Free Essays on Aristotles Polity

Aristotle, like Plato, was very interested in the different types of government. He devotes Books 4 through 8 of Politics to the different kinds of government, which ones are best, and what the â€Å"ideal city† is. He criticizes many forms of government, such as kingship, tyranny, aristocracy, oligarchy, and democracy. He doesn’t really agree with Plato’s ideas on government, but they both do agree on the fact that they don’t like democracy. This is surprising to me as an American because we hold democracy in such high esteem. As I continued to read, I realize that Aristotle’s definition of democracy is different from what I would consider modern democracy to be. Aristotle uses democracy to mean rule by the people, which are mostly the poor, in their own interest. He faults this because they do not have the skills to rule a country so the country is weak and disorganized because too many people are trying to run it and they are not qualified. It is pretty clear to me that modern American democracy is different from this. I perceive modern democracy to be that the masses have a chance to elect officials to office, who they think are capable, and then those chosen officials fulfill the duties of running the country. The general masses do not have much to do with the day to day running of the country. They pick the person or persons to do it, and then those people take care of things. I had to read the sections about government a couple times until I understood it. What I understand is that Aristotle focuses on three forms of government: oligarchy, democracy, and polity. When I saw the word polity over and over again, I really didn’t understand it. I had never seen that word before, but he used it many times, and it was a focus. I began to realize that polity was to Aristotle a word he used for an additional form of government. Once I understood this, I thought it was really a great idea. It seems that oli... Free Essays on Aristotle's Polity Free Essays on Aristotle's Polity Aristotle, like Plato, was very interested in the different types of government. He devotes Books 4 through 8 of Politics to the different kinds of government, which ones are best, and what the â€Å"ideal city† is. He criticizes many forms of government, such as kingship, tyranny, aristocracy, oligarchy, and democracy. He doesn’t really agree with Plato’s ideas on government, but they both do agree on the fact that they don’t like democracy. This is surprising to me as an American because we hold democracy in such high esteem. As I continued to read, I realize that Aristotle’s definition of democracy is different from what I would consider modern democracy to be. Aristotle uses democracy to mean rule by the people, which are mostly the poor, in their own interest. He faults this because they do not have the skills to rule a country so the country is weak and disorganized because too many people are trying to run it and they are not qualified. It is pretty clear to me that modern American democracy is different from this. I perceive modern democracy to be that the masses have a chance to elect officials to office, who they think are capable, and then those chosen officials fulfill the duties of running the country. The general masses do not have much to do with the day to day running of the country. They pick the person or persons to do it, and then those people take care of things. I had to read the sections about government a couple times until I understood it. What I understand is that Aristotle focuses on three forms of government: oligarchy, democracy, and polity. When I saw the word polity over and over again, I really didn’t understand it. I had never seen that word before, but he used it many times, and it was a focus. I began to realize that polity was to Aristotle a word he used for an additional form of government. Once I understood this, I thought it was really a great idea. It seems that oli...

7 Free Online Courses That Will Make You Happier

7 Free Online Courses That Will Make You Happier Here’s something to smile about: These 7 free online courses are waiting to teach you how to create a happier, more fulfilling life. Learn about the study of happiness from professors and researchers at top universities as you implement techniques such as meditation, resilience, mindfulness, and visualization into your own life. Whether you’re going through a rough spot or are simply looking for a few tips on creating a happier life, these courses can help bring a little sunshine your way. The Science of Happiness (UC Berkeley) Created by leaders in UC Berkeley’s â€Å"Greater Good Science Center,† this extremely popular 10-week course gives students an introduction to the concepts behind Positive Psychology. Learners study science-based methods of increasing their happiness and monitor their progress as they go. The results of this online class have also been studied. Research shows that students who consistently participate throughout the course experience an increase in well-being and a sense of common humanity, as well as a decrease in loneliness. The Year of Happy (Independent) Want to make this year your happiest yet? This free email course walks recipients through one major theme of happiness each month. Every week, receive an email related to that theme containing videos, readings, discussions, and more. Monthly themes include: gratitude, optimism, mindfulness, kindness, relationships, flow, goals, work, savoring, resilience, body, meaning, and spirituality. Becoming a Resilient Person: The Science of Stress Management (University of Washington) When stress strikes, how do you react? This 8-week course teaches students how to develop resilience – the ability to positively withstand adversity in their lives. Techniques such as optimistic thinking, relaxation, meditation, mindfulness, and purposeful decision-making are introduced as ways to develop a toolbox for dealing with stressful situations. Introduction to Psychology (Tsinghua University) When you understand the basics of psychology, youll be better prepared to make decisions that bring you ongoing happiness. Learn about the mind, perception, learning, personality, and (ultimately) happiness in this 13-week introductory course. A Lifetime of Happiness and Fulfillment (Indian School of Business)   Developed by a professor nicknamed â€Å"Dr. HappySmarts,† this 6-week course draws on research from a variety of disciplines to help students understand what makes people happy. Be prepared for videos featuring interviews with happiness experts and authors, readings, and exercises. Positive Psychology (The University of North Carolina at Chapel Hill) Students in this 6-week course are introduced to the study of Positive Psychology. Weekly units focus on psychological techniques that are proven to improve happiness levels - upward spirals, building resilience, loving-kindness meditations, and more. Psychology of Popularity (The University of North Carolina at Chapel Hill) If you think that popularity doesn’t affect you, think again. This 6-week course introduces students to the multitude of ways that experiences with popularity in their younger years shape who they are and how they feel as an adult. Apparently, popularity can even change DNA in unexpected ways.

