Running head: VISIBLE AND INVISIBLE REALM 1
VISIBLE AND INVISIBLE REALM 2
Visible and Invisible Realm
Name
Institutional Affiliation
Visible and Invisible Realm
Socrates provided the affinity argument, which was intended to support the idea that the soul is immortal. Through this analysis, the concepts of the changing and intangible nature of the soul are analyzed in relation to the ever-changing nature of the body. However, there are different views concerning the arguments made by Socrates, paying close attention to why the affinity argument is considered weak amongst the philosophers. Elton (1997) and Apolloni (1996) provide different viewpoints of Socrates affinity argument, specifically on the difference between the visible and invisible realms, basing on the Phaedo and Plato’s claims.
The Views of Apolloni
Apolloni (1996) considers the affinity argument as a week claim made by Plato and not Socrates. In the article, the author argues that although the soul may not be a physical object like the body, it should not be perceived as being incomposite. He claims that since it is possible to disperse the soul, then the soul is not immortal and, therefore, it can be dispersed. However, the soul cannot be dispersed in the same as the body, which is a physical and tangible object.
Apolloni (1996) has his arguments based on the idea that the soul is invisible, while the body is visible. He argues that while the body continually undergoes change, the invisible nature of the soul ensures that it remains constant. However, the two are interconnected in that it is through the body that the soul is able to perceive. Moreover, the author believes that the invisible nature of the soul can also be attributed to its divine nature.
This writer also presents the thoughts of Plato concerning the intellect as another invisible part of the soul (Apolloni, 1996). He, therefore, is convinced that Plato’s views of the Affinity Argument are more understandable than those of Socrates. That is, the affinity and invisible nature of the soul can be used to explain some of the religious beliefs, such as the existence of ghosts. What is more is that although the soul and the body only differ through the emotional attachments of the body, people can experience spiritual fulfillment when the intellect is free from the desires of the body.
The Views of Elton
On the other hand, Elton (1997) provides a different opinion of the affinity argument, whereby he holds that the soul is entirely indissoluble. The author claims that Plato was not in agreement with the view, based on the analogical forms. Moreover, he explains that the soul should not be considered immortal, mainly because the soul ceases to exist.
The difference is the views provided in Elton (1997) are in that the author basis his claims on the analogical arguments made by the Cebes and the Simmias. The analogy of the tuning of the lyre is given, whereby the attunement is the immortal aspect while t.
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Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
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Lucky 13 List for Leaders Who Want to Engage Employees and Create Brand Ambas...BOMBDIGGITY, LLC
You are a leader. You head to the office, park your car, enter the office and say “hello” to your employees. You work your tail off allllll day long and then head home to hopefully disconnect a while, sleep, and start all over again the next day. We all get too busy and focused simply on the day-to-day tasks, the financials, the big picture, trying to make customers happy, and dealing with the daily fires that have to be put out. But, HOLD UP! SLOW DOWN! Your employees not only DO the work that makes your business profitable, but they are also your company’s best brand ambassadors (that money can’t buy). The daily interactions your employees have with you impacts how they talk about you as a leader and your company as a place to work, do business or share with others.
In “Field of Dreams” a voice repeatedly tells Kevin Costner’s character to “Build it and they will come.” We agree! Create an organizational culture that supports, recognizes, and rewards employees–and those happy and engaged employees will go out and say great things about you! They will spread the word in their interactions with your customers, through their social media posts with their friends, and in their conversations with your company’s prospective recruits. As positive brand ambassadors, the return on that investment is huge!
THE 2016 GALLUP STATE OF THE WORKPLACE REPORT SHARES THAT 67% OF EMPLOYEES ARE “NOT ENGAGED” OR ARE “ACTIVELY DISENGAGED” AT WORK.
CRAZY! Right? Make your company the exception to this unfortunate fact. If you want employees saying good things about you and evangelizing for you, here is our “Lucky 13” list of things that we hope resonate and inspire you to be a BOMBDIGGITY leader.
The TED organization, stemmed from a single conference over thirty years ago, has provided countless videos with unique opportunities to learn from experts in various fields. Originally on topics in the technology, entertainment, and design industries, TED has grown into much more, including a podcast series called TED Talks.
Presentation of the workshop 'Making Astronomy Accessible for All' at Universe Awareness 2015 International Workshop by Amelia Ortiz, Lina Canas, and Thilina Heenatigala.
Root cause analysis is an approach for identifying the underlying causes of an incident so that the most effective solutions can be identified and implemented. It’s typically used when something goes badly, but can also be used when something goes well. Within an organization, problem solving, incident investigation, and root cause analysis are all fundamentally connected by three basic questions:
What’s the problem?
Why did it happen?
What will be done to prevent it from happening again?
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
William Fiedler
on Mon, Aug 27 2018, 9:46 AM
33% highest match
Submission ID: 379b2d26-d065-43d3-b758-c36c7d7e7358
Attachments (1)
· mba 6941 unit VIII reflection Paper.doc 33%
Word Count: 1,397 Attachment ID: 224883277
mba 6941 unit VIII reflection Paper.doc
Running Head: THE PROJECT CLOSURE PHASE 1 THE PROJECT CLOSURE PHASE
2
The Project Closure Phase William Fiedler Columbia Southern University The Project Closure Phase Inside this paperwork, I am going to make a discussion regarding the closing project. I will also extend to discussing the lesson learned towards the end of the project. 1 THE FOURTH AND LAST PROJECT LIFECYCLE STAGE IS THE PROJECT CLOSURE PHASE. IT IS IN THIS STAGE THAT YOU WILL BE ABLE TO YOUR PROJECT FORMALLY CLOSES AFTER THE REPORT SUCCESS LEVEL OF THE SPONSOR YOU HAVE. The exercises that are needed in closing the task in brought in to be by the Project Closure Report and this guarantees the project a conclusion that is embraced productively and comfortably. Once the report is brought into action and acknowledged by the individuals, the reports of the completion of the inside exercises indicated are attempted (Larson, 2014). As a result, the project closure comes into effect formally. 1 AFTER THE CLOSING OF THE TASK IN A PERIOD OF AT LEAST ONE TO THREE MONTHS, THE BUSINESS IS BELIEVED TO START GAINING THE ADVANTAGES GIVEN BY THE PROJECT WHICH MAKE IT MORE ESSENTIAL TO ALLUDE THE POST IMPLEMENTATION REVIEW (PIR) EVALUATION. This provides the business with a wide range of view towards recognizing its achievements level of different tasks as well as offer the education on the future projects that will arise.
2 PROCESS FOR CLOSING THE PROJECT THE PROJECT TRANSITION TASK CONTROL DOCUMENT WILL RECORD THE VICTORIES AND DISAPPOINTMENTS OF THE TASK. It gives a chronicled record of the orchestrated and unique spending plan and schedule, proposals for future endeavors of practically identical size and unpredictability, information on staffing and aptitudes used to meet errand targets and destinations, how the client wants were managed, exercises learned, and an official undertaking close down. One reason for the conclusion understanding system is to offer the sellers a formal warning to the structures that may have been created which has a high expectation that is elegant and commendable or that may have been rejected as a result. If the business does not meet its goals, it ought to make the amendment that hinders them from this achievement, and the individual or the dealer responsible for this should try to fix or eradicate any errors that may have caused it with a formal affirmation (Larson, 2014).
Before the closure of the agreement, all the minor things are fixed, and the competed expectation is to strike the depressed. Over rages of errands, the world has audited quality performance, and the vendor was allowed to influence chan.
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Similar to Running head VISIBLE AND INVISIBLE REALM1VISIBLE AND INVISI.docx
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Lucky 13 List for Leaders Who Want to Engage Employees and Create Brand Ambas...BOMBDIGGITY, LLC
You are a leader. You head to the office, park your car, enter the office and say “hello” to your employees. You work your tail off allllll day long and then head home to hopefully disconnect a while, sleep, and start all over again the next day. We all get too busy and focused simply on the day-to-day tasks, the financials, the big picture, trying to make customers happy, and dealing with the daily fires that have to be put out. But, HOLD UP! SLOW DOWN! Your employees not only DO the work that makes your business profitable, but they are also your company’s best brand ambassadors (that money can’t buy). The daily interactions your employees have with you impacts how they talk about you as a leader and your company as a place to work, do business or share with others.
In “Field of Dreams” a voice repeatedly tells Kevin Costner’s character to “Build it and they will come.” We agree! Create an organizational culture that supports, recognizes, and rewards employees–and those happy and engaged employees will go out and say great things about you! They will spread the word in their interactions with your customers, through their social media posts with their friends, and in their conversations with your company’s prospective recruits. As positive brand ambassadors, the return on that investment is huge!
THE 2016 GALLUP STATE OF THE WORKPLACE REPORT SHARES THAT 67% OF EMPLOYEES ARE “NOT ENGAGED” OR ARE “ACTIVELY DISENGAGED” AT WORK.
CRAZY! Right? Make your company the exception to this unfortunate fact. If you want employees saying good things about you and evangelizing for you, here is our “Lucky 13” list of things that we hope resonate and inspire you to be a BOMBDIGGITY leader.
The TED organization, stemmed from a single conference over thirty years ago, has provided countless videos with unique opportunities to learn from experts in various fields. Originally on topics in the technology, entertainment, and design industries, TED has grown into much more, including a podcast series called TED Talks.
Presentation of the workshop 'Making Astronomy Accessible for All' at Universe Awareness 2015 International Workshop by Amelia Ortiz, Lina Canas, and Thilina Heenatigala.
Root cause analysis is an approach for identifying the underlying causes of an incident so that the most effective solutions can be identified and implemented. It’s typically used when something goes badly, but can also be used when something goes well. Within an organization, problem solving, incident investigation, and root cause analysis are all fundamentally connected by three basic questions:
What’s the problem?
Why did it happen?
What will be done to prevent it from happening again?
