Tabula rasa Essay Essays

Tabula rasa Essay Essays Tabula rasa Essay Paper Tabula rasa Essay Paper Empiricism is the position that all cognition comes from experience whatever is the head got at that place through the senses. Locke was an empiricist who held that the head was tabula rasa or a clean slate at birth to be written upon by centripetal experience. Empiricism is opposed to rationalism or the position that mental thoughts and cognition exist in the head anterior to see that there are abstract or unconditioned thoughts. George Berkeley argued against rationalism and philistinism. He besides criticized Locke on many points. He said most philosophers make an premise that has no cogent evidence of the being of affair. Berkley questioned the illation that material things cause our centripetal experience or that our centripetal experience is material things. Berkeley originally wondered if we as worlds really experience an object as it truly was. or was what we physically saw. The materialist feels that the information received through sense experience gives a representative image of the outside universe and one can non perforate to the true kernel of an object†¦ Although the thought is logical. it does incorporate certain anchoring for agnosticism. John Locke claimed that primary qualities are those that exist within the organic structure of an object and exterior of our perceptual experience. He believed they are inseparable from organic structure and his list consisted of gesture. majority. figure. figure. and texture. Primary qualities are those qualities. which are present in the object itself. such as extension. Secondary qualities are merely present in the spectator. such as colour. In a universe in which there are no animate beings with colour vision. there are still objects that reflect visible radiations of assorted wavelengths. but there is no being that would construe those moving ridges as â€Å"color. He supported his definition of primary qualities by claiming that if an object were continuously divided. the primary qualities would stay the same. However. he suggested that secondary qualities were merely powers that the object has to do us to hold thoughts about its colour. odor. gustatory sensation. sound etc. These secondary qualities depend on and therefore can be altered by changing primary qualities. as they do non really be within the object. nor do they be independently of our heads. Primary qualities are instantly seeable in the object. while secondary qualities require our centripetal system to react to the primary qualities of an object foremost. Therefore Locke claims that â€Å"primary qualities are nonsubjective ; whereas. secondary qualities are contingent on perception† Locke did non believe that there was anything innate in anyone and that all constructs. thoughts. and ideas were the consequence of centripetal experience. Harmonizing to Locke. there is no such thing as innate cognition. Berkeley besides shows that the sensed qualities of an object are thoughts that exist merely in a head since esthesiss are the same as thoughts ; worlds can merely hold one thought at one time. On the other manus. God’s head is infinite and is therefore able to hold multiple perceptual experiences. These perceptual experiences of God are besides thoughts. and it follows that these thoughts comprise the world beheld in the finite human head. Alternatively of the materialists’ belief in the representative theory of perceptual experience. where a stuff object has existent qualities which worlds perceive as reasonable qualities. Locke had retained a certain religion in the capacity of the human head to hold on. nevertheless amiss. the general lineations of an external universe by agencies of uniting operations. With Berkeley. there had been no necessary stuff footing for experience. though the head had retained a certain independent religious power derived from God’s head. and the universe experienced by the head derived its order from the same beginning. Berkeley’s theory is that God upholds all of the thoughts. which comprise human world. and people perceive these thoughts as esthesiss straight from God’s infinite head. Berkeley besides denied the being of what are called abstract objects â€Å"universals† and â€Å"forms† or â€Å"ideas. † For case. if person said that inflammation exists apart from any ruddy thing or that goodness exists apart from any good action or individual. so he is stating that inflammation and goodness exist as independent entities. For Berkeley this is impossible. since nil that is non being perceived can be. The thought of inflammation without a ruddy thing or goodness without a good action is a nonsensical thought. every spot every bit much as affair without a esthesis of it. Locke is an empiricist while Berkeley is an dreamer. but Locke’s most important thought is that the human head begins as a clean slate ( tabula rasa ) . which is written on thru the class of his or her experiences and instruction. He did raise of import inquiries. and created a duologue that led to better theories.

