Socrates The Afterlife Essay Example for Free

Socrates The Afterlife Essay Read selections from The Phaedo, available in this week’s Electronic Reserve Readings. Focus on paragraphs 107 to 115a (pp. 437–444). Write a 350- to 700-word essay on the following: †¢Why does Socrates not fear death? †¢What are his views on death and the afterlife? †¢Do you agree or disagree with Socrates on this topic? †¢Using the Socratic method and The Good Thinker’s Tool Kit, formulate at least one question you would ask Socrates about his views on the afterlife. Socrates’ view of the afterlife is a little difficult to assess due to the fact that there are not actual written works by Socrates. The only works about him are by other people. Socrates view of death came up in a conversation when asked by Cebes about the poetry he was working on. The discussion starts with the question suicide. Socrates thesis was â€Å"the one aim of those who practice philosophy in the proper manner is to practice for dying and death†. He also defines death as the separation of body and soul. All this lead to Socrates conclusion about death which is, upon dying a philosopher is most likely to obtain the wisdom which he has been seeking his whole life. Socrates also had an interesting view of the afterlife. Since â€Å"being dead† and â€Å"being alive† are opposite states, and â€Å"dying† and â€Å"coming-to-life† are the two opposite processes between these states, coming-to-life must balance out dying. Socrates also recalled an ancient theory basis just as the souls of the dead in the underworld come from those living in this world; the living souls come back from those of the dead. He concluded that everything that dies must come back to life again. Socrates made a strong argument with valid points that cannot be dismissed. If the two opposite processes did not balance each other out, everything would eventually be in the same state: for example, if increase did not balance out decrease, everything would keep becoming smaller and smaller. Another prime example of this is the Yin and Yang which is a Chinese philosophy and culture which based its principle in that all things exist as inseparable and contradictory opposite, for example female-male, dark-light.

The Great Gatsby: Gatsbys Illusion Of Himself Essay -- essays research

The Great Gatsby: Gatsby's Illusion of Himself F. Scott Fitzgerald's The Great Gatsby is considered a novel that embodies America in the 1920s. In it, the narrator, Nick Carroway, helps his neighbor Jay Gatsby reunite with Daisy Buchanan, with whom he has been in love with since 5 years before, during World War I. The affair between the two fails, however, and ends in Gatsby being shot and killed. The reason that this was inevitable is that Gatsby created a fantasy so thoroughly that he became part of it, and he fell with it when reality came crashing down. The basis of all of this is Gatsby's obsession with Daisy and with meeting her. He did not want to deal with the reality that confronted him upon returning from the war. Fortunately, he had "an extraordinary gift, a romantic readiness," and he found in Daisy someone to focus this on. She is perfection to him, something for which he can strive, so he puts all of his energy into finding her again. He uses his inherited money to travel around the country, searching; when he runs out, he goes into the drug business, then oil, then liquor. He clips out articles about Daisy from every newspaper he can find; he buys a huge, romantic house that he hopes will merit her approval. The parties that he throws every night in hopes that she will come become almost famous for their extravagance and the variety of people that come. A resu...