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
William Fiedler
on Mon, Aug 27 2018, 9:46 AM
33% highest match
Submission ID: 379b2d26-d065-43d3-b758-c36c7d7e7358
Attachments (1)
· mba 6941 unit VIII reflection Paper.doc 33%
Word Count: 1,397 Attachment ID: 224883277
mba 6941 unit VIII reflection Paper.doc
Running Head: THE PROJECT CLOSURE PHASE 1 THE PROJECT CLOSURE PHASE
2
The Project Closure Phase William Fiedler Columbia Southern University The Project Closure Phase Inside this paperwork, I am going to make a discussion regarding the closing project. I will also extend to discussing the lesson learned towards the end of the project. 1 THE FOURTH AND LAST PROJECT LIFECYCLE STAGE IS THE PROJECT CLOSURE PHASE. IT IS IN THIS STAGE THAT YOU WILL BE ABLE TO YOUR PROJECT FORMALLY CLOSES AFTER THE REPORT SUCCESS LEVEL OF THE SPONSOR YOU HAVE. The exercises that are needed in closing the task in brought in to be by the Project Closure Report and this guarantees the project a conclusion that is embraced productively and comfortably. Once the report is brought into action and acknowledged by the individuals, the reports of the completion of the inside exercises indicated are attempted (Larson, 2014). As a result, the project closure comes into effect formally. 1 AFTER THE CLOSING OF THE TASK IN A PERIOD OF AT LEAST ONE TO THREE MONTHS, THE BUSINESS IS BELIEVED TO START GAINING THE ADVANTAGES GIVEN BY THE PROJECT WHICH MAKE IT MORE ESSENTIAL TO ALLUDE THE POST IMPLEMENTATION REVIEW (PIR) EVALUATION. This provides the business with a wide range of view towards recognizing its achievements level of different tasks as well as offer the education on the future projects that will arise.
2 PROCESS FOR CLOSING THE PROJECT THE PROJECT TRANSITION TASK CONTROL DOCUMENT WILL RECORD THE VICTORIES AND DISAPPOINTMENTS OF THE TASK. It gives a chronicled record of the orchestrated and unique spending plan and schedule, proposals for future endeavors of practically identical size and unpredictability, information on staffing and aptitudes used to meet errand targets and destinations, how the client wants were managed, exercises learned, and an official undertaking close down. One reason for the conclusion understanding system is to offer the sellers a formal warning to the structures that may have been created which has a high expectation that is elegant and commendable or that may have been rejected as a result. If the business does not meet its goals, it ought to make the amendment that hinders them from this achievement, and the individual or the dealer responsible for this should try to fix or eradicate any errors that may have caused it with a formal affirmation (Larson, 2014).
Before the closure of the agreement, all the minor things are fixed, and the competed expectation is to strike the depressed. Over rages of errands, the world has audited quality performance, and the vendor was allowed to influence chan.
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxrtodd599
Safety Management System
1
SMS-1
Jeffrey D Carpenter, CSP
Columbia Southern University
The International Air Transport Association defines a Safety Management System (SMS) as being a systematic approach to managing safety, including the necessary organizational structures, accountabilities, policies and procedures.
Another definition of an SMS is a businesslike approach to safety. It is a systematic, explicit and comprehensive process for managing safety risks. As with all management systems, a safety management system provides for goal setting, planning, and measuring performance.
1
SMS-2
2
This is a risk based approach to the safety management throughout the organization
Safety Management System
Definitions of a Safety management system
An SMS provides a systematic way to identify hazards and control risks while maintaining assurance that these risk controls are effective.
Setting up your safety management system
You can read our setting up your SMS and our SMS for aviation guide which is a resource kit that will help you prepare and implement your plan. It'll need to include a detailed guide about how you're going to set up your SMS. Your safety management system will grow and improve and will be a living document.
How do I educate my staff?
You and your staff will need safety management system training and to review online resources. It can be useful to collect documents and resources for an SMS library within your organization.
2
SMS-3
3
Safety Management System
A Safety Management System is not:
Rocket Science
Magic
Safety Management System
An SMS is not “rocket science” or “magic.”
There are three imperatives for adopting a safety management system for a business – these are ethical, legal and financial. You can also educate your staff through internal and external safety training and communication. This could include providing SMS information in your organization's safety bulletins, newsletters and or through promotional posters or by holding meetings and workshops with external providers.
3
SMS-4
4
KISS method of a SMS
Four key elements:
Safety Assurance
Safety Policy
Risk Management
Safety Promotion
KISS METHODS FOR SMS
To be effective an SMS needs the following four key elements:
Safety Policy
Risk Management
Safety Assurance
Safety Promotion
4
SMS-5
5
The Four SMS Components
Safety Assurance
Involves the evaluation of the continued implementations and effectiveness of the risk control procedures which supports both existing and future hazards.
Safety Policy
This is established by the senior management to help in improving the safety standards, while defining methods, organizations and the structure required in delivering the safety standards and goals.
Safety Promotion
Safety promotions include the activities such as safety, building a positive culture and having the designated areas which are used in safety education.
Safety Risk
Management
Determines the
need for and
.
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxrtodd599
Sajan Thapa
1) Allegory suggests that enlightenment or education work the same way whereby they expand the growth of ideas. Educational institutions limit the knowledge given to students despite tutor sharing the educational knowledge to their respective students. Nevertheless, the allegory also suggests people should become opportunistic by taking advantage of any favorable opportunity. Enlightenment or education is sharing of knowledge because individuals learn from you and vice versa. Finally, knowing the reality is very important in our life. Therefore, knowledge acquired from enlightenment or education is powerful and by stripping it from individuals cute their view of the reality.Furthermore, allegory deems education to be a masterpiece of brain expansion where the generation of ideas and skill sets. In this case representation of knowledge has been symbolized by “Light” to mean that an enlightened individual who is educated is enlightened. In this summary, we can say that human in their superiority of knowledge, idea, and information they are free to be free thinkers without getting stuck in anything. This builds the strength and analogy of “enlightenment.”
= REPLY
Sajan thapa
2) Being a philosopher, Socrates believed that philosophy was the most important above everything else. His examining and thinking about life spilled out into the lives of others, and he believed that they would all die someday. Believing that philosophy is the love of wisdom, Socrates stated that a life without a philosophy that is ‘unexamined’ life is not worthy of living. Examining one’s life is valuable because it enables you to know the goodness, virtues, justice, truth, and beauty of an individual to name but a few. Nevertheless, examining one’s life enables one to discuss goodness and failing to examine one’s life is the best thing someone can do according to Socrates because without this kind of examination life is not worth living.
=Reply
Nikita Tamang
3) I personally do not think that being self-interested is a bad thing. In fact, being self-interested is a good thing. Most of the time, self- interested people are termed to be selfish. But this does not apply every time. Self-interest leads one to be more creative and develops the eagerness and thirst to learn more about oneself and others. Self- interest generates knowledge and ideas. As well, it is the key to a successful life. If a person can stay happy and satisfied with themselves, then they do not seek others in life. Self-interested people always tend to be happy as they think for their good first and prioritize their own happiness. So, being self-interested is never a bad thing.
Reply
Nikita tamang
4) Both Christ’s Golden rule and Hobbes Golden rule have similarities. But the major difference between these two rules is the difference in the thoughts and context of their principles. Here, while Christ’s Golden rule says that a person needs to do good for others as of the moral values, but the .
Safety and Health Providing a safe and secure environment for emplo.docxrtodd599
Safety and Health: Providing a safe and secure environment for employees. Ensuring physical, emotional, and technological security.
Description of how the above mentionesd HR Function is traditionally practiced?
Please use APA format and Citations. 500 words(only Scholarly articles)
Due By 11:59 PM 03/28/2020
.
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docxrtodd599
Safe
by Rachael Fabelurin
Submission dat e : 07 - Jan- 2019 12:02PM (UT C+0000)
Submission ID: 98321601
File name : 94 812_Rachael_Fabelurin_Saf e_506158_84 631664 2.do cx
Word count : 4 369
Charact e r count : 24 07 0
1
Int ro. Int ro brief
¶
LO1.1
LO1.1
¶
E and E.Equal considerat ion t o LO's
LO2.1
ref up t o dat e 1
Good point s needs ref erences. Ref erence t hroughout your work
LO3.1
2
address immediat ely
RW
address immediat ely
4
LO1.1
Abbreviat ions
Good point s needs ref erences.
over-reliance
LO3.1
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LO1.1
LO3.1
very good, however.....
6
8
LO1.1
9
LO3.1
analysis
LO3.1
LO3.1
RW
10
LO4.1
Good knowledge 1
11
LO3.1
LO4.1
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LO4.1
E and E.
Det ail
Expa
Good point s needs ref erences.
desc wit h links f or analysis
LO4.1
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LO4.1
LO4.1
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13
14
15
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16
17
18
succinct
19
Good knowledge 1
analysis
LO2.1
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Conc. conc t oo brief
abbr - end t ext
4%
SIMILARIT Y INDEX
3%
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Safe
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Bolton Institute of Higher
Education
St udent Paper
www.ncb.org.uk
Int ernet Source
Submitted to Coventry University
St udent Paper
www.grandparentsplus.org.uk
Int ernet Source
angliaruskin.openrepository.com
Int ernet Source
www.sor.org
Int ernet Source
www.tandf online.com
Int ernet Source
www.childrensmapping.org.uk
Int ernet Source
core.ac.uk
<1%
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Exclude quo tes Of f
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kinderschutzf onds.ch
Int ernet Source
www.childprotectioninquiry.qld.gov.au
Int ernet Source
ssrg.org.uk
Int ernet Source
sro.sussex.ac.uk
Int ernet Source
kemsley.kent.sch.uk
Int ernet Source
www.publications.parliament.uk
Int ernet Source
FINAL GRADE
30/100
Safe
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
T hank yo u f o r submitting yo ur essay, I can see that
then similarity sco re is 21% which is acceptable but
please try to paraphrase mo re ef f ectively to keep
this sco re to a minimum.
Please review co mments belo w which explain ho w
yo u met the learning o utco mes and any po ints f o r
f uture develo pment.
LO1: Critically analyse the co ncepts o f saf eguarding
children and child abuse in the co ntext o f yo ur
pro f essio nal ro le.
MET
Yo u have explained the so cial wo rkers ro les and
respo nsibilities in relatio n to saf eguarding children in
detail, ho wever, the discussio n is a descriptio n o f
the so cial wo rker ro le rather than a critical
discussio n abo ut the co ncepts o f children and
saf eguarding. T he discussio ns wo uld f ro m mo re
analysis and co uld be achieved by f o llo wing the
written and verbal guidance I pro vi.