Shakespear writing Essay Example | Topics and Well Written Essays - 1000 words

Shakespear writing - Essay Example Some characters are showed in the process of transformation while their nature is changed due to some crucial events or trial. These characters are, for instance, Cordelia, who embodies good and Edmund, who symbolizes evil. King Lear's personality goes the whole way due to his folly and imprudence that lead him from denial to rage and to madness. It is customary to suppose that Shakespeare and the other writers of this period kept to the traditional conviction that human nature is interrelated with the environment, and all possible alterations break the order, which would influence both human nature and the surroundings. That is why in many Shakespeare's tragedies personal conflicts are accompanied with some natural disasters. King Lear is not an exception. Breaking one of the pattern parts leads to collapses in other essential parts. Behavior of Lear's daughters, violating all moral and natural laws, hurting their father, breaking gratitude and obedience, that are usually expressed by the children in relation to their parents, is intensified with the scene of a storm raging outdoors. This illustrates unnatural behavior of Lear's daughters and predicts his worsening condition in future. At the beginning of this tragedy King Lear is portrayed as conceited, proud and hot-tempered king. He cannot be regarded either as positive or negative character. But the subsequent events described in the play show us how his follies result in refuse from his only loving daughter. He also realizes that the other daughters who seemed to be devoted and loving before, turned out to be ungrateful and indifferent, their assurances of sincere love turned out to be just mere words. It is necessary to note that Lear realizes what will be the end of the process of changes that occur to his personality. He predicts his condition, crying: "O fool, I shall go mad!" (Act II, scene 4). In the events that are described in Act II the author uses not only cruelty of Lear's daughters, but also the symbolic elements to describe how Lear's conscience threshold is surpassed, how his personality is torn apart and how he is left to seek for his identity. This makes Lear begin his way of transformation, to his natural identity, while he gets rid of the deception and artifice, and imaginary significance of the power and throne, created by him for his own self-appraisal, he fully reconsiders his roles of father and king. Later he described in the scene representing the storm, while he tries to resist the forces of nature, and this is the scene, reflecting the idea of a human weakness. Lear seems to be a honorable man, and we know he was, and he hangs up on the feeling on love as the subject that can be measured. He thinks that the daughter he would love the most and desire to live with will be the one that will give the answer that he wishes to hear, asking the question about the number of knights they let him to keep. He states, I'll go with thee. Thy fifty yet doth double five-and-twenty, And thou are twice her love" (Act II, scene 4). By this scene and these words the author clearly makes us understand that his hero is wrong, and he will soon assure that this is not true. This is the stage of denial, while the character mistakenly compares feelings and material objects, judging the devotion and love by the empty words that mean

Meditation One and Two by Descartes Essay Example | Topics and Well Written Essays - 500 words

Meditation One and Two by Descartes - Essay Example In Meditation 1, he doubts his knowledge for the reason that he might be dreaming (Med1&2, n.p.). He tells of the danger of confusing dreams from reality especially because of the fact that we are very much convinced that whatever is happening in our dreams, no matter how far they are from reality is the truth. This is a very similar principle derived from the concept of the movie â€Å"Inception† which implies that the beginning of what a man will consider true is when he or she is fully awake. But the question is, how will you distinguish being awake in reality or being in a waking dream? Lastly, Descartes questions his knowledge because of the fact that evil is all around us, constantly causing us a slanted view of truth. That is why we all need to be governed by law and not rely on our morals and free will because with the influence of evil, we can have our own versions of the good and bad and rationalize them to fit our selfish interests. However, in Meditation 2, Descartes brings himself out of his doubts because of the fact that he is a being made up of not only of a body but also of a mind, therefore he is a thinking being. Though his concept of knowledge could be marred by the limitations of his senses, dreams, and the influence of evil, he still can go beyond all three because of his mind or his ability to think. In line with this, he claims that mind can be better known than the body for the reason that the body could be easily deformed, perished, or seeped out of its strength with the influence of evil or is just part of the man’s mortal nature but the mind is something that is strong enough to filter the knowledge that is not only based on senses but also derived with prudence.

