Descartes Was A Metaphysical Philosopher Whose Main Goal

Descartes was a metaphysical philosopher whose main goal was to obtain and isolate lasting scientific knowledge due to the long-held beliefs that were being disproved during his lifetime. However, this proved to be quite difficult as the majority of his previously held beliefs were either doubtful or able to be proven false. In an attempt to work towards his goals, Descartes developed his Dream Doubt argument. When first analyzing this argument, it is important to analyze it for all its premises, as opposed to simply the conclusions in which the argument itself draws. This allows for a better understanding of the argument. In regard to analysis, I will first present the argument piece by piece and then evaluate those components in a†¦show more content†¦When Descartes is describing this, he directly references the idea â€Å"How often, asleep at night, am I convinced of just such familiar events – that I am here in my dressing-gown, sitting by the fire – when in fact I am lying undressed in bed!† (Descartes 145). These premises lead to the third part of the argument, and essentially Descartes’ first conclusion of the argument: there’s no certain way to distinguish dreams from reality, as drawn from the premises one and two. He directly states that â€Å"Yet at the moment my eyes are certainly wide awake when I look at this piece of paper; I shake my head and it is not asleep; as I stretch out and feel my hand, I do so deliberately, and I know what I am doing. All this would not happen with such distinctness to someone asleep† (Descartes 145). Next, Descartes goes on to discuss that at times, dreaming experiences are at least sometimes false. By adding this additional premise, he is able to draw the conclusion that any, apparently, seemingly waking experience could potentially be a dreaming experience. He says this in the textbook: â€Å"Suppose then that I am dreaming, and that these particulars – that my eyes are open, that I am moving my head and stretching out my hands – are not true† (Descartes 145) Additionally, this statement further solidifies the idea that no matter how true an experience may seem, according to Descartes, it stillShow MoreRelatedRene Descartes: French Mathematician and Philosopher Essay1855 Words   |  8 PagesRene Descartes: An Author Study Rene Descartes was a 17th Century mathematician and French Philosopher whose lifes work focused on providing a new prospective on the human perception of reality. The definition of this reality is seen as Descartes greatest life goal. 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Los Angeles Is A Problem For American Society - 1432 Words

Los Angeles is a city where many important and famous people live. Most people think that most of the population living in Los Angeles is rich because of famous places such as Rodeo Drive and Hollywood where most American movies are produced. The United States has a strong economy, is very safe, and solves a lot of big problems outside the border. United States has a lot of organizations, associations and charities for human rights; however, a big city like Los Angeles has a dark side, it has the highest percentage of homeless people, drug addicts and alcoholics in the United States. Almost all of these people live in one neighborhood, which is called Skid Row. It is located in the southern part of Los Angeles. It started as a home for†¦show more content†¦Since many of the migrant workers were single and male, the area also saw a proliferation of bars, whorehouses and other houses of ill repute, Today there is a large mission presence in Skid Row which can trace its roots t o that period (P1).† The history of Skid Row starts in 1880 and continues until 1930 to serve the Los Angeles worker population; as the article â€Å"History of Skid Row† explains better by stating: â€Å"People escaping war and difficult conditions in other places came to Los Angeles to start a new life. More and more people came year after year, so in 1930 there were around ten thousand homeless in Los Angeles. Skid Row started as cheap housing and homes for seasonal laborers but then alcoholics, drug addicts, refugees and homeless came to stay there† (P1). According to the same article: â€Å"In 1975, the area became part of the then newly adopted central business district redevelopment act†(P2). So it means in the seventies, the Skid Row area became just like what we know today. The area is still poor and is a problem for the Los Angeles Community. â€Å"Homelessness† is defined by Howard Bahr in his book Skid Row an Introduction to Disaffiliation as: â€Å"a condition of detachment from society characterized by the absence or attenuation of the affiliative bonds that link settled persons to a network of interconnected social structures† (P17). The definition describes the people who live in Skid Row because they are not settled and their social structure is

