Proposal Assignment Essays - Ancient Greek Philosophy, Philosophy

Proposal Assignment Plato's theory against democracy is explained in Richard D. Parry's, "The Craft of Ruling in Plato's Euthydemus and Republic." Plato's theory against democracy is based on "craft". Plato doesn't believe that the general public should matter in making decisions, he believes that no matter which craft we do, it is the opinion of the experts in such craft that matter. On the topic of democracy, politics is a craft therefore not everyone can be a leader, you need experience and certain traits that qualify you to be a successful leader. However, Plato's theory is that "an expert with the skill of ruling will not be elected because citizens tend to vote for the most popular candidate" (Class Notes). When he mentions the most popular candidate, he is referring to a candidate that has good personal skills, says what people want to hear, true knowledge of the economy, etc. Parry states in his article that "craft analogy implies that craft is an instrumental good, not good in itself. Since Soc rates holds that virtue is good in itself, his account of virtue - in this case wisdom - in terms of craft is inconsistent" (2). This is basically explaining that Socrates had his virtue is good and that he had good wisdom but that his performance in his craft was inconsistent. The source I used to explain craft analogy is credible because it is an academic journal that was written by an author who received his Ph.D. and is a professor who's teaching and scholarly interests included the history of ancient Greek philosophy, philosophy of Plato, philosophy of Aristotle, medieval philosophy, and contemporary analytic philosophy. It is relevant to my proposal because it explain Plato's craft of ruling in depth. To object to Plato's theory, Dr. Kazuya Fukuoka explains why democracy works in his article "What Makes Democracy Work?". This is a credible source because it is written by a professor who received his Ph.D. and teaches "Introduction to Comparative Politics" at Saint Joseph's University. This helps my proposal because it is explaining why Democracy works which goes against Plato's theory of "craft ruling". He explains that democracy "is a system of government implemented with the intent that no one branch or department of government can ever gain too much power. There are limitations of power placed on each part of the government, thus forcing each department to work together, ensuring that the best interest of the people is maintained". This goes against Plato because Plato wants experts to make decisions and not the best interest of the people. He also states that "Democracy is also institutionalized through the voting process. Democracies are denoted by having free and fair electi ons (Linz and Stepan 1996, 15). This means that the voting process is for the most part untainted. Those running for offices are to run clean campaigns. No one person should have a monopoly of the media during their campaign. Each person should have the same ability to get there name and beliefs out there for the public to know". This also helps me go against Plato because this is the complete opposite of what Plato believed in and despised the idea of everybody having the same ability of becoming a leader. This can help me write my paper because it gives me an idea of why democracy works. It educates me on the functionality of democracy and how it works. So when comparing this to Plato's idea to democracy, it is very useful. These ideas presented in this article are all facts and don't involve any opinion to them so it is a credible source to use.

How You Can Take Advantage of ACT Math Question Order

How You Can Take Advantage of ACT Math Question Order SAT / ACT Prep Online Guides and Tips Understanding how to do your best on the ACT math section means understanding how the math section is structured and where you can get the most points for your time and energy. We’ll walk you through how each ACT math section is organized and how you can use this information to your benefit, both in your studies and as you take your official ACTs. ACT Math Organization The ACT math section is ordered in two main ways- by difficulty and by content. Let's look at each. Math Organization Type 1: Difficulty Of the two organization categories, the biggest factor that determines the order of questions is difficulty level. "Difficulty" on the ACT math questions is characterized by: the time necessary to solve a problem, the steps required, how many math concepts you must employ, and/or how familiar or unfamiliar you are likely to be with the material. And the difficulty level increases over the course of the math test. You can generally split the difficulty of ACT math problems into three even zones. There are 60 math questions total and you can arrange them roughly like so: Questions 1-20- "easy" Questions 21-40- "medium" Questions 41-60- "hard" The reason we put these terms in quotes is due to the fact that these breakdowns are approximately true, but not everyone will have the same concept of"easy" or "hard" when it comes to math problems. The difficulty of any particular problem will depend on your experience with the topic, how well you understand the phrasing of the question, or even your level of fatigue and concentration at the time. But splitting the ACT math section this way works as a rough guideline for most students. In general, with each new tier of difficulty, the questions will take longer to solve and often require more steps. For instance, it might take you as little as 10 seconds to solve question number 3, but take as many as a two or three minutes to puzzle over question 55. (Note: we will talk more about how you can balance your time per question later in the guide.) Math Organization Type 2: Content Because â€Å"difficulty† is partially determined by how well you’re likely to know the material (based on the typical middle and high school curriculum), this follows that the test is also ordered, in part, by topic. The more years you’ve spent studying a math topic, the more likely that you are to consider a particular question â€Å"easy.