Ancient Political Philosophy Essay Example for Free

Ancient Political Philosophy Essay What is Philosophy? The Central Questions of Philosophy – Political Philosophy †¢ Value – Ethics (Good, Evil, Right, Wrong, Justice) †¢ Political Philosophy – Aesthetics (Beauty) †¢ Reality – Metaphysics (Cosmology, Ontology) †¢ Knowledge – Epistemology (Theory of Knowledge) PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 1 What is Philosophy? Political Philosophy Some central questions of Political Philosophy: †¢ What ought the relationship between a person and society (government) be? †¢ What does society owe its citizens? – Safety (Protection)? Education? Health Care? A Job? †¢ What do the citizens owe society? – Pay taxes? All their possessions? Serve in the military? †¢ What is the just form of government? PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 2 PHI 7100 Richard Legum, Ph. D. 1 8. The Central Questions of Philosophy Political Philosophy 7/8/2013 The Central Questions of Philosophy – Political Philosophy Plato The state is the individual writ large (The state is the same as an individual, but on a larger scale) †¢ Three Parts of the Soul – Rational (reason) – Spirited (emotional defender/enforcer) – Appetitive (emotional – driven by basic desires). PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 3 The Central Questions of Philosophy – Political Philosophy Plato †¢ Three kinds of the citizens – Gold – Those possessing reason (Wisdom/Knowledge) philosophers – Silver – The enforcers of the law – the guardians/soldiers – Bronze – The craftsman, merchants, farmers, etc. †¢ The Republic is the Utopia Teleology – The goal of the state is to achieve harmony †¢ The gold people, The Philosopher King (the one who knows best) , should rule PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 4. PHI 7100 Richard Legum, Ph. D. 2 8. The Central Questions of Philosophy Political Philosophy 7/8/2013 The Central Questions of Philosophy – Political Philosophy Aristotle †¢ The city (polis) is the natural political community or partnershipâ€Å" †¢ The aim of the city is to allow citizens the possibility to live a good life, and to perform beautiful acts †¢ Justice is having a constitution (a social contract of sorts) supporting the accomplishment of these goals PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 5 The Central Questions of Philosophy – Political Philosophy Aristotle. †¢ Goals of the state are much greater for Aristotle than they were for Social Contract Theory of the Renaissance (Thomas Hobbbes Leviathan (1651), John Locke Two Treatises of Government (1689), Jean Jacques Rosseau The Social Contract (1762) ) – in the pre-government state (pre-social contract) the state of nature– people fear of violent death, unstable economic relationships, losing their property – The government arises from a Social Contract for the purpose of protecting the citizens PHI 7100 History of Philosophy: The Classical Philosophers  ©2013 Richard Legum – all rights reserved 6 PHI 7100 Richard Legum, Ph. D. 3

MBA Admissions Essays - International Business :: MBA College Admissions Essays

MBA Admissions Essays - International Business    Ever since I was young I have always been interested in businesses and how they operate, as well as being fascinated by other languages and cultural differences. My passion for the subject expanded when I chose business studies and french, as part of my A-level education. Although these subjects are somewhat demanding, I find them extremely interesting. I believe that a degree combining both these aspects is the correct choice for me. I am confident that a course in international business studies and modern languages satisfies both these interests. I will be looking forward to learning about the international business world and I am relishing the thought of learning to integrate with other European countries. The idea of learning to communicate with other people across the world is something that has always appealed greatly to me.    I am currently attending Sprowston High School which is a school located on the outskirts of Norwich. I am currently studying three A2 courses after completing four AS-level courses. The subjects that I am currently studying include physics, french and business studies, whilst information technology was taken at AS-level. I am confident with my grades at the end of the first year of studies. I am confident that with extra effort I could improve my grades and push them past my expected target minimum grades.    In my spare time I enjoy a wide range of sporting activities. These include: cricket, skiing, badminton, tennis, long distance running, football and table tennis to name but a few. I have many trophies in my room for cricket. I am hoping to carry on these activities whilst conducting my studies at university. I also have a part-time job working in the local supermarket. I believe that I have gained invaluable experience in dealing with customers and trying to deliver customer satisfaction, whilst learning to work effectively and efficiently in a well structured team. Hopefully I will be able to carry on within the organisation whilst at university as a transfer to a local store is possible. I have also completed two work experience programs. The first at Viking Computers Norwich, the second at the school involving administrative work. These were both valuable experiences and gave me an insight to how a business operates. I enjoy my spare time and try to use it to the best of my use.

