranean but as well, the African Empire. In the course of 1922-3 the weakness of Italys position became all too clear to Mussolini. He first failed to gain any substantial concessions in Africa or in the middle East from Britain and France when, at the Lausane, the negotiated a new peaceful treaty with Mustapha Kemal after his successful resistance would avoid the Treaty of Sevrà ¯Ã‚ ¿Ã‚ ½s to be applied on Turkey. Secondly, he was also unsuccessful in exploiting in the interests of Italy the international crisis caused by the French occupation of the Ruhr in January 1923. Mussolini changed his role from mediator between France and Britain, who opposed the occupation, to opponent of at one point of a potentially anti-British building bloc, composed of the main Continental States. He was mistrusted by both, London and Paris and was set aside from the European stage. The incident in Corfu, in 1923 gave Mussolini the reputation of being a dangerous firebrand. In 1923 Mussolini seized the chance to occupy Corfu, a strategically important island guarding the Southern entrance into the Adriatic, given that the Greek government seemed to refuse to pay the 50 million lira compensation they asked for the assassination of an Italian general and his staff, who were mapping out for an international inter-allied Commission the new Greek- Albanian frontier on Greek territory. Mussolini not only rejected the Leagues intervention but began to build a military base in the island. The incident was celebrated as a great success for Mussolini however, in reality it was a diplomatic defeat for Mussolini, since he had been forced to leave Corfu by Anglo-French pressure. However, Mussolini felt obliged into adopting a more conventional foreign policy. Mussolini could not run the risk of isolating Italy from the rest of Europe, therefore seeked for to establishing closer relationships with Britain and France. Mussolini, in order to maintain an independent state, cultivated the friendship of Austria and Hungary and in 1930 a similar treaty with similar treaty with Austria. Relations with Austria became ever closer after Hitler came to power in Germany after Hitler came to power in Germany and Mussolini provided the arms and money for the Austrian chancellors private army. In 1924 the Pact of Rome was signed with Yugoslavia, by which Italy received the long-disputed town of Fiume, though a part of it, Susak, went to Yugoslavia, along with port Barros. Two treaties with Alabania were signed in 1926 and 1927, firmly established Italian influence in Albania. This marked the first stage in Mussolinis efforts to establish Italy in the Balkans where Czechoslovakia, Roumania and Yugoslavia were tied to France, Italys like enemy, ver closely. During the 1920 Mussolini realised that he needed the friendship of France and Britain in view that he could not yet attempt to have the Versailles treaty revised in his favour. He went to Locarno thus in 1925 he went to Locarno and signed the treaties which guaranteed the frontiers between France and Germany, as well as the ones between Belgium and Germany, and in 1928 he signed. In particular, he drew closer to Britain, and though he privately resolved to end British power in the Mediterranean, he saw her as a possible friend in any future conflict. The frontier between Libya and Egypt was reached through an agreement, and there was a possibility of British aid for the railway building in East Africa. During the 1920 therefore, Italy remained a member of the League of Nations and acted as good citizen of Europe. Mussolinis foreign policy therefore followed a peaceful path. However, the peaceful pattern which Mussolinis foreign policy followed during the 20s was to be changed suddenly in the 30s, and thus also the slight consistency it had been following so far. This was mainly caused by Hitlers advent to power, what obviously altered things considerably. Mussolini saw the potential of a German alliance against Britain and France to revise the 1919 settlement; on the other hand he took care of having Germany too close. In April 1933 Goering and Papen visited Rome, however, all what Mussolini could achieve was German agreement to the Four Power Pact (between Italy, Germany, France and Britain) to keep peace in Europe, thus replacing the League. It was even signed actually by Germany and Italy (on 15 July 1933). A crucial meeting with Hitler took place in his visit to Venice in 1934. The meeting went bad unfortunately, since Mussolini refused to have an interpreter despite his German being very poor, so the meeting meant little to either. Things became worsened by the crisis following the death of Dollfuss a month later, so that Mussolini was far from being an ally of Hitler in 1934-5. Mussolini even attended the Stressa conference in April 1935, which was called by France, and in which it had to be considered what action to take in order to guarantee the independence of Austria. Italy joined to the declarations and protests, partly in genuine hostility to Germany, but mainly to avoid British and French hostility. In the 1920s the Italian empire was hardly promising. In Lybia, which was the territorially the heart of the Empire , but only some 2000 Italians had settled