...nd Ontology aa e ysics of Ide etaph as M rn de o Id An Ess M Marc A. Hight ay i nE ar ly Idea and Ontology Idea and Ontology an essay in early modern metaphysics of ideas marc a. hight t h e p e n n s y l va n i a s t at e u n i v e r s i t y p r e s s u n i v e r s i t y p a r k , p e n n s y l va n i a Library of Congress Cataloging-in-Publication Data Hight, Marc A., 1969– Idea and ontology : an essay in early modern metaphysics of ideas / Marc A. Hight. p. cm. Summary: ‘‘Provides an interpretation of the development of the ontology of ideas from Descartes to Hume that reaffirms the vital role metaphysical concerns played in early modern thinking’’—Provided by publisher. Includes bibliographical references and index. isbn 978–0-271–03383–9 (cloth : alk. paper) 1. Ontology. 2. Idea (Philosophy). 3. Metaphysics. I. Title. BD301.H54 2008 110.9—dc22 2008002466 2008 The Pennsylvania State University All rights reserved Printed in the United States of America Published by The Pennsylvania State University Press, University Park, PA 16802–1003 Copyright The Pennsylvania State University Press is a member of the Association of American University Presses. It is the policy of The Pennsylvania State University Press to use acid-free paper. This book is printed on Natures Natural, containing 50% post-consumer waste, and meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Material...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...Contents 2 Introduction 3 Key Figures 4 Basic Assumptions and Key Concepts 7 Therapy – goals, clinical relationship and techniques 10 Conclusion 14 Appendix A – References 16 Introduction This essay will present and contrast the workings of the three major theories of counselling psychology mainly – psychodynamic, cognitive behavioural and person-centred. First I will describe what psychology is and what counselling entails, then I will explain why there are different schools of thought around counselling psychology, before introducing each in turn. My discussion will examine the three theories or approaches for a history of the founder and a rationale for why they were led to introducing a new therapy approach and a sketch of the key concepts. Further, I will look at methods and processes employed by each theory, the respective roles played by the therapist and the client and the various situations to which the theory can be applied. Finally I will examine the limitations of the theory and how well it integrates with other approaches. Throughout this paper I will offer my own view of the issues at hand and in so doing attempt a synthesis of the three theories. Counselling is a therapeutic and growth relationship process concerned with helping individuals make adjustments to themselves, significant others and the environment in which they live (Hansen et al, 1986)....
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...Contents 2 Introduction 3 Key Figures 4 Basic Assumptions and Key Concepts 7 Therapy – goals, clinical relationship and techniques 10 Conclusion 14 Appendix A – References 16 Introduction This essay will present and contrast the workings of the three major theories of counselling psychology mainly – psychodynamic, cognitive behavioural and person-centred. First I will describe what psychology is and what counselling entails, then I will explain why there are different schools of thought around counselling psychology, before introducing each in turn. My discussion will examine the three theories or approaches for a history of the founder and a rationale for why they were led to introducing a new therapy approach and a sketch of the key concepts. Further, I will look at methods and processes employed by each theory, the respective roles played by the therapist and the client and the various situations to which the theory can be applied. Finally I will examine the limitations of the theory and how well it integrates with other approaches. Throughout this paper I will offer my own view of the issues at hand and in so doing attempt a synthesis of the three theories. Counselling is a therapeutic and growth relationship process concerned with helping individuals make adjustments to themselves, significant others and the environment in which they live (Hansen et al, 1986)....