Early Childhood Education and Creative Learning Essay

1. Analyse the differences between creative learning and creativity. Creativity and creative learning are highlighted by the Early Years Foundation Stage (EYFS) framework as being a significant aspect in the holistic development of young children. Children need to have the opportunities to respond in an individual and personal way, make choices and follow new ideas uninhibited by adult expectations. Many people believe creative learning and creativity are the same but in fact they are very different. Creative learning is about how children are actively involved in their own learning and their ability to make choices and decisions. Ofstead states that among professionals, creative learning is seen as questioning and challenging, making connections and seeing relationships, envisaging what might be, exploring ideas, keeping options open and reflecting critically on ideas, actions and outcomes. (Ofstead 2010) Creativity however is about seeing things in a new way and using your imagination. Being creative is strongly linked to play and by allowing children to explore and express themselves through a variety of media or materials including, dance, music, craft, drawing, painting and role play, children are able to produce original outcomes in a variety of ways. The National Advisory Committee on Creative and Cultural Education (NACCCE) defines creativity as â€Å"imagination, fashioned so as to produce outcomes which are original and of value† (NACCCE, 1999) and believes all people have the capacity and democratic right, to be creative in all aspects of life. 2. Explain current theoretical approaches to creativity and creative learning in early childhood. Western society has for many years supported the idea of nurturing children’s creativity to enhance early childhood education, inspired by Swiss philosopher Jean-Jaccques Rousseau’s ‘Romantic’ view first voiced in the eighteenth century that acknowledged children’s curiosity and capacity to make new ideas and meanings. In 1999, Gopnik, Meltzoff and Kuhl supported this theory with revolutionised ideas on the human mind and childhood. They  believed that babies are born with the ability to make connections to the world around them and with this desire to explore is born curiosity, in turn developing our creativity. However, Woolf and Belloli (2005) state that children also need a supportive environment and the opportunities in which to develop the skills required to support their creativity. Adults should encourage children, provide new materials, such as stories, music and dance in order to explore and offer interest and praise to promote self value and a feeling of achievement. More contemporary theories support Woolf and Belloli’s ideas, such as the Effective Provision of Preschool Education Project (EPPE) 2004, which emphasises the importance of adult supported play. Interaction and acknowledgement during play is significant, for it is the process and not the final outcome that is central to creative learning. It is also believed that creativity and creative learning support holistic development in the early years, improving overall outcomes especially for those from disadvantaged backgrounds. By developing a child’s innate curiosity and creativity, practitioners are able to build on current skills and expand opportunities. The Thomas Coram Children’s Centre in Camden, London focuses on the Every Child Matters Agenda and the importance of creativity in the early years and shows from a study conducted in 2009, that 90% of the cohort of children who left that year, reached or exceeded expectations for their age, although only 56% were reaching expectations on entry to the centre. Studies have emphasised the importance of developing creative practice in the early years setting and fostering creativity directly from the child, encouraging a child’s ideas and promoting the possibilities. Jeffrey and Craft (2010) believe this practice to be ‘learner inclusive’ by providing young children with the means and resources to demonstrate their own unique skills, initiating their own ideas and developing their own perception of the world around them. 3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development. Creativity and Creative learning can be delivered across the whole curriculum and can support each of the Early Learning Foundation Stage’s six areas of development: Personal; Social and Emotional; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development (Gross motor and fine motor) and Creative Development. All these areas must be delivered through a balance of child initiated and adult led activities and are all equally significant in the holistic development of young children. Personal, Social and Emotional Supports development through the process of selecting and using activities and resources independently and in taking turns and sharing equipment during imaginative play. Communication, Language and Literacy: Supports development through the listening to and the use of language, both through written and spoken. Uses this to communicate in play and in learning by talking about what they are doing and communicating with others. Problem Solving, Reasoning and Numeracy: Supports development through developing mathematical ideas and methods to solve practical problems and learning new concepts. Knowledge and Understanding of the World: Supports development through the use of senses and the investigation of objects and materials. Physical: Supports development through the use of handling tools, objects, construction and malleable materials, developing dexterity, had and eye co-ordination and general fine motor skills. Creative: Supports development through expressing and communicating ideas, thoughts and feelings, through imaginative play, designing, making, music and song, drawing and painting. Pompts aesthetic awareness and appreciation of shape, patterns, relationships and composition. Bibliography * www. hoddereducation. co. uk/SiteImages/f3/f3966925-d0a6-4 * www. educationstudies. org. uk/materials/comptonf4. pdf * www. ofsted. gov. uk/resources/learning-creative-approaches-raise-standards.