there and by 1930 it was costing over 500 million lire per annum, compared with 107 million in 1921. There were two smaller Italian colonies which looked more promising, for they bordered on to Ethiopia (Abyssinia), one of the few remaining independent kingdoms of Africa. Italy therefore took special interest in Abyssinia, sponsoring her membership on the League in 1923 and signing a treaty of friendship in 1928. However, in view that Haile Selassie (the ruler) did not intend to allow his country to be dominated by a modern power (signature of a treaty with Japan in 1930) Mussolini considered the possibility of war to force Abyssinia under Italian control. The clue incident which brought war about was the Ual Ual incident, in which the Italians claimed the right to use this oasis, which was located in the border of Abyssinia and Italian Somaliland, which was marked in the maps as being part of Abyssinia. Italians in Ual Ual were therefore murdered in the oasis in December 1934. Mussolini demanded an apology as well as compensation from Abyssinia, while the Abyssians claimed investigation from the League of Nations, and were pleased in May 1935. Mussolini made preparations for his attack, by either building up forces and sounding out the attitude of Britain and France. In June, Enden, on behalf of the British government offered the Abyssinians a corridor to the sea through British Somaliland if they gave Mussolini part of Ogaden, offer however rejected by Mussolini. In the summer Italian troops under generals de Bono and Graziani arrived at Eritrea. Mussolini continued to make noises about his intentions, feeling disastified by the League resolutions in which it established that neither part was to be blamed by the Ual Ual incident. Italians brought war about provided that the meeting the held with British and French, in which Italy was offered the opportunity to develop Abyssinia provided that the Abyssinians agreed, did not satisfied Mussolini, since he foreshadow that it would be unlikely to obtain such agreement. The conquest of Abyssinia was regarded as a major triumph in Italy, ranking alongside the Concordat of 1929. Mussolini had said the Italian character has to be formed through fighting, and he stuck at this idea definitely between the 30 and until the 40s, completely contrasting the peaceful means through which Mussolini had been able to achieve good foreign relationships, by the 1920s. When the Spanish civil war broke out Mussolini supported immediately Franco and the Nationalists by providing them with men and equipment, on the grounds that he could not allow a communist government to be formed in the Mediterranean. It deepened the rift between Italy and Britain and France, and aligned Mussolini more firmly with Germany. In 1936, exalting the new closeness between Italian-German relationships, the October Protocols were signed. Italy conceded German predominance in Austria, while Germany recognised the Italian empire in East Africa. Both governments agreed on the danger of Communism and the need to keep a careful watch on alleged British plans for encirclement. There was also to be close co-operation between the two powers in Spain. The axis however was not a formal treaty and Mussolini was by no means committed to German alliance. Mussolini, on his visit to Berlin in September 1937, seemed more convinced than ever that Nazism was an invincible force in Europe and Italy had no choice but to ally herself with it. He thus distanced himself further from Britain and France, and joined with Japan and Germany in the Anti-Comitern pact on November. In 1938 Italys weakness was underlined by the fact that neither Shuschnigg nor Hitler bothered to contact Rome, when the Anshluss was signed. Mussolini also was powerless to back Schuschnigg in his attempt to renounce the ultimatum for the Anshluss. . Mussolini was to pay the price for his break with Britain and France in 1935. Mussolini therefore decided to retake Italys traditional policy of equidistance between the Western powers and Berlin. By the Munich agreement Musolini could effectively stop Hitler plunging Europe into war before he judged Italy to be ready for it. It was a considerable diplomatic succes for Musolini and was praised as the man who saved the world. However, Italys policy of equidistance did not last for long. Since Mussolini decided a full military alliance with Germany, since he considered than a German alliance was intended to be more an instrument of diplomatic pressure than a prelude to war. Mussolinis Foreign policy was therefore inconsistent in the sense that Mussolini not only switched his ideas rather frequently (aiming first to align with the Four powers, and then switching to establish closer relations with Germany, and at the end again with Britain and France), but as well in terms of its degree of aggressiveness, since through the 1920s Mussolinis foreign policy can be said to had been quite peaceful (foreign affairs were mainly solved through Treaties and Agreements), switching in the 1930s to a more aggressive foreign policy with the advent of Hitler. Between the 1930s and 1940s he used war mongering (e.g. The Spanish Civil War, the Abyssinian incident, and the Corfu incident).