Sci 275 Couse Syllabus free essay sample

I 275Course Design Guide SCI/275 Version 5 1 Syllabus Axia College/College of Natural Sciences SCI/275 Version 5 Environmental Science Copyright  © 2010, 2009, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course focuses on the causes of, impacts of, and solutions to environmental issues. Students identify global environmental issues as well as develop and critique environmental action plans. Topics include ecosystems, energy, populations, resources, pollution, and sustainability. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ †¢ University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. We will write a custom essay sample on Sci 275 Couse Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Course Materials Berg, L. R. , Hager, M. C. (2007). Visualizing environmental science. Hoboken, NJ: John Wiley Sons in collaboration with the National Geographic Society. All electronic materials are available on the student website. Week One: Environmental Issues and Sustainability Details Objectives 1. 1 Discuss human behaviors that threaten environmental sustainability. 1. 2 Defend an environmental worldview. 1. 3 Relate a current environmental problem with possible causes. Read the course description and objectives. Read the instructor’s biography and post your own. Read Appendix A. Read Ch. –4 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. Day 24 10 10 Due Points Course Preparation Readings Participation Discussion Questions Course Design Guide SCI/275 Version 5 2 CheckPoint Local Environmental Issue Many environmental problems, such as the depletion of natural resources, air pollution, and overpopul ation, exist throughout the world. The root of most of these problems stems from the local environment and decisions made at local levels based on lifestyle choices, such as those regarding food, transportation, and housing. Post a 200- to 300-word response to the following: †¢ †¢ †¢ †¢ Discuss an environmental problem you feel is significant in your town or city. What are some causes? Are any of these causes related to human values and environmental ethics? Explain your answers. Day 5 30 Week Two: Politics and Environmental Risk Details Objectives 2. 1 Differentiate environmental conservation and preservation efforts. 2. 2 Utilize the steps of risk assessment in determining adverse health impacts. Conservation and preservation activities are currently part of all national forest management programs. The Bridger Teton Video Learning Resource (VLR) discusses one controversy between those who want to harvest the resources of one section of the forest in an environmentally friendly way and others who believe it should be left in its original state. View the Ch. 2 Bridger Teton VLR located in the Week Two Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ Provide a brief summary differentiating conservation and preservation. Do you believe humans may harvest forest resources in an environmentally friendly way, or should national forests be left in their natural state? To which side are you inclined? Provide specific examples from the video as you defend your position. Day 7 90 Day 5 30 Due Points CheckPoint Conservation and Preservation †¢ †¢ Individual Risk Assessment Review the three assignment options provided in Appendix B. Select and complete either Option 1 or Option 3 only. Note. View the video link Introduction to Differentiated Assignment Course Design Guide SCI/275 Version 5 3 Options before beginning this assignment located on your student website. Week Three: Ecosystems Details Objectives 3. Discuss the flow of energy in ecosystems. 3. 2 Describe living and nonliving components of a biome. 3. 3 Apply the concepts of natural selection and succession to a changing ecosystem. Read Ch. 5–7 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. View the Ch. 6 Succession animation located in the Week Three Materials of your student web page. Post a 200- to 300-word resp onse to the following items: †¢ †¢ View the ecosystem succession in the animation. Is it primary or secondary? Explain your answer. Respond to question 9 in the Critical and Creative Thinking Questions in Ch. 6 of Visualizing Environmental Science. Review natural selection to help with your response. Day 2 4 Day 5 10 10 30 Due Points Readings Participation Discussion Questions CheckPoint Succession and Natural Selection Week Four: Human Population and the Environment Details Objectives 4. 