10 Tips About Basic Writing Competency

10 Tips About Basic Writing Competency 10 Tips About Basic Writing Competency 10 Tips About Basic Writing Competency By Mark Nichol Here are ten areas to be sure to attend to if you wish to be taken seriously as a professional writer. Formatting 1. Do not enter two letter spaces between sentences. Use of two spaces is an obsolete convention based on typewriter technology and will mark you as out of touch. If editors or other potential employers or clients notice that you don’t know this simple fact, they may be skeptical about your writing skills before you’ve had a chance to impress them. 2. Take care that paragraphs are of varying reasonable lengths. Unusually short or long paragraphs are appropriate in moderation, but allowing a series of choppy paragraphs or laboriously long ones to remain in a final draft is unprofessional. 3. If you’re submitting a manuscript or other content for publication, do not format it with various fonts and other style features. Editors want to read good writing, not enjoy aesthetically pleasing (or not) manuscripts; efforts to prettify a file are a distraction. Style 4. Do not, in rà ©sumà ©s or in other text, get carried away with capitalization. You didn’t earn a Master’s Degree; you earned a master’s degree. You didn’t study Biology; you studied biology. You weren’t Project Manager; you were project manager. (Search the Daily Writing Tips website for â€Å"capitalization† to find numerous articles on the subject.) 5. Become familiar with the rules for styling numbers, and apply them rationally. 6. Know the principles of punctuation, especially regarding consistency in insertion or omission of the serial comma, avoidance of the comma splice, and use of the semicolon. (Search the Daily Writing Tips website for â€Å"punctuation† to find numerous articles on the subject.) And if you write in American English and you routinely place a period after the closing quotation mark at the end of a sentence rather than before it, go back to square one and try again. 7. Hyphenation is complicated. In other breaking news, life isn’t fair. Don’t count on editors to cure your hyphenation hiccups for you; become your own expert consultant. (In addition to reading the post I linked to here, search the Daily Writing Tips website for â€Å"hyphenation† to find numerous articles on the subject.) 8. Avoid â€Å"scare quotes.† A term does not need to be called out by quotation marks around it unless you must clarify that the unusual usage is not intended to be read literally, or when they are employed for â€Å"comic† effect. (In this case, the implication is that the comic effect is patently unamusing.) Usage 9. For all intensive purposes, know your idioms. (That should be â€Å"for all intents and purposes,† but you should also just omit such superfluous phrases.) On a related note, avoid clichà ©s like the plague except when you don’t. They’re useful, but generous use is the sign of a lazy writer. Spelling 10. Don’t rely on spellchecking programs to do your spelling work for you, and always verify spelling (and wording) of proper nouns. 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 Writing Basics category, check our popular posts, or choose a related post below:Homograph ExamplesConfused Words #3: Lose, Loose, LossBail Out vs. Bale Out

Analysis of a Business Narrative Essay Example | Topics and Well Written Essays - 1250 words

Analysis of a Business Narrative - Essay Example Both, Baidu and Google history describes the story of their origins. However, narrative style adapted to describe their history of origination by both companies, is quite different (Reissman, 1993). It is very important for any narrative to have a plot, a central idea, theme on which the entire construction of narration relies. The plot for business narratives can change according to the customer’s response and needs for that particular company. For example, if a company wants to build an emotional connection with its customers, it will try to make the narrative empathetic and would demonstrate the understanding of emotional, social and cultural values. Similarly, if a company emphasizes on the product, it will focus on its product development procedure and how that product can help provide the consumers with the solutions they want (Fritz, 2008). By keeping the above mentioned key point. Baidu search engine narrative and Google timeline is analyzed. Baidu narrative chooses an emotional plot. It shows cultural connection through one of the poem of the Song Dynasty. Then it further describes, as to how this search engine is best suited to the Chinese people as it is sensitive to the various nuances of the Chinese language. Consequently, Google narrative also builds an emotional connection with its consumers, but the style varies. ... The way the story of Google’s initial years is written, it develops a sense of familiarity for American youth. Almost every university student and graduate in America can identify the sentiments for aims, fears, and unleashed zeal to achieve targets and to find a person who shares the same dream as yours and who works along to fulfill those dreams. The story for Google tells the consumer how this conglomerate was started as a university project by two students, who were no different than the average student today. Thus, it develops a relation of similarity with it users by describing the originators as average students. The timeline mentions every person who has been associated with Google in its initial years, even the cook. This shows the emphasis on the element of respect and contribution for even the smallest participation by people who chose to believe in the company at a time when there was no guarantee of success. By telling the story of its inception in a simple manner and recognizing the input of every person, Google conveys the idea of valuing its employees and their contribution even if it’s of a meager kind. Thus, Google considers its employees as an asset, which are important enough to be mentioned in its history. The company conveys the idea of following one’s dream, even if there are numerous hardships and obstacles along the way. The story of Google is a perfect example of how a small startup, which started in a garage, has now become the world’s largest search engine. The company went against the odds, and even though there was competition present in the form of Yahoo and MSN, Google still managed to create a place for itself. Google’s startup and its values represent American culture from which