Rab7a and CMT2b Essay -- Biology, Proteins, Cells

Rab7a and Charcot-Marie-Tooth Disease Type 2b The aim of this essay is to review recent research into the Rab7a gene mutations and the mechanistic causes of Charcot Marie Tooth disease type 2b. It will ascertain if there is a clear forerunner in terms of theory of pathology due to Rab7a mutations. Any specific potential treatments for CMT2b that have been discovered will also be investigated Rab7a is a gene that provides the instructions to make the protein Rab7. Rab7 is one of over sixty Rab proteins identified within mammalian cells, all of which belong to the Ras superfamily. All Rab proteins are involved with the endo/exocytic, secretory pathways and each one associates with its own specific membranes and organelles, although it may share a membrane with another Rab protein. Rab7 has been discovered to function in the late endosomes, lysosomes and the autophagosomes. Like all Rabs, Rab7 is a monomeric GTPase that cycles from an active, GTP-associated, membrane-bound state to a GDP-associated state that is found in the cytosol as part of a complex with the soluble Rab GDP-dissociation inhibitor (GDI). To activate Rab7, a membrane bound guanine nucleotide exchange factor (GEF) is needed. Once the Rab7 has gained a GTP at the loss of GDP and become anchored into a plasma membrane by a hydrophobic lipid anchor, two ‘switch’ regions conformationally change to allow recruitment and binding of other effector proteins that assist with vesicle transport, membrane tethering and fusion. See figure 1. Hydrolysis of GTP is accelerated by GTPase-activating factors (GAPs), and membrane insertion and extraction is partially coupled to nucleotide exchange (Grosshans et al, 2006) ... ...hin the cell may be particularly pronounced in the longer neurites of the extremities, providing support for Spinosa et al’s (2008) previous suggestion that CMT2b mutations affect the longer neurons due to the increased distance that molecules have to travel compared to other neurons. Valproic acid has been found to stimulate neurite growth in the presence of CMT2b-associated Rab7 mutants through Erk. Valproic acid (VPA) is a short-branched fatty acid, a mood stabiliser it is normally used to treat bi-polar disorder, and as an anticonvulsant (Manji et al, 2001 IN: Yamauchi et al, 2010). Yamauchi et al in 2006/2007 reported that VPA promoted neurite growth through the c-jun N-terminal kinase (JNK) pathways in mouse neuroblastoma cells. In 2010, Yamauchi et al studied the effect of VPA in a neuropathy model, again in mouse neuroblastoma cells (N1E-115 cells)

Student Satisfaction in Jose Rizal University

Introduction Students’ opinions about all aspects of academic life are now sought by educational institutions worldwide, generally, in the form of a satisfaction feedback questionnaire. It is this student satisfaction survey, within the context of student satisfaction in JRU Jose Rizal University. In the Philippines, Higher Education (HE) students were considered to be the â€Å"primary customers† of a University ,even before they were liable for the payment of â€Å"up-front† tuition fees. Students are the direct recipients of the service provided.As if to confirm this status of the â€Å"student as customer†, the Commision on Higher Education (CHED) has introduced a National Student Survey. This survey is aimed at first year students to seek their views on a number of aspects of teaching, assessment and support provided by their university and its courses. The results will ultimately be used by the school to produce league tables of university performanc e. The position of a university in any league tables will impact ultimately on its image.Image has a strong impact on the retention of current students and the attraction of potential students. Indeed recruitment and retention of students has been moved to the top of most universities’ agendas by CHED due to their desire to increase the JRU student population in line with Government targets. Poor retention rates may have adverse funding consequences for University . This paper takes the view that student satisfaction, retention and recruitment are closely linked.Thus student satisfaction has become an extremely important issue for universities and their management. The aim is to try to maximise student satisfaction, minimise dissatisfaction and therefore retain students and so improve the institutions performance across a number of league tables. Taking these criticisms into consideration the questionnaire used in the satisfaction survey asked only for perceptions of performa nce of a range of service aspects (as well as importance) but did not aim to collect data associated with expectations.Indeed, the survey questionnaire was designed around the concept of the service-product bundle. This concept is discussed in the next section. The service-product bundle The outcome of service delivery is a tangible product, and a â€Å"bundle† of goods and services as the product