Crito Research Paper Example | Topics and Well Written Essays - 1250 words

Crito - Research Paper Example Euthyphro identifies with Socrates because people laugh at him when he predicts the future. On the other hand, Euthyphro is accusing his father of murder. His father, by neglect, had let a servant who had killed another servant die in a ditch while awaiting instruction on what to do with him. Socrates taunts Euthyphro if he has such a precise knowledge of right and wrong and if so, whether what he is doing is not a wrong. The debate shifts to the discussion about what is holly and what is unholy, Socrates wants to learn from Euthyphro. Euthyphro argues that not prosecuting offenders because they are your relatives is unholy. He proves this by reminding Socrates of the god Zeus who is said to be the most just. Zeus, he says, bound his father Cronos because he had devoured his own sons. Socrates is indeed doubtful about the tales about the gods. Socrates asks Euthyphro to provide him with a standard by which to measure things as holy or unholy. Euthyphro says that holy things are dear to gods, and unholy things are not dear to the gods. Socrates remarks that gods also argue until they fight. He also points out that such arguments can only be about right or wrong. Socrates then brings out the flaw in such a definition by leading Euthyphro to admit that something considered dear to the gods is also, on the other hand, not dear to the gods; otherwise, they would not argue and fight. They both proceed to come up with another definition of purity. That what all the gods hate is impure and what they all love is pure, but what some gods love and others hate is both pure and impure. Unexpectedly, Socrates also punches holes in this definition. He asks whether the holy become holy because the gods love them or the gods adore them due to their holiness. They then agree that which is precious to the gods is also precious to them because they love it and not the other way round. This, Socrates points out is a contradiction and continues to demand another distinction between holy and unholy. Euthyphros, at this point gives up, but Socrates continues trying to come up with a distinction. He later proves that fear does not always result to reverence but reverence results to fear, which goes against the words of a poem on Zeus. On that, Socrates proves that piety is only a part of the bigger concept of justice. Euthyphros then asserts that piety is a part of justice, which concerns the gods. The word he uses ‘attention’ leads Socrates to enquire whether it is the attention that improves something. Euthyphro then gives another definition. That piety is sacrificing and praying to the gods. He expresses the idea of doing business with the gods. Socrates also wants Euthyphro to state to what benefit the gifts to the gods are. Instead, he says they are a show of honor and esteem. Thereby he admits that piety depends on what the gods like, which they had assumed not to be the case. The discussion becomes circular, and Euthyphros abandons the dialogu e. According to J. Adam, Euthyphro represents Plato’s perception on the Athenian orthodoxy that was common. Euthyphro represents the mindset that led to the murder of Socrates (Berversluis 161). Euthyphro is an example of a- know- it- all, ignorant of his ignorance. He flaunts his knowledge in matters of religion and even adopts a fatherly tone towards Socrates. He is overconfident and uncritical to the extent that he does not realize that Socrates is not taking him

The Movie, Real Women Have Curves Essay -- Cinema

Being a curvaceous young woman is hard enough. Especially when you’re trying to find love, you’re seeking approval and anticipating a better future for yourself. The film Real Women Have Curves stresses how important higher education is to a Mexican-American teenager and the wrath she endures from her mother because of her weight and aspiration. Mark Twain stated that, â€Å"Keep away from those who try to belittle your ambitions. Small people always do that, but the really great make you believe that you too can become great† (http://thinkexist.com/quotation/keepaway_from_those_who_try_to_belittleyour/215215.html). I believe I can personally relate to Real Women Have Curves, the reason being is because I’m a daughter, I’m overweight, and I’m seeking a post-secondary education. This is a synopsis of Real Women Have Curves; I’ll reveal why the film is so inspiring to me, I’ll give feedback from movie reviews, and I’ll use documents from my course’s textbook, to fully develop my ideas. Real Women Have Curves is a 2002 movie adapted from a 1987 screenplay by George LaVoo and Josefina Lopez. The film was directed by Patricia Cardoso and produced by LaVoo. The film debuted at the Sundance Film Festival, where it won the Audience Award. Real Women Have Curves stars America Ferrera as Ana, an intelligent and ambitious 18-year-old who has just graduated from Beverly Hills High School in Los Angeles. Ana’s wish is to attend Columbia University; however, Ana’s mother, Carmen, sees a different future for her. She’s determined that Ana will become a seamstress, at her oldest daughter’s dress store. Carmen even tells Ana’s father, â€Å""I can educate her. I'll teach her how to sew. I'll teach her how to take care of her husband†. Roger Ebert stat... ...f- hollywood-celebrities-what-is-the-average-size-of-a-hollywood- actress-history Ebert, Roger. (2011, January 1). Real women have curves. Retrieved from http://www.metacritic.com/movie/real-women-have-curves Flixster.(2002, October 20). Rotten tomatoes. Retrived from http://www.rottentomatoes.com/m/real_women_have_curves/#!reviews=all&page=3 Graff, G., Birkenstein, C., & Durst, R. K. (2009). Fat as a Feminist Issue. "They say/I say": the moves that matter in academic writing: with readings (pp. 202-203). New York: W.W. Norton & Co. Graff, G., Birkenstein, C., & Durst, R. K. (2009). The Growing College Gap. "They say/I say": the moves that matter in academic writing : with readings (p. 379). New York: W.W. Norton & Co. Thinkexist.com. (1999, January 1). Retrieved from http://thinkexist.com/quotation/keepawayfromthosewhotrytobelittleyour/215215.html