Movers & Shakers

Movers and Shakers in Education The Common School Movement (1830 – 1865) The common school movement advocated for a greater role by the government in children’s education. To this end, Horace Mann was a staunch advocate for the common schools (Kaestle 2). Horace Mann believed that the social coexistence and political stability was dependent on achieving universal education. Consequently, he lobbied the state to embrace ‘nonsectarian’ common schools for the admittance of all children. To this effect, Mann argued that it was civic and religious duty for the government to support common schools.Moreover, Mann believed that teachers were in need of a formal education system beyond High School. Consequently, Mann was joined by other lobbyist for common schools such as Catherine Beecher. However, it is critical to mention that resistance to the common schools was evident from Roman Catholic adherents. To this effect, the opponent believed that nonsectarian common schools were against the precincts of Catholicism. However, the first common school was established in Massachusetts in 1839 following compromise and political consensus.By the latter period of the 19th century, other states adopted common schools policies that evolved to what the contemporary public schools system. John Dewey (1916) John Dewey was epitomized as a prominent American philosopher and educational revolutionary whose ideologies contributed to reform in the social and education sector. In reference to education, Dewey is best known for his philosophies in education. To this end, John Dewey theorized education as the process of developing an individual’s capacities to which the person gains control over his/her environment and consequently fulfil his/her potential (Novak).Consequently, John Dewey formulated four aims of education. Foremost, he believed that education is life whereby life itself was epitomized by education. Moreover, education is life was whereby t he learner was focused on the present scenario and not the future. Secondly, Dewey believed that education is experience. Consequently, he explained that education should be based in experience since it develops a new insight in the learner and replaces old experience. Third, Dewey believed that education was centred on the development of social efficiency.To this end, he envisaged the school as a social institution designed to replicate the realities of the outer world. Fourth, Dewey believed that theory and practice should be conjoined in education. Consequently, thoughts or words should be precincts of teaching and learning. Moreover, Dewey envisioned a method of teaching through direct experience. This was whereby teaching was based on activities in direct connection with the child’s life. Evidently, John Dewey’s theory of experiential learning and child centred social theory contributed to the development of contemporary education practices in the 21st century.Con sequently, his education philosophies marked a shift from lecture based learning processes. The Case of Brown v. Board of Education  (1954, 1955) The case involved the pertinent issue of racial segregation in public learning institutions. To this end, the National Association for the Advancement of Colored People (NAACP) and Thurgood Marshal led a judicial campaign against the racial segregation of learners at school (â€Å"History of Brown v. Board of Education. â€Å"). The Brown vs. Board of Education was a consortium of five cases involving Briggs vs. Elliot, Gebhart vs. Ethel, Brown vs.Board of Education of Topeka, Davis vs. Board of Education of Prince Edward County (VA) and Boiling vs. Sharpe(â€Å"History of Brown v. Board of Education. â€Å"). The facts underlying each case were divergent but were all connected based on the legality of government-sponsored segregation of students in public schools. Initially, the U. S District Court had favoured the school boards in its judgment. Consequently, the plaintiffs launched an appeal in the Supreme Court of U. S. Thus, in the hearing of the cases in 1952, all the five of them were collectively referred to as the Brown vs.Board of Education. While arguing against the case, the plaintiff counsel stated that segregation of black and white students fuelled inequality, and went against the ‘equal protection clause’ stipulated in the United State’s Fourteenth Amendment constitution. Moreover, the plaintiff cited Kenneth Clark’s social scientific research that discovered segregation school polices imposed an inferiority complex among black children. In the ruling presided over by Chief justice Warren in 1954, the court ruled in favour of the plaintiff.Consequently, the court concluded that the doctrine of ‘separate but equal’ was unconstitutional and that segregation of students was inherently unequal. On May 31 1995, the Supreme Court ordered and expedient and speedy process of desegregation of all public schools. However, the desegregation process dragged on for over 20 years. Despite this, the Brown vs. Board of Education set the precedent for an equal and racially transformation of the American education sector. No Child Left Behind Act (NCLB) of 2002The No child left behind act was officially signed into law on 8th January 2002 (American Speech Language Hearing Association). Its fundamental precinct was based on the notion that every child can learn. Moreover, it envisioned a future whereby all children will achieve proficiency in learning. In addition, the ‘No Child Left Behind Act ‘is an elaborate blueprint for reforming schools, empowering parents and transformational change in school culture. Towards the goal of improving educational standards for all children, the act incorporates all students in public schools.To this end, it is inclusive of all children irrespective of those disabilities. Moreover, it applies to children w ith behavioural dysfunctions, immigrant children, minority kids as well as those learning English as Second Language. The law came into force following increasing growing concern about the declining standards of education. Evidently, the former President, George. W. Bush recognized that segregation in reference to the disadvantaged children in schools was prevalent as well as inadequate standards of measuring progress of students.In seeking to increase the parents’ role in the child, the Act recognized the need for holding school’s accountable in performance standards. Consequently, the act empowers parents with the right to know whether their children are making sufficient academic progress. In reference to the teacher, the Act demands for highly qualified personnel in the respective subjects. It equally calls for use of validated research driven instruction manuals. Furthermore, the acts seeks to increase accountability through formulation of Adequate Yearly Progress (AYP) for states.To this end, Adequate Yearly Progress stipulates the minimum benchmark of improvement required by school districts yearly. As a result, the NCLB Act has set the precedent of improving education for children through the collaborative efforts of parents, schools districts and teachers. References American Speech Language Hearing Association ASHA. 2012. â€Å"No Child Left Behind Act (NCLB). Retrieved from http://www. asha. org/advocacy/federal/nclb/exec-summary. htm. Kaestle, C. F. , & Foner, E. (1983). Pillars of the republic: Common schools and American society, 1780-1860.New York: Hill and Wang. Print. Novak, George. 1960. â€Å"John Dewey’s Theories of Education. † International Socialist Review, Vol. 21, No. 1, Winter 1960. Retrieved from http://www. marxists. org/archive/novack/index. htm United States Courts. 2012. â€Å"History of Brown v. Board of Education. â€Å". Retrieved from //www. uscourts. gov/EducationalResources/ConstitutionResourc es/LegalLandmarks/HistoryOfBrownVBoardOfEducation. aspx. xtimeline. 2009. â€Å"American Education: From Revolution to the Twentieth Century. † Famento. Retrieved from www. xtimeline. com/evt/view. aspx? id=637932.