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...CHAPTER 6 A CRITIQUE OF THE EIGHT PSYCHOLOGISTS Sigmund Freud While Freudian theory is vulnerable to criticisms of being unscientific and too reductionistic (though behaviorists criticize it for not being reductionistic enough), classic psychoanalysis does offer a comprehensive system of personality, pathology, and therapy that has made a lasting contribution to an understanding of human behavior, especially in such areas as defense mechanisms, the reality of unconscious mental dynamics, and the psychodynamics of dreams. Freud’s work was characterized by originality, boldness, and power of communication. In his theory of neurosis, he captured the tragic dimension of human existence, particularly in the selfdestructive antithesis of instinctual conflict. The locus of these destructive impulses is internalized in the individual and not merely derivative from civilization. In this respect, Freud’s portrayal of the human condition has more depth than romantic humanism and yields significant points of correlation with the Christian understanding of sin, guilt, and the need for redemption. Regarding Freud’s theory of personality, there appears to be no unified structure or functional unity between the id, the ego, and the superego, and these personality components are described in intuitive and literary terms that elude scientific analysis. Instead, they are often personified as homunculi that operate in monochromatic ways, yielding a theory...
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...Fayette County Schools Research Paper Survival Guide June 2009 (revised November 2011) Compiled by: Jillian Bowen, Joanne Dirring, Monica Dorner, Greta Jackson, Shery Kearney, Ann Richardson, and Cheryll Thompson-Smith Based on the work of: Linda Brem, Kathy Franks, Cathy Nix, Ann Richardson, and Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….....
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...3.2 God in the Critique of Pure Reason's Transcendental Dialectic 3.2.1 The Ens Realissimum The Transcendental Dialectic's “Ideal of Reason” contains the best known and most frequently anthologized components of Kant's philosophy of religion. In addition to its portrayal of the ens realissimum, one finds within it Kant's objections to the Ontological, Cosmological and Physico-theological (Design) arguments for God's existence. It is thus the text most central to the negative elements of Kant's philosophy of religion and is integral to the widely held view that Kant is deeply hostile to faith. The general aim of the Transcendental Dialectic is to expose reason's excesses, its drive to move beyond the limits of possible experience, and to bring all concepts into a systematic unity under an “unconditioned condition.” The Transcendental Dialectic begins with a critique of reason's illusions and errors within the sphere of Rational Psychology. It then moves on to a critique of cosmological metaphysics, and then to the “Ideal of Reason” where Kant turns to Rational Theology and its pursuit of religious knowledge. As Kant explains, underlying all the traditional proofs for God's existence is the concept of the ens realissimum, the most real being. Reason comes to the idea of this being through the principle that every individuated object is subject to the “principle of complete determination.” While the generality of concepts allow them to be less than fully determined (e.g...
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...Chapter 1 INTRODUCTION Thich Nhat Hanh: “Buddhism is already engaged. If it is not, it is not Buddhism.” Walpola Rahula: “Buddhism is based on service to others”…political and social engagement is the “heritage of the bhikkhu” and the essence of Buddhism. Robert Thurman: “The primary Buddhist position on social action is one of total activism, an unswerving commitment to complete self-transformation and complete world-transformation.” Stated in simplest terms, engaged Buddhism means the application of Buddhist teachings to contemporary social problems. Engaged Buddhism is a modern reformist movement. A practitioner is socially engaged “in a nonviolent way, motivated by concern for the welfare of others, and as an expression of one’s own practice of the Buddhist Way” (King Being 5). In this description Sallie B. King invokes the spirit of the Bodhisattva vow: May I attain Buddhahood for the benefit of all sentient beings. According to Ken Jones engaged Buddhism is “an explication of social, economic, and political processes and their ecological implications, derived from a Buddhist diagnosis of the existential human condition” (Kraft New). Jones emphasizes the social theory underlying engaged Buddhism. According to engaged Buddhists the “three poisons” of greed, anger and ignorance apply both to the individual and to “large-scale social and economic forces” (Kraft New); their remediation is therefore the collective concern of society. As the subject...