Gandhi the educator

Gandhi was a prolific writer. One of Gandhi's earliest publications, Hind SwaraJ, published in Gujarati in 1909, is recognised[by whom? ] as the intellectual blueprint of India's freedom movement. The book was translated into English the next year, with a copyright legend that read â€Å"No Rights Reserved†. [206] For decades he edited several newspapers including Harijan in Gujarati, in Hindi and in the English language; Indian Opinion while in South Africa and, Young India, in English, and NavaJivan, a Gujarati monthly, on his return to India.Later, Nava]ivan was also published in Hindi. In addition, he wrote letters almost every day to individuals and newspapers. [207] Gandhi also wrote several books including his autobiography, The Story of My Experiments with Truth (GuJar ¤ti â€Å"acuu our-us-ed†), of which he bought the entire first edition to make sure it was reprinted. [77] His other autobiographies included: Satyagraha in South Africa about his struggle ther e, Hind SwaraJ or Indian Home Rule, a political pamphlet, and a paraphrase in Gujarati of John Ruskin's Unto This Last. 208] This last essay can be considered his programme on economics. He also wrote extensively on vegetarianism, diet and health, religion, ocial reforms, etc. Gandhi usually wrote in Gujarat', though he also revised the Hindi and English translations of his books. [209] Gandhi's complete works were published by the Indian government under the name The Collected Works of Mahatma Gandhi in the 1960s. The writings comprise about 50,000 pages published In about a hundred volumes.In 2000, a revised edition of the complete works sparked a controversy, as It constituted large number of errors and omissions. [210] The Indian government later withdrew the revised edition Concrete Definition to Alms, Goals and Objectives of Education : If education Is the foundation of all growth and progress, then alms, goals and objectives are the four Interconnected and most significant co mponents that gives direction to educational outcomes through the curricular content, syllabus and evaluations.These four components are highly Influenced by four Interconnected foundation blocks namely, epistemology (the nature of knowledge), society/culture, the Individual, and learning theories (Zals, 1976). But since alms, goals, and objectives, collectively as a component of curriculum provide direction and focus for the ntire education programme, they are particularly sensitive to these four fundamental forces. It was GandhlJl, who In 1937 first recognized the Interconnectedness of the eight curricular forces and questioned the futlllty of the British education system.Based on his wisdom and successful experiments with education In soutn ATrlca, ne put Tortn a Baslc toucatlon Plan which had the merit of achieving one aim of peace and freedom, for which all mankind yearns today. Also, recognizing the futility of a centralized plan and control in implementing programmes, he also utlined a comprehensive but decentralized model to be implemented by the village Republics. The vital objective of his model was to develop productive and social skills among the masses.To the centre, remained the overall responsibilities of coordinating and guiding the work of the states so that national policies could evolve from the grassroots. The Basic Philosophy (a) True education is all-round development of the faculties, best attained through action. It bases itself on the fact that knowledge and understanding develop in relation to problems set right by action. Information thrust on the mind only urdens the memory and causes intellectual indigestion, casting learning into oblivion. b) Education must be concrete and inter connected, not abstract or given in isolated sections. Concrete education allows the learner to manipulate problems or sets of problems and study their relationships, character and artistic sense. It allows the mind, heart, hand and eyes to work simultaneo usly in a correlated manner, resulting in a harmonious and well-balanced personality. (c) Education must be imparted in the child's mother tongue and organically connected with the child's Social and Cultural environment. Gandhi the Educator Gandhi was a prolific writer. One of Gandhi's earliest publications, Hind Swaraj, published in Gujarati in 1909, is recognised as the intellectual blueprint of India's freedom movement. The book was translated into English the next year, with a copyright legend that read â€Å"No Rights Reserved†.   For decades he edited several newspapers including Harijan in Gujarati, in Hindi and in the English language; Indian Opinion while in South Africa and, Young India, in English, and Navajivan, a Gujarati monthly, on his return to India.Later, Navajivan was also published in Hindi. In addition, he wrote letters almost every day to individuals and newspapers. Gandhi also wrote several books including his autobiography, The Story of My Experiments with Truth (GujarÄ tÄ « â€Å"à ª ¸Ã  ª ¤Ã  « Ã  ª ¯Ã  ª ¨Ã  ª ¾ à ª ªÃ  « Ã  ª °Ã  ª ¯Ã  «â€¹Ã  ªâ€"à «â€¹ à ªâ€¦Ã  ª ¥Ã  ª µÃ  ª ¾ à ªâ€ Ã  ª ¤Ã  « Ã  ª ®Ã  ªâ€¢Ã  ª ¥Ã  ª ¾Ã¢â‚¬ ), of which he bought the entire first edition to make sure it was reprinted.His other autobiographies included: Satyagraha in South Africa about his struggle there, Hind Swaraj or Indian Home Rule, a political pamphlet, and a paraphrase in Gujarati of John Ruskin's Unto This Last.   