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SafeAssign Originality Report Generator I
Odell Kruah
on Fri, Nov 30 2018, 4:44 PM
100% highest match
Submission ID: d0da8619-c56f-4e34-9af1-6edd71018503
Attachments (1)
PROJECT VI.docx
1 ODELL KRUAH PROJECT MANAGEMENT UNIT VI NOVEMBER 30,
2018
Part 1
1 DEVELOP AN IN-DEPTH SCHEDULE FOR THE PROJECT YOU
SELECTED AND USED TO DEVELOP THE STATEMENT OF WORK AND
WORK BREAKDOWN STRUCTURE IN UNIT III. PLEASE REFER TO
THE INTEGRATED PROJECT IN CHAPTER 10 ON PAGE 363 (PROJECT
SCHEDULING) OF THE TEXTBOOK FOR MORE INFORMATION. BE
SURE TO INCLUDE THE FOLLOWING COMPONENTS:
· AN ACTIVITY PRECEDENCE DIAGRAM, · AN ACTIVITY DURATION
TABLE, AND · A NETWORK DIAGRAM AND GANTT CHARTS.
· AN ACTIVITY PRECEDENCE DIAGRAM:
(http://safeassign.blackboard.com/)
PROJECT VI.docx
Word Count: 862 Attachment ID: 244309330
100%
ACTIVITY DURATION TABLE:
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I
A NETWORK DIAGRAM AND GANTT CHARTS:
A
B
C
D
E
F
G
H
I
J
Part 2
1 PLEASE COMPLETE CASE STUDY 10.1: PROJECT SCHEDULING AT
BLANQUE CHECK CONSTRUCTION ON PAGE 360 OF THE TEXTBOOK,
AND ANSWER THE THREE QUESTIONS AT THE END.
Q1(ANS)
PRECEDENCE DIAGRAM:
1 C=DIFFERENT CONSRUCTION TYPES OF SCHEDULING METHODS
TYPE FROM 1 TO 9 P= DIFFERENT CONSRUCTION PROJECTS WHICH
SHOW THE TYPES OF SCHEDULING METHODS TYPE FROM 1 TO 9
O1=ORGANIZATION ONE O2= ORGANIZATION 2
S E C4 C5 O1 P9 P8 O2 P7 P6 P5 P4 P3 P2 C9 C8 C7 C6 C1 C2 C3 P1
Q2(ANS) ACCORDING TO MY RESEARCH LEVEL AND LITERATURE
REVIEW THE EXPERT OPINION AND PAST HISTORY BOTH ARE THE
BEST TO SOLVE PROBLEM FOR CALCULATING THE CRITICAL
PATH ,WHICH MAY ALSO TELL US THE DURATION OR PROJECT
DELAY TO HANDLE OR RUN OUR CONSTRUCTION COMPANY.
Q3(ANS) THESE BOTH HAVE SOME STRENGTHENS AND
WEAKNESSES AND BOTH GIVE THE RESULTS PROBABLY SAME , BUT
ACCORDING TO LITERATURE AOA IS THE BENEFICIAL FOR
MODELING IT WILL BE HELPFUL AND IN THE BUSINESS FIELD IT
WILL BE IMPORTANT AON WILL BE LESS WIDELY USED , IN CASE OF
LARGE AND COMPLEX PROJECTS IT IS EASIER TO EMPLOY THE
PATH PROCESS USED IN THE AOA. ACCORDING TO AOA WE
ACHIEVE THE EVERY MILESTONE AND PARTICULARLY USED THE
DUMMY PROJECTS OR ACTIVITIES THE CONCEPT OF DUMMY
PROJECT IS NOT SIMPLE AND EASY IT REQUIRE MORE TRAINING
AND PRACTICE. AON CONVENTION ,AOA NETWORK USED BOTH
NODES AND ARROW TO LABEL THE PROJECT.
Part 3
1 DEVELOP A NETWORK ACTIVITY CHART, AND IDENTIFY THE
CRITICAL PATH FOR A PROJECT BASED ON THE INFORMATION
PROVIDED IN THE GANTT CHART BELOW. DRAW THE ACTIVITY
NETWORK AS A GANTT CHART. WHAT IS THE EXPECTED DURATION
OF THE PROJECT?
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I.
Safe Work Environment Please respond to the followingRecommen.docxrtodd599
Safe Work Environment"
Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Agree or disagree that legal requirements for employee safety and welfare are essential to keeping employees safe. Support your rationale.
.
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
Safe Work Environment Please respond to the followingRecomme.docxrtodd599
"Safe Work Environment"
Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Provide an example of a specific policy or process required by your current or previous employee that helps keep employees safe at work.
Documentation"
Please respond to the following:
Suggest the most significant type of documentation that should be maintained in an employee’s HR file to protect the organization from legal action.
Recommend a strategy for handling employee documentation to ensure that privacy obligations are not violated. Provide support for your recommendation.
.
Safe Work Environment Please respond to the followingRecomme.docxrtodd599
"Safe Work Environment" Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Agree or disagree that legal requirements for employee safety and welfare are essential to keeping employees safe. Support your rationale.
.
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
1 of 2 29/06/2016 1:54 PM
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
2 of 2 29/06/2016 1:54 PM
Running head: LITERATURE REVIEW ON HYBRID CLASSES
LITERATURE REVIEW ON HYBRID CLASSES
Literature review on hybrid classes
Author’s name
Institutions affiliations
Hybrid classes and learning can be described as a combination of both faces to face learning that may at times involve lectures and online learning which is not always a must. Lectures may at times be considered, but that is not always the case for it to be a hybrid form of learning. The kind of hybrid learning and classes can be classified into two different categories. Those include the replacement, supplemental learning, the emporium and the buffet kind of classification. The types are divided depending on face to face classes interacts with the online constituents of the course in question. For the case of replacement, mostly the one on one kind of learning with the tutors and the lectures are completely replaced or rather substituted fully or partly by the online classes. This then reduces the time spent on attending the classes. In such a case, students are usually required to concentrate more on watching videos on YouTube and tackling assignments assigned to them. Hybrid learning is a platform that will help on saving the time spent by the students when they run from one class to another so as to have an encounter with the lecturers. It is, therefore, more revolutionized compared to the normal traditional forms of learning. The subsequent paragraphs in this essay will outline a literature review from various sources for the research on how the hybrid learning is more important compared to the traditional learning methods and to know why most of the universities use this type .
Literature review
Several studies and research has been conducted on the reasons as to why the hybrid form of learning and the hybrid classes are more important or more uses so they are taking over the traditional forms of learning which include face to face learning and attending the lectures. Several controversies have arisen from different authors on outlining some of the reasons as to why hybrid learning should be promoted. Renowned scholars have published articles and journals as well as books on the same. Most people and students have been left in a dilemma on whatever means to use so as to acquire the knowledge they require. The many advantages that have come with the hybrid kind of learning have made many universities and learning institutions across the globe to adopt the new mode of learning that is hybrid classes and sort to drop or rather do away with the online classes or the face to face classes. So many factors have been found to contribute to that decision by the management team of most .
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docxrtodd599
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES
UNIVERSIY OF ULESTER
Student name: Fatimah Aldawood
ID number: SNC:136193
Cohort: (Year 4 semester 2)
Course Title: BSc (Hons) in Nursing Studies
Module Title: Developing research proposal
Module Code: NUR 585 CRN: 59060
Words Count:
Date:
Lecturer responsible for unit:
List of content:
The content
Pages
Table of content
2
Acknowledgment
3
Abstract
4
Literature review
5-
Significant of the study
Aim, Objectives and Research question
Methodology
Setting
Population
Sampling
Tools for data collection
Robustness of the study
Ethical consideration
Pilot study
Data analysis
Process of data collection
Outcomes
Time scale
Budget
Appendix A: information leaflet
Appendix B: consent forms
Appendix C questionnaire part1
Appendix C: interview questionnaire part2
Reference
Acknowledgement:
First of all, I would like to thank my mother and my sister to their emotional support, they encourage drove me into this level. Then I have to say thanks to my teachers for their good learning to me. Finally, I hope that my research study stimulates nurses to give more and understand the importance of great nursing profession.
The Effective of Nursing Education and Attitude to Improve Knowledge in Palliative Care of Hospital- internationally.
Abstract:
This research going to describe the effect of nursing education and attitude to improve knowledge in palliative care of hospital- internationally. The palliative is medical specialty caring for people with chronic and serous disease. This type of care concentrate on rest of patient from the symptoms and stress diseases. The aims is to improve clarity of life for both the patient and their family. However nursing education and attitude have real affect on patient health, by improve nursing education patient care can improved. Even if the nurse dos not have enough education she can progress himself by continuous learning. "The 2011 Public Opinion Strategies found that most Americans believe that palliative care should be made available to all hospitals "(Center to Advance Palliative Care [CAPC], 2011).
Background: Long work in medical area can affect in the Knowledge and attitude for the nurse it could in bad or good way, So the nurse have to improve himself to achieve the standard of care for patient in Palliative Care. Because of around the world the numbers of patients who`s need palliative care is increased, and the nurse come from the first line of patient care.
Method: A quantitative study will used to explore the determine the knowledge and attitude of Saudi nurse who is provide care for palliative patient.
Data collection:
Data collection is "the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes". The data collection compo.
S18 SOCI 111: Social Networks
Homework 4
DUE: 6/6/19
81 points total
Instructions: As before, these problems give you an opportunity to use the concepts and
techniques we’ve learned in class to analyze interesting social systems. This time I’ve
leaned more toward interesting conceptual puzzles rather than brute calculations. I
encourage you to work in groups (of no more than 5), but each student should prepare
her or his own solutions, along with a note at the top of your assignment crediting
other members of the working group. Please make sure you truly understand the
solution to a problem, and please: DO NOT COPY SOLUTIONS. This includes copying
solutions from earlier years. We will figure it out. Do not go to the testbank at SAC, do
not go to Course Hero, and do not get solutions from friends who have taken the course
in the past. This will impede your learning, it will not prepare you for the final exam, and
I will treat it as academic misconduct.
In general, you should show your work rather than just writing down a number. This
makes it easier for us to see that you know what you are doing, and easier for you to
see when you’ve made a trivial mistake. On the other hand, don’t just throw everything
vaguely relevant at the wall and hope that something sticks. You need to be judicious!
Please turn in a hard copy of your solutions to the TA at the beginning of class. Your
submission should be neat and legible: you can type it up or write it out by hand, but we
aren’t going to engage in decipherment here. Please follow the breakdown of questions
into parts (a, b, c, etc.) to make these easier for your TA to grade.
