Tao Te Ching by Lao Tzu
Chapter Eight
A person of great virtue is like the flowing water.
Water benefits all things and contends not with them.
It puts itself in a place that no one wishes to be and thus is closest to Tao.
A virtuous person is like water which adapts itself to the perfect place.
His mind is like the deep water that is calm and peaceful.
His heart is kind like water that benefits all.
His words are sincere like the constant flow of water.
His governing is natural without desire which is like the softness of water that penetrates through
hard rocks.
His work is of talent like the free flow of water.
His movement is of right timing like water that flows smoothly.
A virtuous person never forces his way and hence will not make faults.
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.1
PHIL 101
3. Plato (427-347 C.E.)
3.1 Biographical Information
Plato came from a well to do Athenian family that had important political connections. Socrates
became a major influence in his life. Plato's uncle Charmides knew Socrates well and Plato may
have been introduced to Socrates through him. But more importantly, Plato observed Socrates in
action. It was a risky thing to hang around Socrates because Socrates more often than not
offended those in power or those who wanted to become part of the elite. He stepped on toes and
crushed egos. Lots of the young men of Athens loved going to the agora (downtown
marketplace) and watching Socrates rip apart the arguments of the elders, the businessmen, the
politicians and military brass.
What we know about Socrates comes mainly from Plato's treatment of his in the numerous
dialogues Plato wrote. The dialogues are a bit like plays except they have no stage directions and
they were to be read not performed. Plato attended the trial of Socrates, which is recounted in
Plato's Apology (or "defense"). Not only does Plato put himself in the courtroom while Socrates
is on trial for corrupting the youth, we have evidence from other sources that puts Plato there.
Yet I have always found it curious that Plato is nowhere to be found when Socrates is about to be
executed. In the Phaedo ("fee-dough"), Plato has one of the characters state explicitly that Plato
was absent: "Plato, I believe, was ill." How could you not be there when someone you cared so
deeply about was about to die? Plato was "sick that day"? Yeah, right. Personally, I think he just
couldn't handle it and chickened out. We know that Plato did have political aspirations, but he
quickly gives them up after Socrates' execution.
After Socrates' execution Plato traveled to Sicily, in southern Italy where he studied with the
followers of Pythagoras. As we shall see, this association with the Pythagoreans formed another
important aspect in the development of Plato's philosophy. He also traveled to Egypt. Another
philosopher, Cratylus, who was a follower of Heraclitus (see Lecture 1), was another influence i ...
PHIL 101 Prof. Hood Lecture 3 Spring 2007, p.1 PHI.docxrandymartin91030
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.1
PHIL 101
3. Plato (427-347 C.E.)
3.1 Biographical Information
Plato came from a well to do Athenian family that had important political connections. Socrates
became a major influence in his life. Plato's uncle Charmides knew Socrates well and Plato may
have been introduced to Socrates through him. But more importantly, Plato observed Socrates in
action. It was a risky thing to hang around Socrates because Socrates more often than not
offended those in power or those who wanted to become part of the elite. He stepped on toes and
crushed egos. Lots of the young men of Athens loved going to the agora (downtown
marketplace) and watching Socrates rip apart the arguments of the elders, the businessmen, the
politicians and military brass.
What we know about Socrates comes mainly from Plato's treatment of his in the numerous
dialogues Plato wrote. The dialogues are a bit like plays except they have no stage directions and
they were to be read not performed. Plato attended the trial of Socrates, which is recounted in
Plato's Apology (or "defense"). Not only does Plato put himself in the courtroom while Socrates
is on trial for corrupting the youth, we have evidence from other sources that puts Plato there.
Yet I have always found it curious that Plato is nowhere to be found when Socrates is about to be
executed. In the Phaedo ("fee-dough"), Plato has one of the characters state explicitly that Plato
was absent: "Plato, I believe, was ill." How could you not be there when someone you cared so
deeply about was about to die? Plato was "sick that day"? Yeah, right. Personally, I think he just
couldn't handle it and chickened out. We know that Plato did have political aspirations, but he
quickly gives them up after Socrates' execution.
After Socrates' execution Plato traveled to Sicily, in southern Italy where he studied with the
followers of Pythagoras. As we shall see, this association with the Pythagoreans formed another
important aspect in the development of Plato's philosophy. He also traveled to Egypt. Another
philosopher, Cratylus, who was a follower of Heraclitus (see Lecture 1), was another influence in
Plato's development. We will see as well that Plato adopts a Heraclitean view of the world being
in a state of constant change or flux. The most genuinely biographical bit writing is found in
Plato's Letters. (Whether Plato is the author of the Letters is uncertain. Whoever wrote them did
know a lot about Plato's life, however.) In the Seventh Letter there is a description of Plato's
attempt to shape the views of the tyrant Dion, the ruler of the Greek city of Syracuse. It was a
disaster, to put it mildly!
3.2 The dialogues. [You can read the dialogues and other works of Plato here.]
Nearly everything Plato wrote has Socrates as the main character: Socrates discussing Justice
(and much more) (Republic), Socrates at a dinner party (Symposium) drinki.
353Socrates, PlatoThus the soul, since it is immorta.docxgilbertkpeters11344
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
brilliant debater, and he was idolized by many youn.
3 53Socrates, PlatoThus the soul, since it is immort.docxgilbertkpeters11344
Socrates was an influential Athenian philosopher who lived in the 5th century BCE. He did not write anything himself but is known through Plato's dialogues. Socrates used the "Socratic method" of questioning beliefs and examining definitions to discover philosophical truths. Plato was Socrates' most famous student. He founded the Academy, one of the earliest institutions of higher education. Plato's "Theory of Forms" held that true reality exists in eternal, unchanging Forms like Beauty itself, not in the changing physical world. Forms are grasped intellectually and provide the standard against which physical objects are measured.
Plato was a Greek philosopher born in 428 BC who founded the Academy in Athens. He wrote extensively in dialogue form, with Socrates as the main character. His works include the Republic, in which he outlines his ideal state ruled by philosopher-kings, and Laws, discussing practical political issues. Plato was influenced by Socrates' dialectical method and developed his own methodology, drawing on deduction, dialectic, analysis, and teleology to investigate philosophical ideas and critique existing societies. He is considered one of the most influential thinkers in political philosophy.
Essay about Plato’s Apology
Essay on Platos Euthyphro
Platos Apology Essay
Essay on Plato and Aristotle
Essay on Plato
Plato the Philosopher Essay
Essay on Platos Symposium
Essay on Plato on Justice
Essay about Plato
Plato Essay
Essay on Plato
Socrates and Plato were influential ancient Greek philosophers. Socrates focused philosophy on ethics and how people should behave, questioning answers rather than claiming to have answers himself. He developed the Socratic method of logical questioning. Plato was a student of Socrates and wrote dialogues depicting Socrates' discussions. Plato believed in ideals and developed his theory of Forms, that true knowledge comes from comprehending ideal versions of concepts. Both philosophers emphasized virtue and believed that knowledge leads to making ethical decisions.
Plato is one of the most influential philosophers in history known for establishing philosophy as a rigorous examination of ethical, political, metaphysical and epistemological issues. He wrote primarily in dialogue form, most featuring Socrates, to explore profound questions in an open-ended way that invites further thought. While Plato is associated with key doctrines like the theory of forms, his works often raise puzzles about these ideas and leave interpretations unfinished, showing philosophy as a living subject. Plato's indirect style through dialogue makes attributing views to him difficult, but he transformed intellectual thought in a lasting way.
This document provides an overview of the life and philosophy of Socrates and his most famous student, Plato. It describes how Socrates used questioning to expose the ignorance of those who claimed to have knowledge. He was eventually sentenced to death, which traumatized Plato. Plato went on to establish the Academy and write dialogues featuring Socrates to defend his teachings and reputation. The document also gives a brief introduction to Plato's theory of Forms and his view that true knowledge comes from understanding abstract concepts rather than sensory experiences.
PHIL 101 Prof. Hood Lecture 3 Spring 2007, p.1 PHI.docxrandymartin91030
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.1
PHIL 101
3. Plato (427-347 C.E.)
3.1 Biographical Information
Plato came from a well to do Athenian family that had important political connections. Socrates
became a major influence in his life. Plato's uncle Charmides knew Socrates well and Plato may
have been introduced to Socrates through him. But more importantly, Plato observed Socrates in
action. It was a risky thing to hang around Socrates because Socrates more often than not
offended those in power or those who wanted to become part of the elite. He stepped on toes and
crushed egos. Lots of the young men of Athens loved going to the agora (downtown
marketplace) and watching Socrates rip apart the arguments of the elders, the businessmen, the
politicians and military brass.
What we know about Socrates comes mainly from Plato's treatment of his in the numerous
dialogues Plato wrote. The dialogues are a bit like plays except they have no stage directions and
they were to be read not performed. Plato attended the trial of Socrates, which is recounted in
Plato's Apology (or "defense"). Not only does Plato put himself in the courtroom while Socrates
is on trial for corrupting the youth, we have evidence from other sources that puts Plato there.
Yet I have always found it curious that Plato is nowhere to be found when Socrates is about to be
executed. In the Phaedo ("fee-dough"), Plato has one of the characters state explicitly that Plato
was absent: "Plato, I believe, was ill." How could you not be there when someone you cared so
deeply about was about to die? Plato was "sick that day"? Yeah, right. Personally, I think he just
couldn't handle it and chickened out. We know that Plato did have political aspirations, but he
quickly gives them up after Socrates' execution.
After Socrates' execution Plato traveled to Sicily, in southern Italy where he studied with the
followers of Pythagoras. As we shall see, this association with the Pythagoreans formed another
important aspect in the development of Plato's philosophy. He also traveled to Egypt. Another
philosopher, Cratylus, who was a follower of Heraclitus (see Lecture 1), was another influence in
Plato's development. We will see as well that Plato adopts a Heraclitean view of the world being
in a state of constant change or flux. The most genuinely biographical bit writing is found in
Plato's Letters. (Whether Plato is the author of the Letters is uncertain. Whoever wrote them did
know a lot about Plato's life, however.) In the Seventh Letter there is a description of Plato's
attempt to shape the views of the tyrant Dion, the ruler of the Greek city of Syracuse. It was a
disaster, to put it mildly!
3.2 The dialogues. [You can read the dialogues and other works of Plato here.]
Nearly everything Plato wrote has Socrates as the main character: Socrates discussing Justice
(and much more) (Republic), Socrates at a dinner party (Symposium) drinki.
353Socrates, PlatoThus the soul, since it is immorta.docxgilbertkpeters11344
35
3
Socrates, Plato
Thus the soul, since it is immortal and has been born many times, and has
seen all things both here and in the other world, has learned everything
that is. —Plato, Meno
Love [is] between the mortal and the immortal. . . . [It is] a grand spirit which
brings together the sensible world and the eternal world and merges them
into one great whole. —Diotima in Plato’s Symposium, 202e
I [Socrates] affirm that the good is the beautiful. —Plato’s Lysis, 216d
f you have heard of only one philosopher, it is probably one of the big three:
Socrates, Plato, or Aristotle.These three were the most important philosophers
of ancient Greece and in some respects the most important, period. Plato was the
pupil of Socrates, and Aristotle was the pupil of Plato.This chapter covers Socrates
and Plato; the following chapter, Aristotle.
SOCRATES
In the fifth century B.C.E., the center of Western civilization was Athens, a city-state
and a democracy. This period of time was some three centuries after the first
Olympic Games and the start of alphabetic writing, and approximately one cen-
tury before Alexander the Great demonstrated that it is possible to conquer the
world or what passed for it then. Fifty thousand citizens of Athens governed the
city and the city’s empire. Athenians did not settle disputes by brawling but rather
I
36 Part One • Metaphysics and Epistemology: Existence and Knowledge
by discussion and debate. Power was not achieved through wealth or physical
strength or skill with weapons; it was achieved through words. Rhetoricians, men
and women with sublime skill in debate, created plausible arguments for almost
any assertion and, for a fee, taught others to do it too.
These rhetoricians, the Western world’s first professors, were the Sophists.
They were interested in practical things, and few had patience with metaphysical
speculation. They demonstrated their rhetorical abilities by “proving” the seem-
ingly unprovable—that is, by attacking commonly held views.The net effect was
an examination and a critique of accepted standards of behavior within Athenian
society. In this way, moral philosophy began. We will return to this topic in
Chapter 10.
At the same time in the fifth century B.C.E., there also lived a stonemason with
a muscular build and a keen mind, Socrates [SOK-ruh-teez] (470–399 B.C.E.).
He wrote nothing, but we know quite a bit about him from Plato’s famous dia-
logues, in which Socrates almost always stars. (Plato’s later dialogues reflect
Plato’s own views, even though “Socrates” is doing the speaking in them. But we
are able to extract a reasonably detailed picture of Socrates from the earlier
dialogues.)
Given the spirit of the times, it is not surprising that Socrates shared some of
the philosophical interests and practices of the Sophists. We must imagine him
wandering about the city, engaging citizens in discussion and argument. He was a
brilliant debater, and he was idolized by many youn.
3 53Socrates, PlatoThus the soul, since it is immort.docxgilbertkpeters11344
Socrates was an influential Athenian philosopher who lived in the 5th century BCE. He did not write anything himself but is known through Plato's dialogues. Socrates used the "Socratic method" of questioning beliefs and examining definitions to discover philosophical truths. Plato was Socrates' most famous student. He founded the Academy, one of the earliest institutions of higher education. Plato's "Theory of Forms" held that true reality exists in eternal, unchanging Forms like Beauty itself, not in the changing physical world. Forms are grasped intellectually and provide the standard against which physical objects are measured.