1 Explain the factors that produce changes in population size. 4. 2 Discuss the environmental benefits and challenges of urbanization. View the Ch. 7 Alien Invasion VLR located in the Week Four Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ †¢ Individual Urbanization Explain the four factors that produce changes in population size. Which factors affect population size in the video? What do you predict will happen to the nutria population after the land is depleted of the food resource? Day 7 90 Day 5 30 Due Points CheckPoint Population Size As a science teacher at the local elementary school, you were honored with the chance to attend the United Nations Conference Course Design Guide SCI/275 Version 5 4 focusing on human population and the environment. Upon your return, you wanted to share the knowledge you learned with your students. †¢ Review Ch. 7 of Visualizing Environmental Science, which discusses the benefits and challenges of urbanization and how the conference gave awards for urban development projects that improved human settlements. Read summaries of the 1996 winners of the Dubai awards on their websites: o o o o o o †¢ Institutionalizing Community-Based Development: http://www. unesco. org/most/africa17. htm A Womens Self-help Organization for Poverty Alleviation in India: SEWA: http://www. unesco. org/most/asia1. tm Shelter Upgrading in Agadir: http://www. unesco. org/most/africa3. htm City Management in Tilburg: Past, Present and Future: http://www. unesco. org/most/westeu14. htm The Bronx Center Project – â€Å"Don’t Move, Improve†: http://www. unesco. org/most/usa1. htm Project of Sites and Services for Low-Income Family Groups: http://www. unesco. org/most/southam1. htm  ®  ® â₠¬ ¢ Create a 7- to 10-slide Microsoft PowerPoint presentation that describes environmental benefits and challenges of urbanization. Include descriptions of two award winners, discussing how they overcame a challenge mentioned in your presentation. Include detailed speaker notes. Review the PowerPoint Tutorial if you need assistance building your presentation. o o o o o o Enter your student website at https://ecampus. phoenix. edu/ Log in with your username and password. Click the Library tab. Select Center for Writing Excellence. Choose Tutorials Guides. Click PowerPoint Tutorial under Software Tutorials and Guides. †¢ †¢ †¢ †¢ Format your citations consistent with APA guidelines. Post the Microsoft PowerPoint as an attachment.  ®  ® Course Design Guide SCI/275 Version 5 5 Week Five: Atmospheric Issues Details Objectives 5. Summarize the causes and effects of an atmospheric issue. 5. 2 Discuss a key challenge to controlling air emissions. 5. 3 Discuss impacts of and solutions for indoor air pollution. Read Ch. 8–11 of Visualizing Environmental Science. Participate in class discussion. Respond to weekly discussion questions. Review Ch. 8 9 of the text. Complete the Air Pollution Chart in Appendi x D and respond to the questions. Day 2 4 Day 5 10 10 30 Due Points Readings Participation Discussion Questions CheckPoint Atmospheric Issues Week Six: Water Resource Issues Details Objectives CheckPoint Water Resource Challenges 6. Identify the impact of human activities on a water resource. 6. 2 Formulate a sustainable plan to manage a water resource. Complete the Water Resource Challenges table in Appendix E by briefly identifying three freshwater and three ocean water resource issues. Respond to the questions. Individual Water Resource Plan Review the four assignment options provided in Appendix I. Day 7 90 Day 5 30 Due Points Select and complete Option 1, Option 2 or Option 3 only. Week Seven: Terrestrial Resource Issues Details Objectives 7. 1 Describe challenges associated with managing a terrestrial resource. 7. Formulate a sustainable plan to manage a terrestrial resource. Read Ch. 12–18 of Visualizing Environmental Science. Participate in class discussion. 10 Due P oints Readings Participation Course Design Guide SCI/275 Version 5 6 Discussion Questions CheckPoint Terrestrial Resource Plan Respond to weekly discussion questions. Choose a terrestrial resource issue discussed in Ch. 12–16 of the text.  ®  ® Post a 5- to 7-slide Microsoft PowerPoint presentation including the following: †¢ †¢ †¢ A brief description of the issue A management and sustainment plan for the resource Challenges or implications of your plan Day 2 4 Day 5 10 30 Use Appendix F as a guide when developing your plan. Use speaker notes to provide your plan’s details. Format your citations and references consistent with APA guidelines. Week Eight: Energy Issues Details Objectives 8. 