This last essay can be considered his programme on economics. He also wrote extensively on vegetarianism, diet and health, religion, social reforms, etc. Gandhi usually wrote in Gujarati, though he also revised the Hindi and English translations of his books.Gandhi's complete works were published by the Indian government under the name The Collected Works of Mahatma Gandhi in the 1960s. The writings comprise about 50,000 pages published in about a hundred volumes. In 2000, a revised edition of the complete works sparked a controversy, as it constituted large number of errors and omissions. The Indian government later withdrew the revised edition Concrete Definition to Aims, Goals and Objectives of Education :If education is the foundation of all growth and progress, then aims, goals and objectives are the four interconnected and most significant components that gives direction to educational outcomes through the curricular content, syllabus and evaluations.These four components are highly influenced by four interconnected foundation blocks namely, epistemology (the nature of knowledge), society/culture, the individual, and learning theories (Zais, 1976). But since aims,  goals, and objectives, collectively as a component of curriculum provide direction and focus for the entire education programme, they are particularly sensitive to these four fundamental forces. It was Gandhiji, who in 1937 first recognized the interconnectedness of the eight curricular forces and questioned the futility of the British education system. Based on his wisdom and successful experiments with education in South Africa, he put forth a Basic Education Plan which had the merit of achieving one aim of peace  and freedom, for which all mankind ye arns today.Also, recognizing the futility of a centralized plan and control in implementing programmes, he also outlined a comprehensive but decentralized model to be implemented by the village Republics. The vital objective of his model was to develop productive and social skills among the masses. To the centre, remained the overall responsibilities of coordinating and guiding the work of the states so that national policies could evolve from the grassroots.The Basic Philosophy(a) True education is all-round development of the faculties, best attained through action. It bases itself on the fact that knowledge and understanding develop in relation to problems set right by action. Information thrust on the mind only burdens the memory and causes intellectual indigestion, casting learning into oblivion.(b) Education must be concrete and inter connected, not abstract or given in isolated sections.  Concrete education allows the learner to manipulate problems or sets of problems and s tudy their relationships, character and artistic sense. It allows the mind, heart, hand and eyes to work simultaneously in a correlated manner, resulting in a harmonious and well-balanced personality.(c) Education must be imparted in the child's mother tongue and organically connected with the child's Social and Cultural environment.

Zeitoun Fight or Flight - 795 Words

Is it worth risking your life to protect your belongings and property when a Category 5 hurricane is barreling towards your city? Is it right to disregard reports about a storm because in past experiences the news has been wrong? In Zeitoun by Dave Eggers, a man named Zeitoun decides to let his family evacuate New Orleans without him so that he can stay behind and protect his several homes, business, and personal belongings from Category 5 hurricane Katrina. Once the hurricane passes, and he survives, the city turns into chaos. The streets turn violent and the great city turns into a third world country. The power goes out for weeks, and there is no water. The breakdown of all authority gets him arrested and he is soon thrown behind bars. Zeitoun should have evacuated New Orleans with his family for not only did he put his business in front of them, but also his shortsightedness almost left his children without a father. Zeitoun’s belongings and business items are all replacea ble, but a father is not. Zeitoun’s stubbornness blinds him from the true power of the storm for he constantly dismisses reports on how strong Hurricane Katrina is. A couple of days before the hurricane his wife decides it is time to leave. She tells him of her plans and he immediately turns her down. As his wife continues to bring up the idea of evacuating he reminds himself of past hurricane threats, â€Å"there seemed to be a half-dozen storms every August, and they were rarely worth the trouble. This