Plato was a Greek philosopher born in 428 BC who founded the Academy in Athens. He wrote extensively in dialogue form, with Socrates as the main character. His works include the Republic, in which he outlines his ideal state ruled by philosopher-kings, and Laws, discussing practical political issues. Plato was influenced by Socrates' dialectical method and developed his own methodology, drawing on deduction, dialectic, analysis, and teleology to investigate philosophical ideas and critique existing societies. He is considered one of the most influential thinkers in political philosophy.
Essay about Plato’s Apology
Essay on Platos Euthyphro
Platos Apology Essay
Essay on Plato and Aristotle
Essay on Plato
Plato the Philosopher Essay
Essay on Platos Symposium
Essay on Plato on Justice
Essay about Plato
Plato Essay
Essay on Plato
Socrates and Plato were influential ancient Greek philosophers. Socrates focused philosophy on ethics and how people should behave, questioning answers rather than claiming to have answers himself. He developed the Socratic method of logical questioning. Plato was a student of Socrates and wrote dialogues depicting Socrates' discussions. Plato believed in ideals and developed his theory of Forms, that true knowledge comes from comprehending ideal versions of concepts. Both philosophers emphasized virtue and believed that knowledge leads to making ethical decisions.
Plato is one of the most influential philosophers in history known for establishing philosophy as a rigorous examination of ethical, political, metaphysical and epistemological issues. He wrote primarily in dialogue form, most featuring Socrates, to explore profound questions in an open-ended way that invites further thought. While Plato is associated with key doctrines like the theory of forms, his works often raise puzzles about these ideas and leave interpretations unfinished, showing philosophy as a living subject. Plato's indirect style through dialogue makes attributing views to him difficult, but he transformed intellectual thought in a lasting way.
This document provides an overview of the life and philosophy of Socrates and his most famous student, Plato. It describes how Socrates used questioning to expose the ignorance of those who claimed to have knowledge. He was eventually sentenced to death, which traumatized Plato. Plato went on to establish the Academy and write dialogues featuring Socrates to defend his teachings and reputation. The document also gives a brief introduction to Plato's theory of Forms and his view that true knowledge comes from understanding abstract concepts rather than sensory experiences.
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
News | Join The Centre! | Churchill Stores | Contact Us | Links | Search
Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.7a: Imaging—Aortic Arch
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
The changes required in the IT project plan for Telecomm Ltd would.docxmattinsonjanel
The changes required in the IT project plan for Telecomm Ltd would entail specific variation in the platforms used in the initial implementation plan. Initially, the three projects that were planned for implementation included; the installation of business intelligence platform, the implementation of Statistical Analysis System software technology, and the creation of an effectively network infrastructure. In this case, the changes would include an addition of an ERP software to ensure the performance of the workforce within the Telecomms Ltd employees.
ERP is an effectively coordinated information technology system that would ensure the company’s performance is enhanced. To understand how the implementation of a coordinated IT system offers a competitive advantage of a firm, it is essential to acknowledge three core reasons for the failure of information technology related projects as commonly cited by IT managers. In this case, IT managers cite the three reasons as; poor planning or management, change in business objectives and goals during the implementation process of a project, and lack of proper management support completion (Houston, 2011). Also, in the majority of completed projects, technology is usually deployed in a vacuum; hence users resist it. The implementation of coordinated information technology systems, such as ERP would provide an ultimate solution to the three reasons for failure, and thus would give Telecomms Ltd a competitive advantage in the already competitive market. Since the implementation of systems like ERP directly provides solution to common problems that act as drawbacks regarding the competitiveness of firm, it is, therefore, evident that its use place Telecomms Ltd above its rival companies in the market share (Wallace & Kremzar, 2001).
The use ERP, which is a reliable coordinated IT system entails three distinctive implementation strategies that a firm can choose depending on its specific needs. The changes in the projects would be as follows: The three implementation strategies are independently capable of providing a relatively competitive advantage for many companies. These strategies are: big bang, phased rollout, and parallel adoption. In the big bang implementation strategy, happens in a single instance, whereby all the users are moved to a new system on a designated (Wallace & Kremzar, 2001). The phased rollout implementation on the other hand usually involves a changeover in several phases, and it is executed in an extended period. In this case, the users move onto the new system in a series of steps (Houston, 2011). Lastly, the parallel adoption implementation strategy allows both legacy and the new ERP system to run at the same time. It is also essential to note that users in this strategy get to learn the new system while still working on the old system (Wallace & Kremzar, 2001). The three strategies effectively change the information system of Telecomms Ltd tremendously such that it positiv ...
The Catholic University of America Metropolitan School of .docxmattinsonjanel
The Catholic University of America
Metropolitan School of Professional Studies
Course Syllabus
THE CATHOLIC UNIVERSITY OF AMERICA
Metropolitan School of Professional Studies
MBU 514 and MBU 315 Leadership Foundations
Fall 2015
Credits: 3
Classroom: Online
Dates: August 31, 2015 to December 14, 2015
Instructor:
Dr. Jacquie Hamp
Email: [email protected]
Twitter: @drjacquie
Telephone: 202 215 8117 cell
Office Hours: By Appointment
Dr. Jacquie Hamp is an educator, coach and consultant with particular expertise in leadership development, organizational development and human resources development strategy. From 2006 to 2015 she held the position as the Senior Director of Leadership Development for Goodwill Industries International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of leadership development programs and activities for all levels of the 4 billion dollar social enterprise network of Goodwill Industries across 165 independent local agencies. Jacquie is also a part time Associate Professor at George Washington University teaching at the graduate level and she is an adjunct professor at Catholic University of America, teaching leadership theory in the Masters Program.
Jacquie has a Master of Science degree in Human Resources Development Administration from Barry University. She holds a Doctor of Education degree in Human and Organizational Learning from the Graduate School of Education and Human Development at George Washington University. Jacquie has received a certificate in Executive Coaching from Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard University and holds the national certification of Senior Professional in Human Resources (SPHR).
Jacquie has been invited to speak at conferences in the United States and the United Kingdom on the topic of how women learn through transformative experiences and techniques for effective leadership development in the social enterprise sector. She is a member of the Society of Human Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr. Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership Association of Washington DC for her work in the redesign of the Goodwill Industries International leadership programs in order to meet the strategic goals of the organization.
Course Description: Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity to assess their own leadership competencies and how they fit in with models of leadership. Students also discuss current literature, media coverage, and case studies on leadership issues.
Instructional Methods This course is based on the following adult learning concepts:
1. Learning is done by the learners, who are encouraged to achieve the overall course objectives through individual learning styles that meet their personal learning needs. ...
The Case of Frank and Judy. During the past few years Frank an.docxmattinsonjanel
The Case of Frank and Judy.
During the past few years Frank and Judy have experienced many conflicts in their marriage. Although they have made attempts to resolve their problems by themselves, they have finally decided to seek the help of a professional marriage counselor. Even though they have been thinking about divorce with increasing frequency, they still have some hope that they can achieve a satisfactory marriage.
Three couples counselors, each holding a different set of values pertaining to marriage and the family, describe their approach to working with Frank and Judy. As you read these responses, think about the degree to which each represents what you might say and do if you were counseling this couple.
· Counselor A. This counselor believes it is not her place to bring her values pertaining to the family into the sessions. She is fully aware of her biases regarding marriage and divorce, but she does not impose them or expose them in all cases. Her primary interest is to help Frank and Judy discover what is best for them as individuals 459460and as a couple. She sees it as unethical to push her clients toward a definite course of action, and she lets them know that her job is to help them be honest with themselves.
·
· What are your reactions to this counselor's approach?
· ▪ What values of yours could interfere with your work with Frank and Judy?
Counselor B. This counselor has been married three times herself. Although she believes in marriage, she is quick to maintain that far too many couples stay in their marriages and suffer unnecessarily. She explores with Judy and Frank the conflicts that they bring to the sessions. The counselor's interventions are leading them in the direction of divorce as the desired course of action, especially after they express this as an option. She suggests a trial separation and states her willingness to counsel them individually, with some joint sessions. When Frank brings up his guilt and reluctance to divorce because of the welfare of the children, the counselor confronts him with the harm that is being done to them by a destructive marriage. She tells him that it is too much of a burden to put on the children to keep the family together.
· ▪ What, if any, ethical issues do you see in this case? Is this counselor exposing or imposing her values?
· ▪ Do you think this person should be a marriage counselor, given her bias?
· ▪ What interventions made by the counselor do you agree with? What are your areas of disagreement?
Counselor C. At the first session this counselor states his belief in the preservation of marriage and the family. He believes that many couples give up too soon in the face of difficulty. He says that most couples have unrealistically high expectations of what constitutes a “happy marriage.” The counselor lets it be known that his experience continues to teach him that divorce rarely solves any problems but instead creates new problems that are often worse. The counsel ...
The Case of MikeChapter 5 • Common Theoretical Counseling Perspe.docxmattinsonjanel
The Case of Mike
Chapter 5 • Common Theoretical Counseling Perspectives 135
Mike is a 20-year-old male who has just recently been released from jail. Mike is technically on probation for car theft, though he has been involved in crime to a much greater extent. Mike has been identified as a cocaine user and has been suspected, though not convicted, for dealing cocaine. Mike has been tested for drugs by his probation department and was found positive for cocaine. The county has mandated that Mike receive drug counseling but the drug counselor has referred Mike to your office because the drug counselor suspects that Mike has issues beyond simple drug addiction. In fact, the drug counselor’s notes suggest that Mike has Narcissistic personality disorder. Mike seems to have little regard for the feelings of others. Coupled with this is his complete sensitivity to the comments of others. In fact, his prior fiancé has broken off her relationship with him due to what she calls his “constant need for admiration and attention. He is completely self-centered.” After talking with Mike, you quickly find that he has no close friends. As he talks about people who have been close to him, he discounts them for one imperfection or another. These imperfections are all considered severe enough to warrant dismissing the person entirely. Mike makes a point of noting how many have betrayed their loyalty to him or have otherwise failed to give him the credit that he deserves. When asked about getting caught in the auto theft, he remarks that “well my dumb partner got me out of a hot situation by driving me out in a stolen get-a-way car.” (Word on the street has it that Mike was involved in a sour drug deal and was unlikely to have made it out alive if not for his partner.) Mike adds, “you know, I plan everything out perfectly, but you just cannot rely on anybody . . . if you want it done right, do it yourself.” Mike recently has been involved with another woman (unknown to his prior fiancé) who has become pregnant. When she told Mike he said “tough, you can go get an abortionor something, it isn’t like we were in love or something.” Then he laughed at her and toldher to go find some other guy who would shack up with her. Incidentally, Mike is a very attractive man and he likes to point that out on occasion. “Yeah, I was going to be a male model in L. A.,but my agent did not know what he was doing . . . could never get things settled out right . . . so I had to fire him.” Mike is very popular with women and has had a constant string of failed relationships due to what he calls “their inability to keep things exciting.” As Mike puts it “hey, I am too smart for this stuff. These people around me, they don’t deserve the good dummies. But me, well I know how to run things and get over on people. And I am not about to let these dummies get in my way. I got it all figured out . . . see?”
Effective Small Business Management: An Entrepreneurial Approach 9th Edition, 2009 IS ...
THE CHRONICLE OF HIGHER EDUCATIONNovember 8, 2002 -- vol. 49, .docxmattinsonjanel
THE CHRONICLE OF HIGHER EDUCATION
November 8, 2002 -- vol. 49, no. 11, p. B7
The Dangerous Myth of Grade Inflation
By Alfie Kohn
Grade inflation got started ... in the late '60s and early '70s.... The grades that faculty members now give ... deserve to be a scandal.
--Professor Harvey Mansfield, Harvard University, 2001
Grades A and B are sometimes given too readily -- Grade A for work of no very high merit, and Grade B for work not far above mediocrity. ... One of the chief obstacles to raising the standards of the degree is the readiness with which insincere students gain passable grades by sham work.
--Report of the Committee on Raising the Standard, Harvard University, 1894
Complaints about grade inflation have been around for a very long time. Every so often a fresh flurry of publicity pushes the issue to the foreground again, the latest example being a series of articles in The Boston Globe last year that disclosed -- in a tone normally reserved for the discovery of entrenched corruption in state government -- that a lot of students at Harvard were receiving A's and being graduated with honors.
The fact that people were offering the same complaints more than a century ago puts the latest bout of harrumphing in perspective, not unlike those quotations about the disgraceful values of the younger generation that turn out to be hundreds of years old. The long history of indignation also pretty well derails any attempts to place the blame for higher grades on a residue of bleeding-heart liberal professors hired in the '60s. (Unless, of course, there was a similar countercultural phenomenon in the 1860s.)
Yet on campuses across America today, academe's usual requirements for supporting data and reasoned analysis have been suspended for some reason where this issue is concerned. It is largely accepted on faith that grade inflation -- an upward shift in students' grade-point averages without a similar rise in achievement -- exists, and that it is a bad thing. Meanwhile, the truly substantive issues surrounding grades and motivation have been obscured or ignored.