1 Describe challenges associated with energy resource management. 8. 2 Formulate a plan for energy conservation education. View the Alternative Energy VLR located in the Week Eight Materials of your student web page. Post a 200- to 300-word response to the following: †¢ †¢ †¢ †¢ †¢ Individual Energy Resource Plan Describe all of the renewable energy alternatives presented in the video. What are some challenges with using and managing these alternatives? Name at least one other renewable energy resource not presented in the video. Include a response to the following statement: Nonrenewable energy resources include coal, oil, and natural gas. Describe three common challenges with managing nonrenewable energy resources. 90 30 Due Points CheckPoint Energy Resource Challenges Review the three assignment options provided in Appendix J. Select and complete either Option 1, Option 2 or Option 3 only. Course Design Guide SCI/275 Version 5 7 Week Nine: Core Concepts Application Details Objectives 9. 1 Rationalize a sustainable plan for addressing an environmental issue. 9. 2 Evaluate mitigation strategies and solutions to an environmental problem. Participate in class discussion. Respond to the capstone discussion question. †¢ If you were an environmental researcher given funding to assist with one environmental issue, on which of the following topics would you spend your funds? o o o o o Human population Atmospheric pollution Water resources Terrestrial resources Energy conservation 10 10 Due Points Participation Capstone Discussion Question What influenced your choice? What would be the ultimate goal of your research? Final Project Mitigation Strategies and Solutions Resource: Appendix A Use the topic you chose for the Capstone Discussion Question or choose another topic you have learned about over the past 8 weeks. Focus on a specific environmental problem in your topic. Your topic, for example, could be atmospheric issues, and your problem could be global warming. Write a 1,750- to 2,100-word paper that formulates a mitigation plan for your specific environmental problem. Include the following: †¢ †¢ †¢ †¢ †¢ †¢ †¢ Detailed description of the problem Nonliving and living factors that contribute to or are affected by the problem Positive or negative human effects Evaluation of current sustainability strategies and solutions Your plan to reach sustainability; see Appendix F Benefits and challenges of your plan Required government, societal, and global support 300 Include at least four outside sources. Two of the sources must be peer-reviewed. If you need assistance with identifying a peerreviewed article, review Appendix G. Format your paper consistent with APA guidelines. Course Design Guide SCI/275 Version 5 8 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Erwin Panofskys Gothic Architecture and Scholasticism Essay Sample Example For Students

Erwin Panofskys Gothic Architecture and Scholasticism Essay Sample Erwin Panoplys Gothic Architecture and Scholasticism presents a compelling connection between the architectural styles of Gothic Cathedrals and the order and form of the Scholastic school of thought. Focusing on the 100 mile zone around Paris during the years between 1130-40 and 1270 where and when Scholasticism was the dominate theory of education and Gothic architecture began to take a stronghold over the ageing Romanesque style. In Panoplys own words A connection between Gothic art and Scholasticism which is more concrete than a mere parallelism He connection which I have in mind is a genuine cause-and-effect elation. But is there a more meaningful conviction that Pompanos is trying to present by explaining this cause and effect? Before diving deeper into Panoplys theory, the terms Scholasticism and Gothic Architecture need to be defined. Scholasticism is a method of learning taught by the academics of medieval universities from the 1 lath until the 1 5th century, originating in Paris. This method of learning was based on dialectical reasoning, with the purpose of answering a question or settling a disagreement through the use of the Scholastic method. The Scholastic method would compare two or more writings of a related source. The sources would be read aloud to a class of pupils or academics to point of the contradictions between the texts. Then through a series of dialectics focusing on philological and or logical (commonly Aristotelian logic after the Second Crusade circa 1149) analysis the two sides of the contradiction would be interoperable to essentially agree with each other. Gothic Architecture is a style of architecture originating near Paris with the construction of the abbey church of Saint-Denis. The gothic style flourished during