offering . The service-product bundle refers to the inseparable offering of many goods and services including what Jose Rizal University has to offer its students. This bundle consists of three elements: (1) the physical or facilitating goods; 2) the sensual service provided – the explicit service; and (3) the psychological service – the implicit service. For a university the facilitating goods include the lectures and tutorials, presentation slides, supplementary handout documents/materials and the recommended module text. It also includes the physical facilities such as the lecture theatres and tutorial rooms and their level of furnishing, decoration, lighting and layout as well as ancillary services such as catering and recreational amenities.The explicit service includes the knowledge levels of staff, staff teaching ability, the consistency of teaching quality irrespective of personnel, ease of making appointments with staff, the level of difficulty of the subject content and the workload. The implicit service includes the treatment of students by staff, including friendliness and approachability, concern shown if the student has a problem, respect for feelings and opinions, availability of staff, capability and competence of staff.It also includes the ability of the university’s environment to make the student feel comfortable, the sense of competence, confidence and professionalism conveyed by the ambience in lectures and tutorials, feeling that the student’s best interest is being served and a feeling that rewards are consist ent with the effort put into course works /examinations. All of the above are based on students’ perceptions of the various parts of the service and the data is usually collected via some form of feedback questionnaire.Why collect student feedback? (1) to provide auditable evidence that students have had the opportunity to pass comment on their courses and that such information is used to bring about improvements; (2) to encourage student reflection on their learning; (3) to allow institutions to benchmark and to provide indicators that will contribute to the reputation of the university in the marketplace; and (4) to provide students with an opportunity to express their level of satisfaction with their academic experience.The last bullet point as the rationale behind the survey undertaken for the particular research project described in this paper. Keeping customers satisfied is what leads to customer loyalty. Research conducted by Jones and Sasser Jr (1995) into thirty orga nisations from five different markets found that where customers have choices the link between satisfaction and loyalty is linear; as satisfaction rises, so too does loyalty. However, in markets where competition was intense they found a difference between the loyalty of satisfied and completely satisfied customers.Put simply, if satisfaction is ranked on a 1-5 scale from completely dissatisfied to completely satisfied, the 4’s – though satisfied – were six times more likely to defect than the 5’s. Customer loyalty manifests itself in many forms of customer behavior. Jones and Sasser Jr (1995) grouped ways of measuring loyalty into three main categories: (1) intent to re-purchase; (2) primary behaviour – organisations have access to information on various transactions at the customer level and can track five categories that show actual customer re-purchasing behaviour; viz, recency, frequency, amount, retention, and longevity; and 3) secondary beha viour – e. g. customer referrals, endorsements and spreading the word are all extremely important forms of consumer behaviour for an organisation. Translating this into university services, this covers intent to study at a higher level within the same institution, how frequently and recently a student used ancillary services, such as the library, catering and IT services, and lastly the willingness to recommend the institution to friends, neighbours and fellow employees. Issues impacting on student satisfaction Price et al. 2003) recently reported on the impact of facilities on undergraduate student choice of university. They surveyed a number of universities over two years in order to determine students’ reasons for selecting a particular university. The average results for the two years were fairly similar – the top eight reasons being; it had the right course, availability of computers, quality of library facilities, good teaching reputation, availability of â€Å"quiet† areas, availability of areas for self-study, quality of public transport in the town/city and a friendly attitude towards students.Clearly, students’ perceptions of a university’s facilities are one of the main influences on their decision to enrol. Coles (2002) found that student satisfaction is decreased when class sizes are larger in earlier cohorts, and when students are taking compulsory core modules rather than optional modules. The quality of any of the service encounters, or â€Å"moments of truth† (Carlzon, 