The fact is that it is hard to substantiate even the simple claim that grades have been rising. Depending on the time period we're talking about, that claim may well be false. In their book When Hope and Fear Collide (Jossey-Bass, 1998), Arthur Levine and Jeanette Cureton tell us that more undergraduates in 1993 reported receiving A's (and fewer reported receiving grades of C or below) compared with their counterparts in 1969 and 1976 surveys. Unfortunately, self-reports are notoriously unreliable, and the numbers become even more dubious when only a self-selected, and possibly unrepresentative, segment bothers to return the questionnaires. (One out of three failed to do so in 1993; no information is offered about the return rates in the earlier surveys.)
To get a more accurate picture of whether grades have changed over the years, one needs to look at official student tran ...
The chart is a guide rather than an absolute – feel free to modify.docxmattinsonjanel
The chart is a guide rather than an absolute – feel free to modify or adjust it as need to fit the specific ideas that you are developing.
Area: SALES
Specific Change Plans for Functional Areas
Capability Being Addressed
This can be pulled from the strategic proposal recommended in Part 2B
How do the recommended changes (details provided below) help improve the capability?
This is a logic "double check". Be sure you can show how the changes recommended below improve the capability and help address the product and market focus and add to accomplishment of the value proposition
Details of Specific Changes:
Proposed Changes in Resources
Proposed Changes to Management
Preferences
Proposed Changes to Organizational
Processes
Detailed Change Plans
(Lay out here the specifics of all recommended changes for this area. Modify the layout as necessary to account for the changes being recommended)
Proposed Change
Timing
Costs
On going impact on budget
On going impact on revenue
Wiki
Template
Part-‐2:
Gaps,
Issues
and
New
Strategy
BUSI
4940
–
Business
Policy
1
THE ENVIRONMENT/INDUSTRY
1. Drivers of change
Key drivers of change begin with the availability of substitute products. Many
other
companies can easily provide a substitute and the firm will have to find a way to
stand
out among them. Next would be the ability to differentiate yourself among other
firms
that pose a threat in the industry. Last, the political sector. The the federal, state,
and local governments could all shape the way healthcare is everywhere.
2. Key survival factors
Key survival factors would include making the firm stand out above the rest in the
industry and creating a name for itself. Second would be making sure there is a
broad
network of providers available for the customers. Giving the customer options
will
make the customer happy. Providing excellent customer service is key to any
firm in
the industry.
3. Product/Market and Value Proposition possibilities
Maintaining the use of heavy discounts will keep Careington in the competitive
market. They also concentrate on constantly innovating technology to make
sure that
they have the latest devices to offer their customers. To have high value proposition, Careington
will need to show their costumers that they can believe in them and trust them to
do the right thing. Showing the customers that they can always be on top of the
latest
technology and new age products will help build trust with the customers.
STRATEGY OF THE FIRM
1. Goals
Striving to promote the health and well being of their clients by continuing to
provide
low cost health care solutions. A lot of this concentration is on clients that cannot
afford health care very easily or that a ...
The Challenge of Choosing FoodFor this forum, please read http.docxmattinsonjanel
The Challenge of Choosing Food:
For this forum, please read: https://www.washingtonpost.com/lifestyle/food/no-food-is-healthy-not-even-kale/2016/01/15/4a5c2d24-ba52-11e5-829c-26ffb874a18d_story.html?postshare=3401453180639248&tid=ss_fb-bottom
The article is from the Washington Post, January 17, 2016, by Michael Ruhlmanentitled: "No Food is Healthy, Not even Kale."
Based on your reading in the textbook share the following information with your classmates:
(1) To what degree to you agree with article, "No Food is Healthy, Not even Kale." Do semantics count? Should we focus on foods that are described as nourishing (nutrient-dense) instead of foods described as healthy because the word "healthy" is a "bankrupt" word? Explain and refer to information from the article.
(2) Based on the article and the textbook reading (review pages 9-30), how challenging is it for you to choose nutritious foods that promote health? What factors drive your food choices? Explain to your classmates.
(3) What do you think is the biggest concern we face health-wise in the US today?
(4) What are some obstacles as to why we may not be eating as well as we would like to?
Please complete all questions, if you have any question let me knowv
Test file, (Do not modify it)
// $> javac -cp .:junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .:junit-cs211.jar ProperQueueTests #run tests
//
// On windows replace : with ; (colon with semicolon)
// $> javac -cp .;junit-cs211.jar ProperQueueTests.java #compile
// $> java -cp .;junit-cs211.jar ProperQueueTests #run tests
import org.junit.*;
import static org.junit.Assert.*;
import java.util.*;
public class ProperQueueTests {
public static void main(String args[]){
org.junit.runner.JUnitCore.main("ProperQueueTests");
}
/*
building queues:
- build small empty queue. (2)
- build larger empty queue. (11)
- build length-zero queue. (0)
*/
@Test(timeout=1000) public void ProperQueue_makeQueue_1(){
String expected = "";
ProperQueue q = new ProperQueue(2);
String actual = q.toString();
assertEquals(2, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void ProperQueue_makeQueue_2(){
String expected = "";
ProperQueue q = new ProperQueue(11);
String actual = q.toString();
assertEquals(11, q.getCapacity());
assertEquals(expected, actual);
}
@Test(timeout=1000) public void Queue_makeQueue_3(){
String expected = "";
ProperQueue q = new ProperQueue(0);
String actual = q.toString();
assertEquals(0, q.getCapacity());
assertEquals(expected, actual);
}
/*
add/offer tests.
- add a single value to a short queue.
- fill up a small queue.
- over-add to a queue and witness it struggle.
- add many but don't finish filling a queue.
- make size-zero queue, adds fail, check it's still empty.
*/
@Test(timeout=1000) public void ProperQueue_add_1(){
String expecte ...
The Civil Rights Movement
Dr. James Patterson
Black Civil Rights Movement
Basic denial of civil rights (review)
Segregation in society
Inferior schools
Job discrimination
Political disenfranchisement
Over ½ lived below poverty level
Unemployment double national ave.
Ghettoes: gangs, drugs, substandard housing, crime
Early Victories
WWII egalitarianism and backlash against German racism
Jackie Robinson integrated professional baseball—1947
Desegregation of the armed forces ordered by president Truman—1948
Marian Anderson performed at the New York Metropolitan Opera House—1955
Increased interest in civil rights a result of Cold War propaganda
Brown v. Board of Education
1954 – Topeka, Kansas
Linda Brown: filed suit to attend a neighborhood school
“Separate educational institutions are inherently unequal.”
Overturned Plessy v. Ferguson
Court says: integrate "with all deliberate speed.”
What did this mean?
Linda Brown and Family
Circumvention of Brown v. Board of Education Ruling
White supremacist parents feared racial mixing and attempted to block black enrollment.
Ignored the integration issue
Token integration
Segregation through standardized placement tests
Segregation through private schools
Stalling through legal action
By 1964, 10 years after the Brown case, only 1% of black children attended truly integrated schools.
Little Rock High School
1957 courts order integration in Little Rock
9 black students enrolled.
Governor called out militia to block it.
Mobs replaced militia after recall.
Eisenhower ordered federal troops to protect the students.
Daily harassment
Courageous black students persevered.
Montgomery Bus Boycott
1955--Rosa Parks arrested for not giving up seat to white man
Boycott of bus system led by Martin Luther King, Jr.:
Walking, church busses, car pools, bicycles
Bus lines caught in the middle
Rosa Parks being Booked
Supreme Court ruled bus companies must integrate.
Inspired other protests:
Sit-ins, wade-ins, kneel-ins
Woolworth’s lunch counter
Montgomery Bus Boycott
Martin Luther King, Jr.
Martin Luther King, Jr.
Non-Violent
Influenced by Ghandi
“The blood may flow, but it must be our blood, not that of the white man.”
“Lord, we ain’t what we oughta be. We ain’t what we wanna be. We ain’t what we gonna be. But thank God, we ain’t what we was.”
Freedom Riders
Activists traveled from city to city to ignite the protest.
Bull Conner:
in Montgomery
Dogs
Whips
Water hoses
Cattle prods
Television
Public backlash
Civil Rights March (AL. 1965)
1963 - Washington, D.C. "I have a Dream“—200,000 Attended
Civil Rights Legislation
1964 - Civil Rights Act
1964 - 24th Amendment
Abolished Poll Tax
1965 Voting Rights Act
Affirmative action
Int ...
The Churchill CentreReturn to Full GraphicsThe Churchi.docxmattinsonjanel
The Churchill Centre
Return to Full Graphics
The Churchill Centre | Calendar | Churchill Facts | Speeches & Quotations | Publications and Resources |
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Their Finest Hour
Sir Winston Churchill > Speeches & Quotations > Speeches
June 18, 1940
House of Commons
I spoke the other day of the colossal military disaster which occurred when the French High Command
failed to withdraw the northern Armies from Belgium at the moment when they knew that the French front
was decisively broken at Sedan and on the Meuse. This delay entailed the loss of fifteen or sixteen French
divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our
Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the
loss of their cannon, vehicles and modern equipment. This loss inevitably took some weeks to repair, and in
the first two of those weeks the battle in France has been lost. When we consider the heroic resistance
made by the French Army against heavy odds in this battle, the enormous losses inflicted upon the enemy
and the evident exhaustion of the enemy, it may well be the thought that these 25 divisions of the
best-trained and best-equipped troops might have turned the scale. However, General Weygand had to fight
without them. Only three British divisions or their equivalent were able to stand in the line with their French
comrades. They have suffered severely, but they have fought well. We sent every man we could to France
as fast as we could re-equip and transport their formations.
I am not reciting these facts for the purpose of recrimination. That I judge to be utterly futile and even
harmful. We cannot afford it. I recite them in order to explain why it was we did not have, as we could have
had, between twelve and fourteen British divisions fighting in the line in this great battle instead of only
three. Now I put all this aside. I put it on the shelf, from which the historians, when they have time, will
select their documents to tell their stories. We have to think of the future and not of the past. This also
applies in a small way to our own affairs at home. There are many who would hold an inquest in the House
of Commons on the conduct of the Governments-and of Parliaments, for they are in it, too-during the years
which led up to this catastrophe. They seek to indict those who were responsible for the guidance of our
affairs. This also would be a foolish and pernicious process. There are too many in it. Let each man search
his conscience and search his speeches. I frequently search mine.
Of this I am quite sure, that if we open a quarrel between the past and the present, we shall find that we
have lost the future. Therefore, I cannot accept the drawing of any distinctions between Members of the
present Government. It was formed at a moment of crisis in order to unite a ...
The Categorical Imperative (selections taken from The Foundati.docxmattinsonjanel
The Categorical Imperative (selections taken from The Foundations of the Metaphysics of
Morals)
Preface
As my concern here is with moral philosophy, I limit the question suggested to this:
Whether it is not of the utmost necessity to construct a pure thing which is only empirical and
which belongs to anthropology? for that such a philosophy must be possible is evident from the
common idea of duty and of the moral laws. Everyone must admit that if a law is to have moral
force, i.e., to be the basis of an obligation, it must carry with it absolute necessity; that, for
example, the precept, "Thou shalt not lie," is not valid for men alone, as if other rational beings
had no need to observe it; and so with all the other moral laws properly so called; that, therefore,
the basis of obligation must not be sought in the nature of man, or in the circumstances in the
world in which he is placed, but a priori simply in the conception of pure reason; and although
any other precept which is founded on principles of mere experience may be in certain respects
universal, yet in as far as it rests even in the least degree on an empirical basis, perhaps only as to
a motive, such a precept, while it may be a practical rule, can never be called a moral law…
What is the “Good Will?”
NOTHING can possibly be conceived in the world, or even out of it, which can be called
good, without qualification, except a good will. Intelligence, wit, judgement, and the other
talents of the mind, however they may be named, or courage, resolution, perseverance, as
qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of
nature may also become extremely bad and mischievous if the will which is to make use of them,
and which, therefore, constitutes what is called character, is not good. It is the same with the
gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment
with one's condition which is called happiness, inspire pride, and often presumption, if there is
not a good will to correct the influence of these on the mind, and with this also to rectify the
whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a
single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to
an impartial rational spectator. Thus a good will appears to constitute the indispensable condition
even of being worthy of happiness.
There are even some qualities which are of service to this good will itself and may
facilitate its action, yet which have no intrinsic unconditional value, but always presuppose a
good will, and this qualifies the esteem that we justly have for them and does not permit us to
regard them as absolutely good. Moderation in the affections and passions, self-control, and calm
deliberation are not only good in many respects, but even seem to constitute part of th ...
The cave represents how we are trained to think, fell or act accor.docxmattinsonjanel
The cave represents how we are trained to think, fell or act according to society, following our own way and not the way intended for us. The shadows are merely a reflection of what they perceived to be reality instead of an illusion. The prisoners are trapped in society, each one of us who choose to stay trapped in our own way. The man that escapes is the person who no longer is a slave to society and can see the difference between reality and illusion. The day light can be compared to God’s will. When you don’t follow the plan that has been laid out for you by God, than you are trapped and you will only see illusions or reflections of reality. Escaping and choosing to go into “the light,” or following the will of God, only then can you be set free from your prison.
When looking at a piece of art, a painting, for example, at first glance the painting can appear to be something other what it is intended to be (reality). This reminds me of those pictures that everyone sees on social media, the picture that has circles all over it. When you look at the picture it appears that the circles are moving, but in reality the circles do not move at all. So art can more or less be perceived as more of an illusion.
