A Surprise! It is the difference between what we expect to happen, and what actually does happen. It is often used to add suspense and interest. It is also used to keep the reader thinking about the moral of the story.
A Surprise! It is the difference between what we expect to happen, and what actually does happen. It is often used to add suspense and interest. It is also used to keep the reader thinking about the moral of the story.
Hi this presentation is made originally by Gherm6 however I found out that it isn't that comprehensive so I added examples to elaborate the types of conflict.
Hi this presentation is made originally by Gherm6 however I found out that it isn't that comprehensive so I added examples to elaborate the types of conflict.
Directions You may write your paper on Agent Smith in The Mat.docxkimberly691
Directions: You may write your paper on Agent Smith in
The Matrix
or any other android or robot from a film (Cyborgs and others may qualify) . If not Agent Smith, I would approve any of the following: "David" from A.I., "Tron" or "Master Control" from Tron, "Sonny" from I, Robot, “Data" from Star Trek: The Next Generation, “Hal” from 2001, any replicant from Blade Runner, or "The Terminator" from Terminator 2. (Contact me if some other character or film interests you.)
Discuss the claim that even though Agent Smith is a program, he is a Sentient Being with mental states*. You will need to address the views of Paul Churchland, John Searle, functionalism, and Rene Descartes as well as answer for yourself. Begin with a brief introduction but
number and address the five parts separately
.
1.
Dualism:
What exactly would Tron (Character Disney movie “Tron”) need according to Descartes’ theory of Substance Dualism? From the film do you think Tron meets Descartes’ criteria? Explain.
2.
Identity Theory:
In spite of some criticisms of it, Searle is an advocate of the Identity theory. Is Tron (Character Disney movie “Tron”) a “person” according to Searle? Why or why not?
3.
Functionalism:
What would a functionalist say about Tron’s (Character from Disney movie “Tron”) personhood?
4.
Eliminative Materialism:
Does Churchland allow for Tron (Character from Disney movie “Tron”) to have “mental states”? Is Tron “one of us” according to Churchland’s theory? Explain.
5.
You:
Which view most closely corresponds to yours? Is Tron (Character from Disney movie “Tron”) a person according to you?
*Note: The Philosophers in Part may have different definitions in mind for the word “mental state”. Being clear on their respective definitions may go a long ways toward answering these questions. Some terms you may want to discuss (but are not required to): personhood, sentience, artificial, consciousness, intelligence, mentality, “one of us”.
Some Philosophical Questions about Robots in general and Smith’s program in particular:
·
Philosophy of Mind
: Do Robots have qualia? (see
Ultimate Questions
for a definition) Do they have minds? Are they sentient beings?
·
Ethics and Freedom
: Are they persons? Do they have rights? Are they morally responsible for what they do? Do they have free will?
Our Analysis Paper is primarily concerned with questions pertaining to the Philosophy of mind. Ethics will overlap with our issue but you need not consider the moral questions in this paper. You will be attempting to interpret whether 4 philosophical theorists (Churchland, Searle, a functionalist and Descartes) have room for Smith as a person. You should also include your view.
What is a Sentient Being? What is a Person? There are no universally agreed answers to these questions. But there are several philosophical theories that attempt to answer these questions. In one Star Trek (The Next Generation) episode, the Android Data is put on trial to see if he.
This PowerPoint addresses how bullying & harassment are not simply youth problems and behaviors, but rather, it looks at the ways that young people often acquire bullying and harassing attitudes and behaviors from the larger society through process of “social learning.”
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. By the end of this lesson, you will beBy the end of this lesson, you will be
able to:able to:
Identify Conflict as it appears in literature.Identify Conflict as it appears in literature.
Distinguish between Internal and ExternalDistinguish between Internal and External
conflict, and their sub categories.conflict, and their sub categories.