the High and Late Medieval periods. Classic features found in gothic architecture include thin columns and surrounding walls supported by flying buttresses, stained- glass, ribbed vaults, and detailed sculptural elements. Gothic vaulting allowed for the pointed doorways, large windows and high ceilings creating a high heavenly environment worthy of being described as the house of God. The connection between Gothic architecture and Scholasticism begins with the town professionals of each field. The two most well read professionals in the medieval town would have been the scholar and the architect. The scholar commonly a cleric devoted his life to writing and teaching. As well as being properly schooled in the Scholastic method. While the architect who frequently rose from an ordinary laborer to the overseer of an entire structure through hard work and diligence would become a well traveled, often well read man. The architect himself had come to be looked upon as a kind of Scholastic The Scholastics were the first medieval educators to divide books in to chapters leading the reader step by step, from one proposition to the other and is always kept in termed as to the progress to his process. This orderly concept of Scholasticism was applied to Gothic architecture through the denaturized structure of the Gothic portal. In imposing order upon the formal arrangement, simultaneously clarifies the narrative content. The Scholastics had no problem following the orders of the authorities; rather they prided themselves on exploiting the authorities for their own gain then expressing their own thoughts. The builders of High Gothic cathedrals also had no problem following two limited designs both sanctioned by authority on the structures of the rose window in the west fade, the wall beneath the clerestory and the nave piers. Pompanos closes his work by explaining the only piece of hard evidence connecting Scholastic thought with High Gothic Architecture, an inscription on a tablet of the deal ground plan of a chives. .udd980c4fc92f55310b1477bede884a0f , .udd980c4fc92f55310b1477bede884a0f .postImageUrl , .udd980c4fc92f55310b1477bede884a0f .centered-text-area { min-height: 80px; position: relative; } .udd980c4fc92f55310b1477bede884a0f , .udd980c4fc92f55310b1477bede884a0f:hover , .udd980c4fc92f55310b1477bede884a0f:visited , .udd980c4fc92f55310b1477bede884a0f:active { border:0!important; } .udd980c4fc92f55310b1477bede884a0f .clearfix:after { content: ""; display: table; clear: both; } .udd980c4fc92f55310b1477bede884a0f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udd980c4fc92f55310b1477bede884a0f:active , .udd980c4fc92f55310b1477bede884a0f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udd980c4fc92f55310b1477bede884a0f .centered-text-area { width: 100%; position: relative ; } .udd980c4fc92f55310b1477bede884a0f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udd980c4fc92f55310b1477bede884a0f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udd980c4fc92f55310b1477bede884a0f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udd980c4fc92f55310b1477bede884a0f:hover .ctaButton { background-color: #34495E!important; } .udd980c4fc92f55310b1477bede884a0f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udd980c4fc92f55310b1477bede884a0f .udd980c4fc92f55310b1477bede884a0f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udd980c4fc92f55310b1477bede884a0f:after { content: ""; display: block; clear: both; } READ: Description Of A House EssayTwo High Gothic architects discussing a squashes, and a third architect commenting on the dialogue with the strictly Scholastic term disparate instead of the more common term colloquia. The result of this dispute is creation of the chives the perfect Scholastic answer to the east end of the Gothic cathedral, using semi-circular chapels instead of classic square chapels creating a more efficient vaulting system with the use of one keystone per chapel. Here Scholastic dialectics has driven architectural thinking to a point where it almost ceased to be architectural. Panoplys final sentence verifies with hard evidence the effect of Scholasticism on Gothic architecture. Erwin Panoplys theory on the cause and effect relationship between Gothic architecture and Scholasticism proves to be much more then Just a historical parallel. The concept of one school of though taking over the most educated city of the western world allowing the corruption of the Bible is an unsettling fact. The Bible, the guiding text for over 30% of the population of the modern world and the most influential text in the formation and foundation of the most dominate nation in the oral today, the United States of America.