An example of the picture can be seen here http://www.dailyhaha.com/_pics/movie_circles_illusion.jpg
Accepting illusion as reality happens a lot more times than we probably think. Anything that we see on T.V., Social Media, internet, or even dating, can all be perceived as an illusion at some point. Take dating for example; how a person acts on a date is most likely not how they would act to someone they have known for a while (illusion). Not all people pretend to be something different but in many cases they do. Recognizing what you failed to see after the initial first date and thereafter is how you would know what you first seen was just simply an illusion and therefore not reality, unless of course in reality they are simply a fake person I suppose. Following this pattern makes you realize most people do not appear to be who they are. A good “first impression” doesn’t necessarily mean much when thinking about illusions vs reality, because that’s all the “first impression” is in fact more or less an illusion.
People live in shadows because they fail to recognize reality and choose to continue to believe in illusions. With the growth of Social media, more and more people are falling victim to what things appear to be and will stay in the dark (cave). We as a society are imprisoned by what we see and read through news channels and social media. We will believe anything that comes across CNN or any news station (not fox news though) and let them make up our mind for us. People comment on any shooting victims and assume the cop was in the wrong and is racist, in reality that is not always the case.
It’s interesting to think in terms of appearance vs reality when viewing not only art, but the world. Not taking things for what they appear to ...
The Case Superior Foods Corporation Faces a ChallengeOn his way.docxmattinsonjanel
The Case: Superior Foods Corporation Faces a Challenge
On his way to the plant office, Jason Starnes passed by the production line where hundreds of gloved, uniformed workers were packing sausages and processed meats for shipment to grocery stores around the world.
Jason's company, Superior Foods Corporation, based in Wichita, Kansas, employed 30,000 people in eight countries and had beef and pork processing plants in Arkansas, California, Milwaukee, and Nebraska City. Since a landmark United States–Japan trade agreement signed in 1988, markets had opened up for major exports of American beef, now representing 10 percent of U.S. production. Products called “variety meats”—including intestines, hearts, brains, and tongues—were very much in demand for export to international markets.
Jason was in Nebraska City to talk with the plant manager, Ben Schroeder, about the U.S. outbreak of bovine spongiform encephalopathy (mad cow disease) and its impact on the plant. On December 23, 2011, the U.S. Department of Agriculture had announced that bovine spongiform encephalopathy had been discovered in a Holstein cow in Washington State. The global reaction was swift: Seven countries imposed either total or partial bans on the importation of U.S. beef, and thousands of people were chatting about it on blogs and social networking sites. Superior had moved quickly to intercept a container load of frozen Asian-bound beef from its shipping port in Los Angeles, and all other shipments were on hold.
After walking into Ben's office, Jason sat down across from him and said, “Ben, your plant has been a top producer of variety meats for Superior, and we have appreciated all your hard work out here. Unfortunately, it looks like we need to limit production for a while—at least three months, or until the bans get relaxed. I know Senator Nelson is working hard to get the bans lifted. In the meantime, we need to shut down production and lay off about 25 percent of your workers. I know it is going to be difficult, and I'm hoping we can work out a way to communicate this to your employees.”
...
The Case You can choose to discuss relativism in view of one .docxmattinsonjanel
The Case:
You can choose to discuss relativism in view of one of the following two cases:
The Case:
· Start by giving a brief explanation of relativism (200 words).
· what is the difference between ethical & cultural relativism. Then discuss, in view of relativism, how we can reconcile the apparent conflict between the need for enforcement of human rights standards with the need for protection of cultural diversity. (400 words).
...
The Case Study of Jim, Week Six The body or text (i.e., not rest.docxmattinsonjanel
The Case Study of Jim, Week Six
The body or text (i.e., not restating the question in your answer, not including your references or your signature) of your initial response should be at least 300 words of text to be considered substantive. You will see a red U for initial responses that are not at least 300 words. Note: your initial response to this required discussion will not count toward participation
The Case Study of Jim, Week 6
Title of Activity: In class discussion of the case study of Jim, Week Six
Objective: Review the concepts of the case study in Ch.13 of Personality and then relate Jim’s case to the theorists discussed during the week. In addition, summarize the entire case study.
1. Read “The Case of Jim” in Ch. 13 of Personality.
2. Discuss the case. This week, discussion should focus on social-cognitive theory.
3. Provide a summary of the entire case.
THE CASE OF JIM Twenty years ago Jim was assessed from various theoretical points of view: psychoanalytic, phenomenological, personal construct, and trait.
At the time, social-cognitive theory was just beginning to evolve, and thus he was not considered from this standpoint. Later, however, it was possible to gather at least some data from this theoretical standpoint as well. Although comparisons with earlier data may be problematic because of the time lapse, we can gain at least some insight into Jim’s personality from this theoretical point of view. We do so by considering
Jim’s goals, reinforcers he experiences, and his self-efficacy beliefs.
Jim was asked about his goals for the immediate future and for the long-range future. He felt that his immediate and long-term goals were pretty much the same: (1) getting to know his son and being a good parent, (2) becoming more accepting and less critical of his wife and others, and (3) feeling good about his professional work as a consultant.
Generally he feels that there is a good chance of achieving these goals but is guarded in that estimate, with some uncertainty about just how much he will be able to “get out of myself” and thereby be more able to give to his wife and child.
Jim also was asked about positive and aversive reinforcers, things that were important to him that he found rewarding or unpleasant.
Concerning positive reinforcers, Jim reported that money was “a biggie.”
In addition he emphasized time with loved ones, the glamour of going to an opening night, and generally going to the theater or movies.
He had a difficult time thinking of aversive reinforcers. He described writing as a struggle and then noted, “I’m having trouble with this.”
Jim also discussed another social-cognitive variable: his competencies or skills (both intellectual and social). He reported that he considered himself to be very bright and functioning at a very high intellectual level. He felt that he writes well from the standpoint of a clear, organized presentation, but he had not written anything that is innovative or creative. Ji ...
The Case of Missing Boots Made in ItalyYou can lead a shipper to.docxmattinsonjanel
The Case of Missing Boots Made in Italy
You can lead a shipper to the water, but if the horse does not want to drink…
Vocabulary:
Shipper: In commercial trade, the person who gives goods to a shipping company to be transported to a foreign destination; in export transactions, it is usually the exporter. Do not confuse the shipper with the shipping company or carrier.
Consignee: The person who is ultimately receiving the goods, generally the buyer or importer. Sometimes these people will designate a “notify party” to be notified when the goods arrive in the port of entry, so that customs clearance can be arranged and the goods picked up for further domestic transport.
Carrier: A company that transports goods (sometimes referred to as a “shipping company” or a “freight company”).
Forwarder (or “freight forwarder”): A forwarder is like a travel agent for cargo – forwarders organize the transport of your goods from departure to destination, and charge a fee for their services. There are many different kinds of forwarders. There are firms that act as both forwarders and carriers. Sometimes forwarders will have relationships with a whole string of carriers and other forwarders, so that the shipper only deals with the forwarder but in the end the goods are actually carrier by a series of independent transport companies.
NVOCC: Non-vessel operating common carrier. A “common carrier” in the legal terminology refers to a carrier who has accepted the additional legal burdens imposed on a company that regularly carries goods for a fee (as opposed to someone with a truck who might agree to help you out just this once because you’re in trouble).
Container: Large standard-sized metal boxes for transporting merchandise; you see them on the back of trucks, or stacked up outside of ports like Lego toys, or on top of large ocean-going container ships. The capacity of container vessels is measured in TEU (twenty-foot equivalent units; containers generally measure 20 or 40 feet long; large vessels can now carry in excess of 4,000 TEU). There are different kinds of containers for different purposes. For example, refrigerated containers (for transporting meat or fruit, for example) are called “reefers,” so be careful where you use this term.
Consolidator: When large companies ship a lot of goods, they are usually able to fill entire containers. However, shippers who ship smaller amounts (like the shipper in the example below), often have their goods “stuffed” (the industry term) along with other goods into the same container; hence, they are “consolidated.” Some firms specialize in consolidating various shipments from different shippers, these are “consolidators.” A load which requires consolidation is a “LCL” or less-than-full-container load, as opposed to a “FCL” – full-container-load.
Marine Insurance: This is a common term for cargo insurance for international shipments, even in cases where much of the transport is NOT by sea; “marine insurance ...
The Cardiovascular SystemNSCI281 Version 51University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
1
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
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In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The Cardiovascular SystemNSCI281 Version 55University of .docxmattinsonjanel
The Cardiovascular System
NSCI/281 Version 5
5
University of Phoenix Material
The Cardiovascular System
Exercise 9.6: Cardiovascular System—Thorax, Arteries, Anterior View
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Exercise 9.8: Cardiovascular System—Thorax, Veins, Anterior View
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Animation: Pulmonary and Systemic Circulation
After viewing the animation, answer these questions:
1. Name the two divisions of the cardiovascular system.
2. What are the destinations of these two circuits?
3. In the systemic circulation, where does gas exchange occur?
4. In the pulmonary circulation, where does gas exchange occur?
5. Name the blood vessels that carry oxygen-rich blood to the heart. How many are there? Where do they terminate?
Exercise 9.9: Imaging—Thorax
A. .
B. .
C. .
D. .
E. .
F. .
G. .
H. .
I. .
J. .
K. .
In Review
1. What is the name for the fibrous sac that encloses the heart?
2. Name the lymphatic organ that is large in children but atrophies during adolescence.
3. Name the bilobed endocrine gland located lateral to the trachea and larynx.
4. How do large arteries supply blood to body structures?
5. Name the large vessel that conveys oxygen-poor blood from the right ventricle of the heart.
6. Name the two branches of the blood vessel mentioned in question 5 that convey oxygen-poor blood to the lungs.
7. Name the blunt tip of the left ventricle.
8. What is the carotid sheath? What structures are found within it?
9. What is the serous pericardium?
10. Name the structure that ...
The British Airways Swipe Card Debacle case study;On Friday, Jul.docxmattinsonjanel
The British Airways Swipe Card Debacle case study;
On Friday, July 18, 2003, British Airways staff in Terminals 1 and 4 at London’s busy Heathrow Airport held a 24 hour wildcat strike. The strike was not officially sanctioned by the trade unions but was spontaneous action by over 250 check in staff who walked out at 4 pm. The wildcat strike occurred at the start of a peak holiday season weekend which led to chaotic scenes at Heathrow. Some 60 departure flights were grounded and over 10,000 passengers left stranded. The situation was heralded as the worst industrial situation BA had faced since 1997 when a strike was called by its cabin crew. BA response was to cancel its services from both terminals, apologize for the disruption and ask those who were due to fly not to go to the airport as they would be unable to service them. BA also set up a tent outside Heathrow to provide refreshments and police were called in to manage the crow. BA was criticized by many American visitors who were trying to fly back to the US for not providing them with sufficient information about what was going on. Staff returned to work on Saturday evening but the effects of the strike flowed on through the weekend. By Monday morning July 21, BA reported that Heathrow was still extremely busy. There is still a large backlog of more than 1000 passengers from services cancelled over the weekend. We are doing everything we can to get these passengers away in the next couple of days. As a result of the strike BA lost around 40 million and its reputation was severely dented. The strike also came at a time when BA was still recovering from other environmental jolts such as 9/11 the Iraqi war, SARS, and inroads on its markets from budget airlines. Afterwards BA revealed that it lost over 100,000 customers a result of the dispute.
BA staff were protesting the introduction of a system for electronic clocking in that would record when they started and finished work for the day. Staff were concerned that the system would enable managers to manipulate their working patterns and shift hours. The clocking in system was one small part of a broader restructuring program in BA, titled the Future Size and Shape recovery program. Over the previous two years this had led to approximately 13,000 or almost one in four jobs, being cut within the airline. As The Economist noted, the side effects of these cuts were emerging with delayed departures resulting from a shortage of ground staff at Gatwick and a high rate of sickness causing the airline to hire in aircraft and crew to fill gaps. Rising absenteeism is a sure sign of stress in an organization that is contracting. For BA management introduction of the swipe card system was a way of modernizing BA and improving the efficient use of staff and resources. As one BA official was quoted as saying We needed to simplify things and bring in the best system to manage people. For staff it was seen as a prelude to a radical shakeup in working ...
The Case Abstract Accuracy International (AI) is a s.docxmattinsonjanel
The Case
Abstract
Accuracy International (AI) is a specialist British firearms manufacturer based in Portsmouth,
Hampshire, England and best known for producing the Accuracy International Arctic Warfare
series of precision sniper rifles. The company was established in 1978 by British Olympic shooting
gold medallist Malcolm Cooper, MBE (1947–2001), Sarah Cooper, Martin Kay, and the designers
of the weapons, Dave Walls and Dave Craig. All were highly skilled international or national target
shooters. Accuracy International's high-accuracy sniper rifles are in use with many military units
and police departments around the world. Accuracy International went into liquidation in 2005, and
was bought by a British consortium including the original design team of Dave Walls and Dave
Craig.
Earlier this year, AI's computer network was hit by a data stealing malware which cost thousands of
pounds to recover from. Also last year there have been a couple of incidents of industrial
espionage, involving staff who were later sacked and prosecuted.
As part of an ongoing covert investigation, the head of Security at AI (DG) has hired you to
conduct a forensic investigation on an image of a USB device. The USB device, it is a non-
company issued device, allegedly belonging to an employee Christian Macleod, a consultant and
technical manager at AI for more than six years.