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...A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 First American paperback edition published in 2006 by Enchanted Lion Books, 45 Main Street, Suite 519, Brooklyn, NY 11201 Copyright © 2002 Philip Stokes/Arcturus Publishing Limted 26/27 Bickels Yard, 151-153 Bermondsey Street, London SE1 3HA Glossary © 2003 Enchanted Lion Books All Rights Reserved. The Library of Congress has cataloged an earlier hardcover edtion of this title for which a CIP record is on file. ISBN-13: 978-1-59270-046-2 ISBN-10: 1-59270-046-2 Printed in China Edited by Paul Whittle Cover and book design by Alex Ingr A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 Philip Stokes A618C90F-C2C6-4FD6-BDDB-9D35FE504CB3 ENCHANTED LION BOOKS New York Contents The Presocratics Thales of Miletus . . . . . . . . . . . 8 Pythagoras of Samos . . . . . 10 Xenophanes of Colophon 12 Heraclitus . . . . . . . . . . . . . . . . . . . 14 The Scholastics St Anselm . . . . . . . . . . . . . . . . . . 48 St Thomas Aquinas . . . . . . . 50 John Duns Scotus . . . . . . . . . 52 William of Occam . . . . . . . . . 54 The Liberals Adam Smith . . . . . . . . . . . . . . 106 Mary Wollstonecraft . . . . 108 Thomas Paine . . . . . . . . . . . . . 110 Jeremy Bentham . . . . . . . . . 112 John Stuart Mill . . . . . . . . . . 114 Auguste Comte . . . . . . . . . . . 116 The Eleatics Parmenides of Elea . . . . . . . 16 Zeno of Elea . . . . . . . . . . . . . . . 18 The Age of Science Nicolaus Copernicus . . . . . . 56 Niccolò Machiavelli...
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...RETHINKING THE (EUROPEAN) FOUNDATIONS OF SUB-SAHARAN AFRICAN REGIONAL ECONOMIC INTEGRATION: A POLITICAL ECONOMY ESSAY by Peter Draper Research area: African Economic Outlook September 2010 Working Paper No. 293 Rethinking the (European) Foundations of Sub-Saharan African Regional Economic Integration: A Political Economy Essay DEV/DOC(2010)10 2 © OECD 2010 DEVELOPMENT CENTRE WORKING PAPERS This series of working papers is intended to disseminate the Development Centre’s research findings rapidly among specialists in the field concerned. These papers are generally available in the original English or French, with a summary in the other language. Comments on this paper would be welcome and should be sent to the OECD Development Centre, 2 rue André Pascal, 75775 PARIS CEDEX 16, France; or to dev.contact@oecd.org. Documents may be downloaded from: http://www.oecd.org/dev/wp or obtained via e-mail (dev.contact@oecd.org). THE OPINIONS EXPRESSED AND ARGUMENTS EMPLOYED IN THIS DOCUMENT ARE THE SOLE RESPONSIBILITY OF THE AUTHOR AND DO NOT NECESSARILY REFLECT THOSE OF THE OECD OR OF THE GOVERNMENTS OF ITS MEMBER COUNTRIES ©OECD (2010) Applications for permission to reproduce or translate all or part of this document should be sent to rights@oecd.org CENTRE DE DÉVELOPPEMENT DOCUMENTS DE TRAVAIL Cette série de documents de travail a pour but de diffuser rapidement auprès des spécialistes dans les domaines concernés les résultats des travaux de recherche du Centre...
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...The Influence of Music on Self and Society - Values in Music in Eastern and Western Cultures David Eaton July, 2003 Throughout history the unspoken but highly evocative language of music has exerted powerful influences on individuals and societies alike. Felix Mendelssohn once remarked that music is more specific about what it expresses than words written about those expressions could ever be. That music has the power to express, convey and illicit powerful emotions is without question, however the issue of music's moral and ethical power, and how that power affects individuals and societies, is one that receives too little attention in our post-modern world. Ancient cultures held strong beliefs in the moral and ethical power of music and as such it was imperative for artists within those cultures to exercise a certain moral and ethical responsibility in their creative endeavors. As a professional musician for over thirty years I concur with that premise and it is primarily from the axiological, rather than a theoretical or aesthetic viewpoint that I approach this discourse. The responsibility of artists to the social environment in which they live and work is something that I have always had strong sentiments. As we now find ourselves beginning a new millennium, questions with regards to music's origins, its spiritual, religious and mystical properties, its moral and ethical power, its transcendent qualities, the role of the arts and artists and the importance of art in general...