Statistics and Prevention of Gonorrhea and Chlamedia in New Mexico Essay Example for Free

Statistics and Prevention of Gonorrhea and Chlamedia in New Mexico Essay Topic There are a plethora of sexually transmitted diseases that exist in our society today. Two of the most well-known and highly contractible STIs are Gonorrhea and Chlamydia. These STIs are especially prevalent among people ages15-19. Because this age group encompasses high school students, and as nurses and thusly teachers, we find it necessary to impart what information we can about these infections to high school students. Therefore, our teaching project encompasses the topics of Gonorrhea and Chlamydia. Client Population The client population that we will be teaching is high school students. People of this age group are generally 15-19 years of age. Here in New Mexico, the population is predominately White and Hispanic. However, there is a wide range of ethnicities in the state, so we will be sure to be culturally sensitive in broaching our topics. High school students are motivated to learn about sex and topics revolving around sex because they are experiencing puberty and the increasing desire to have sex. Whether the students are sexually active now or not, it will benefit them to know about infectious diseases associated with having sex and how to protect themselves. While trying to impart information about sex and related factors to high school students, there will be many obstacles and barriers to overcome. Students of this age range are still learning how to be comfortable in their own skin, let alone be comfortable with talking about sex. Inevitably we would have to deal with and work around the students laughing, making jokes, and talking to one another. To make the students as comfortable as possible, we would put ourselves on their level from the start of our presentation. We would do this by using appropriate humor and language appropriate to the age group. Assessment of the Learning Needed We will assess our audience’s learning need by asking them questions such as: * â€Å"Does anyone know what Chlamydia is?† * â€Å"Does anyone know what Gonorrhea is?† * â€Å"Has anyone here ever known anyone who’s had either of these infections? If so, what happened?† * â€Å"Can both guys and girls get these infections?† * â€Å"If you contract one of these infections, do you know what that looks like, or what any of the symptoms are?† * â€Å"If you think you might have Chlamydia or Gonorrhea, do you know where to get tested?† * â€Å"If you think you might have Chlamydia or Gonorrhea, do you know how the infection is treated?† Nursing Diagnosis Primary nursing diagnosis: * Deficient knowledge related to lack of exposure and embarrassment about the topic, shame, and fear as evidenced by multiple questions and inappropriate or exaggerated behaviors. Learning Outcomes Students will verbalize the methods of transmission, symptoms, prevention, and treatment of Chlamydia and Gonorrhea. This will be demonstrated by students answering several questions on each topic that will be posed to the class. Students will demonstrate knowledge of the situations in which it is important to get tested for STI’s, where they can get tested, what services are available to them, and what their rights are as teenagers. This knowledge will be demonstrated by students answering several questions on each topic that will be posed to the class, and by open ended discussion with the students. Students will demonstrate understanding of the importance of using STI prevention methods such as abstinence and use of condoms. This knowledge will be demonstrated through an open-ended discussion, guided by the instructors, in which the students will logically draw their own conclusions of the importance of the use of prevention methods based on the information provided in the lecture. Students will also be able to demonstrate proper condom use. This knowledge will be demonstrated by the students applying a condom over a banana. Learning Environment This lesson will be conducted in a classroom setting at a High School. There are many variables in the environment that might have an impact on client learning. For example, students may have no knowledge of sex or the subsequent topics to be discussed, and feel embarrassed, which may make them laugh or make jokes about the subject matter. Student’s religious beliefs may conflict with the discussion of the topic. They may feel that the topic should be reserved for speaking about with their parents only or, perhaps in the church. If there are students that do know about Gonorrhea and Chlamydia, they may be judged negatively by their peers as being overly sexually active. The students with prior knowledge of the subject matter may falsely be viewed by their peers as having contracted these diseases