Case details
Christian’s manager, David Bolton, is the regional manager and head of R&D and has been
working at AI for the last three years. David initiated this fact finding covert investigation which is
conducted with the support of the head of Security at AI.
The USB device in question allegedly was removed from Christian's workstation at AI while he
was out of the office for lunch, the device was imaged and then it was plugged in back into
Christian's workstation. You have been provided with a copy of that image (the original copy is at
the moment secure in a secure locker at the security department).
You have been told by DG that Dave was alarmed by some of the work practices of Christian and
that prompted him to start this investigation by contacting the Head of Security at AI. According to
Dave, Christian would bring in devices such as his iPod and his iPhone and he would often plug
these into his workstation. There is no policy against personal music devices and there is no
BYOD policy but there is a strict policy against copying corporate data is any personal device. The
company's policy states that such data is not to be stored unencrypted, on unauthorised, non
company approved devices. According to DG, Dave has reasons to believe that an earlier malware
infection incident at AI had its origins in one of Christian's personal devices.
Supporting information
1. You need to be aware that Dave and Christian do not get along as they had a few verbal exchanges
in the last year. Christian has filled in a ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Tao Te Ching by Lao TzuChapter EightA person of great .docx
1. Tao Te Ching by Lao Tzu
Chapter Eight
A person of great virtue is like the flowing water.
Water benefits all things and contends not with them.
It puts itself in a place that no one wishes to be and thus is
closest to Tao.
A virtuous person is like water which adapts itself to the perfect
place.
His mind is like the deep water that is calm and peaceful.
His heart is kind like water that benefits all.
His words are sincere like the constant flow of water.
His governing is natural without desire which is like the
softness of water that penetrates through
hard rocks.
His work is of talent like the free flow of water.
His movement is of right timing like water that flows smoothly.
A virtuous person never forces his way and hence will not make
faults.
2. PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.1
PHIL 101
3. Plato (427-347 C.E.)
3.1 Biographical Information
Plato came from a well to do Athenian family that had
important political connections. Socrates
became a major influence in his life. Plato's uncle Charmides
knew Socrates well and Plato may
have been introduced to Socrates through him. But more
importantly, Plato observed Socrates in
action. It was a risky thing to hang around Socrates because
Socrates more often than not
offended those in power or those who wanted to become part of
the elite. He stepped on toes and
crushed egos. Lots of the young men of Athens loved going to
the agora (downtown
marketplace) and watching Socrates rip apart the arguments of
the elders, the businessmen, the
politicians and military brass.
What we know about Socrates comes mainly from Plato's
treatment of his in the numerous
dialogues Plato wrote. The dialogues are a bit like plays except
they have no stage directions and
they were to be read not performed. Plato attended the trial of
Socrates, which is recounted in
Plato's Apology (or "defense"). Not only does Plato put himself
3. in the courtroom while Socrates
is on trial for corrupting the youth, we have evidence from other
sources that puts Plato there.
Yet I have always found it curious that Plato is nowhere to be
found when Socrates is about to be
executed. In the Phaedo ("fee-dough"), Plato has one of the
characters state explicitly that Plato
was absent: "Plato, I believe, was ill." How could you not be
there when someone you cared so
deeply about was about to die? Plato was "sick that day"? Yeah,
right. Personally, I think he just
couldn't handle it and chickened out. We know that Plato did
have political aspirations, but he
quickly gives them up after Socrates' execution.
After Socrates' execution Plato traveled to Sicily, in southern
Italy where he studied with the
followers of Pythagoras. As we shall see, this association with
the Pythagoreans formed another
important aspect in the development of Plato's philosophy. He
also traveled to Egypt. Another
philosopher, Cratylus, who was a follower of Heraclitus (see
Lecture 1), was another influence in
Plato's development. We will see as well that Plato adopts a
Heraclitean view of the world being
in a state of constant change or flux. The most genuinely
biographical bit writing is found in
Plato's Letters. (Whether Plato is the author of the Letters is
uncertain. Whoever wrote them did
know a lot about Plato's life, however.) In the Seventh Letter
there is a description of Plato's
attempt to shape the views of the tyrant Dion, the ruler of the
Greek city of Syracuse. It was a
disaster, to put it mildly!
3.2 The dialogues. [You can read the dialogues and other works
4. of Plato here.]
Nearly everything Plato wrote has Socrates as the main
character: Socrates discussing Justice
(and much more) (Republic), Socrates at a dinner party
(Symposium) drinking everyone else
under the table, Socrates talking to generals about Courage
(Laches) "lay-keys", Socrates
discussing with Meno whether virtue can be taught (Meno) "me-
know", Socrates discussing love
(Phaedrus) "fee-druh-s" - some folks pronounce 'phae' as "fay
(as in Fay Wray of "King Kong"
http://www.beguine.org/profhood/101
http://etext.library.adelaide.edu.au/p/plato/
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.2
fame). Although other people wrote dialogues involving
Socrates, when we speak of "Socratic
dialogues", we basically mean Plato's dialogues in which
Socrates is the protagonist.
The names of the dialogues are usually named after Socrates'
main interlocutor, e.g., Meno,
Parmenides, Gorgias, Laches, Cratylus, Crito, and so forth.
Some of these individuals and the
other characters in the dialogues were historical figures, others
are either unknown to us or were
possibly composite characters or simply creations by Plato.
5. We generally divide the dialogues into three groups: the early,
middle and late dialogues. The
early dialogues tend to be closer to the "actual" Socrates (if one
can say such a thing). The topics
discussed and the manner in which the themes are developed
seem to be closer to how we
believe Socrates would approach them. In the later dialogues,
on the other hand, it is clear that
Plato is just using Socrates as a mouthpiece for Plato's own
views and as a means of promoting
his much own, much more complex philosophical views.
Plato founded the Academy, located in the outskirts of Athens,
around 387 soon after his first
visit to southern Italy. The school was located on the site of a
sacred site. The Academy was
devoted to philosophical research and political training. The
most famous student of the
Academy was Aristotle. Aristotle began studies at the Academy
when he was seventeen and
remained for about twenty years. Plato was around sixty years
old when Aristotle entered the
Academy.
3.3 Plato's Metaphysical philosophy
In class we began a discussion of Plato's notion of "Forms" or
"Ideas" (eidos - e?d??). We'll
certainly be developing our understanding of his views of this
and other matters. But for now,
let's just focus on the key motivating philosophical perspective
and the resulting philosophical
mechanism.
Note: Be careful not to confuse "idea" and "Idea". A small 'i'
"idea" is your private, mental event,
i.e., a notion you have about something. A capital 'I' "Idea" is a
6. Platonic Form.
The word "metaphysics" may be analyzed as follows: "meta"
may be translated as after, above,
beyond.; the "physics" (or "physis" in Greek) means both is the
word for nature and the word for
"the nature of a thing" or the nature or natural qualities of a
thing. When we speak of a
philosopher's "metaphysics" or "metaphysical" theory, we are
dealing with that philosopher's
account of the nature of reality and kind of things that are.
We're exploring things beyond just
what we see and experience in nature. Metaphysics is the
"class" we take after we've had a
course in the sciences. When philosophers are engaged in doing
metaphysics they are examining
the structure of reality. It is more extensive that even our
physics of today because it examines
things above or beyond physics, namely, non-physical entities
such as God. It also digs "deeper"
than even a contemporary physics course would because
metaphysics takes on the really, really,
deep questions: are there only physical objects, does every
event have a cause, is there a God,
what makes a thing be what it is, what is time, what is the
nature of existence (or being)?
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.3
7. Pretty heady stuff. If you've seen the movie The Matrix, you
already have some sense of the
important distinctions Plato makes in his metaphysics. One key
point is that what you see is
definitely not what you get. There is the world of what you see
before you, the world of things
you touch, taste, see, and feel. This is the world of appearance.
Neo grabs a cup of coffee on his
way to work. He dances at the night club. He certainly thinks he
has experienced all this. It's
"real", right?
Nope. What seems "real" is not at all real. What's real is the
Matrix: those weird spider-like
things, the humans in those pods, and so forth. Two worlds. The
world of appearance and the
world of Reality.
We need to be a bit careful here with our use of the word "real".
We have the two realms: what
we think is going on in the world (e.g., eating at In-N-Out,
drinking coffee, riding on BART) and
what's actually going on (the Matrix itself and our tiny part in
it). When we analyze this, we
zoom out and contemplate the entire picture when we give our
account. Our account shows that
to explain what's really going on we must give account for two
realms: the realm of appearance
and the realm of the Real. (I'll use the capital 'R' to make the
distinction here.) The world of
appearances is certainly a part of our lives. But so is the world
of the Real.
From a moral point of view, we run across this same distinction:
the Gator who live as though
what's important is making enough money to buy her Bentley.
8. Her "reality" is what she can see,
buy and consume. She has shut off herself to "larger" questions
of moral behavior, perhaps, or
things that might deal with the ultimate meaning in life. On the
flip side, there's the Gator who
reads philosophy day and night (she's deep into metaphysics!),
but has had her car booted and
hasn't taken out the garbage in 12 years. Off in one world only
and not aware of the other.
In Plato's metaphysics there is a division between the realm of
appearance (or "the sensory
world") and the realm of the Real (or "being"), the kinds of
objects are in each realm, and our
ability to have knowledge of them. Concerns about knowledge
are covered in the philosophical
field we call "epistemology", from the Greek word, episteme,
which means "knowledge". We
can learn a lot about Plato's metaphysics and epistemology by
studying something he describes
in the Republic: the Divided Line.
3.4 The Divided Line
The account of the Divided Line is in the Republic 509d-511e.
Here's an excerpt:
"Take a divided line divided into two equal parts, one to
represent the visible order, the other the
invisible; and divide each part again in the same proportion,
symbolizing degrees of comparative
clarity and obscurity."
"And now you may take, as corresponding to the four sections,
these four states of mind:
intelligence for the highest, thinking for the second, belief for
the third, and for the last
9. imagining. These you may arrange as the terms in a proportion,
assigning to each a degree of
clearness and certainty corresponding to the measure in which
their objects possess truth and
reality."
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.4
The upper part of the Divided Line represents the Realm of
Being or the World of the Forms.
The lower part of the Divided Line represents the Realm of
Appearance or the Sensory World.
Metaphysical Realm
Epistemological Status
The Good
The Forms
(Justice, Beauty,
Love, Bed, Cow)
10. Understanding
(nous)
Realm of
the Forms
(The Realm
of “Being”)
Mathematical
Forms and
scientific objects
(Triangles,
Circles, Squares)
Reasoning
(dianoia)
Domain of
Knowledge
(episteme)
Sensible objects
(a bed, a chair, a
beautiful person)
Opinion
(pistis)
12. Prof. Hood
Lecture 3
Spring 2007, p.5
Things in the realm of Appearances are constantly changing and
are impermanent. They are the
least real entity that exists. Things in the realm of the Forms are
immaterial, changeless and
eternal.
Think back to Socrates' questions. What is Beauty? What is the
essence of Beauty? Giving me
the name of a beautiful person doesn't give me the definition of
the changeless essence of
Beauty. The beautiful person, her features, even her existence,
changes. Now will giving an
example of beauty in culture-X does help because someone can
always bring up a different
example of beauty, say, from culture-Y. Everything in the realm
of appearances changes. On the
other hand, the Form of Beauty is changeless. The theory of
Forms thus can help explain the
many instances we experience of a quality or thing. For
instance, the black of the shoes I'm
wearing, the black of the tires on your car, the black toner in
your printer, and the black of your
t-shirt are all "black". They are instances of "black". But they
all are imitations of the Form of
Black.
Plato's theory helps him explain why things change and never
stay the same and it also helps
explain how it is that many different things seem to share the
same quality. Entities in the realm
of appearance resemble their Form. Entities in the realm of
13. appearance are said to "participate"
or "imitate" or "be a copy of" the Forms. So, what makes Halle
Berry beautiful is that she has an
imitation of the real Beauty: she is beautiful, but she is not
Beauty itself. The makes examples of
beauty from different cultures "beautiful" is that they each share
in the Form, "Beauty" or the
Form "The Beautiful".
Another example. You may be sitting in a chair right now. That
chair does not represent the
essence of "chair-ness"; it isn't the eternal, unchanging "Form
of Chair". There are lots and lots
of chairs in various states of sturdiness and shapes, right? If my
chair has three legs and yours
has four what makes them both chairs? They are both chairs
because they each participate in the
Form "Chair".
With respect to levels of reality, a painting of the chair I am
sitting is less real than the actual
chair I am sitting in. The chair in the painting only resembles
the actual chair. But even the chair
I am sitting does not have full "being". Only entities that are
eternal and immaterial can have
complete being. The only things that are really Real, then, are
the Forms.
3.5 The Good and the Sun
Finally, a brief comment about what rests above the Divided
Line. This is "The Good" or the
Form of The Good. Form of the Good exists above all the other
forms and is the source of all the
other Forms. Since it is their source and consequently the
source of all things, Plato puts The
Good itself beyond all being and knowledge. Just as the Sun
14. provides illumination for us to see
things and gives sustenance to life, The Good is the source of
all things and illuminates the
Forms so that we may apprehend them. So, just as the sun
provides us with sight, The Good
provides us with intellectual "sight".