3. Types of ConflictTypes of Conflict
Internal ConflictInternal Conflict -Man vs. Self-Man vs. Self
ExternalExternal Conflict-Conflict-
– Man vs. ManMan vs. Man
– Man vs. Environment or NatureMan vs. Environment or Nature
– Man vs. SocietyMan vs. Society
5. Internal Conflict is …Internal Conflict is …
NOT a visual or tangibleNOT a visual or tangible
opposition.opposition.
A character dealing with hisA character dealing with his
or her own mixed feelings oror her own mixed feelings or
emotions.emotions.
6. Example of Internal ConflictExample of Internal Conflict
A character may have to decide between rightA character may have to decide between right
and wrong or between two solutions to aand wrong or between two solutions to a
problem.problem.
Ex: The Loisel’s in “The Necklace” try to decideEx: The Loisel’s in “The Necklace” try to decide
what to do; they wrestled with the decision towhat to do; they wrestled with the decision to
replace the necklace.replace the necklace.
7. Internal ConflictInternal Conflict
SubcategorySubcategory
Man vs. SelfMan vs. Self
Internal conflict isInternal conflict is
often referred to asoften referred to as
man vs. self becauseman vs. self because
the struggle is insidethe struggle is inside
one’s head.one’s head.
9. Internal Conflict Self-CheckInternal Conflict Self-Check
Question 2:Question 2:
Internal conflict is often referred to as:Internal conflict is often referred to as:
a.a. man vs. manman vs. man
b.b. man vs. himselfman vs. himself
c.c. man vs. external forcesman vs. external forces
11. Example of External ConflictExample of External Conflict
Characters may face several types of outsideCharacters may face several types of outside
forces.forces.
The outside force may be another character. ItThe outside force may be another character. It
may be the character and/or his or hermay be the character and/or his or her
community (society).community (society).
The outside force may also beThe outside force may also be forces of natureforces of nature
or environment.or environment. For example, a story might beFor example, a story might be
the main character struggling against the arcticthe main character struggling against the arctic
cold.cold.
13. Man vs. ManMan vs. Man
This is mostly seen in the form of twoThis is mostly seen in the form of two
characters against each other.characters against each other.
It does not have to be a physicalIt does not have to be a physical
confrontation; it can be a battle betweenconfrontation; it can be a battle between
two ideas.two ideas.
14. Man vs. Man ExamplesMan vs. Man Examples
Rainsford vs. ZaroffRainsford vs. Zaroff
Fortunato vs. MontresorFortunato vs. Montresor
Harry Potter vs. Lord VoldemortHarry Potter vs. Lord Voldemort
15. Man vs. Environment or NatureMan vs. Environment or Nature
Environment is defined as anythingEnvironment is defined as anything
surrounding a person.surrounding a person.
This can include weather, objects,This can include weather, objects,
activities.activities.
Basically anything external EXCEPTBasically anything external EXCEPT
people.people.
16. Man vs. Community or Society
In societies and communities there are a
set of laws and rules that man must abide
by.
Some of these rules are enforced by laws
and some are social rules that are a code
of behavior.
Man must follow these rules and laws in
order to avoid conflict within his or her own
community.
17. External Conflict Self-CheckExternal Conflict Self-Check
Question 1:Question 1:
Which is NOT an example of externalWhich is NOT an example of external
conflict?conflict?
a.a. other charactersother characters
b.b. forces of natureforces of nature
c. decisionsc. decisions
18. External Conflict Self-CheckExternal Conflict Self-Check
Question 2:Question 2:
One subcategory of external conflict is:One subcategory of external conflict is:
a.a. man vs. manman vs. man
b.b. man vs. himselfman vs. himself
c.c. man vs. literatureman vs. literature
19. External Conflict Self-CheckExternal Conflict Self-Check
Question 3:Question 3:
Rainsford being stuck in quicksand is anRainsford being stuck in quicksand is an
example of:example of:
a.a. man vs. mudman vs. mud
b.b. man vs. environmentman vs. environment
c.c. man vs. supernaturalman vs. supernatural
20. External Conflict Self-CheckExternal Conflict Self-Check
Question 4:Question 4:
A conflict cannot be categorized as manA conflict cannot be categorized as man
vs. man when:vs. man when:
a.a. the struggle is with more than 1the struggle is with more than 1
character.character.
b.b. there is a physical confrontation.there is a physical confrontation.
c.c. the opposition is not human.the opposition is not human.