Horace Mann Research Paper Example | Topics and Well Written Essays - 750 words

Horace Mann - Research Paper Example Education is considered one of the primary needs of the society for wholesome development of the society and all its constituents. It is therefore of vital importance that children are imparted the right kind of education at the right time, to make them better citizens for tomorrow. Earlier public schools were considered as means of nurturing the talents of ‘natural aristocracy’, but Mann sought to change the notion and made efforts towards democratizing the education sector so that public schools can also prove to be useful for the larger and deserving sections of the society (Dewey, 1964). The fact that today public school education is available for everybody is a testimony to the success of such efforts from Mann. Born on May 4, 1796 Horace Mann got his initial education from the congregational church in Franklin, Massachusetts (Ritchie, 2009). For many years he practiced law, was a member of state senate for three years, when he became the Secretary of Massachusetts Board of Education in 1837. This proved to be a big turning point in his life and in the history of United States of America. Those days were known for sectarian religious education, meant for the privileged few. Mann started raising his voice against this practice and in the process ended up ruffling the feathers of a number of influential people in the society. He started advocating the non-sectarian religious education. He continued his campaign till he was elected to the House of Representatives in the year 1848, which further paved the way for the cause being taken up by him. While advocating education as a means of development Mann introduced two major goals for the twentieth century (Brick, 2005); Today, while talking about education emphasis is laid on around round development of the student. This appears to be straight out of the thoughts propagated by

Potter’s observation Essay Example for Free

Potter’s observation Essay Potter’s observation that people’s attitudes toward upholding laws is commensurate with amount of approval they have for those laws has a lot of merit (Potter 1976). Indeed, evidence to back Potter’s theory can be seen in Dread Scott v. Sanford. Seven of the nine justices on the court had been appointed by southerners, while only two members, Peter Daniel and Benjamin Curtis, were appointed by a northern president. Every justice but Curtis had been appointed by a Democratic president. All of the southerners were in favor of slavery. Meanwhile, so were two of the northerners. The only two members of the court, who were not pro-slavery, were Curtis and John McLean (Blanchard 2005). For instance, Justice Catron argues passionately against repealing the article of the treaty of 1803, which gave Louisiana to the United States. â€Å"Because it is protected by the constitution,† he says, â€Å"it cannot be repealed. † Yet, he does not argue that, because the bill of rights grants men the right to liberty, no one can oppose Scott’s liberty. He supports the parts of the constitution he agrees with, but fails to fight for the parts he does not support(United States Supreme Court 2009). Meanwhile, Justice Curtis, a northerner against slavery, argued for the constitutionality of states’ bans on slavery and on the Missouri Compromise. Unlike Catron, he was morally opposed to slavery and thus opposed upholding the Dred Scott decision(United States Supreme Court 2009). Justice McLean’s dissent provides more proof of Potter’s theory. Indeed, he argues that the court is wrong to rule against Scott, as Sanford has merely argued that Scott’s parents were slaves. The plaintiff, he says, offered no proof to show that Scott himself was not a free man or a citizen of Missouri. Furthermore, the court never cited any precedents in ruling against Scott, he said. McLean, then, was another Northerner against slavery, and he voted in favor of Scott, rather than Sanford. This would seem to give credence to Potter’s observation (United States Supreme Court 2009). Bibliography Blanchard, Kenneth. The Case. February 7, 2005. http://web. archive. org/web/20041116095630/etech. northern. edu/blanchak/pols330/the_case. htm (accessed January 24, 2009). Potter, David M. The Impending Crisis: 1848-1861. New York: Harper Collins, 1976. United States Supreme Court. Dread Scott v. Sanford: Mr. Justice Catron concurring. 2009. http://www. tourolaw. edu/patch/scott/Catron. asp (accessed January 24, 2009). —. Dread Scott v. Sanford: Mr. Justice Curtis dissenting. 2009. http://www. tourolaw. edu/patch/scott/Curtis. asp (accessed January 24, 2009). —. Dread Scott v. Sanford: Mr. Justice McClean dissenting. 2009. http://www. tourolaw. edu/patch/scott/McClean. asp (accessed January 24, 2009). .

Is an Aborted Baby Only Potential Life ? Essay -- Argumentative Persua

Is an Aborted Baby Only "Potential Life" ?    Simmons says in Personhood, the Bible, and the Abortion Debate:   The genetic definition of personhood confuses potentialities with actualities. Potentialities are certainly important but they do not have the same value as actualities. "An embryo is not a person but the possibility or the probability of there being a person many months or even years in the future," Charles Hartshorne has argued. "Obviously possibilities are important, but to blur the distinction between them and actualities is to darken counsel." The same point is made by John Stott in saying that the decision to abort for reasons of maternal health is "a choice between an actual human being and a potential human being." This sentiment prevails among millions in our country. What about abortion - does it kill a living human life or only a "potential" human life, as Simmons believes. Is it a matter of private morality, like deciding which church you're going to attend, or is it a matter of public morality - a matter of civil rights? If there's a victim involved, it's a civil rights issue. Is there a victim involved in abortion? There are many who say that there is not, that the preborn child is just a mass of tissue, a part of the woman's body. If this were the case, then no one would have any reason to oppose abortion any more than they would oppose tonsillectomies or appendectomies. But is that the case? Developments in the science of fetology have given us greater opportunities than ever to learn about the preborn. We know that the baby has a completely different circulatory system than the mother, and often a different blood type. He or she has a completely different genetic code. We know that by t... ..., Philadelphia: W.B. Sanders Co, 1954. Collins, V. J.   Principles of Anesthesiology. Philadelphia, PA: Lea & Fabiger, 1976. Hamlin, H. "Life or Death by EEG." Journal of the Amedos. Medical A's',, 1W12/84, p. 20. Hooker and Davenport. The Prenatal Origin of Behavior. Kansas: University of Kansas Press, 1952. Noonan, "The Experience of Pain, New Perspectives on Human Abortion." N.p.: A1etheia Books, 1981. p.213. Reinis, Stanislaw and Jerome M. Goldman. The Development of the Brain. Springfield, IL: Charles C Thomas Publishers, 1980. Rockwell, P.E.,M.D. Director of Anesthesiology, Leonard Hospital, Troy, NY, U.S. Supreme Court, Markle vs. Abele, 72-56, 72-730, 1972. P.11 The Silent Scream. Cleveland, OH: American Portrait Films, 1984. Tanner, J.M. and G.R. Taylor, Time-Life Books. Growth, New York: Life Science Life, 1965. p.64.