† Though the topics mix and mesh with one another, there are still overarching patterns of where you are most likely to find your algebra questions or your trigonometry problems. Because you’re likely to have seen and studied single variable equationsfor more years than you've studiedtrigonometry, you’ll see more of your algebra questions early on in the test and more of your coordinate geometry and trig questions later in the test. So most of the algebra questions will be "easy" (though not all) and most of the geometry and trig questions will be "medium" or "hard" (though, again, not all). The ACT is a standardized test, so each test will look very similar. We have broken down one ACT math test (test code 67C) by math topicto demonstrate this pattern in action. 1. Algebra 31. Plane and Solid Geometry 2. Algebra 32. Numbers 3. Algebra 33. Coordinate Geometry 4. Numbers 34. Coordinate Geometry 5. Algebra 35. Numbers 6. Algebra 36. Coordinate Geometry 7. Algebra 37. Plane and Solid Geometry 8. Algebra 38. Plane and Solid Geometry 9. Algebra 39. Coordinate Geometry 10. Plane and Solid Geometry 40. Plane and Solid Geometry 11. Plane and Solid Geometry 41. Coordinate Geometry 12. Algebra 42. Trigonometry 13. Numbers 43. Numbers 14. Algebra 44. Coordinate Geometry 15. Numbers 45. Plane and Solid Geometry 16. Numbers 46. Plane and Solid Geometry 17. Plane and Solid Geometry 47. Plane and Solid Geometry 18. Numbers 48. Plane and Solid Geometry 19. Numbers 49. Algebra 20. Plane and Solid Geometry 50. Coordinate Geometry 21. Algebra 51. Coordinate Geometry 22. Trigonometry 52. Coordinate Geometry 23. Numbers 53. Algebra 24. Coordinate Geometry 54. Algebra 25. Algebra 55. Algebra 26. Numbers 56. Plane and Solid Geometry 27. Plane and Solid Geometry 57. Trigonometry 28. Coordinate Geometry 58. Numbers 29. Algebra 59. Algebra 30. Coordinate Geometry 60. Numbers As you can see, the math topics are mixed in with one another, but there are some distinct patterns. Questions 1-30 are more algebra and numbers heavy (70% of the questions), while questions 31-60 are more geometry and trig heavy (67% of the questions). This pattern will hold true for any given ACT. The difficulty of questions may increase as you go, but if you take it one step at a time, you'll soon be scaling to the top. How to Use the Test Structure to Your Advantage There is no guessing penalty on the ACT, so your goal is to answer as many questions as accurately as possible across the board. Of course you are also on a strict time crunch, so this is not always easy. Depending on your current scores (and your target scores), this may mean that you focus most of your time and energy on a particular section of the test and then blindly- or, time permitting, strategically- guess the rest of your questions. (Note: for more on how to guess to your best advantage, check out how to guess on the ACT math section). For others, your score goals may mean that you look at at and attempt every single question. There will, however, be a general step-by-step guideline to follow for students scoring at all levels. So let's break it down. Step 1: Take a Full Practice Test Taking a practice test- a full practice test!- is always step one when embarking on any kind of study plan for a standardized test. You won’t truly know where you currently stand or how to specifically improve from there without first taking a practice test. And though you may be concerned specifically with your math score right now, that score fits into the larger test-taking picture. The ACT lasts for several hours at a time, and your levels of concentration and fatigue will fluctuate. So only by taking the full test will you be able to see how your math score fits into your overall ACT score. Try to emulate the structure of the real test as much as possible, so carve out a few hours on a weekend and take the full practice test in a quiet environment. Here, you can find free full ACT practice tests and answer keys. Step 2: Set a Target Score Goal Now that you’ve taken your practice test and scored the results, check out how your scores currently stack upand set yourself a target score goal. This will be the score that you aim to reach by test day, and both your current scores and your progress towards this goal will determine how you go about your studying. Step 3: Find the Patterns in Your Right and Wrong Answers Now take a look at all your wrong answers and see if you can spot any patterns to the errors. Are you mostly getting wrong answers in a particular section, like questions 25 - 35 or 45 - 60? Are you mostly getting questions wrong by topic (do those triangle problems throw you for a loop no matter where they are on the test)? Let's look at the different types of errors by location and by content and see which apply to your current test scores. Different types of location errors include: Errors spread fairly evenly throughout the math test (so about as many wrong answers in questions in the first 20 questions as the last 20). Errors clustered in pockets. Usually, these occur around questions 25-35 and questions 40-50 because this is where the test transitions difficulty levels. Errors mostly contained in the "medium-high" and "high" difficulty ranges of questions 45-60. Now look over your math test and see if you can identify the questions according to topic. How did your right and wrong answers sync up with specificACT math topicsbeing tested? Tally how many questions on each topic were on the test and how many questions you answered correctly for each topic. (So if questions 15 and 29 were sequence questions and you answered number 15 correctly and 29 incorrectly, give yourself a score of $1/2$ in sequences.) Often, student errors will be a combination of location and topic, so don’t be alarmed if this is the case. Write down on a separate piece of paper: The location of most of your errors Your personal "score" by math topic (e.g., $3/6$ in lines and angles, $4/4$ in statistics, and so forth.) This list will help you hone in on your weak areas and target them as you go through your studies. Step 4: Brush Up on the Most Important Content The big-picture goal when studying for the ACT is the maximize your score gain for every hour spent studying. This means that the best strategy for success is to focus your time and energy on places you can make the easiest (and, therefore, quickest) improvements and areas where you can make the most improvement. So let's divide and conquer. Making Quick Improvements Each and every question on the ACT is worth one point. It doesn't matter if it was the easiest question on the test and took you all of three seconds to solve, or if it was the hardest question on the test and took three minutes- each question is worth the same amount of points as every other question. This means you should maximize your time and energy by picking up any points you're missing in the first half of the test (which, you'll remember, is the "easier" half of the test). This will net you a point increase in the shortest amount of time. So if you’re missing five or more questions in the 1-30 range, take a close look at each of your wrong answers. This is about 17% or more of the "easy" half of your test, so see if you can look at your errors and identify whether or not you’re missing these questions based on a lack of knowledge of the content. If so, it’s time to brush up on some of your algebra and numbers topics. If, however, you’ve taken a look at your errors list and seen that you're mostly missing questions in the later half of the test based on both difficulty and content, it’s time to more specifically hone your focus. Making the Most Improvement Let’s say you can organize your current mathematical knowledge into four categories: perfect understanding, good understanding, okay understanding, and no understanding. Because we're looking to now gain the most improvement from your time, the first step is to focus on improving your "okay" areas. These are areas you have some familiarity with, but aren't the strongest in, and just a quick refresher on the topic can gain you tremendous point value for your time. Our individual math topic guides will take you through the know-how on each and every ACT math topic you need to brush up on. In each, you'll gain a greater understanding of the topic in question as well as how you'll see it presented on the ACT, as well as get a chance to practice on real ACT math problems. After you've brought these "okay" topics up to speed, the next step is to look at improving your "no understanding" topics. These are areas where you have a current weak foundation and so will represent the greatest potential leap and improvement in your score. (Again, our math topic guides will help you improve your knowledge of each and every ACT math topic you'll see on the test.) Because this might be difficult to visualize right now, let's take a sample score breakdown of the test by topic. Let’s say that there were six questions each on four different topics- exponents, circles, lines and slopes, and trigonometry- and your score breakdown of correct answers looked like this: Exponent questions: 5 out of 6 Circle questions: 2 out of 6 Lines and slope questions: 4 out of 6 Trigonometry questions: 0 out of 6 If we classify each of these topics by your understanding, we would say that you had a â€Å"perfect† (or nearly perfect) understanding of exponents, â€Å"good† understanding of lines and slopes, an â€Å"okay† understanding of circles, and â€Å"no understanding† of trigonometry. Now that you've cataloged your scores, you know which topics to target your study focus on and in which order. To start with, the next step would be to focus and brush up on your â€Å"okay understanding† areas (in this case circles). Although rehashing your near-perfect knowledge might make you feel productive, it won’t actually help you all that much at this moment. Until you start getting â€Å"perfects† or nearly perfects in all topics across the board, it’s better to spend your study time on areas where you can make the greatest improvement. In this case, honing your knowledge of exponents would only gain you one more point out of 60. Your time can be better spent elsewhere. You may also be tempted to perfect those â€Å"good† understanding areas (in this case lines and slopes). But the difference between â€Å"good† understanding and â€Å"perfect† is likely to only be a question or two out of 60. In this case, you would get a maximum return of 2 points, which is not nothing, but you can spend the same amount of time studying circles and probably get a higher point return for that time. Again, only focus on getting your good scores up to perfect once you’ve brought up your scores on all your topics and you’re aiming for that perfect ACT math score. Now if you bring your â€Å"okay† areas up to almost perfect, you will likely be