in the past. In order for the environment to be maximally conducive to learning we would take these measures: * Ask the primary teacher to leave the room. * Let the students know that what we are about to discuss may be uncomfortable or embarrassing, but that the environment which we have created is a â€Å"safe environment† and that it is important to be appropriate. * Let the students know that what they say will not leave the room. * Use appropriately informal language while still maintaining credibility. * Use appropriate humor. Teaching Plan Content Teaching Plan Outline: We will be educating high school students on the topic of Gonorrhea and Chlamydia. The flow of our presentation will be as follows: * Defining Gonorrhea * Transmission Process * Signs and Symptoms * Treatments * Complications if left untreated * What information and help is available * How to prevent Gonorrhea Instructional Materials To aid in the process of education, we will be using instructional materials such as, an interesting and engaging power point presentation, informational brochures, instructional videos, posters from a local clinic, pictures of the effects of the STIs, and demonstration of correct condom application. Using these instructional materials will help to reinforce our learning outcomes by ensuring the students have a complete and well-rounded knowledge base of Gonorrhea and Chlamydia. Evaluation of Client Learning There are three orders of business that we will conduct in evaluating client learning. Firstly, we will hand out an evaluation tool comprised of three sections. The first section will be a matching question with 6-8 pieces of information we had discussed during the teaching section. The second section will be five stars, of which the students can circle as many as they wish to reflect how well they think we did overall. The third section will be an area for the students to leave any additional comments they have for us. Secondly, we will have the students verbalize what they have learned by asking them questions based on the information provided in the teaching session. For example, â€Å"Where would you go to be tested if you feel you may have contracted Gonorrhea or Chlamydia?† Thirdly, we will pass out bananas and condoms to each student in the class. They will then demonstrate how to correctly apply a condom. References New Mexico Department of Health, Epidemiology and Response Division. (2012, January 6). Indicator Report New Mexico Population Demographics: Race/Ethnicity. Retrieved November 12, 2012, from NM-IBIS New Mexicos Public Health Data Resource: http://ibis.health.state.nm.us/indicator/view/NMPopDemoRacEth.NM.html Chlamydia Reduce Your Risk. Publications for Schools, Organizations, Businesses, AgenciesChanning Bete Company Booklets, Folders, Handbooks, Presentations, Workbooks, Prevention Programs. (1997, January 20). Chlamydia Reduce Your Risk. Retrieved November 12, 2012, from Chlamydia Reduce Your Risk. Publications for Schools, Organizations, Businesses, Agencies 1997. Web. 23 July 2011. http://www.channing-bete.com. : http://www.channing-bete.com Bridges, D. M. (†¢ Bridges, Debbie, MD. Chlamydia in Women/Men: Symptoms, Treatments. WebMD Better Information. Better Health. 12 Mar. 2010. Web. 23 July 2011. http://www.webmd.com/sexual-conditions/guide/chlamydia?prin.., March 12 ). Chlamydia in Women/Men: Symptoms, Treatments. Retrieved November 7, 2010, from WebMD Better Information. Better Health: http://www.webmd.com/sexual-conditions/guide/chlamydia?prin Date, W. K. (2010). Gonococcal infection in the newborn. Retrieved November 16, 2012, from Wolters Kluwer Health: Up to Date : http://www.uptodate.com/contents/gonococcal-infection-in-the-newborn Elaine N. Marieb, R. P. (2012). Anatomy Physiology. Hygene, N. Y. (2012, July 6). Sexually Transmitted Diseases. Retrieved November 15, 2012, from New York City Department of Health and Mental Hygene: http://www.nyc.gov/html/doh/html/std/std4.shtml Lance Lloyds Clean N Safe Website. (n.d.). Claean N Safe, Chlamedia and Gonorrhea Facts. Retrieved November 14, 2012, from Clean N Safe: http://www.clean-n-safe.com Lewis, S. L., Dirksen, S. R., Hietkemper, M. M., Bucher, L. R., Camea, I. M. (2011). Meducal Surgical Nursing. St. Louis, Missouri: Elsevier. Linda Gorgos, M. D.-C., Smelser, C. (2012, August 20). New Mexico Department of Health. Retrieved November 9, 2012, from Bacterial Sexually Transmitted Diseases in New Mexico: http://www.health.state.nm.us/erd/healthdata Prevention, C. f. (March, 25 2011). STD Facts Chlamydia . Retrieved November 12, 2012, from Centers for Disease Control and Prevention: http://www.cdc.gov/std/chlamydia/stdfact-chlamydia.htm SafeintheCityVideo. (2008, June 3). How to Use a Condom. Retrieved November 16, 2012, from youtube: http://www.youtube.com/watch?v=tcpfZKvOFZ4