1989) experienced by customers forms part of their overall impression of the whole service provided, (Dale, 2003) and by implication, their impression of the organisation itself.As Deming (1982) commented, most people form their opinions based on the people that they see, and they are either dissatisfied or delighted, or some other point on the continuum in between. In order to deliver high quality services to students, universiti es must manage every aspect of the student’s interaction with all of their service offerings and in particular those involving its people. Services are delivered to people by people, and the moments of truth can make or break a university’s image (Banwet and Datta, 2003).In order to deliver total student satisfaction, all employees of a university should Ad here to the principles of quality customer service, whether they be front-line contact staff involved in teaching or administration, or non-contact staff in management or administrative roles (Gold, 2001; Low, 2000, cited in Banwet and Datta, 2003). In a recent survey conducted with 310 all male Saudi Arabian students attending the King Fahd University of Petroleum and Minerals, Sohail and Shaikh (2004) found that â€Å"contact personnel† was the most influencing factor in student’s evaluation of service quality.However, physical environment, layout, lighting, classrooms, appearance of buildings and gr ounds and the overall cleanliness also significantly contributed to students’ concepts of service quality. Galloway (1998) studied the role of the faculty administration office in one UK University on student perceptions of service quality. He found that it impacted directly on students and influenced their perceptions of the quality of the whole institution. The office performance also had a direct impact on academic and technical staff within the faculty.These front-line staff in their turn had a direct impact on students, potential students and other clients. The main predictors of quality for students were found to be: . office has a professional appearance; . staff dress smartly; . never too busy to help; and . opening hours are personally convenient. Banwet and Datta (2003) believed that satisfied customers are loyal, and that satisfied students were likely to attend another lecture delivered by the same lecturer or opt for another module or course taught by her/him.In their survey of 168 students who attended four lectures delivered by the same lecturer, covering perceived service quality, importance and post-visit intentions, they found that students placed more importance on the outcome of the lecture (knowledge and skills gained, availability of class notes and reading material, coverage and depth of the lecture and teacher’s feedback on assessed work) than any other dimension.This supports the findings of Schneider and Bowen (1995) who deduced that the quality of the core service influences the overall quality of the service perception. For universities the core service delivery method is still the lecture. Overall Banwet and Datta (2003) found that students’ intentions to re-attend or recommend lectures was dependent on their perceptions of quality and the satisfaction they got from attending previous lectures. This is supported by the research of Hill et al. (2003) who utilised focus groups to determine what quality education meant to students.The most important theme was the quality of the lecturer including classroom delivery, feedback to students during the session and on assignments, and the relationship with students in the classroom. Research by Tam (2002) to measure the impact of Higher Education (HE) on student’s academic, social and personal growth at a Hong Kong university found that as a result of their university experience students had changed intellectually, socially, emotionally and culturally. This growth was evidenced as students progressed from one year to another as their university career developed.Is this also the case with student’ perceptions of service quality and satisfaction? A number of researchers have suggested that this might indeed be the case (Hill, 1995; O’Neil, 2003) although obtaining valid and reliable data to support such a stance is difficult. This study aims to determine if there are differences in those aspects of a university service that stud ents consider important, as well as their satisfaction levels, associated with their year/level of study, i. e. first, second and third. MethodologyA quantitative survey was designed to elicit student satisfaction levels across the University’s service offerings. The questionnaire consisted of __ questions informed by previous research studies and subdivided into the various categories of the service product bundle including, lecture and tutorial facilities, ancillary facilities, the facilitating goods, the explicit service and the implicit service. At the end students were asked for their overall satisfaction rating and whether they would recommend the University