Touro University International Essays (583 words) - Nuclear Weapons

Touro University International James L. White ETH 501 Module 5, Session Long Project Dr. Steven J. Gold INTRODUCTION The purpose of this report is to describe my most dangerous job in my origination and answer the following questions, "Do I fell that employees are adequately informed of the risk?" and, "Do I feel that the risk is acceptable and reasonable?" By discussing these topics I hope to offer some knowledge about my organization high risk job. I will conclude this report with a brief summary of the entire analysis, highlighting some of the most significant parts that the report contains. HIGH RISK In my organization we have a job called Sensitive Duty Program, this program is very essential. This program monitors military personnel performing sensitive duties that could cause severe or grave damage to our nation. This job is so important that not only does the Air Force and U.S. Government rely on us to do the job correctly but so does every citizen in this free country! While what we do is important, the consequences of our actions probably wouldn't be as severe as the actions of someone performing more sensitive duties. So this program helps our national safety and security. It's designed to monitor individuals performing critical duties such as flight crews, security police, missile support personnel, and those working with or around nuclear weapons. There are two parts that fall under the SDP, they are the Personnel Reliability Program (PRP) and the Presidential Support Program (PS). An individual may participate in one or both of these programs. PS program personnel are individuals assigned to duties involving regular or frequent contact with or access to the President of the United States of Presidential facilities, communication activities, or modes of transportation. So these duties could include the Presidential honor guard and band, Presidential aircrew and associated maintenance and security personnel, Presidential mess attendants, Presidential medical personnel, and White House communications and transportation. Minimum criteria for PS program acceptance are: 1) be a US citizen, 2) be of excellent character, 3) have no article 15s on file and 4) if marital status changes, a reassessment verifies that the spouse is a US citizen.. The PRP ensures each person who performs duties with nuclear weapons or critical components meets the highest possible standards of individual reliability. Individual reliability means that the person is stable in carrying out his/her duties associated with nuclear weapons, weapons systems, or critical components. These people could be in a controlled position that requires them to be in close physical proximity to nuclear weapons, weapons systems, or critical components. This person could have access or use the following information: (1) technical data on the electrical or mechanical parts of nuclear weapons or other critical components or (2) have access to unlock/authenticate values of a nuclear weapon or weapons system that launch, release, or detonate the weapon. Because of these people's access to these types of weapons/components, their commanders must ensure their personnel reliability-their trustworthiness to perform duties related to nuclear weapons/critical components. CONCLUSION In today's Air Force you can see that women play a big role in the military mission serving in many vital roles, from pilots to ground troops. History has taught us that we lose out on a lot of good ideas and employees if we discriminate against an individual because of race, gender, religion, etc... WORK CITIED 1. Amazing Women in War and Peace by Retired Captain Barbara A. Wilson, retrieved on 21 August 2006 from http://coelacanth.aug.com/captbarb/ 2. Air Force Pamphlet 36-2241 Volume 1, retrieved 25 August 2006 3. Retrieved 21 August 2006 from http://www.mspb.gov/

A Case for Technical Grammar Skills

A Case for Technical Grammar Skills A Case for Technical Grammar Skills A Case for Technical Grammar Skills By Mark Nichol While I was studying English in college (I later opted for a more practical course of study, and graduated with a degree in theater arts), one of the classes I took dealt with grammar. The professor’s pedagogical approach? Pass out mimeographed copies of his manuscript for a grammar textbook do you care to carbon-date the year I took this class? and spend most of each session plodding through a few pages, asking students to identify the part of speech of each word not in occasional exercises, because there weren’t any, but in the instructional text itself. This was a monumentally boring exercise for me (I never polled classmates about their opinion), and the rote teaching strategy was somewhat surprising, too, because the instructor was an engaging fellow who was also a leading actor with a prominent regional theater company. On reflection, though, it might seem the ideal approach to someone accustomed to painstakingly memorizing lines in preparation for essaying a role. (For me, who later spent considerable time doing the same, it had a perverse logic to it.) It didn’t work for me, though. I passed the class, but with only a tenuous grasp of grammar, and years later, well along in my editorial career, I was still shaky on the difference between adjectives and adverbs. Does that really matter? Is a command of parts of speech essential for writers and editors? Yes, and no. Some DailyWritingTips.com