Everest Report Mgmt1001 - 3908 Words

MGMT1001: Everest Report Andrew Lau A critical and reflective self-evaluation of my experiences during the Everest team simulation in the contexts of ‘attitudes, personalities amp; perceptions’, ‘power amp; conflict’ and ‘groups amp; teams’. Executive Summary The Everest simulation is a team simulation designed to emulate real life group processes and the diverse range of intergroup interactions this entails. Developed by Harvard Business School, participants are grouped into teams of 5 (with an optional sixth member, the observer) that make a virtual climb up Mount Everest. Performance is assessed through both individual and team goals that are provided throughout the simulation. Members were allocated into groups randomly†¦show more content†¦Finally, the report examines the development and maturation of the group and its mechanics through Tuckerman’s group development model and it is clear that the distinct lack of clear goal formation was one of the downfalls of our team. In summary the report recommends the following. A greater awareness of human perception flaws such as the fundamental attribution error, which would promote a more objective view of the simulation and a higher level of group cohesion. Higher levels of goal setting throughout the forming stage of group development and a lessening in the role dominant members of the group played in decision making is recommended. The net result would be higher levels of autonomy and task significance which should promote greater levels of productive conflict. This would result in the avoidance of many of the erroneous judgements made throughout the simulation. Table of Contents | | Executive Summary | P.2 | Introduction | P.5 | Attitudes, Perception and Personality | P.6 | Power and Conflict | P.8 | Groups and Teams | P.11 | Conclusion | P.13 | Appendices | P.14 | Reference List | P.18 | Introduction The Everest Simulation serves as educational experience and insight into group collaboration that aids in the development of oratory, persuasive, teambuilding and leadership skills. This Everest simulation forms the basis of the practical component of our studies of organizations and people. Our team wasShow MoreRelatedFinal everest report Essay examples4512 Words   |  19 PagesAssignment   2   Ã¢â‚¬â€œ   Everest   simulation    MGMT1001    PAGE:          Assignment   2:   Everest   Report   (30%)          Name:   Tobias   Vogel    Course:   MGMT1001    Tutors   Name:   Esha   Mendieratta    Tutorial   time:   Monday   4- ­Ã¢â‚¬ 5pm   (M16A)    Student   number:   z3377958             Report   Focus:   To   critically   analyse   my   personal   and   team’s   experiences   gained   during   the    Everest   simulation,   whilstRead MoreEssay about Mgmt1001 Assessment Task 23856 Words   |  16 Pages------------------------------------------------- MGMT1001 Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course ------------------------------------------------- MGMT1001 Write a report reflecting on your experiences of the Everest group simulation exercise this semester with reference to concepts and theories encountered in this course Assessment 2 – Report – 30% of final mark Assessment 2 – Report – 30% of finalRead MoreAnalysis And Evaluation Of Working With A Team2056 Words   |  9 Pages Executive Summary (250 words) This report provides an analysis and evaluation of working with a team in order to achieve both individual and team goals. This has been done through the application of decision-making, attribution theory and perception to understand how to achieve the best outcome given any circumstance. Before any of the Everest climbs, the clear consensus of the group was that communication was vital in order to be successful. To do so, social media such as Facebook and Skype ConferenceRead MoreHow Effective Communication And An Appropriate Leadership Style2195 Words   |  9 PagesIntroduction ‘Everest’ is a virtual simulation developed by Harvard Business School which enables individuals to realistically experience and learn about the difficulties of overcoming challenging obstacles within a team dynamic. This simulation is a significant aspect of the course MGMT1001 – Managing Organisations and People, where students were randomly selected into groups of five or six in order to undertake two attempts of the Everest Simulation. As groups were constantly confronted with aRead MoreAn Evaluation Of The Two Everest Teamwork Exercises And The Experiences And Results That Flight Completing The Simulation3011 Words   |  13 PagesAustralian School of Business School of Organisation and Management MGMT1001 Managing Organisations and People Everest Report Semester 2, 2014: Assignment 2 Wei-er Hu z5019068 Executive Summary This report will provide a critical analysis of the two Everest teamwork exercises and the experiences and results that accompanied completing the simulation. The report will delve into the magnitude of factors that influenced the exercise and provide a scope into the methods of analysis thatRead MoreEverest Simulation Reflection Essays3188 Words   |  13 PagesMGMT1001 Everest Simulation Report Managing People and Organisations Executive Summary: This report discusses the Everest simulation in relation to important management concepts. Particularly the report explores the role of leadership, communication and team work in task success, where success is defined in terms of task accomplishment, team member satisfaction and dispute resolution. Moreover, the requirement to eliminate communication barriers through changing mediums, cohesive and coherentRead MoreEverest Is A Simulation Game Created By A Collaboration Between Forio Business Simulations And Harvard Business School3479 Words   |  14 Pagesâ€Æ' 1. Executive Summary Everest, is a simulation game created by a collaboration between Forio Business Simulations and Harvard Business School, in which the objective is to virtually climb to the top of the world, Mount Everest. The gruelling virtual climb is meant to reflect real life problems of climbing a mountain, such as oxygen scarcity, volatile health conditions, and unpredictable weather. One of the main features of the climb however is the students who are thrown randomly in groups of