to a prospective student.The satisfaction questions were preceded by a series of demographic questions that would allow the sample population to be segmented. These included, interalia, questions regarding gender, age, level of study, mode of study and country of origin. Participation in the survey was entirely volu ntary and anonymous. The length and complexity of the questionnaire was influenced, in part, by the balance between the quest for data and getting students to complete the survey. The questionnaire was piloted among 100 undergraduate volunteers.The length of time it took them to complete the survey was noted and at the end they were asked for any comments regarding the validity and reliability of individual questions. They were also asked if there was anything â€Å"missing† from the questionnaire. Based on the feedback received a number of questions were amended and the design of the questionnaire altered slightly. It took on average 12 minutes to complete the questionnaire. In order to get as large and representative a sample as possible, we conduct survey question in first year student in all courses in were targeted.Staff teaching these modules were approached and permission sought to utilise for a few minuetes of their lecture time in order to explain the rationale behin d the survey and to persuade students to complete the survey in class. Generally this â€Å"personal touch† was successful in eliciting a good response. Over the course of the two weeks the survey was undertaken, only one person refused to complete the questionnaire. Researchers are divided as to whether or not determinants of satisfaction should be weighted by their importance because different attributes may be of unequal importance to different people.In this study both satisfaction and importance were measured. There is no such thing as the perfect rating scale. However, some produce more reliable and valid results than others. Devlin et al. (1993) determined that a good rating scale should have, inter alia, the following characteristics: . minimal response bias; . discriminating power; . ease of administration; and . ease of use by respondents. In order to accommodate these characteristics, the rating scale contained five points with well-spaced anchor points representin g the possible range of opinions about the service.The scale contained a neutral category and the negative categories were presented first (to the left). Thus, undergraduates were required to respond utilising a 5-point Likert scale of 1 to 5, where 1 is very unsatisfactory, 2 is unsatisfactory, 3 is neutral (neither satisfactory or unsatisfactory), 4 is satisfactory and 5 is very satisfactory. This type of scale provides a common basis for responses to items concerned with different aspects of the University experience.The importance that students place on each criteria was measured utilising a 5-point Likert scale, where 1 is very unimportant, 2 is unimportant, 3 is neutral (neither important or unimportant) 4 is important and 5 is very important. Respondents were asked to tick the box next to the number that represented their opinion on each item. A sample of 865 students from a total within the Faculty of 3800 was surveyed. The questionnaires were analysed using SPSS v. 11 and Q uadrant Analysis conducted in order to determine those areas perceived as being the least satisfactory with the greatest importance rating.Finally, respondent focus groups were assembled to discuss some of the issues that required more in-depth analysis and which, due to constraints of space and time, were not explicitly asked about in the original survey. Results A total of — questionnaires were returned, although not all had complete data sets. Table I details the demographic mix of the respondents. Based on all student responses, the most important (i. e. list of the top ten starting from the highest value) and least important (i. e. ist of the bottom ten starting from the lowest value) aspects of the University service are shown in Table II. As can be seen from Table II the most important areas of the University services are those associated with learning and teaching. Interestingly, given the recommendations of a Government White Paper (HEFCE et al. , 2003) that from 200 6 all newly recruited university teaching staff should obtain a teaching qualification that incorporates agreed professional standards, the most important aspect of the service is the teaching ability of staff, closely followed by their subject expertise.The consistency of teaching quality irrespective of the teacher is also considered by the respondents as important, recognising that teaching quality can be variable. The students also recognise the importance of the lecture and tutorial, which is not surprising given that for most universities that is still the core service offering and is very much linked to the teaching ability and subject knowledge of staff. Teaching and learning support materials were Table 1. 