American Oil Dependence Essay -- Economy Economics Oil Essays

American Oil Dependence Since the oil embargo of 1977, there has been an increased awareness of our nation's energy security. As global population and energy consumption rise, the need for a stable energy supply has become a hot topic and a politically volatile issue. As our negative trade balance grows larger by the day, the United States finds itself in a rather precarious position. We are becoming more and more dependent on Middle East oil. Indeed, the U.S. Department of Energy (DOE) predicts that domestic petroleum consumption will increase to 60 Btu by the year 2025. This statistic, in and of itself, is a matter of concern with respect to the greenhouse gas emissions that result from petroleum combustion. However, perhaps more disconcerting is the fact that U.S. oil production peaked in 1970 and has continued to fall since then (Campbell et. al., 1998). Therefore, the American public has turned to foreign oil, in particular Middle Eastern oil, to supplement its increase in demand. In an age where terrorism is at the forefront of people's minds, we still continue to import oil from the same nations that supposedly harbor so-called terrorist groups. The fact is that we are unwilling to responsibly face our energy future and instead choose to maintain a policy of increasing oil supply through importation. One of the main problems with this strategy is that it is a short-term remedy. Studies conducted by M. King Hubbert in 1956 predicted the rise, peak, and subsequent decline of global oil production. He predicted that global oil production would rise until around 2002 and then start declining (Campbell et. al., 1998). If one takes the oil embargo of 1977 into account, effectively decreasing the rate... ...to a fuel that, upon exhaustion, will mark our retreat from the global economic spotlight. Works Cited: Campbell, Colin J., Laherrere, Jean H. "The End Of Cheap Oil." Scientific American Mar. 1998: 78-83. Flo, Gary. "Lecture on Fossil Fuel Consumption." 8 Sep. 2003 N.A. "Environmental Advocates Statistics In Hand." 2003: www.geocities.com/Rainforest/Canopy/2743 Assoc. Press. "U.S. Auto Sales Hit 2003 High In July." USA Today 1 Aug. 2003: www.usatoday.com/money/autos/2003-07-31-autosales_x.htm Mills, Mark. "25 Years After OPEC's Embargo." Environmental News Jan. 1999: www.heartland.org N.A. "www.skyaid.org." 2003: www.skyaid.org/skycar/us_auto_statistics.htm Staff Writer. "Bureau of Land Management Maximizing Energy Development, Minimizing Environmental Protection." NRDC 7 Aug. 2003: www.nrdc.org/bushrecord/airenergy_publiclands.asp#1383

Illusion vs. Reality

The characters portrayed this theme through perceived reality vs. actuality, knowledge is power, and knowledge can only be gained if it is presented to it first. In all three, there are people without knowledge and people with knowledge. The people that don't have knowledge are the general public, Truman, and the prisoners; the people with the knowledge are the government, Christof, and the things causing the shadows in the ave.The people without the knowledge live their lives as if they know everything while the people with knowledge try to either keep it that way or them the knowledge. Reality vs. actuality helps portray the theme though the people without the knowledge, who have his/her own reality while the actual world is something different. In Fahrenheit 451, the general public live their lives believing books are evil while they are actually not. In The Truman Show, Truman lives his life as if it is real, but it is a lie that was created for a TV show.In Plato's Republic, the prisoners were orn into a reality where shadows are their whole world, while the objects making the shadows were passing by. In all three, the reality shown to the people are not what the actual world is. Reality vs. actuality shows how the theme is portrayed in Fahrenheit 451, The Truman Show, and Plato's Republic. Another thing that helps display the theme is knowledge is power. The people who have the knowledge either use that power to keep the reality that the people without the knowledge already have or try to give them knowledge.The government in Fahrenheit 451 use firemen o try and keep the reality that books are evil and make that the truth to the general public. Christof and all the staff members in The Truman Show have the power and use actors to keep Truman's fabricated world the â€Å"truth†. In Plato's Republic the prisoners did not believe the philosopher who tried to give them knowledge and unveil the truth. The prisoners believe in their reality too much so t o them, knowledge are the shadows and that kept them under the truth. The people without knowledge are kept under their reality because knowledge can only be gained if presented it first.The people are never presented with knowledge, so they could never learn about the truth. Since the government tell lies, it prevents the general public to read books, and the general public never finds out the truth behind books. Truman never found out the actual world until he was presented with knowledge by his first love. Christof and the actors tried their best to prevent Truman from finding out the truth, but in the end they fail. In Plato's Republic the philosopher tried to present the prisoners the real world, but the prisoners rejected him and continued to believe in the shadows.The theme, we accept the reality with which we are presented, has been portrayed by reality vs. actuality, knowledge is power, and knowledge can only be gained if it is presented to it first. All of the people witho ut knowledge had their own reality that was not the actual truth. The people with knowledge had the power and tried to and the prisoners did not gain knowledge unless first presented with it. If the general public read the books, and if the prisoners did believe the philosopher, then everyone would have knowledge and there would not be a fake reality.