Next, Socrates' method of investigation.
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.6
3.6 Socratic elenchos.
As you've noticed, Socrates asks a lot of questions, but the
answers he receives are rarely
acceptable to him. In this part of the lecture, you will learn
what this question and answer form
is. The question-answer format uses is called an "elenchos". It
is pronounced "el-en-kos", as
though you were saying: "L-N-kos". The Greek word means
refutation, cross-examination, or
test.
3.7 The structure of an elenchos
The structure of an elenchos is as follows:
Step 1. Socrates asks a question.
Step 2. The interlocutor answers.
15. Step 3. Socrates finds some problem with the answer.
Step 4. The interlocutor revises his first answer and offers a
second answer.
Step 5. Socrates finds some problem with the answer. and so on
and so on…..
Step 6. Finally, the examination ends in a stalemate. The
interlocutor is at a loss as to what to
say. Each of his answers has been refuted. No solution is found,
no suitable answer given.
Sometimes, as in the Euthyphro, the interlocutor leaves, weary
and numb. Other times, the
interlocutor gets angry. Usually Socrates expresses his
willingness to continue searching for an
answer. Often, before he can do so, the interlocutor "escapes" or
says he must go. Sometimes the
entire dialogue may be considered an elenchos; sometimes we
analyze the dialogue as though it
comprised several elenchi (pronounced "el-en-key"), that's the
plural form of elenchos.
Here is another way to consider the structure of an elenchos.
1. Suppose 'p' (the interlocutor's first answer)
2. Statement 'q' (premise #1)
3. Statement 'r' (premise #2 )
4. Statement '~p' [~p is a conclusion derived from (1), (2) and
(3)]
5. Thus, we have p and ~p.
This should look familiar. It's the argument I used before to
illustrate a contradiction. Most often,
the interlocutor realizes that his first answer, 'p', resulted in a
contradiction and he rejects 'p' and
16. starts over completely or modifies p, hoping that the statement
will be an appropriate answer.
Next, what is a Socratic question and what makes a good
Socratic answer.
3.8. Socratic definitions, Platonic Forms and the Ideas
3.8.1 Socratic questions and the search for suitable answers
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.7
You know the structure of an elenchos. Now let's take a closer
look at its initial component:
Socrates' question. Socrates' questions typically have the
following form: What is X? (I'll use 'X'
as a placeholder for any subject matter) Typically questions are:
What is piety? (Euthyphro)
What is justice? (The Republic) What is courage? (Laches =
"lah-keys" or "lay-keys"). In asking
these questions, Socrates is asking for a definition of X. So,
when he asks Euthyphro what
"pious" is, i.e., what "piety" is, he's asking Euthyphro give the
definition of "piety".
3.8.2 Socratic definitions
A Socratic definition must give a definition or account of X
such that it applies to every case,
instance, or situation involving X. He is seeking what we call a
universal definition of X. An
17. inadequate definition is a definition that does not give an
account of X that applies to all things
that are X.
Here is an example. Suppose you all are from the Mars.
Socrates and I are showing you the
lovely sights and sounds of San Francisco, and we're standing at
the corner of 19th and
Holloway. You ask me: "What is a car?" For us, you've just
asked for a definition of "car". What
if I replied to your question by answering:
Prof. Pam: "Oh, that's easy. A car is that Hummer. A car is this
Lexus or that Camry. A car is
that Hyundai. A car is this Ferrari.
Socrates: Excuse me!? That's not right. What you're giving are
________ of cars, not a definition
of "car".
Fill in the blank. What do you have? Right. "Examples." Even
though each of the above is a car,
there are others things that are cars that aren't like the things
you've named. For instance, all the
above have four wheels; some cars have three wheels.
What I've given our space alien friend are examples of cars, I
certainly have not defined the
universal concept of "car". Typically, the first answer Socrates'
interlocutor gives is just this: an
example of the thing about which Socrates is asking. This is
what Euthyphro does, isn't it? He
gives the first answer at 5e. The first definition is at 7a and the
second definition appears at 9e.
Technically, we can't call Euthyphro's answer at 5e the "first
definition" he gives, because he
18. hasn't given a Socratic definition yet.
Note that sometimes Socrates actually gives the definition, but
he does so on behalf of the
interlocutor. For example, at 9d, Socrates is the one who
initially states the next definition;
Euthyphro will agree with what Socrates says as being
something to which Euthyphro fully
believes represents his (Euthyphro's) position.
3.9 Forms and Ideas
In asking the question "What is X?", Socrates is really asking
about the universal or common
essence that belongs to everything falling under the concept of
X. Plato believed that this
"essence" was the eternal pattern or model of X. He called these
patterns "Ideas" or "Forms". The
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.8
universal essence of X is the Form or Idea of X. Forms are
timeless, perfect, eternal, unchanging
things. The Greek for Form or Idea is "eidos", pronounced "a-
Dos" as in "the letter 'A' and the
computer operating system 'DOS'. We'll use the words 'Form' or
'Idea' interchangeably.
So something is what it is because it "participates" in a Form.
[What exactly Plato means by
19. participation, and how this actually works, is a matter of
debate.] Even an idea (small 'i') of
something you have "in your head", is possible only because of
the eternal Idea (capital 'I") of
that thing.
As you can see, Form and Idea (capital letters) are technical,
philosophical terms. They both are
philosophical notions developed by Plato. I caution you not to
depend on a "regular" dictionary
for the definition of philosophical terms. There are plenty of
inexpensive dictionaries of
Philosophy in the bookstore you may purchase. You also can
utilize the philosophical
dictionaries that are online for free. Go to LINKS and check
them out.
The illustration below illustrates the distinction Plato draws
between the Forms and the items
that participate in the Forms. These are often called
"particulars". Particulars changes; Forms
don't. Something that has the shape of a rectangle will fall
apart, a drawing of a rectangle can be
erased or destroyed. Either of these can even be changed into
something completely different.
The Form of Rectangle, however, never, ever changes. It is
permanent and eternal.
Plato believes that there is a tremendous difference between the
two realms: the realm of the
Forms and the realm of "appearance", as he called it. Why
"appearance"? There is only one real
rectangle and that's the Form of Rectangle or RECTANGLE.
You will learn a lot more about the
Forms later. But for now, let's get this basic distinctions clear.
20. So, we have the Form of RECTANGLE and instances of
rectangles. You might want to visualize
it this way.
PHIL 101
Prof. Hood
Lecture 3
Spring 2007, p.9
Let the red rectangle be the Form RECTANGLE. The blue,
green, and purple rectangles are
instances of the Form of RECTANGLE. Each rectangle
participates in the Form of
RECTANGLE, but they are not the "essence of RECTANGLE".
Summary:
In this lecture you learned some of Plato's basic metaphysical
and epistemological views and you
learned how Socrates examines his interlocutors. You learned
what are the six main stages of an
elenchos. You discovered what sort of question it is that
Socrates asks, as well as what sort of
answer he expects from his interlocutor. Last, in this lecture
you also learned a bit about the role
Plato's Forms or Ideas play in a Socratic elenchos.
Next time, we will take a closer look at some of the arguments
that arise in the Euthyphro. We
also will take a philosophical look at the big "M" word:
21. Morality.
King, Letter from a Birmingham Jail, p. 1
By Martin Luther King
April 16, 1963
MY DEAR FELLOW CLERGYMEN:
While confined here in the Birmingham city jail, I came across
your recent statement calling my
present activities "unwise and untimely." Seldom do I pause to
answer criticism of my work and ideas.
If I sought to answer all the criticisms that cross my desk, my
secretaries would have little time for
anything other than such correspondence in the course of the
day, and I would have no time for
constructive work. But since I feel that you are men of genuine
good will and that your criticisms are
sincerely set forth, I want to try to answer your statements in
what I hope will be patient and reasonable
terms.
I think I should indicate why I am here In Birmingham, since
you have been influenced by the view
which argues against "outsiders coming in." I have the honor of
serving as president of the Southern
Christian Leadership Conference, an organization operating in
every southern state, with headquarters
in Atlanta, Georgia. We have some eighty-five affiliated
organizations across the South, and one of
them is the Alabama Christian Movement for Human Rights.
Frequently we share staff, educational
22. and financial resources with our affiliates. Several months ago
the affiliate here in Birmingham asked
us to be on call to engage in a nonviolent direct-action program
if such were deemed necessary. We
readily consented, and when the hour came we lived up to our
promise. So I, along with several
members of my staff, am here because I was invited here I am
here because I have organizational ties
here.
But more basically, I am in Birmingham because injustice is
here. Just as the prophets of the eighth
century B.C. left their villages and carried their "thus saith the
Lord" far beyond the boundaries of their
home towns, and just as the Apostle Paul left his village of
Tarsus and carried the gospel of Jesus Christ
to the far corners of the Greco-Roman world, so am I compelled
to carry the gospel of freedom beyond
my own home town. Like Paul, I must constantly respond to the
Macedonian call for aid.
Moreover, I am cognizant of the interrelatedness of all
communities and states. I cannot sit idly by in
Atlanta and not be concerned about what happens in
Birmingham. Injustice anywhere is a threat to
justice everywhere. We are caught in an inescapable network of
mutuality, tied in a single garment of
destiny. Whatever affects one directly, affects all indirectly.
Never again can we afford to live with the
narrow, provincial "outside agitator" idea. Anyone who lives
inside the United States can never be
considered an outsider anywhere within its bounds.
You deplore the demonstrations taking place in Birmingham.
But your statement, I am sorry to say,
fails to express a similar concern for the conditions that brought
23. about the demonstrations. I am sure
that none of you would want to rest content with the superficial
kind of social analysis that deals
merely with effects and does not grapple with underlying
causes. It is unfortunate that demonstrations
are taking place in Birmingham, but it is even more unfortunate
that the city's white power structure
left the Negro community with no alternative.
In any nonviolent campaign there are four basic steps:
collection of the facts to determine whether
injustices exist; negotiation; self-purification; and direct action.
We have gone through all of these steps
in Birmingham. There can be no gainsaying the fact that racial
injustice engulfs this community.
Birmingham is probably the most thoroughly segregated city in
the United States. Its ugly record of
brutality is widely known. Negroes have experienced grossly
unjust treatment in the courts. There have
been more unsolved bombings of Negro homes and churches in
Birmingham than in any other city in
the nation. These are the hard, brutal facts of the case. On the
basis of these conditions, Negro leaders
King, Letter from a Birmingham Jail, p. 2
sought to negotiate with the city fathers. But the latter
consistently refused to engage in good-faith
negotiation.
Then, last September, came the opportunity to talk with leaders
of Birmingham's economic community.
In the course of the negotiations, certain promises were made by
the merchants --- for example, to
24. remove the stores humiliating racial signs. On the basis of these
promises, the Reverend Fred
Shuttlesworth and the leaders of the Alabama Christian
Movement for Human Rights agreed to a
moratorium on all demonstrations. As the weeks and months
went by, we realized that we were the
victims of a broken promise. A few signs, briefly removed,
returned; the others remained.
As in so many past experiences, our hopes had been blasted, and
the shadow of deep disappointment
settled upon us. We had no alternative except to prepare for
direct action, whereby we would present
our very bodies as a means of laying our case before the
conscience of the local and the national
community. Mindful of the difficulties involved, we decided to
undertake a process of self-purification.
We began a series of workshops on nonviolence, and we
repeatedly asked ourselves : "Are you able to
accept blows without retaliating?" "Are you able to endure the
ordeal of jail?" We decided to schedule
our direct-action program for the Easter season, realizing that
except for Christmas, this is the main
shopping period of the year. Knowing that a strong economic
withdrawal program would be the by-
product of direct action, we felt that this would be the best time
to bring pressure to bear on the
merchants for the needed change.
Then it occurred to us that Birmingham's mayoralty election
was coming up in March, and we speedily
decided to postpone action until after election day. When we
discovered that the Commissioner of
Public Safety, Eugene "Bull" Connor, had piled up enough votes
to be in the run-off we decided again
to postpone action until the day after the run-off so that the
25. demonstrations could not be used to cloud
the issues. Like many others, we waited to see Mr. Connor
defeated, and to this end we endured
postponement after postponement. Having aided in this
community need, we felt that our direct-action
program could be delayed no longer.
You may well ask: "Why direct action? Why sit-ins, marches
and so forth? Isn't negotiation a better
path?" You are quite right in calling, for negotiation. Indeed,
this is the very purpose of direct action.
Nonviolent direct action seeks to create such a crisis and foster
such a tension that a community which
has constantly refused to negotiate is forced to confront the
issue. It seeks to so dramatize the issue that
it can no longer be ignored. My citing the creation of tension as
part of the work of the nonviolent-
resister may sound rather shocking. But I must confess that I am
not afraid of the word "tension." I
have earnestly opposed violent tension, but there is a type of
constructive, nonviolent tension which is
necessary for growth. Just as Socrates felt that it was necessary
to create a tension in the mind so that
individuals could rise from the bondage of myths and half-truths
to the unfettered realm of creative
analysis and objective appraisal, we must we see the need for
nonviolent gadflies to create the kind of
tension in society that will help men rise from the dark depths
of prejudice and racism to the majestic
heights of understanding and brotherhood.
The purpose of our direct-action program is to create a situation
so crisis-packed that it will inevitably
open the door to negotiation. I therefore concur with you in
your call for negotiation. Too long has our
beloved Southland been bogged down in a tragic effort to live in
26. monologue rather than dialogue.