21. Quick ReviewQuick Review
•Internal ConflictInternal Conflict
•MAN VS. HIMSELFMAN VS. HIMSELF
*not tangible*not tangible
*in the mind*in the mind
*decisions, feelings, emotions, thoughts*decisions, feelings, emotions, thoughts
22. Quick ReviewQuick Review
• External ConflictsExternal Conflicts
MAN VS. MANMAN VS. MAN MAN VS. NATUREMAN VS. NATURE
*other characters*other characters *any outside force*any outside force
*not just physical confrontation*not just physical confrontation *anything in surroundings*anything in surroundings
*opposing ideas *weather, objects, activities*opposing ideas *weather, objects, activities
MAN VS. SOCIETYMAN VS. SOCIETY
*rules/codes of conduct that man must follow/obey*rules/codes of conduct that man must follow/obey
*includes laws and social expectations within community*includes laws and social expectations within community
23. Quiz TimeQuiz Time
1. Jim and Mac1. Jim and Mac
disagreed aboutdisagreed about
where they shouldwhere they should
take the dog theytake the dog they
found.found.
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
2. Carley struggled2. Carley struggled
to walk throughto walk through
the hot, blowingthe hot, blowing
sandsand..
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
24. Quiz TimeQuiz Time
3.3. Sarah couldn'tSarah couldn't
decide what to dodecide what to do
that night. Shouldthat night. Should
she study orshe study or
should she go out?should she go out?
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
4.4. In the high winds,In the high winds,
the crew wasthe crew was
barely able to keepbarely able to keep
the ship from tiltingthe ship from tilting
sidewayssideways..
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
25. Quiz TimeQuiz Time
5.5. Hector thought,Hector thought,
"Why did I ever"Why did I ever
agree to be in thisagree to be in this
play? I'll neverplay? I'll never
have the nerve tohave the nerve to
act in front of anact in front of an
audience."audience."
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
6. After Mary's brother6. After Mary's brother
teased her aboutteased her about
being afraid, shebeing afraid, she
decided to climb thedecided to climb the
cliff. Now she stood atcliff. Now she stood at
the foot of the cliff,the foot of the cliff,
wishing she couldwishing she could
figure out a way tofigure out a way to
back out.back out.
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
26. 7.7. Kim knew that theKim knew that the
whole class waswhole class was
angry with her forangry with her for
reminding thereminding the
teacher about theteacher about the
assignment. At theassignment. At the
time, she knew shetime, she knew she
was doing the rightwas doing the right
thing. Now she’sthing. Now she’s
not sure.not sure.
A. internalA. internal
B.) externalB.) external
C.) bothC.) both
8.8. The snarling dogThe snarling dog
placed himselfplaced himself
between hisbetween his
master and themaster and the
angry stranger.angry stranger.
A.) internalA.) internal
B.) externalB.) external
c.) bothc.) both
27. 10.10. Violet wanted herViolet wanted her
friends to let the newfriends to let the new
girl join the club, but nogirl join the club, but no
one else agreed. Violetone else agreed. Violet
felt badly for the newfelt badly for the new
girl, but she didn'tgirl, but she didn't
know what to do aboutknow what to do about
the problem.the problem.
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
9.9. All the wayAll the way
home, Jeffrey felthome, Jeffrey felt
angry with himself.angry with himself.
"Why couldn't he"Why couldn't he
open his mouth atopen his mouth at
a party? Why wasa party? Why was
he always so shy?"he always so shy?"
A.) internalA.) internal
B.) externalB.) external
C.) bothC.) both