Q1. Why is it sometimes rational to imitate the behavior of others? Briefly describe
two reasons, and give an example of each. (6 points)
Q2. You are in charge of marketing a new smartphone app, SeeFood, that allows
users to share pictures of food with each other. Uptake of the app will obey the
following dynamical rule:
If the company spends $50,000 on marketing, it can get a fraction z’ of the population to
Adopt the app at time 0. This fraction z’ is between B and C—just above B, in fact. If the
company spends $300,000 on marketing, it can get a fraction z’’ of the population to
Adopt at time 0 (mostly by giving the App away). This fraction z’’ is close to D. You think
that the company should spend the $300,000, as it will get you close to total adoption.
Your intern argues that you should spend $50,000 on marketing instead. If adoption
settles at fraction A, your company will make $0 in revenue; at fraction B, your company
will make $100,000 in revenue; at fraction C, your company will make $200,000 in
revenue; and at fraction D, your company will make $500,000 in revenue.
a) Explain why you are wrong, by showing that you will actually lose money
if you spend the $300,000 to get a fraction z’’ of the population to Adopt.
Remember, in.
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docxrtodd599
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCINCE - UNIVERSITY OF ULESTER
ACDAMIC YEAR 2018-19
Semester one
Assignment Title: Nutrition Knowledge among Young Pregnant Women in Middle East.
Student name: Alreem Ali Alaliwat
ID number: SNC 146046 \ UU ID: B00697863
Cohort: 16 (Year 4 semester 2)
Course Title: B.Sc (Hons) in Nursing Studies
Module Title: Developing a research proposal
Module Code: NUS 585 CRN: 59064
Words Count: 6000
Date: 29/11/2018
Lecturer responsible for unit: Dr. Safia Belal
Table of Contents
Acknowledgement2
Abstract3
Chapter 15
Introduction5
1.Young Pregnant Women6
2.Nutrition Knowledge7
3.Education Need for Pregnant Words7
Significant Of the Study8
Aim of the Study9
Research Question9
Objective10
Research Question10
Chapter 211
Design11
Setting12
Sampling and Population13
Inclusion Criteria13
Exclusion Criteria13
Data Collection13
Ethical Considering14
Pilot Study15
Data Analysis16
Procedure of the Main Study17
Chapter 318
Time Scale18
Budget19
Expected Outcome20
References21
Appendix I Consent Form27
Appendix II Participant Leaflet27
Appendix III Questionnaire28
About Nutrition29
Acknowledgement:
First of all, I am thankful of Allah for helping me to complete this research .
Through this paper, I'm a proud of working with all the participant and I appreciate your efforts that were help and support me especially my lovely husband and my sister Dr.Ghada
Also I would like to give special thanks to Dr.Safiah Bilal , special thanx for here for the kindness, guidance, encouragement, and suggestions du ring writing this study.
Alreem.
Nutrition Knowledge among Young Pregnant Women In Saudi ArabiaAbstract:
Background: Nutrition plays a key role during pregnancy in the sense that the nourishment that a pregnant woman gets determines the nutrients that the developing fetus gets. Nutrition knowledge in this case refers to information and skills that an individual normally has pertaining food intake. In respect to the research topic, this refers to information and skills needed by pregnant women.
Aim: The aim of the study identify nutrition knowledge among young pregnant women.
Sample: the sample population of these study is the young pregnant women they take probability sample fore 100 participants.
Methodology: the researcher uses quantitative design for statics and data analysis, as well random sample, it will be at Almanaa Hospital.
Key words : Nutrition , knowledge , pregnancy
Nutrition Knowledge among Young Pregnant Women In Saudi ArabiaChapter 1Introduction
The purpose of the study is to investigate and establish whether pregnant young Saudi women have the needed nutritional knowledge. Nutrition plays a key role during pregnancy in the sense that the nourishment that a pregnant woman gets determines the nutrients that the deve.
Sadly today police are not often viewed in the best light. Not a.docxrtodd599
Sadly today police are not often viewed in the best light. Not all officers are bad or are guilty of misconduct. However many people think a few bad ones spoil them all and while it is not true perception is everything. When officers are apart of misconduct, bad behaviors and other negative incidents this ruins community trust and support. Early intervention systems have surfaced as a useful tool in managing the risk of misconduct by police. As stated earlier its only a small amount of officers that are responsible for citizen complaints. These complaints are comprised of use of physical force and other infractions. (2020) When indicators are monitored or risk related outputs by officers so to speak.
Administrators can then recognize or identify actions of officers that are symptomatic or are problomatic indicators of possible police misconduct. Research shows that typically misconduct is skewed across a small group of officers at any given time. Officers who participate in misconduct aften have similar histories concerning age and pre-employment. It is found these things build over time they do not just happen out of the blue. This makes it very important to identify problems lying in wait. Such things as officer bias, not understanding policies, supervisors with poor supervisory skills any problems that could trigger or add to future events unfolding. It is prdent to look for any traits, actions or performance issues that raise speculation. These are the factors that snowball over time and lead to ubfortunate events. (2020
respond to this discussion question in 150 words
.
SA #1 What is Ekman Divergence Wherewhat are three location.docxrtodd599
SA #1: What is Ekman Divergence? Where/what are three locations/conditions
where this phenomenon occurs in the ocean? What physical oceanographic
phenomenon is a consequence of divergence? What sort of biological response
is also frequently associated with divergence?
SA #3: Consider sunlight striking planet Earth and the energy that subsequently
radiates back to space. Describe what kind of light enters and leaves the Earth.
Are these two energy fluxes in balance at all locations on Earth? Are they in
balance on average? What role does the ocean play in the movement of energy
at Earth’s surface?
1.
Global Leadership 2019-2020
Under Guidance from Dr. Sriram Rajagopalan
LDR 6145
Northeastern University
Table of Contents
Global Leadership Success Through Emotional and Cultural Intelligences.....................................5
The Global Leadership of Carlos Ghosn at Nissan.........................................................................17
Gojo Industries: Aiming for Global Sustainability Leadership.........................................................29
Leadership in a Globalizing World..................................................................................................41
Regional Strategies for Global Leadership.....................................................................................85
Rising Costs of Bad Leadership.....................................................................................................99
Learning to Manage Global Innovation Projects...........................................................................103
Global Leadership 2019-2020 LDR 6145
Under Guidance from Dr. Sriram Rajagopalan Northeastern University
2.
Global leadership success through emotional and
cultural intelligences
Ilan Alon, James M. Higgins*
Roy E. Crummer Graduate School of Business, Rollins College, 1000 Holt Ave-2722, Winter Park, FL 32789,
USA
Abstract Culturally attuned and emotionally sensitive global leaders need to be
developed: leaders who can respond to the particular foreign environments of
different countries and different interpersonal work situations. Two emerging
constructs are especially relevant to the development of successful global leaders:
cultural and emotional intelligences. When considered under the traditional view of
intelligence as measured by IQ, cultural, and emotional intelligences provide a
framework for better understanding cross-cultural leadership and help clarify
possible adaptations that need to be implemented in leadership development
programs of multinational firms. This article posits that emotional intelligence (EQ),
analytical intelligence (IQ), and leadership behaviors are moderated by cultural
intelligence (CQ) in the formation of global leadership success.
D 2005 Kelley School of Business, Indiana University. All rights reserved.
bBut when a prince acquires the sovereignty of a
country differing from his own .
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docxrtodd599
S&J Plumbing, Inc.'s 2010 income statement shows a net profit before tax of $468, whereas the balance sheet that the company's equity for the fiscal year-end 2010 is $1,746.
Calculate the company's return on equity and explain whether the managers are providing a good return on the capital provided by the company’s shareholders.
Diagram and explain the operating cycle of a service company.
.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Running head VISIBLE AND INVISIBLE REALM1VISIBLE AND INVISI.docx
1. Running head: VISIBLE AND INVISIBLE REALM 1
VISIBLE AND INVISIBLE REALM 2
Visible and Invisible Realm
Name
Institutional Affiliation
Visible and Invisible Realm
Socrates provided the affinity argument, which was intended to
support the idea that the soul is immortal. Through this
analysis, the concepts of the changing and intangible nature of
the soul are analyzed in relation to the ever-changing nature of
the body. However, there are different views concerning the
arguments made by Socrates, paying close attention to why the
affinity argument is considered weak amongst the philosophers.
Elton (1997) and Apolloni (1996) provide different viewpoints
of Socrates affinity argument, specifically on the difference
between the visible and invisible realms, basing on the Phaedo
and Plato’s claims.
The Views of Apolloni
Apolloni (1996) considers the affinity argument as a week claim
made by Plato and not Socrates. In the article, the author argues
that although the soul may not be a physical object like the
body, it should not be perceived as being incomposite. He
claims that since it is possible to disperse the soul, then the soul
is not immortal and, therefore, it can be dispersed. However, the
2. soul cannot be dispersed in the same as the body, which is a
physical and tangible object.
Apolloni (1996) has his arguments based on the idea that the
soul is invisible, while the body is visible. He argues that while
the body continually undergoes change, the invisible nature of
the soul ensures that it remains constant. However, the two are
interconnected in that it is through the body that the soul is able
to perceive. Moreover, the author believes that the invisible
nature of the soul can also be attributed to its divine nature.
This writer also presents the thoughts of Plato concerning the
intellect as another invisible part of the soul (Apolloni, 1996).
He, therefore, is convinced that Plato’s views of the Affinity
Argument are more understandable than those of Socrates. That
is, the affinity and invisible nature of the soul can be used to
explain some of the religious beliefs, such as the existence of
ghosts. What is more is that although the soul and the body only
differ through the emotional attachments of the body, people
can experience spiritual fulfillment when the intellect is free
from the desires of the body.
The Views of Elton
On the other hand, Elton (1997) provides a different opinion of
the affinity argument, whereby he holds that the soul is entirely
indissoluble. The author claims that Plato was not in agreement
with the view, based on the analogical forms. Moreover, he
explains that the soul should not be considered immortal,
mainly because the soul ceases to exist.
The difference is the views provided in Elton (1997) are in that
the author basis his claims on the analogical arguments made by
the Cebes and the Simmias. The analogy of the tuning of the
lyre is given, whereby the attunement is the immortal aspect
while the lyre is the mortal part. Thus, it is claimed that if the
strings of the lyre were to break, it would be expected that the
lyre ceases to exist, while the attunement remains. However,
this is never the case because the attunement is no longer there
while the lyre remains visible. Thus, this kind of thinking
should not be encouraged when comparing the invisible and
3. visible natures of the soul and its relation to the body.