One of the basic points in your statement is that the action that I
and my associates have taken .in
Birmingham is untimely. Some have asked: "Why didn't you
give the new city administration time to
act?" The only answer that I can give to this query is that the
new Birmingham administration must be
prodded about as much as the outgoing one, before it will act.
We are sadly mistaken if we feel that the
King, Letter from a Birmingham Jail, p. 3
election of Albert Boutwell as mayor. will bring the millennium
to Birmingham. While Mr. Boutwell is
a much more gentle person than Mr. Connor, they are both
segregationists, dedicated to maintenance of
the status quo. I have hope that Mr. Boutwell will be reasonable
enough to see the futility of massive
resistance to desegregation. But he will not see this without
pressure from devotees of civil rights. My
friends, I must say to you that we have not made a single gain
civil rights without determined legal and
nonviolent pressure. Lamentably, it is an historical fact that
privileged groups seldom give up their
privileges voluntarily. Individuals may see the moral light and
voluntarily give up their unjust posture;
but, as Reinhold Niebuhr has reminded us, groups tend to be
more immoral than individuals.
We know through painful experience that freedom is never
voluntarily given by the oppressor; it must
be demanded by the oppressed. Frankly, I have yet to engage in
a direct-action campaign that was "well
27. timed" in the view of those who have not suffered unduly from
the disease of segregation. For years
now I have heard the word "Wait!" It rings in the ear of every
Negro with piercing familiarity. This
"Wait" has almost always meant "Never." We must come to see,
with one of our distinguished jurists,
that "justice too long delayed is justice denied."
We have waited for more than 340 years for our constitutional
and God-given rights. The nations of
Asia and Africa are moving with jetlike speed toward gaining
political independence, but we stiff creep
at horse-and-buggy pace toward gaining a cup of coffee at a
lunch counter. Perhaps it is easy for those
who have never felt the stinging dark of segregation to say,
"Wait." But when you have seen vicious
mobs lynch your mothers and fathers at will and drown your
sisters and brothers at whim; when you
have seen hate-filled policemen curse, kick and even kill your
black brothers and sisters; when you see
the vast majority of your twenty million Negro brothers
smothering in an airtight cage of poverty in the
midst of an affluent society; when you suddenly find your
tongue twisted and your speech stammering
as you seek to explain to your six-year-old daughter why she
can't go to the public amusement park that
has just been advertised on television, and see tears welling up
in her eyes when she is told that
Funtown is closed to colored children, and see ominous clouds
of inferiority beginning to form in her
little mental sky, and see her beginning to distort her
personality by developing an unconscious
bitterness toward white people; when you have to concoct an
answer for a five-year-old son who is
asking: "Daddy, why do white people treat colored people so
mean?"; when you take a cross-country
28. drive and find it necessary to sleep night after night in the
uncomfortable corners of your automobile
because no motel will accept you; when you are humiliated day
in and day out by nagging signs
reading "white" and "colored"; when your first name becomes
"nigger," your middle name becomes
"boy" (however old you are) and your last name becomes
"John," and your wife and mother are never
given the respected title "Mrs."; when you are harried by day
and haunted by night by the fact that you
are a Negro, living constantly at tiptoe stance, never quite
knowing what to expect next, and are
plagued with inner fears and outer resentments; when you go
forever fighting a degenerating sense of
"nobodiness" then you will understand why we find it difficult
to wait. There comes a time when the
cup of endurance runs over, and men are no longer willing to be
plunged into the abyss of despair. I
hope, sirs, you can understand our legitimate and unavoidable
impatience.
You express a great deal of anxiety over our willingness to
break laws. This is certainly a legitimate
concern. Since we so diligently urge people to obey the
Supreme Court's decision of 1954 outlawing
segregation in the public schools, at first glance it may seem
rather paradoxical for us consciously to
break laws. One may want to ask: "How can you advocate
breaking some laws and obeying others?"
The answer lies in the fact that there are two types of laws: just
and unjust. I would be the first to
advocate obeying just laws. One has not only a legal but a moral
responsibility to obey just laws.
Conversely, one has a moral responsibility to disobey unjust
laws. I would agree with St. Augustine
29. King, Letter from a Birmingham Jail, p. 4
that "an unjust law is no law at all"
Now, what is the difference between the two? How does one
determine whether a law is just or unjust?
A just law is a man-made code that squares with the moral law
or the law of God. An unjust law is a
code that is out of harmony with the moral law. To put it in the
terms of St. Thomas Aquinas: An unjust
law is a human law that is not rooted in eternal law and natural
law. Any law that uplifts human
personality is just. Any law that degrades human personality is
unjust. All segregation statutes are
unjust because segregation distorts the soul and damages the
personality. It gives the segregator a false
sense of superiority and the segregated a false sense of
inferiority. Segregation, to use the terminology
of the Jewish philosopher Martin Buber, substitutes an "I-it"
relationship for an "I-thou" relationship
and ends up relegating persons to the status of things. Hence
segregation is not only politically,
economically and sociologically unsound, it is morally wrong
and awful. Paul Tillich said that sin is
separation. Is not segregation an existential expression 'of man's
tragic separation, his awful
estrangement, his terrible sinfulness? Thus it is that I can urge
men to obey the 1954 decision of the
Supreme Court, for it is morally right; and I can urge them to
disobey segregation ordinances, for they
are morally wrong.
Let us consider a more concrete example of just and unjust
laws. An unjust law is a code that a
30. numerical or power majority group compels a minority group to
obey but does not make binding on
itself. This is difference made legal. By the same token, a just
law is a code that a majority compels a
minority to follow and that it is willing to follow itself. This is
sameness made legal.
Let me give another explanation. A law is unjust if it is
inflicted on a minority that, as a result of being
denied the right to vote, had no part in enacting or devising the
law. Who can say that the legislature of
Alabama which set up that state's segregation laws was
democratically elected? Throughout Alabama
all sorts of devious methods are used to prevent Negroes from
becoming registered voters, and there
are some counties in which, even though Negroes constitute a
majority of the population, not a single
Negro is registered. Can any law enacted under such
circumstances be considered democratically
structured?
Sometimes a law is just on its face and unjust in its application.
For instance, I have been arrested on a
charge of parading without a permit. Now, there is nothing
wrong in having an ordinance which
requires a permit for a parade. But such an ordinance becomes
unjust when it is used to maintain
segregation and to deny citizens the First Amendment privilege
of peaceful assembly and protest.
I hope you are able to ace the distinction I am trying to point
out. In no sense do I advocate evading or
defying the law, as would the rabid segregationist. That would
lead to anarchy. One who breaks an
unjust law must do so openly, lovingly, and with a willingness
to accept the penalty. I submit that an
31. individual who breaks a law that conscience tells him is unjust
and who willingly accepts the penalty of
imprisonment in order to arouse the conscience of the
community over its injustice, is in reality
expressing the highest respect for law.
Of course, there is nothing new about this kind of civil
disobedience. It was evidenced sublimely in the
refusal of Shadrach, Meshach and Abednego to obey the laws of
Nebuchadnezzar, on the ground that a
higher moral law was at stake. It was practiced superbly by the
early Christians, who were willing to
face hungry lions and the excruciating pain of chopping blocks
rather than submit to certain unjust laws
of the Roman Empire. To a degree, academic freedom is a
reality today because Socrates practiced civil
disobedience. In our own nation, the Boston Tea Party
represented a massive act of civil disobedience.
We should never forget that everything Adolf Hitler did in
Germany was "legal" and everything the
Hungarian freedom fighters did in Hungary was "illegal." It was
"illegal" to aid and comfort a Jew in
King, Letter from a Birmingham Jail, p. 5
Hitler's Germany. Even so, I am sure that, had I lived in
Germany at the time, I would have aided and
comforted my Jewish brothers. If today I lived in a Communist
country where certain principles dear to
the Christian faith are suppressed, I would openly advocate
disobeying that country's antireligious laws.
I must make two honest confessions to you, my Christian and
32. Jewish brothers. First, I must confess that
over the past few years I have been gravely disappointed with
the white moderate. I have almost
reached the regrettable conclusion that the Negro's great
stumbling block in his stride toward freedom
is not the White Citizen's Counciler or the Ku Klux Klanner, but
the white moderate, who is more
devoted to "order" than to justice; who prefers a negative peace
which is the absence of tension to a
positive peace which is the presence of justice; who constantly
says: "I agree with you in the goal you
seek, but I cannot agree with your methods of direct action";
who paternalistically believes he can set
the timetable for another man's freedom; who lives by a
mythical concept of time and who constantly
advises the Negro to wait for a "more convenient season."
Shallow understanding from people of good
will is more frustrating than absolute misunderstanding from
people of ill will. Lukewarm acceptance
is much more bewildering than outright rejection.
I had hoped that the white moderate would understand that law
and order exist for the purpose of
establishing justice and that when they fan in this purpose they
become the dangerously structured
dams that block the flow of social progress. I had hoped that the
white moderate would understand that
the present tension in the South is a necessary phase of the
transition from an obnoxious negative
peace, in which the Negro passively accepted his unjust plight,
to a substantive and positive peace, in
which all men will respect the dignity and worth of human
personality. Actually, we who engage in
nonviolent direct action are not the creators of tension. We
merely bring to the surface the hidden
tension that is already alive. We bring it out in the open, where
33. it can be seen and dealt with. Like a boil
that can never be cured so long as it is covered up but must be
opened with an its ugliness to the natural
medicines of air and light, injustice must be exposed, with all
the tension its exposure creates, to the
light of human conscience and the air of national opinion before
it can be cured.
In your statement you assert that our actions, even though
peaceful, must be condemned because they
precipitate violence. But is this a logical assertion? Isn't this
like condemning a robbed man because his
possession of money precipitated the evil act of robbery? Isn't
this like condemning Socrates because
his unswerving commitment to truth and his philosophical
inquiries precipitated the act by the
misguided populace in which they made him drink hemlock?
Isn't this like condemning Jesus because
his unique God-consciousness and never-ceasing devotion to
God's will precipitated the evil act of
crucifixion? We must come to see that, as the federal courts
have consistently affirmed, it is wrong to
urge an individual to cease his efforts to gain his basic
constitutional rights because the quest may
precipitate violence. Society must protect the robbed and punish
the robber.
I had also hoped that the white moderate would reject the myth
concerning time in relation to the
struggle for freedom. I have just received a letter from a white
brother in Texas. He writes: "All
Christians know that the colored people will receive equal
rights eventually, but it is possible that you
are in too great a religious hurry. It has taken Christianity
almost two thousand years to accomplish
what it has. The teachings of Christ take time to come to earth."
34. Such an attitude stems from a tragic
misconception of time, from the strangely rational notion that
there is something in the very flow of
time that will inevitably cure all ills. Actually, time itself is
neutral; it can be used either destructively
or constructively. More and more I feel that the people of ill
will have used time much more effectively
than have the people of good will. We will have to repent in this
generation not merely for the hateful
words and actions of the bad people but for the appalling
silence of the good people. Human progress
never rolls in on wheels of inevitability; it comes through the
tireless efforts of men willing to be co-
King, Letter from a Birmingham Jail, p. 6
workers with God, and without this 'hard work, time itself
becomes an ally of the forces of social
stagnation. We must use time creatively, in the knowledge that
the time is always ripe to do right. Now
is the time to make real the promise of democracy and transform
our pending national elegy into a
creative psalm of brotherhood. Now is the time to lift our
national policy from the quicksand of racial
injustice to the solid rock of human dignity.
You speak of our activity in Birmingham as extreme. At fist I
was rather disappointed that fellow
clergymen would see my nonviolent efforts as those of an
extremist. I began thinking about the fact
that stand in the middle of two opposing forces in the Negro
community. One is a force of
complacency, made up in part of Negroes who, as a result of
long years of oppression, are so drained of
35. self-respect and a sense of "somebodiness" that they have
adjusted to segregation; and in part of a few
middle class Negroes who, because of a degree of academic and
economic security and because in
some ways they profit by segregation, have become insensitive
to the problems of the masses. The
other force is one of bitterness and hatred, and it comes
perilously close to advocating violence. It is
expressed in the various black nationalist groups that are
springing up across the nation, the largest and
best-known being Elijah Muhammad's Muslim movement.
Nourished by the Negro's frustration over
the continued existence of racial discrimination, this movement
is made up of people who have lost
faith in America, who have absolutely repudiated Christianity,
and who have concluded that the white
man is an incorrigible "devil."
I have tried to stand between these two forces, saying that we
need emulate neither the "do-nothingism"
of the complacent nor the hatred and despair of the black
nationalist. For there is the more excellent
way of love and nonviolent protest. I am grateful to God that,
through the influence of the Negro
church, the way of nonviolence became an integral part of our
struggle.
If this philosophy had not emerged, by now many streets of the
South would, I am convinced, be
flowing with blood. And I am further convinced that if our
white brothers dismiss as "rabble-rousers"
and "outside agitators" those of us who employ nonviolent
direct action, and if they refuse to support
our nonviolent efforts, millions of Negroes will, out of
frustration and despair, seek solace and security
in black-nationalist ideologies a development that would
36. inevitably lead to a frightening racial
nightmare.
Oppressed people cannot remain oppressed forever. The
yearning for freedom eventually manifests
itself, and that is what has happened to the American Negro.