1 Demographic mix of respondents GenderMale Female46 54 NationalityHome(Filipino)International89 4 Mode of StudyFull-time Part-time sandwich Level of studyLevel1 Level2 Level3 Note: Sandwich students are those whose program of study includes a year in industry Table 2. 2 Most important and least important aspects of service RatingMost ImportantLeast important 1Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffVending machines 3IT facilitiesDecoration in tutorial rooms 4LecturesFurnishings in lecture facilities 5Supplementary lecture materialsRecreational facilities TutorialsAvailability of parking 7Consistency of teaching quality irrespective of teacherThe layout of tutorial/seminar rooms 8White boardThe layout of lecture facilities 9The Learning Resources CentreThe on-campus catering facilities 10The approachability of teaching staffThe quality of pastoral support Note: Blackboard is a virtual learning environment that students can access off and on campus also ranked highly, particularly supplementary handout materials and the use of Blackboard for enhancing student learning.These are mostly associated with the explicit service delivered to the students and the facilitating goods. With regard to facilities, stude nts have ranked the importance of IT facilities very highly, reflecting the usefulness of connection to the Internet for research purposes and software packages for producing high quality word-processed documentation for coursework assignments and dissertations. This links well with the high ranking of the Learning Resource Centre where IT facilities can be accessed and books and journals ourced in â€Å"hard† copy or electronic copy. Table II also shows those areas of the service that students find relatively unimportant. These are mostly associated with the lecture and tutorial facilities and the ancillary services, for example, layout and decoration of lecture and tutorial facilities, catering facilities and vending machines. A further analysis was undertaken to determine whether different segments of the respondent population had similar or different rankings of the University services’ attributes with regard to importance and unimportance.With regard to mode of st udy, Table III shows the rankings for students studying full-time with the University. Whilst acknowledging the fact that 80 per cent of the sample population is full time students, the rankings of those service aspects considered most important are very similar to those for the sample population as a whole, the only difference being that â€Å"supplementary tutorial materials† replaces â€Å"approachability of staff†.Once again the majority of aspects considered least important are associated with the facilities and ancillary services When the views of Part-time students are considered, a number of interesting differences in their priorities are worthy of discussion. Table IV shows the rankings of service aspects for part time students. The IT facilities drops from third to tenth in their importance rankings, perhaps indicative of the fact that they have access to IT facilities at work and/or at home, thus rendering it less important relative to other aspects of servi ce.Blackboard (a virtual learning environment that allows teaching staff to make learning and other material available via the internet), on the other hand rises from 10th to 7th in importance indicating its usefulness as a teaching aid for students who do not attend the University on a daily basis and who may miss classes due to work or family commitments. Interestingly, the â€Å"helpfulness of technical staff† is considered unimportant, again reflecting their access to such help at work or a greater level of expertise on their part through working with IT on a daily basis. RankingMost importantLeast important Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffDecoration in tutorial rooms 3IT facilitiesVending machines 4LecturesFurnishing in tutorials 5TutorialsFurnishing in lectures 6Supplementary lecture materialsAvailability of parking 7Consistency of teaching quality irrespective of teacherRecreational facilities 8The Learning Resources CentreThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsThe on-campus catering facilities 10BlackboardThe layout of lecture facilities Table III. Most important and least important service aspects for full-time students RatingMost importantLeast important Teaching ability of staffRecreational facilities 2Subject expertise of staffVending machines 3Consistency of teaching quality irrespective of teacherDecoration in lecture facilities 4Teaching and learning equipment in lecturesFurnishings in lecture facilities 5The Learning Resources CentreDecoration in tutorial rooms 6LecturesQuality of pastoral support 7BlackboardThe on-campus catering facilities 8Supplementary lecture materialsThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsHelpfulness of technical staff 10IT facilitiesThe lecture facilities overall

“Good Day Sunshine” Poem Analysis Essay