Hughes Use of Literary Devices - 658 Words

Langston Hughes Use of Literary Devices Only a half of century after the abolition of slavery, the African Americans began the movement of the Harlem Renaissance in the 1920‘s. Suppressed by whites, segregation, second-class citizen ship and a poor education Langston Hughes became one of the most inspirational poets of his time. Langston Hughes let the world know of his existence through his poetry. Ignited with passion, pride and knowledge of the journey through slavery and there after, Hughes used his poetry to paint the world through the eyes, ears and voice of an African American. His magnificent use of similes, metaphors, symbolism and imagery intensify just that. In Hughes poems â€Å"Harlem - A Dream Deferred† and â€Å" I, Too† his use of these literary devices brings his poetry to life. Imagery and similes are a vital part of Hughes poetry. In â€Å"Harlem- A Dream Deferred†, Hughes use of imagery and similes go hand in hand. He uses Imagery to ro use the reader’s senses. â€Å"What Happens to a Dream Deferred?† (L1) â€Å"Does it dry up, like a raisin in the sun?† (L2 L3) The Imagery here is what the raisin once was. The raisin once was a luscious grape that had been left in the sun and forgotten. The simile here brings this line to life. The deferred dream compared to a dried up raisin refers giving up on or letting go of your dream. â€Å"Or Fester like a sore, and then run† (L4 L5) here the imagery evokes the pain of a sore and becomes infected. The simile of â€Å"like a sore† (L4) isShow MoreRelatedLiterary Devices In The Slow Goodbye By Ted Hughes855 Words   |  4 Pages Ted Hughes uses numerous literary devices in this poem to compare his various subjects to the eventual release of death. His most used devices include imagery, repetition, and metaphors and similes. The imagery often includes many natural things, such as a garden or animals. The repetitions used in the poem are t he lines â€Å"is the slow goodbye† and each sorrow that is explained in each stanza. â€Å"The slow goodbye† is referring to the fact that death is slowly approaching, and a person cannot do as manyRead MoreLangston Hughes Essay1084 Words   |  5 PagesLangston Hughes was a large influence on the African-American population of America. Some of the ways he did this was how his poetry influenced Martin Luther King Jr. and the Harlem Renaissance. These caused the civil rights movement that resulted in African-Americans getting the rights that they deserved in the United States. Hughes was born in 1902 in Joplin, Missouri. His parents divorced when he was young and his grandmother raised him. She got him into literature and education; she was one ofRead MoreMaya Angelou And Langston Hughes1193 Words   |  5 Pageslanguage†. There are so many ways love can be interpreted. The central message that the comfort humans receive, and the shyness they feel for an indiv idual are compartments of love that may not always be touched on in poetry. Maya Angelou and Langston Hughes are both African American poets that have made tremendously positive names for themselves in the literature department. Their significant signature in the poetic community has been made by their passion and commitment to produce poetry that speaksRead MoreEssay on The Harlem Renaissance and Langston Hughes 1038 Words   |  5 Pages Langston Hughes was one of the most important writers and thinkers of the Harlem Renaissance in the 1920s, which was the first major movement of African- American life and culture. Hughes was influenced by living in New York Citys Harlem, where his literary works helped shape American literature and politics. Hughes strong sense of racial