Something within has reminded him of his
birthright of freedom, and something without has reminded him
that it can be gained. Consciously or
unconsciously, he has been caught up by the Zeitgeist, and with
his black brothers of Africa and his
brown and yellow brothers of Asia, South America and the
Caribbean, the United States Negro is
moving with a sense of great urgency toward the promised land
of racial justice. If one recognizes this
vital urge that has engulfed the Negro community, one should
readily understand why public
demonstrations are taking place. The Negro has many pent-up
resentments and latent frustrations, and
he must release them. So let him march; let him make prayer
pilgrimages to the city hall; let him go on
freedom rides--and try to understand why he must do so. If his
repressed emotions are not released in
nonviolent ways, they will seek expression through violence;
this is not a threat but a fact of history. So
I have not said to my people: "Get rid of your discontent."
Rather, I have tried to say that this normal
and healthy discontent can be channeled into the creative outlet
of nonviolent direct action. And now
this approach is being termed extremist.
But though I was initially disappointed at being categorized as
an extremist, as I continued to think
about the matter I gradually gained a measure of satisfaction
from the label. Was not Jesus an extremist
37. King, Letter from a Birmingham Jail, p. 7
for love: "Love your enemies, bless them that curse you, do
good to them that hate you, and pray for
them which despitefully use you, and persecute you." Was not
Amos an extremist for justice: "Let
justice roll down like waters and righteousness like an ever-
flowing stream." Was not Paul an extremist
for the Christian gospel: "I bear in my body the marks of the
Lord Jesus." Was not Martin Luther an
extremist: "Here I stand; I cannot do otherwise, so help me
God." And John Bunyan: "I will stay in jail
to the end of my days before I make a butchery of my
conscience." And Abraham Lincoln: "This nation
cannot survive half slave and half free." And Thomas Jefferson:
"We hold these truths to be self-
evident, that all men are created equal ..." So the question is not
whether we will be extremists, but
what kind of extremists we will be. Will we be extremists for
hate or for love? Will we be extremists
for the preservation of injustice or for the extension of justice?
In that dramatic scene on Calvary's hill
three men were crucified. We must never forget that all three
were crucified for the same crime---the
crime of extremism. Two were extremists for immorality, and
thus fell below their environment. The
other, Jesus Christ, was an extremist for love, truth and
goodness, and thereby rose above his
environment. Perhaps the South, the nation and the world are in
dire need of creative extremists.
I had hoped that the white moderate would see this need.
Perhaps I was too optimistic; perhaps I
expected too much. I suppose I should have realized that few
38. members of the oppressor race can
understand the deep groans and passionate yearnings of the
oppressed race, and still fewer have the
vision to see that injustice must be rooted out by strong,
persistent and determined action. I am
thankful, however, that some of our white brothers in the South
have grasped the meaning of this social
revolution and committed themselves to it. They are still too
few in quantity, but they are big in quality.
Some---such as Ralph McGill, Lillian Smith, Harry Golden,
James McBride Dabbs, Ann Braden and
Sarah Patton Boyle---have written about our struggle in
eloquent and prophetic terms. Others have
marched with us down nameless streets of the South. They have
languished in filthy, roach-infested
jails, suffering the abuse and brutality of policemen who view
them as "dirty nigger lovers." Unlike so
many of their moderate brothers and sisters, they have
recognized the urgency of the moment and
sensed the need for powerful "action" antidotes to combat the
disease of segregation.
Let me take note of my other major disappointment. I have been
so greatly disappointed with the white
church and its leadership. Of course, there are some notable
exceptions. I am not unmindful of the fact
that each of you has taken some significant stands on this issue.
I commend you, Reverend Stallings,
for your Christian stand on this past Sunday, in welcoming
Negroes to your worship service on a non
segregated basis. I commend the Catholic leaders of this state
for integrating Spring Hill College
several years ago.
But despite these notable exceptions, I must honestly reiterate
that I have been disappointed with the
39. church. I do not say this as one of those negative .critics who
can always find. something wrong with
the church. I say this as a minister of the gospel, who loves the
church; who was nurtured in its bosom;
who has been sustained by its spiritual blessings and who will
remain true to it as long as the cord of
Rio shall lengthen.
When I was suddenly catapulted into the leadership of the bus
protest in Montgomery, Alabama, a few
years ago, I felt we would be supported by the white church felt
that the white ministers, priests and
rabbis of the South would be among our strongest allies.
Instead, some have been outright opponents,
refusing to understand the freedom movement and
misrepresenting its leader era; an too many others
have been more cautious than courageous and have remained
silent behind the anesthetizing security of
stained-glass windows.
In spite of my shattered dreams, I came to Birmingham with the
hope that the white religious
King, Letter from a Birmingham Jail, p. 8
leadership of this community would see the justice of our cause
and, with deep moral concern, would
serve as the channel through which our just grievances could
reach the power structure. I had hoped
that each of you would understand. But again I have been
disappointed.
I have heard numerous southern religious leaders admonish their
worshipers to comply with a
40. desegregation decision because it is the law, but I have longed
to hear white ministers declare: "Follow
this decree because integration is morally right and because the
Negro is your brother." In the midst of
blatant injustices inflicted upon the Negro, I have watched
white churchmen stand on the sideline and
mouth pious. irrelevancies and sanctimonious trivialities. In the
midst of a mighty struggle to rid our
nation of racial and economic injustice, I have heard many
ministers say: "Those are social issues, with
which the gospel has no real concern." And I have watched
many churches commit themselves to a
completely other worldly religion which makes a strange, on
Biblical distinction between body and
soul, between the sacred and the secular.
I have traveled the length and breadth of Alabama, Mississippi
and all the other southern states. On
sweltering summer days and crisp autumn mornings I have
looked at the South's beautiful churches
with their lofty spires pointing heavenward. I have beheld the
impressive outlines of her massive
religious-education buildings. Over and over I have found
myself asking: "What kind of people
worship here? Who is their God? Where were their voices when
the lips of Governor Barnett dripped
with words of interposition and nullification? Where were they
when Governor Wallace gave a clarion
call for defiance and hatred? Where were their voices of support
when bruised and weary Negro men
and women decided to rise from the dark dungeons of
complacency to the bright hills of creative
protest?"
Yes, these questions are still in my mind. In deep
disappointment I have wept over the laxity of the
41. church. But be assured that my tears have been tears of love.
There can be no deep disappointment
where there is not deep love. Yes, I love the church. How could
I do otherwise? l am in the rather
unique position of being the son, the grandson and the great-
grandson of preachers. Yes, I see the
church as the body of Christ. But, oh! How we have blemished
and scarred that body through social
neglect and through fear of being nonconformists.
There was a time when the church was very powerful in the time
when the early Christians rejoiced at
being deemed worthy to suffer for what they believed. In those
days the church was not merely a
thermometer that recorded the ideas and principles of popular
opinion; it was a thermostat that
transformed the mores of society. Whenever the early Christians
entered a town, the people in power
became disturbed and immediately sought to convict the
Christians for being "disturbers of the peace"
and "outside agitators"' But the Christians pressed on, in the
conviction that they were "a colony of
heaven," called to obey God rather than man. Small in number,
they were big in commitment. They
were too God intoxicated to be "astronomically intimidated." By
their effort and example they brought
an end to such ancient evils as infanticide. and gladiatorial
contests.
Things are different now. So often the contemporary church is a
weak, ineffectual voice with an
uncertain sound. So often it is an archdefender of the status
quo. Par from being disturbed by the
presence of the church, the power structure of the average
community is consoled by the church's silent
and often even vocal sanction of things as they are.
42. But the judgment of God is upon the church as never before. If
today's church does not recapture the
sacrificial spirit of the early church, it vi lose its authenticity,
forfeit the loyalty of millions, and be
dismissed as an irrelevant social club with no meaning for the
twentieth century. Every day I meet
young people whose disappointment with the church has turned
into outright disgust.
King, Letter from a Birmingham Jail, p. 9
Perhaps I have once again been too optimistic. Is organized
religion too inextricably bound to the status
quo to save our nation and the world? Perhaps I must turn my
faith to the inner spiritual church, the
church within the church, as the true ecclesia and the hope of
the world. But again I am thankful to God
that some noble souls from the ranks of organized religion have
broken loose from the paralyzing
chains of conformity and joined us as active partners in the
struggle for freedom, They have left their
secure congregations and walked the streets of Albany, Georgia,
with us. They have gone down the
highways of the South on tortuous rides for freedom. Yes, they
have gone to jai with us. Some have
been dismissed from their churches, have lost the support of
their bishops and fellow ministers. But
they have acted in the faith that right defeated is stronger than
evil triumphant. Their witness has been
the spiritual salt that has preserved the true meaning of the
gospel in these troubled times. They have
carved a tunnel of hope through the dark mountain of
disappointment.
43. I hope the church as a whole will meet the challenge of this
decisive hour. But even if the church does
not come to the aid of justice, I have no despair about the
future. I have no fear about the outcome of
our struggle in Birmingham, even if our motives are at present
misunderstood. We will reach the goal
of freedom in Birmingham, ham and all over the nation, because
the goal of America k freedom.
Abused and scorned though we may be, our destiny is tied up
with America's destiny. Before the
pilgrims landed at Plymouth, we were here. Before the pen of
Jefferson etched the majestic words of
the Declaration of Independence across the pages of history, we
were here. For more than two centuries
our forebears labored in this country without wages; they made
cotton king; they built the homes of
their masters while suffering gross injustice and shameful
humiliation-and yet out of a bottomless
vitality they continued to thrive and develop. If the
inexpressible cruelties of slavery could not stop us,
the opposition we now face will surely fail. We will win our
freedom because the sacred heritage of our
nation and the eternal will of God are embodied in our echoing
demands.
Before closing I feel impelled to mention one other point in
your statement that has troubled me
profoundly. You warmly commended the Birmingham police
force for keeping "order" and "preventing
violence." I doubt that you would have so warmly commended
the police force if you had seen its dogs
sinking their teeth into unarmed, nonviolent Negroes. I doubt
that you would so quickly commend the
policemen if you were to observe their ugly and inhumane
treatment of Negroes here in the city jail; if
44. you were to watch them push and curse old Negro women and
young Negro girls; if you were to see
them slap and kick old Negro men and young boys; if you were
to observe them, as they did on two
occasions, refuse to give us food because we wanted to sing our
grace together. I cannot join you in
your praise of the Birmingham police department.
It is true that the police have exercised a degree of discipline in
handing the demonstrators. In this
sense they have conducted themselves rather "nonviolently" in
public. But for what purpose? To
preserve the evil system of segregation. Over the past few years
I have consistently preached that
nonviolence demands that the means we use must be as pure as
the ends we seek. I have tried to make
clear that it is wrong to use immoral means to attain moral ends.
But now I must affirm that it is just as
wrong, or perhaps even more so, to use moral means to preserve
immoral ends. Perhaps Mr. Connor
and his policemen have been rather nonviolent in public, as was
Chief Pritchett in Albany, Georgia but
they have used the moral means of nonviolence to maintain the
immoral end of racial injustice. As T. S.
Eliot has said: "The last temptation is the greatest treason: To
do the right deed for the wrong reason."
I wish you had commended the Negro sit-inners and
demonstrators of Birmingham for their sublime
courage, their willingness to suffer and their amazing discipline
in the midst of great provocation. One
day the South will recognize its real heroes. There will be the
James Merediths, with the noble sense of
purpose that enables them to face jeering and hostile mobs, and
with the agonizing loneliness that
45. King, Letter from a Birmingham Jail, p. 10
characterizes the life of the pioneer. There will be the old,
oppressed, battered Negro women,
symbolized in a seventy-two-year-old woman in Montgomery,
Alabama, who rose up with a sense of
dignity and with her people decided not to ride segregated
buses, and who responded with
ungrammatical profundity to one who inquired about her
weariness: "My feets is tired, but my soul is at
rest." There will be the young high school and college students,
the young ministers of the gospel and a
host of their elders, courageously and nonviolently sitting in at
lunch counters and willingly going to
jail for conscience' sake. One day the South will know that
when these disinherited children of God sat
down at lunch counters, they were in reality standing up for
what is best in the American dream and for
the most sacred values in our Judaeo-Christian heritage, thereby
bringing our nation back to those great
wells of democracy which were dug deep by the founding
fathers in their formulation of the
Constitution and the Declaration of Independence.
Never before have I written so long a letter. I'm afraid it is
much too long to take your precious time. I
can assure you that it would have been much shorter if I had
been writing from a comfortable desk, but
what else can one do when he is alone in a narrow jail cell,
other than write long letters, think long
thoughts and pray long prayers?
If I have said anything in this letter that overstates the truth and
indicates an unreasonable impatience, I
46. beg you to forgive me. If I have said anything that understates
the truth and indicates my having a
patience that allows me to settle for anything less than
brotherhood, I beg God to forgive me.
I hope this letter finds you strong in the faith. I also hope that
circumstances will soon make it possible
for me to meet each of you, not as an integrationist or a civil
rights leader but as a fellow clergyman
and a Christian brother. Let us all hope that the dark clouds of
racial prejudice will soon pass away and
the deep fog of misunderstanding will be lifted from our fear-
drenched communities, and in some not
too distant tomorrow the radiant stars of love and brotherhood
will shine over our great nation with all
their scintillating beauty.
Yours for the cause of Peace and Brotherhood,
Martin Luther King, Jr.