Roles of Spartan Women

Question 1: With reference to source A, what does the evidence reveal about the roles and status of women in Spartan society. In Sparta, women were well respected and had multiple roles within society. They were given more freedom than in most other Greek societies. The main reason for this was the fact that Sparta had a warrior culture and the men were away either at war or training for war. while the men were away the women had multiple roles. The most important of which was to give birth to healthy Spartan children to become warriors.Some of the other roles women had included; participating in religious festivals, and managing the kleros. As mentioned above, the most important role of Spartan women was to give birth to healthy Spartan babies to become warriors. Xenophon stated â€Å"for free women the most important job was to bear children†. In order to produce healthy children, women underwent physical training. This was because it was thought that a healthy mother would produce a healthy child. Lycurgus stated that only women who died in childbirth would be allowed to have a marked grave.Archaeological evidence has been found to support this statement. This highlights the importance of childbirth in Spartan society. From birth, mothers disciplined their children and instilled the attitudes of the agoge. They implanted the ideas of performing at perfection and were responsible for raising children to conform and be loyal to Sparta. When their sons reached the age of seven, the mothers would freely give their sons to the agoge for their military training.Women would maintain the ideologies of the agoge and Spartan society by ridiculing men that were cowards and praising those who were heroes. Plutarch speaks of this in source A. In Sparta, â€Å"marriage by capture† was thought to have been practiced. As described by Plutarch, the bride would have her head shaved, she would be dressed in men’s clothes, and she would then lie in a dark r oom. The men would then come into the room, lift her onto the bed, have intercourse with her, and then return to his normal sleeping place. t is said that these customs were practiced in order to make the man feel more comfortable about having intercourse with a woman. From this point onwards, meetings between the couple were done in secret. Xenophon suggests that this was done to build up excitement and sexual tension so that when they finally did meet, the offspring produced would be stronger and healthier as a result. There is evidence to show that Spartan women had an important role in Spartan religion. Archaeological evidence has been found at the sanctuary of Artemis Orthia.This evidence includes hundreds of votive offerings. These offering were usually lead figurines in the shape of women. It is thought that these figurines symbolised childbirth and pregnant women would make these offerings either to ask for a successful childbirth or to ask to bear a strong, healthy son. Wom en also took part in three of the major festivals that took place in Sparta; the Karneia, the Hyakinthia and the Gymnopaediae. At the Hyakinthia, women rode in ceremonial chariots, marched in procession, sung, danced and took part in sacrifices.At the Gymnopaediae, women would compete with the males in athletic competitions. Spartan women also had a small, yet important role in the Spartan economy. Spartan women were required to oversee the kleros while the men were away at war or training. This meant that the men were dependent on their wife’s efficiency in order to provide their contribution to the syssitia. Women could also inherit property from her family’s estate. However, she did not own this land. Instead this land either formed part of a dowry or was passed onto her sons.According to Aristotle â€Å"nearly two-fifths of the whole country is held by women†. The main sources we have that relate to Spartan women all have limitations. Some of the main writer s that we gain information from are Herodotus, Aristotle, Thucydides, Plutarch and Xenophon. The reliability of these sources is limited due to the fact that none of the writers were from Sparta, they are all male, and the fact that it was seen has normal to make up stories rather than tell the whole truth.Some of the information provided may have been stereotypes created in order to emphasise the warrior nature of Sparta, however the information is nonetheless useful to modern day historians. In conclusion, Spartan women were a crucial part of Spartan society. without them, there would be no soldiers for the army nor would the kleros be run smoothly while the men were away at war or in training. It is through different sources, both archaeological and written, that it is evident that Spartan women had some degree of power and responsibilities within Spartan society.