pride helped him promote equality, celebrate African- American culture, and condemn racism through his poetry, novels, plays, essays, and childrensRead MoreExplication Of Harlem s Dream Deferred912 Words   |  4 PagesExplication of â€Å"Harlem [Dream Deferred]† â€Å"Harlem [Dream Deferred]† by Langston Hughes may seem like an insignificant poem at first glance. It contains only 11 lines and the diction is simple enough, but it is much more profound upon further exploration and understanding. Hughes applies the theme of frustration and use of metaphor, simile, and imagery to express the important issues of this time. The community of Harlem was primarily black, and this poem articulates the struggle of these people duringRead MoreYolande Cornelia â€Å"Nikki† Giovanni Jr Is An Well-Known African-American Poet, Writer, Commentator,978 Words   |  4 Pageswriter, commentator, activist, and educator. Today we will look at â€Å"A poem for Langston Hughes† from her collection and do a literary analysis on it. The author took the time to adopt a certain sound throughout her work. You can shape sound within a poem through accent, alliteration, assonance, consonance, internal rhyme, meter, onomatopoeia, rhyme and rhythm. She uses a combination of these sound devices used in poetry. Punctuation and form of the poem sets the timing to add emphasis or makeRead MoreRhetorical Devices Of `` We Wear The Mask `` And `` Harlem ``885 Words   |  4 Pagesliterature, rhetorical devices are primarily used to convey a particular feeling or action to the reader. Through the use of rhetorical devices such as imagery, description, and metaphorical allusion, the author gives the reader the ability to connect with the text on a more intimate level that otherwise would not have been achieved without the use of them. Subsequently, Harlem Renaissance writers such as Paul Lawrence Dunbar and Langston Hughes employed the rhetorical devices of imagery, descriptionRead MoreInvictus And Mother To Son Analysis752 Words   |  4 PagesWilliam Ernest Henley and â€Å"Mother to Son† by Langston Hughes both convey the message that people who are struggling throughout a hardship can not give up and need to get stronger . Throughout â€Å"Invictus† William Ernest Henley conveys that people can not give up when theyre struggling. He shows this by using figurative language in multiple ways, like using a metaphor to show hardships, not giving up and getting stronger. For example the author uses, â€Å"My head is bloody, but unbowed† (Henley 4). The metaphorRead MoreThe Poem ‘Mother To Son’ By Langston Hughes First Published1198 Words   |  5 PagesThe poem ‘Mother to Son’ by Langston Hughes first published in 1922 and ‘The Road not Taken’ by Robert Frost have a number of similarities. These poems are parables in which experienced people give advice about life choices. In both poems, the personas were initially in some trouble in life but they currently have no remorse for the way they made choices and lived. Also, both poems have a moral lesson that life may not always be easy but at the end, the choices that people make will determine theirRead More Let America Be America Again Poem Analysis792 Words   |  4 PagesThe American Dream or Nightmare? In â€Å"Let America Be America Again,† Langston Hughes addresses the reality of inequality and discriminative behaviors of the American people in the pre-Civil War era. Many Americans during this time felt the American Dream was just an illusion because they can never get the opportunity to make it their reality. In this poem, Hughes voices these silent Americans’ concern of how the founding principles of America are not being fulfilled unless a person is wealthy or