visitors praise me for writing posts about grammar. Others castigate me for boring them with the same entries. By the same token, my professor’s thespian approach to learning must have seemed ideal to some of my classmates, even as I sat there glumly disengaged, getting some parts of speech right but, as I recall, missing more than I hit. So, even though I have relied throughout my career on a more holistic approach to shaping or reshaping my prose and that of others, trusting my instincts to know whether something reads well or requires (or is at least improved by) revision, I have also acquired a great deal of technical knowledge about grammar, and have benefited from this store of lore. Another issue in the variety of responses to my posts about technical matters is that some site visitors are more experienced than others; a recent critic identified himself as a former instructor of college-level English. But for every retired academician, many readers are budding writers, would-be editors, and those for whom English is not their first language. With this disparity in mind, I try to not only cover a wide variety of topics (grammar, usage, style, technique, careers, etc.) but also discuss subjects with varying degrees of complexity. In other words, I try to please some of the people some of the time, which I think is the best I can do. And the tip for the day? Even though I do not remember my grammar class fondly, I do think it had a latent effect on my desire to understand the mechanics of language, which I had never considered before (except in isolation, when completing a worksheet in a precollegiate English class). So, even if you think of yourself as a holistic learner, rather than a technically inclined one, know your grammar vocabulary (like the difference between a dangling modifier and a misplaced modifier), and endeavor to visualize sentences as machines whose components can usually be arranged in more than way but are often discovered, in one’s writing or reading experiences, broken and awaiting repair (or doomed, on the printed page, to a perpetual state of disarray). Rely on your Zen approach to crafting or reshaping prose if it works for you, but know your tools as well. 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:What is the Difference Between "These" and "Those"?Cannot or Can Not?Sit vs. Set

Biology and Society Essay Example | Topics and Well Written Essays - 750 words

Biology and Society - Essay Example When the population of a less developed country increases, government faces the pressure of increased demand while the supply of services and facilities is limited owing to the limited budget of the country. In less developed countries, the infrastructure is poor and weak. The population of poor people with a substandard lifestyle is high. People are not much educated. Still, there is abundance of talent while the job opportunities are limited. All these factors encourage people to adopt unique ways of surviving through the hard times. Many people start informal small businesses of their own. A substantial population of people in the less developed countries renders services to foreign countries. Although the population is high, yet the pressure on the government is alleviated as hundreds of thousands of people from these less developed countries migrate to the advanced countries in search of better opportunities of education and employment and have a high standard of living in gener al. Many people from such less developed countries as India, Pakistan, and China migrate to the US, the UK, and such other developed countries every year. So the pressure of increased population is essentially shared by the advanced countries. ... Even though they are advanced economies, and have abundance of means and resources, yet there is not a substantial difference between how things are done in the less developed countries and how they are done in the advanced countries. Although there is considerable expenditure on research and development in the advanced countries, yet most of the projects are in their initial stages and are not developed enough to replace the old ways of doing things. Let’s take the hydrogen cars for example. Hydrogen car operates differently from the fuel-operated cars in that it does not use gasoline and accordingly does not cause air pollution like the fuel-operated cars do. Hydrogen cars produce steam while fuel-operated cars produce exhaust. Clearly, hydrogen cars are more environment friendly as compared to the fuel-operated cars. However, a vast majority of people even in the advanced countries drive the fuel-operated cars. Hydrogen cars are used by a minority of people since they are v ery expensive and are not produced in large numbers. As it is said, â€Å"The car of the future [the hydrogen car] is here today. Of course, you can't buy one yet† (Lampton). The bigger contributor to the reduction of environmental health and safety is growing consumption of natural resources by the advanced countries. The more the resources are consumed, the more the pollution is created. Whether it is air pollution, water pollution, noise pollution, or any kind of pollution, it is more where there is more development. In fact, the very development with the use of the natural resources is what makes the advanced economies advanced. â€Å"Even the availability of grain is affected more by rising livestock numbers and the use of biofuels – driven, again by consumption – than by human