Furthermore, Elton (1997) views Socrates’ views of the visible
and the invisible reams as an appeal to the emotions of the
Simmias and the Cebes. That is it is not a rational philosophical
argument, mostly because it lacks proof. Rather than,
considering Socrates argument as accurate, Elton (1997) use the
Phaedo to show how Socrates’ theory is an example of the
making of mistakes in philosophy.
References
Apolloni, D. (1996). Plato's Affinity Argument for the
Immortality of the Soul. Journal of the History of Philosophy,
34(1), 5-32.
Elton, M. (1997). The Role of the Affinity Argument in the"
Phaedo". Phronesis, 42(3), 313-316.
Plato's Affinity Argument for the Immortality of the Soul
David Apolloni
Journal of the History of Philosophy, Volume 34, Number 1,
January 1996,
pp. 5-32 (Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
[ This content has been declared free to read by the pubisher
during the COVID-19 pandemic. ]
https://doi.org/10.1353/hph.1996.0010
https://muse.jhu.edu/article/225860
4. https://doi.org/10.1353/hph.1996.0010
https://muse.jhu.edu/article/225860
Plato's Affinity Argument for
the Immortality of the Soul
D A V I D A P O L L O N I
VROM P h a e d o 78b to 8od, Socrates a t t e m p t s to a n s
w e r S i m m i a s ' f e a r that, e v e n
if t h e soul has existed e t e r n a l l y b e f o r e birth, it m i
g h t be d i s p e r s e d a n d this
w o u l d be the e n d o f its existence (77b5). His a n s w e r
is an a r g u m e n t which
a t t e m p t s to s h o w t h a t t h e soul is i n c o m p o s i t
e because it is similar to t h e F o r m s
a n d dissimilar to physical objects. T o date, this a r g u m e n
t - - t h e so-called A f t i n -
ity A r g u m e n t - - h a s n o t r e c e i v e d m u c h s y m p
a t h y f r o m Plato's c o m m e n t a t o r s ,
w h o universally c o n s i d e r it the weakest o f Plato's a r g
u m e n t s f o r t h e i m m o r t a l -
ity o f t h e s o u l ?
T h e lack o f s y m p a t h y a n d e n t h u s i a s m f o r
this a r g u m e n t is n o t difficult to
5. u n d e r s t a n d . J u s t c o n s i d e r t h e following o u t l
i n e o f the a r g u m e n t . T h e soul is
invisible, t h e r e f o r e t h e soul is m o r e similar to the
Invisible, i.e., t h e F o r m s ,
which a r e always t h e same, t h a n a r e bodies, which a r e
visible a n d which a r e
c o n s t a n t l y c h a n g i n g , a n d which a r e m o r e
similar to t h e Visible t h a n is t h e soul
( 7 9 a - b ) . F u r t h e r , t h e soul is m o r e like the
Always t h e S a m e in that w h e n it
uses t h e b o d y to see o r h e a r o r perceive, it is " d r a g
g e d " by the b o d y into t h e
N e v e r t h e Same, a n d the soul " w a n d e r s a n d is c o
n f u s e d a n d whirls as if
i n t o x i c a t e d " i n s o f a r as t h e soul has c o m e in c
o n t a c t with such t h i n g s ( 7 9 c 5 - 8 ) .
W h e r e a s w h e n t h e soul c o n s i d e r s by itself, it
goes to the r e a l m o f the F o r m s ,
a n d ceases its w a n d e r i n g . T h e r e f o r e t h e soul is
m o r e like the Always t h e S a m e
t h a n t h e N e v e r t h e S a m e (79d). Finally, w h e n t h
e soul is in the b o d y , t h e soul
An earlier version of this paper was presented at the First
Annual Conference of the Minne-
sota Society of Ancient Philosophy, held at the College of St.
6. Catherine, St. Paul, Minnesota, May
7, 1994. Thanks are due to Martha Beck-Phillips, John Pepple,
and an anonymous referee of the
J l t P for their valuable suggestions and criticisms.
' See Kenneth Dorter, "'Plato's Image of Immortality," The
Philosophical Quarterly 6/lo 5 (Octo-
ber, 1976): ~95-3o4 . Dorter's interpretation is probably the
most sympathetic that I have seen,
and yet he thinks that the argument is "set forth rather casually,
is frequently weakened by
qualifications and hesitancy, and is based merely upon analogy"
('~95)-
[5]
6 J O U R N A L O F T H E H I S T O R Y O F P H I L O S
O P H Y 34:1 J A N U A R Y 1996
r u l e s t h e b o d y a n d t h e r e f o r e is m o r e like t h
e D i v i n e t h a n is t h e b o d y , w h i c h is
m o r e like t h e M o r t a l .
S o i n t e r p r e t e d , t h e m a i n t h r u s t o f this c h a i
n o f a r g u m e n t s is c l e a r l y v e r y
w e a k . T h a t t h e s o u l is m o r e s i m i l a r t o t h e
F o r m s t h a n it is t o b o d i e s d o e s n o t
e s t a b l i s h h o w it is s i m i l a r . 2 A n d s o it falls s h
o r t o f s h o w i n g t h a t it is s i m i l a r i n
t h a t b o t h t h e s o u l a n d t h e F o r m s a r e i n d e s
7. t r u c t i b l e o r i n d i s s o l u b l e .
N o r d o e s t h e s i t u a t i o n i m p r o v e w h e n w e c
o n s i d e r t h e i n d i v i d u a l a r g u -
m e n t s i n t h e c h a i n . F o r e v e n i f t h e s o u l is
invisible, this in n o w a y e s t a b l i s h e s
t h a t it is u n c h a n g i n g , like o t h e r t h i n g s w h i c
h a r e invisible. N o r d o e s it f o l l o w
t h a t t h e s o u l is s i m i l a r in a n y i n t e r e s t i n g
w a y t o w h a t is a l w a y s t h e s a m e j u s t
b e c a u s e it s t o p s c h a n g i n g w h e n it c o n t e m p l
a t e s " t h e p u r e , t h a t w h i c h a l w a y s is
b o t h i m m o r t a l a n d t h e s a m e . " N o r d o e s t h
e s u p p o s e d f a c t t h a t t h e s o u l r u l e s
t h e b o d y m a k e it s i m i l a r t o t h e D i v i n e t o s
u c h a n e x t e n t t h a t it w o u l d f o l l o w
t h a t t h e s o u l is i n d e s t r u c t i b l e as t h e D i v i n
e is t h o u g h t t o be.
F i n a l l y , S o c r a t e s ' c o n c l u s i o n f r o m all o f
this at 8 o b 8 - ~ o is t h o u g h t t o b e
d i s a p p o i n t i n g l y w e a k , b u t u n d e r s t a n d a b l
y so: " i f t h e s e t h i n g s a r e so, is it n o t
f i t t i n g f o r t h e b o d y t o q u i c k l y c o m e a p a r
t , b u t t h e s o u l t o b e c o m p l e t e l y
i n d i s s o l u b l e , o r s o m e t h i n g c l o s e t o it [r ~
8. m g ~t TO6TOU]?" I f t h e c o n c l u s i o n
l e a v e s o p e n t h e p o s s i b i l i t y t h a t t h e s o u l
is nearly i n d e s t r u c t i b l e , t h e n it is d e -
s t r u c t i b l e a f t e r all, in w h i c h c a s e t h e a r g u
m e n t falls s h o r t o f e s t a b l i s h i n g w h a t
it w a s s u p p o s e d to.
T h u s t h e a r g u m e n t a p p e a r s t o h a v e f a u l t s
so g l a r i n g t h a t it is h a r d t o t h i n k
t h a t P l a t o t o o k it s e r i o u s l y , a n d a t least o n e
r e c e n t c o m m e n t a t o r g o e s so f a r as
t o s u g g e s t t h a t S o c r a t e s i n a d v e r t e n t l y r e
p u d i a t e s it in t h e f a c e o f o b j e c t i o n s
t h a t his c o m p a n i o n s raise.3 B u t i f t h e a r g u m e
n t is so b a d , w e a r e l e f t w i t h a
s i g n i f i c a n t p u z z l e as t o w h y P l a t o w o u l d t
a k e it s e r i o u s l y e n o u g h t o w r i t e it,
a n d t o w r i t e it a t t h e c e n t e r o f o n e o f his g r
e a t e s t d i a l o g u e s , w h e r e it w o u l d
h a v e a s p e c i a l p l a c e o f h o n o r . 4
I n w h a t f o l l o w s , t h e n , [ w o u l d like t o a r g u e
t h a t t h e A f f i n i t y A r g u m e n t is
m o r e t h a n a r h e t o r i c a l f l o u r i s h , a n e m o t i
v e e x p r e s s i o n o f b e l i e f s d e e p l y felt, o r
9. ' David Gallop, Plato: Phaedo (Oxford, 1975), 14o: "But if
'being more similar' means 'having
more features in common', the fact that the soul shares with the
Forms a given feature that the
body lacks would not show that it is 'more similar' to them than
is the body. Even if this were
shown, it would not follow that the soul has all features in
common with the Forms that the body
lacks."
For example, David White, Myth and Metaphysics in Plato's
"Phaedo" (London and Toronto:
Associated University Press, 1989) , 133.
4 Kenneth Dorter, Plato's "Phaedo": An Interpretation (Toronto:
University of Toronto Press,
1982), 7 ~. Dorter (76) thinks that the argument has value as an
articulation of deep feelings that
there is something noble and eternal about us. Thus he thinks
that the Affinity Argument, like
the Argument from Design for God's existence, is logically
defective but very persuasive, and that
this accounts for Plato's inclusion of it in the dialogue.