Journal 1 I think â€Å"Good Day Sunshine† is the poem that I can identify most because this is the poem the author shows his happiness and excitement for get a new girlfriend. The meaning I draw from this song is that a man fell in love with his new girlfriend, referred to in the song â€Å"I feel good in a special way, I’m in love and it’s a sunny day†. We can also think the special day is the day that the author fall in love, although actually is a normal day, for the author is sunny and special. There is a poetic devices is used in this poem—rhyme. It can make the readers much better to feel the author’s feeling. Although this is a simple and easy understanding poem, the rhyme and the feeling inside that the readers may love it. Q: What is the image you get when you read this poem? Journal 2 For today journals, both of them are difficult for me to understand. Nevertheless, I can still draw something from the poem King Of Pain. In this poem, we can see that the author was under a great painful form â€Å"There’s a little black spot on the sun today, the same old thing as yesterday, there’s a black hat caught in a high tree top†. Because the author was under a great painful, everything in his eyes is black, old and shabby. Also, from the words â€Å"it’s my soul up there†, it told us that the author felt bad as the black old thing, it’s also mean that the author’s soul is out of his body. In this poem, we can easy to find couples of poetic devices in it. There are catharsis, similes and personifications. These poetic devices make this poem have a stronger feeling and let the reader much easier to understand. Q: What is the image you get when you read this poem? Journal 3 For today poems, actually all are not difficult to understand, they have seldom writing skills and poetic devices, like the poem Tom’s Diner. This poem not only a poem, but also the words of song. In this song you can easy understand that the author feel in love in the person who the author love so much, but the author feel shy and never to tell the person, so the author wrote this poem like telling a story to the readers. However, we readers can draw that the author had not shown the love to the one the author love at the end of the poem. I think this is a sad ending. For the poetic devices of this poem, I think we can name it telling stories. Q: Is the author a man or a woman? Journal 4 This is the most strange love poem that I have ever met. For the name of poem-My Mistresses Eyes. I think this is not the true mistress of the author, only the author loves this woman so much and treats her as a mistress. And now let us have a look to this poem, the author said â€Å"My mistress’ eyes are nothing like the sun; Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head†. All of them are saying that his mistress is not beautiful, nice and even ugly. But this is a love poem, not a satire poem, how can the author wrote this in a love poem? As far as I am concerned, the author wrote this that mean he do not care how many bad qualities the woman had. We always say if you love a person, all bad things will become good. In this poem, we can see that metaphor and imagery were used in it. These poetic devices make this poem has a stronger feeling and let the readers much easier to understand. Q: What is the image of the woman you get when you read this poem? Journal 5 Vegetarians, obviously this poem is about a group of people who only eat vegetables and maybe also about their food. Then when you read this poem you will find my hypothesis is correct. The author wrote this poem not only describe the vegetarians and different kind of vegetables, but also want more people to understand what is vegetarian. This poem begins with â€Å"Vegetarians are cruel, unthinking people. Everybody knows that a carrot screams when grated†. Made the vegetables look like human being, describes the thing when vegetables were eaten. I think this author must love meat so much. There are two poetic devices in this poem, one is personification and the other one is imagery. These poetic devices make this poem has a stronger feeling and let the readers much easier to understand. Journal 6 All today poems are social commentary again, difficult part for me. As far as I am concerned, the strange fruit in this poem mean black people. So this poem tells us how the black people be treated in the past, the white people treated black people liked animals, not human beings. â€Å"Southern trees bear a strange fruit, blood one the leaves and blood at the root, black bodies swinging in the southern breeze, strange fruit hanging from the poplar trees†. Strange fruit just like black people, black people just like strange fruit, both of them were hung on the trees. This also mean white people treated black people as object, not human beings. For the poetic devices in this poem, it has personification and metaphor. These poetic devices make the readers much easier to understand how white people treated black people in the past.