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...Chapter 1 THE PROBLEM AND THE RESEARCH DESIGN Rationale Fact or fiction? A job interview will tell you much more about a person than any other psychological tests. The interview process will offer an accurate report of the actual behaviors of the person at work, the genuine skills that the person possesses, the productivity of the person and that the happy and affable responses of a prospective employee during the interview suggest that the person is most likely to like his/her job. If you think that the aforementioned statements are nothing more than a common sense, then you must know that common sense is not always reasonable. As a matter of fact, those abovementioned statements are untrue. In most cases, psychometricians who interpret psychological tests and conduct preliminary interviews have confirmed that interviews alone are not particularly good selection tool to distinguish the productivity, skills, behavior and the motivation of the employee. Using interviews alone does not give sufficient information for effective selection decision making, particularly in areas that are not amenable to training, such as cognitive ability and attitude ( Webster, 2010). Psychological assessments are used in succession planning, employee screening, pre-employment decisions, and employee counseling situations. From a purely financial view, if psychological testing can prevent you from making one bad hire, it probably saves you tens of thousands of dollars. From an organizational...
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...Frankenstein by Mary Shelley Key facts full title · Frankenstein: or, The Modern Prometheus author · Mary Wollstonecraft Shelley type of work · Novel genre · Gothic science fiction language · English time and place written · Switzerland, 1816, and London, 1816–1817 date of first publication · January 1, 1818 publisher · Lackington, Hughes, Harding, Mavor, & Jones narrator · The primary narrator is Robert Walton, who, in his letters, quotes Victor Frankenstein’s first-person narrative at length; Victor, in turn, quotes the monster’s first-person narrative; in addition, the lesser characters Elizabeth Lavenza and Alphonse Frankenstein narrate parts of the story through their letters to Victor. climax · The murder of Elizabeth Lavenza on the night of her wedding to Victor Frankenstein in Chapter 23 protagonist · Victor Frankenstein antagonist · Frankenstein’s monster setting (time) · Eighteenth century setting (place) · Geneva; the Swiss Alps; Ingolstadt; England and Scotland; the northern ice point of view · The point of view shifts with the narration, from Robert Walton to Victor Frankenstein to Frankenstein’s monster, then back to Walton, with a few digressions in the form of letters from Elizabeth Lavenza and Alphonse Frankenstein. falling action · After the murder of Elizabeth Lavenza, when Victor Frankenstein chases the monster to the northern ice, is rescued by Robert Walton, narrates his story, and dies tense · Past foreshadowing · Ubiquitous—throughout...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...4 TH EDITION Managing and Using Information Systems A Strategic Approach KERI E. PEARLSON KP Partners CAROL S. SAUNDERS University of Central Florida JOHN WILEY & SONS, INC. To Yale & Hana To Rusty, Russell &Kristin VICE PRESIDENT & EXECUTIVE PUBLISHER EXECUTIVE EDITOR EDITORIAL ASSISTANT MARKETING MANAGER DESIGN DIRECTOR SENIOR DESIGNER SENIOR PRODUCTION EDITOR SENIOR MEDIA EDITOR PRODUCTION MANAGEMENT SERVICES This book is printed on acid-free paper. Don Fowley Beth Lang Golub Lyle Curry Carly DeCandia Harry Nolan Kevin Murphy Patricia McFadden Lauren Sapira Pine Tree Composition Copyright 2010 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, website www.wiley.com/go/permissions. To order books or for customer service please, call 1-800-CALL WILEY (225-5945)...
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