P L A T O ' S A F F I N I T Y A R G U M E N T 7
a weak analogy which Plato put forward only to discard, that it
is a deductive
a r g u m e n t whose conclusion follows from its p r e m i s s e
s - - p r e m i s s e s whose truth
Plato w o u l d have t h o u g h t he had established. As such,
it is an a r g u m e n t o f equal
or greater philosophical merit than either the A r g u m e n t
from Recollection
10. ( 7 3 - 7 6 ) or the Final A r g u m e n t from Opposites ( l o ~
- i o 6 ) . 5 Indeed, the first
and third portions o f it anticipate s o m e m o d e r n
arguments for dualism. 6
1 . T H E A R G U M E N T ' S C O N T E X T W I T H I N
T H E D I A L O G U E
A persistent and crucial t h e m e t h r o u g h o u t the Phaedo
states that the philoso-
pher m u s t detach from the senses and from desires for
physical objects
t h r o u g h rigorous training. We find expression o f this idea
n o t only j u s t after
the Affinity A r g u m e n t ( 8 o e - 8 ld), but also both
earlier, at 6 6 - 6 7 e , and later,
at 1 1 4 d - e . In the latter passage, Plato clearly distinguishes
this idea from all o f
the mythic o n e s elaborated immediately preceding. But even
if it were mythic,
this w o u l d not c o u n t as evidence that Plato himself did
not believe it. For Plato
conceives o f the relationship between a r g u m e n t and myth
as o n e o f loose
evidential s u p p o r t o f the former for the latter (114d).7
But the onlyjustifica-
5 In s u p p o r t o f this statement I can only invite my readers
to compare the Affinity A r g u m e n t
as 1 shall reconstruct it with these o t h e r two a r g u m e n t s
in the Phaedo. I believe that such a
comparison will show that all three approach the definition o f
a great philosophical a r g u m e n t as
one which moves f r o m premisses which everyone considers
obvious to conclusions nobody can
believe. This does not mean that I am trying to establish the
11. Affinity A r g u m e n t as sound (or
unsound). It, like any o t h e r a r g u m e n t by an ancient
philosopher, makes assumptions that are, in
the end, questionable or would require f u r t h e r revision and
assessment i f a c o n t e m p o r a r y philoso-
p h e r were to try to d e f e n d them. For example, the a r g u
m e n t assumes Plato's T h e o r y o f F o r m s - -
that the world o f the senses is largely composed o f c o m p r
e s e n t opposites but the Forms are not,
that like is attracted to like so that the immaterial soul, when
separated f r o m the body, goes to a
world o f similar objects, whereas if the soul is too attached to
the body, it remains in the world o f
physical objects. C o m p a r e these assumptions with those o f
the A r g u m e n t from Recollection--that
sensible equals somehow "fall short" o f true Equality (Phaedo
7 4 d - e ) , that a priori knowledge is
"forgotten" (76d); or those o f the Final A r g u m e n t - - t h a
t the soul cannot be destroyed because it
has life a n d life cannot receive death (1 o6c-e). For critical
assessment o f both o f these arguments,
and f u r t h e r references, see Gallop, Plato: Phaedo, i 19ff. a
n d 192ff., respectively. See also G.E.M.
Anscombe, " U n d e r s t a n d i n g Proofs," in h e r From
Parmenides to Wittgenaein: Collected Philosophical
Papers, Voi. i (Minneapolis, t981 ), 34-43; Gregory Vlastos,
"Anamnesis in the Meno," Dialogue 4
0965): 146-67.
s See below, n. 48 a n d my Epilogue for this and o t h e r
reasons for a wide interest for the
a r g u m e n t .
7 Following his final mythic description o f the afterlife,
Socrates says here, "Complete affirma-
tion that these things are as I have described is not p r o p e r
12. for a reasonable person; nonetheless,
that these things are so or something like them [xotct~t' ~trtct]
concerning the soul and its habita-
tion, it seems fitting to me and a p p r o p r i a t e to risk
thinking, since it is manifest [qbcts o~oct]
that t h e soul is immortal. For the risk is a reasonable one
[xcO.6g], and it is necessary f o r me to
chant to myself such things as these, for which reason I have
embellished my account [xct~, ttO3.at
itllxt3vt0 t6v p.~0ov]." T h e s e words make clear that
Socrates takes himself to have established that
the soul is immortal, a n d because he has established this, the
mythic account o f the h e r e a f t e r he
8 JOURNAL OF THE HISTORY OF PHILOSOPHY 3 4 : 1
JANUARY I 9 9 6
t i o n we f i n d in t h e d i a l o g u e is in t h e A f f i n i t
y A r g u m e n t itself, specifically in
t h e p o r t i o n s s h o w i n g t h a t t h e soul is t h e s a
m e a n d (as we shall see) d i v i n e .
W i t h o u t t h e A f f i n i t y A r g u m e n t , o n e o f S o
c r a t e s ' m o s t i m p o r t a n t d o c t r i n e s
t h r o u g h o u t t h e d i a l o g u e is g i v e n n o s u p p o
r t p r e c i s e l y w h e r e we w o u l d e x p e c t
t o f i n d it. A n d o n e w o u l d e x p e c t S o c r a t e s
to h a v e d r o p p e d this d o c t r i n e i f t h e
A f f i n i t y A r g u m e n t w e r e d e f e a t e d . B u t h e
d o e s n o t d o this.
A n d w h a t a b o u t t h e o b j e c t i o n s o f S i m m i a
13. s a n d C e b e s ? B o t h o f t h e s e fail, so
t h e y c a n n o t i m p l y t h a t S o c r a t e s g a v e u p t
h e Affinity A r g u m e n t . I n d e e d ,
Cebes" o b j e c t i o n m i s s e s t h e p o i n t . F o r i f i n
d e e d t h e soul is i n c o m p o s i t e , it is n o t
a n a l o g o u s to t h e tailor, w h o / s , a f t e r all, c o m p
o s i t e . S o c r a t e s ' final r e m a r k s a t
9 5 b - c c o n c e r n i n g C e b e s ' o b j e c t i o n 8 s h o w
t h a t at m o s t it h a s a p o i n t a g a i n s t t h e
A r g u m e n t f r o m R e c o l l e c t i o n , a n d w o r k s a
g a i n s t t h e final t h i r d o f t h e a r g u -
m e n t w h i c h c o n c e r n s t h e d i v i n i t y ( a n d " s
t r e n g t h " ) o f soul. O r r a t h e r , it w o r k s
a g a i n s t a m i s i n t e r p r e t a t i o n o f this p o r t i o n
o f t h e a r g u m e n t . F o r S o c r a t e s h a s
n o t a r g u e d t h a t t h e soul is i m m o r t a l j u s t b e c
a u s e it is d i v i n e - - h e h a s a r g u e d
t h a t it is i m m o r t a l b e c a u s e it is invisible a n d u n
c h a n g i n g , as well as d i v i n e .
I n r e s p o n s e to P h a e d o ' s r e c o u n t i n g t h e
discussion, E c h e c r a t e s m e n t i o n s
o n l y S i m m i a s ' o b j e c t i o n as t h e o n e c o n v i n
c i n g to h i m (88d). So t h e t e x t a g a i n
m a k e s c l e a r C e b e s ' lack o f p h i l o s o p h i c a l a
s t u t e n e s s . O f c o u r s e , S o c r a t e s d o e s
n o t explicitly say this. R a t h e r , p r e s u m a b l y , h e is
v e r y g e n t l y a n d i n d i r e c t l y p o i n t -
14. i n g it o u t w i t h o u t e m b a r r a s s i n g his f r i e n d ,
w h o is t o o o b t u s e to notice. H e h a s a
g e n t l e r w a y o f t r y i n g to c o n v i n c e C e b e s . T
h u s C e b e s ' o b j e c t i o n is m e r e l y a d r a -
m a t i c i n t r o i t to a n e w , i n d e p e n d e n t a r g u m
e n t f o r i m m o r t a l i t y (9 6 - 1 o 6 ) .
S i m m i a s ' o b j e c t i o n is m u c h m o r e o n t h e m
a r k , f o r it q u e s t i o n s a c r u c i a l
i n f e r e n c e m a d e in t h e A f f i n i t y A r g u m e n t ,
i.e., t h a t w h a t is invisible is i n d e -
s t r u c t i b l e . F o r t h e a t t u n e m e n t o f t h e s t r i
n g s o f a l y r e is invisible, b u t is d e -
s t r o y e d w h e n t h e s t r i n g s a r e s n a p p e d . So i
f t h e soul is a n a t t u n e m e n t o f
o p p o s i t e s in t h e b o d y , it c a n n o t s u r v i v e t h
e d e a t h o f t h e b o d y e i t h e r .
has just elaborated o r something like it is reasonable to
believe. Cf. Veda Cobb-Stevens, "Mythos
and Logos in Plato's Phaedo," in A.-T. Tymieniecka, ed., The
Philosophical Reflection of Man in
Literature (Dordrecht, 1982 ), 4o4, who points out that in the
Phaedo, we are not completely
separable from the body in this life; so we must address death in
perceptual, mythical terms. But
the soul must maintain primacy over the body, so the myth is
structured by the conclusions of
reasoned argument. "The basic structure of the philosophical
insight gained by logos must guide
and order the content of the myth. In this way, the myth can
speak directly to the fear which has
15. its origin in the body, hut speak with the 'hidden meaning' and
calming effect of its logical
structure. Thus the myth, instead of inducing the soul to regress
to the level of the body, speaks to
the body in a language structured by the insights of the soul."
See also Ludwig Edeistein, "The
Function of Myth in Plato's Philosophy,"Journal of the History
of Ideas lo (1949): 463 - 8 l, esp. 466.
s,,To show that the soul is strong and godlike, and even that it
existed before we were born--
all this, you may say, may very well indicate not that the soul is
immortal, but merely that it is long-
lived, and preexisted somewhere for a prodigious period of
time, enjoying a great measure of
knowledge and activity."
P L A T O ' S A F F I N I T Y A R G U M E N T 9
As f o r this o b j e c t i o n , t h e r e is n o r e a s o n to
believe t h a t Plato t h i n k s h e has
failed to r e f u t e it, w h a t e v e r o n e thinks o f t h e r e
f u t a t i o n itself.9 A n d to
E c h e c r a t e s ' q u e s t i o n as to w h e t h e r Socrates r e
s c u e d his a r g u m e n t , P h a e d o in
his r o l e as m o d e r a t o r in t h e d i a l o g u e r e s p o n
d s a f f i r m a t i v e l y ( 8 8 e - 8 9 a ) . In-
d e e d , S o c r a t e s has a l r e a d y a n t i c i p a t e d this
o b j e c t i o n because, as we shall see,
his r e s p o n s e to t h e o b j e c t i o n is a m e r e e x p a n
s i o n o f t h e p o r t i o n o f t h e a r g u -
m e n t c o n c e r n i n g t h e divinity o f t h e soul.
So i f Plato d i d n o t t a k e t h e a r g u m e n t seriously,
16. w h y t h e n d o S o c r a t e s '
i n t e r l o c u t o r s fail to r e f u t e it? I believe, t h e n , t
h a t the a b o v e c o n t e x t u a l r e a s o n s
f o r t h i n k i n g t h a t Plato r e j e c t e d t h e a r g u m e
n t all fail. It r e m a i n s f o r us to
c o n s i d e r w h e t h e r it is a bad a r g u m e n t .
2 . T I I E B A S l C S T R U C T U R E O F T H E A R G
U M E N T
A n y a t t e m p t to u n d e r s t a n d t h e a r g u m e n t m
u s t solve t h e following puzzle. At
7 9 b - c , S o c r a t e s asserts t h a t t h e b o d y is more s
i m i l a r a n d more a k i n to the Visible.
W h y d o e s h e settle f o r this, w h e n h e can assert s o
m e t h i n g s t r o n g e r - - t h a t t h e
b o d y i n d e e d / s visible? F u r t h e r , h e asserts t h a t
t h e soul is invisible ( o v x 6Qctx6v)
a n d h e n c e u n s e e n (&tiS~g). T h e n h e s t r a n g e l
y i n f e r s f r o m this what a p p e a r s to
be a f a r w e a k e r c o n c l u s i o n - - t h a t t h e soul is
m o r e similar t h a n is t h e b o d y to
the U n s e e n , a n d t h e b o d y is m o r e similar t h a n
is t h e soul to t h e Visible
(79 b 1 6 - 1 7 ) . W h y d o e s h e n o t i n f e r instead t h
a t t h e b o d y b e l o n g s to t h e Visible
a n d t h e soul to t h e Invisible?
F u r t h e r , S o c r a t e s m a k e s similar m o v e s in t h e
l a t e r stages o f t h e a r g u m e n t :
at 7 9 d o - e i , S o c r a t e s i n f e r s t h a t the soul is m o
r e similar a n d m o r e a k i n to t h e
Always t h e S a m e w h e n h e has established t h a t t h e
soul is in fact u n c h a n g i n g ;
a n d at 8 o a 6 - 8 , h e i n f e r s t h a t soul is m e r e l y
like t h e Divine, w h e n h e has
17. e s t a b l i s h e d t h a t its n a t u r e is to r u l e r a t h e r t
h a n to be r u l e d . In t h e s e last two
stages, t h e n , h e o d d l y r e p l a c e s a m o r e specific c
o n c l u s i o n with a v a g u e r , if n o t
w e a k e r , o n e . W h y ?
D o r t e r ' s e x p l a n a t i o n is a p p a r e n t l y t h a t
this shows S o c r a t e s ' " h e s i t a n c y '''~
a n d t h a t t h e a r g u m e n t is n o t m e a n t to be a r i g
o r o u s d e d u c t i o n . ~ H o w e v e r , t h a t
Plato i n t e n d s us to see t h a t t h e a r g u m e n t is n o t
a r i g o r o u s d e d u c t i o n c a n n o t
e x p l a i n w h y S o c r a t e s d e d u c e s that t h e soul is
m o r e like t h e Invisible f r o m t h e
p r e m i s e t h a t t h e soul is invisible. Such a d e d u c t i o
n is r i g o r o u s ; lack o f r i g o r is
n o t t h e p r o b l e m . I f S o c r a t e s is b e i n g
hesitant, we n e e d to k n o w w h y if this is
g o i n g to s e r v e as a n e x p l a n a t i o n . T h e p r o b l
e m is, h o w e v e r , t h a t t h e d e d u c t i o n
9 My own assessment of the point of the Socrates' argument
from the "strength" of the soul is
outlined below, pp. 27-29. For a critique of Socrates'
counterarguments against the harmony
theory, see David Bostock, Plato's "Phaedo'" (Oxford, 1986 ),
1~5-34.
,o Dorter, "Plato's Image of Immortality," 295.
" Dorter, Plato's "'Phaedo": An Interpretation, 76.
1 0 J O U R N A L OF T H E H I S T O R Y OF P H I L O S
O P H Y 3 4 : 1 J A N U A R Y 1 9 9 6
18. j u s t s e e m s o d d . A n d o d d n e s s i n d i c a t e s t h
a t w e a r e n o t u n d e r s t a n d i n g t h e
a r g u m e n t - - n o t t h a t w e s h o u l d t a k e it as a w
e a k a r g u m e n t f r o m a n a l o g y .
S o w e m u s t t r y t o f i n d a n o t h e r a n s w e r . I t
was a c o s m i c p r i n c i p l e w i d e l y
a c c e p t e d b y t h e G r e e k s t h a t like g r a v i t a t e s
t o like. S o c r a t e s utilizes s u c h a
p r i n c i p l e a t 8 1 a , t o e x p l a i n w h y t h e i m p u
r e s o u l r e m a i n s o n t h e e a r t h a n d w h y
t h e p u r i f i e d s o u l g o e s t o h e a v e n . T h i s c o
u l d easily b e a t l e a s t p a r t o f t h e r e a s o n
S o c r a t e s p u t s s o m u c h e m p h a s i s u p o n t h e
s i m i l i t u d e o f t h e s o u l t o t h e I n v i s i -
ble, A l w a y s t h e S a m e , a n d D i v i n e . W i t h i n t
h e a r g u m e n t i t s e l f h e s e e m s t o b e
m a k i n g a s i m i l a r p o i n t a t 8 o c - d - - w h e n t h e
s o u l t a k e s s e r i o u s l y t h e o b j e c t s o f
t h e senses, it is d r a g g e d b y t h e b o d y i n t o t h o s
e t h i n g s w h i c h a r e n e v e r t h e
s a m e a n d like t h e m " w a n d e r s a n d is c o n f u s e
d a n d w h i r l s as i f i n t o x i c a t e d " ;
a n d w h e n it c o n t e m p l a t e s all b y itself, it g o e s
(in t h o u g h t ? ) t o t h e p u r e , a l w a y s
b e i n g , etc., a n d b e c a u s e it is a k i n t o this w o r l d
19. a n d a l w a y s c o m e s t o b e w i t h it, it
s t o p s its w a n d e r i n g a n d r e m a i n s t h e s a m e .
B u t i f S o c r a t e s h a s s u f f i c i e n t g r o u n d s t o
say t h a t t h e s o u l b e l o n g s t o t h e
I n v i s i b l e b e c a u s e it is invisible, o r t h a t it b e l o
n g s t o t h e A l w a y s t h e S a m e
b e c a u s e it i n s o m e w a y d o e s n o t c h a n g e , w
h y d o e s h e n o t say this? S o I w o u l d
like t o s u g g e s t a n o t h e r a n s w e r as well.
V e r y r o u g h l y s p e a k i n g , t h e a r g u m e n t , as I
will i n t e r p r e t it, r u n s as follows.
T h e r e a r e t w o a n d o n l y t w o k i n d s o f b e i n g
- - ( a ) t h e Visible, N e v e r t h e S a m e a n d
t h e M o r t a l , a n d (b) t h e I n v i s i b l e , t h e A l w a
y s t h e S a m e , a n d t h e D i v i n e . T h e s o u l
will b e l o n g t o w h i c h e v e r k i n d it m o s t c l o s e l
y r e s e m b l e s b y s h a r i n g a t t r i b u t e s
definitive o f t h a t k i n d . S i n c e t h e s o u l m o s t c l
o s e l y r e s e m b l e s (b), it m u s t b e l o n g t o
(b). B u t t h e n it will a l s o h a v e a n o t h e r c h a r a c t
e r i s t i c o f ( b ) - - i n d e s t r u c t i b i l i t y .
T h e a r g u m e n t , so u n d e r s t o o d , is b a s e d u p o
n t h e a s s u m p t i o n t h a t t h e r e a r e
j u s t t h e s e t w o k i n d s w i t h j u s t t h e s e d e f i n
20. i t i v e c h a r a c t e r i s t i c s ( 7 9 a 6 - 7 ) . S o c r a t e s
d i s t i n g u i s h e s b e t w e e n t h e A l w a y s t h e S a
m e a n d t h e N e v e r t h e S a m e a t 78c.
T h e f o r m e r a r e likely t o b e c o m p o s i t e a n d a r
e o b s e r v a b l e t h r o u g h t h e
s e n s e s / ' a n d t h e l a t t e r i n c o m p o s i t e a n d c
a n o n l y b e g r a s p e d t h r o u g h r e a s o n
'" Presumably, Socrates means to exclude from the Invisible
objects of all and any of the
senses (cf. 79c2-3). He merely chooses the term "Visible"
because he is taking vision as a represen-
tative of all the senses. The Visible consists, then, not only of
visible objects but sensible objects,
and the Invisible consists not just of objects which cannot be
seen, but which cannot be objects o f
the other senses as well.
One wonders whether objects too small to sense are "invisible"
in Plato's sense. (See Bostock,
P/ato's "Phaed0," 118--19.) Presumably, Plato would not have
thought of Democritus' atoms as
invisible and unchanging as the Forms are. Accordingly, I
suggest that they would be "visible" in
the sense that one could see what turn out to be great numbers
of them together and that they
could be seen individually if human sight were extended to see
smaller objects than it in fact does.
That is to say, the Visible includes any objects it would be
logically possible to perceive through the
senses. On the other hand, what is "invisible" is something
whose nature is such that it is logically
impossible that it could be seen or sensed at all.
21. Of course Simmias later brings up attunemem as an example of
something which would violate
P L A T O ' S A F F I N I T Y A R G U M E N T 11
(79a). T h e m e m b e r s o f t h e f o r m e r c l a s s - - b o
d i e s - - c o n s t i t u t e t h e Visible; a n d
t h e m e m b e r s o f t h e l a t t e r - - S o c r a t e s ' o n l y
e x a m p l e s are F o r m s - - c o n s t i t u t e t h e
Invisible. Since t h e m e m b e r s o f the f o r m e r class are
bodies, visibility, c h a n g e ,
a n d m o r t a l i t y a r e a t t r i b u t e s essential to a n d
definitive o f t h a t class. A n d invisi-
bility, i m m u t a b i l i t y , a n d divinity m u s t t h e n be a
t t r i b u t e s essential to a n d defini-
tive o f t h e latter class as well.
T h u s s o m e o f t h e p r e d i c a t e s d e f i n i n g t h e
Invisible are "always t h e s a m e "
a n d " d i v i n e , " so t h a t l a t e r in t h e a r g u m e n t
these b e c o m e a l t e r n a t i v e n a m e s f o r
t h e Invisible. A n d similarly f o r t h e Visible at 7 9 d 9 - e
l : "~.6 ~t~[ r
~:XovtL" a n d " ~ la/I [r ~:;(o~L]" are clearly a l t e r n a t i v
e n a m e s f o r t h e
Invisible a n d t h e Visible, since Socrates r e f e r s to each
as a " k i n d [e[6et] o f
those talked a b o u t p r e v i o u s l y a n d those talked a b o
u t n o w " a n d the o n l y k i n d s
he has p r e v i o u s l y m e n t i o n e d a r e t h e two e[Svl
T6~v 6~c0v at 7 9 a 6 - 7 , which a r e
t h e Invisible a n d t h e Visible. P r e s u m a b l y " t h e
Divine" a n d " t h e M o r t a l " at
22. 8 o a 3 - 8 a r e to be u n d e r s t o o d in the same way.
As it t u r n s o u t , Socrates t h i n k s t h a t …
Discussion Notes
The Role of the Af nity Argument in the Phaedo1
MATTHEW ELTON
The af� nity argument (78b4-84b8) stands out in the Phaedo as
the weakest
of all SocratesÕ arguments for the immortality of the soul. Not
only does Socrates
recognise that it shows no more than that the Òsoul must be
completely indis-
soluble, or something close to itÓ (80b10) but, unlike his other
arguments, it
is thoroughly trounced by stinging and sarcastic replies from
Simmias and
Cebes. It is clear from the dialogue that Plato has grave doubts
about the
mode of argument employed in the af� nity passages. But if
Plato knows the
argument is so bad, then why is it here, nestling amongst, by the
usual count,
three more reasonable arguments for immortality?2 My answer
is that it is here
precisely in order to illustrate how not to argue the case for
immortality, and,
more generally, how not to argue the case for any thesis. The
af� nity remarks,
then, form part of an object lesson in how not to do good
philosophy.
24. Clarendon, 1975.
2 Of course no-one would dispute that the remarks have plenty
of other work to do
besides taking the main argument forward.
the limits of analogical argument. But Plato indicates the
severity of the situ-
ation by the responses he places in the mouths of Simmias and
Cebes. In both
cases, an explicit reference is made to the style of argument.
[One] could surely use the same argument about the attunement
of a lyre and its
strings, and say that the attunement is something unseen and
incorporeal and very
lovely and divine in the tuned lyre, while the lyre itself and its
strings are cor-
poreal bodies and composite and earthy and akin to the mortal.
Now, if someone
smashed the lyre, or severed and snapped its strings, suppose it
were maintained,
by the same argument as yours, that the attunement must still
exist and not have
perished – because it would be inconceivable that when the
strings had been
snapped, the lyre and the strings themselves, which are of
mortal nature, should
still exist, and yet the attunement, which has af� nity and
kinship to the divine
and the immortal, should have perished. . . . (85e2)
The conclusion about the lyre is absurd. But until we reach the
absurdity the
25. analogies look to be quite as strong as SocratesÕ, and, as
Simmias makes very
clear, the same argumentative strategy is being used. The mode
of argument,
then, is cast under suspicion. (It is perhaps also worth noting
that these
remarks of Simmias come just after he has made some remarks
about philo-
sophical method.)
Cebes opens his reply in a similar manner:
WhatÕs being said [by Socrates in the af� nity argument] is
very much as if some-
one should offer this argument about a man – a weaver who has
died in old age –
to show that the man hasnÕt perished but exists somewhere
intact, and should
produce as evidence the fact that the cloak he had woven for
himself, and worn,
was intact and had not perished; and if anyone doubted him, he
should ask which
class of thing is longer-lived, a man, or a cloak in constant use
or wear . . . [This
weaver], though heÕd woven and worn out many such cloaks,
perished after all
of them, despite their number, but still, presumably, before the
last one; and yet
for all that a man is neither lesser nor weaker than a cloak.
(87b5)
Cebes goes on to press an analogy between the body and the
cloak, on the
one hand, and the soul and the weaver, on the other. Once
again, the analo-
gies look just as convincing as SocratesÕ own, but here they are
26. pressed into
the service of a contrary conclusion. How is this possible? –
because of the
type of argument that is being employed. In fact, in both of
these replies,
Plato is illustrating the problems of analogical reasoning.
SocratesÕ friends
have grasped the way in which that style of reasoning works –
as Socrates
says Ò[Simmias] really seems to be coming to grips with the
argument in no
mean fashionÓ (86d9) – and are using their grasp to poke fun.
But there is further evidence that Socrates, despite having
offered an argu-
ment of this form, does not believe in the method. One of his
criticisms of
SimmiasÕ harmony theory is that it is incompatible with the
pre-existence of
the soul, a thesis established by the recollection argument.
When pressed
by Socrates to explain which argument he prefers, the
analogical argument
for the harmony theory or the earlier, Ònon-analogical Ó
argument, for pre-
314 MATTHEW ELTON
existence, Simmias goes for the latter. And his choice is made
on account of
the type of argument used:
I acquired the [harmony conclusion] without any proof, but
from a certain likeli-
27. hood and plausibility about it, whence its appeal for most
people; but IÕm aware
that arguments basing proofs upon their likelihoods are
impostors, and if one
doesnÕt guard against them, they completely deceive one . . .
the argument about
recollection and learning has come from a hypothesis worthy of
acceptance. . . .
(92c11)
If Simmias is aware of this methodological principle which
prejudices ana-
logical arguments, Socrates and SimmiasÕ alike, we can hardly
countenance
that Socrates himself is not. Indeed, SimmiasÕ remark
foreshadows SocratesÕ
later discussion of right philosophical method, his Òsecond
voyageÓ (99d-102a) .
Here, in any case, we can take Socrates to endorse what
Simmias has said,
as he directly moves on to the next criticism of harmony,
without pausing to
comment or clarify SimmiasÕ moves.
Lastly, we can note that at no point does Socrates attempt to
defend or
shore up his own analogical argument. Rather, he attacks the
conclusions of
Simmias and CebesÕ replies, and goes on to defend the
conclusion of his ana-
logical argument by other, non-analogical means. On the
evidence gathered
so far, we can con� dently claim that Plato was very clear about
the pitfalls
of analogical reasons, and, although Socrates himself seems to
have dropped
28. his guard for a moment, he too is, at the very least, dimly aware
of their
limitations. 3
II
I now want to push for the stronger claim, viz. that Plato is
providing an
object lesson in how not to mount an argument. Consider �
rstly the conver-
sation just before Socrates launches into the af� nity remarks
(77a7-78b4) .
Cebes and Simmias appear to be rationally convinced by
SocratesÕ case for
immortality, but are still anxious. Socrates chides them:
I think you and Simmias would like to thrash out this argument
still further; you
seem afraid, like children, that as the soul goes out from the
body, the wind may
literally blow it apart and disperse it. . . . (77d5)4
Cebes: ÒTry to reassure us, Socrates, as if we were afraid; or
rather, not as if we
were afraid ourselves – but maybe thereÕs a child inside us,
who has fears of that
3 Cf. Republic 434d-435b and 435d. Socrates explains that the
analogy of justice
in the state and in the individual should be treated as a
heuristic, delivering merely
provisional and fallible results.
4 The fear of a wind blown dispersal is an allusion to a
materialist theory of the soul.
The af� nity remarks help along PlatoÕs main argument by
29. illustrating a non-materialist
picture of the soul, but they do not provide a rational argument
for that picture.
AFFINITY ARGUMENT IN THE PHAEDO 315
sort. Try to persuade him, then, to stop being afraid of death, as
if it were a
bogey-man.Ó
ÒWell, you must sing spells to him every day,Ó said Socrates,
Òtill youÕve charmed
it out of him.Ó (77e3)
Socrates, then, is being exhorted to press on not with a decent
philosophical
argument, but rather with something that will soothe Cebes and
SimmiasÕ
anxiety. He is being exhorted to appeal to their emotions and
not their rational
faculties. And what does he deliver? – an argument that, to
borrow from
Simmias, has Òa certain likelihood and plausibility about it,Ó
but which falls
somewhat short of a proof.
Simmias and Cebes, forgetting what they had asked for, treat
these remarks
as kosher argument, and engage in a rational, and effective,
critique. The
result is that argument itself is given a bad name, for equally
cogent argu-
ments seemed to have established contradictory conclusions.
This brings us
30. to the remarks on misology (88c1-91c5) .5 Socrates explains
that:
[It] would be a pitiful fate, if there were in fact some true and
secure argument,
and one that could be discerned, yet owing to association with
arguments of the
sort that now seem true and now false, a man blamed neither
himself nor his
own lack of skill, but � nally relieved his distress by shifting
the blame from him-
self to arguments. . . . (90c10)
Just as naive trust of people of poor character leads to
misanthropy, tarring
all people with the same brush, so too does naive trust of
arguments of poor
character lead to misology. Analogical arguments, Socrates is
telling us here,
are arguments of poor character. If one cannot distinguish
between those sorts
and the better sorts – such as the sort praised by Simmias as
being derived
from Ò[hypotheses] worthy of acceptance,Ó then it is no
wonder trouble fol-
lows. The pickle that all three friends � nd themselves in arose
out of failure
to distinguish between arguments of a decent sort and rogues.
Socrates has to
take some of the blame for this – he should not have given in to
the requests
to address the fears of Òthe child insideÓ – and in the misology
remarks he
is doing his best to undo the damage. Indeed the situation
affords him an ideal
opportunity to draw out a very important moral.
31. And so I suggest that Plato included the af� nity argument not
in order to
support directly the case for immortality, but, rather, to
illustrate the pitfalls
of analogical reasoning. Once this has been done, and once
SimmiasÕ impor-
tant rival hypothesis has been rejected, Plato returns to what is,
in his eyes,
kosher argument in support of the main claim of the dialogue.
University of Stirling
5 Here, we might note, there is a wholly legitimate use of
analogy. Socrates helps
make clear what misology is by an analogy with misanthropy,
but the pitfalls of misol-
ogy are independently explained.
316 MATTHEW ELTON