able to gain a significant point increase. In this case, if you spend your study time learning your circle material, you could potentially increase your score by 3 or 4 points. Once you’ve brushed up on your â€Å"okay† understanding areas, set your sights on those â€Å"no understanding† math topics. The reason these topics are in â€Å"no understanding† purgatory is likely because it is a topic that you dislike or that you haven’t studied much in school. But, despite this, even a little more understanding of the topic than you have now will likely gain you a few more points than you had before. In addition, bringing up your â€Å"okay† understanding and â€Å"no understanding† areas will allow you to use your imperfect- but still significant- knowledge of the ACT math topics in question to strategically eliminate answer choices. Even if you don’t actually know how to solve the problem, knowing a little more about the topic than you do now will give you a much better foundation to strategically eliminate answer options and guess for your right answer. Your study time is precious and limited, so distribute it wisely and use it to gain the most point return for your energy. An hour spent brushing up on unfamiliar topics will gain you a much more significant point increase than an hour spent brushing up on topics you already understand almost perfectly. Step 5: Develop Your Own Personal Timing Plan for the ACT Math Section One of the hardest aspects of the ACT math section is the fact that you must keep track of your pacing yourself. You are given 60 minutes and 60 questions to do with what you will, so taking too long on some questions will leave you with no time at all to solve others. And yet going too quickly through the test can lead you to make careless errors. Everyone's pacing and ability to solve questions on a time crunch will be different, and yours may even change from test to test as you get used to ACT questions and the pacing involved. So take the time as you study to develop your own personal timing structure and adapt it as you need to. A good plan to start with is to break the test into thirds and give yourself varying time limits for each section. So begin by giving yourself: 15 minutes for questions 1-20 20 minutes for questions 21-40 25 minutes for questions 41-60 Now this may not be the perfect timing structure for you, but it's a place to start. See how you need to adapt it to your own personal preferences by experimenting. And if you find that you're simply running short on time no matter what you try, check out our more specific advice on how to stop running out of time of the ACT math section. Step 6: Adapt Your Study Focus Based on Your Current and Target Scores As you go through your studies, we recommend that you take at least two to three practice tests, evenly distributed across your study time. So, if you have three months to prep, take a practice test about once a month. This will give you not only the chance to practice the best simulation of the real ACT possible, but will also show you how well and in which areas you’re improving. Your study plan will adapt based on your current scores, your score goals, and your rate of improvement. Current Score is 25 or Under If you’re currently scoring in the 25 or under range, your goal is to turn yourself into a â€Å"jack of all trades, master of none† type of mathematical warrior. If you already have a â€Å"perfect† understanding of any given math topic, great! If not, don’t worry about it right this second. Try your best to get yourself up to â€Å"okay† or even â€Å"good† understanding of each topic before you start mastering any particular one. As you go through your list of "okay" and "no understanding" topics to improve your knowledge of each, focus first on the topics that come earlier in the test, since most of the questions will be "easy" or "medium" difficulty.So if you have an "okay" understanding on both an algebra topic and a coordinate geometry topic, start by bringing up your knowledge of the algebra topic first. If your knowledge base in each topic is relatively similar, then always start by improving your algebra and numbers topics first, then turn to plane and coordinate geometry, and finally trigonometry. We have compiled all of our math guides by topic as well all the free ACT math practice you can find online. No matter where you're struggling, we'll help get you up to speed on where you need to be before test day. Current Score is 26 and Above Only once you start getting into the 26 and above range should you work on perfecting all of your math topic knowledge as much as possible. At this scoring level, you’ve probably already achieved at least a passing understanding of all the math topics on the test, so now is the time to master them to the best of your ability. Look to the types of questions and math topics you missed the most questions in and start by focusing your attention there. Again, areas in which you can make the greatest improvement will be the best focus of your time and energy. And just as you would in the 25 and under range, check out our math topic guides for definitions of each topic, ACT math strategies to solve the questions on each topic based on how you’ll see them on the ACT, and practice questions with answer explanations. Practice and more practice is the way to go when attempting to master an ACT math topic. Be sure to also test yourself against the most difficult math problemson the test to see where you currently stand against the toughest of the tough and where you can improve. Deep breaths, clear head. Though it may all seem overwhelming right now, you are entirely capable of mastering the ACT.(John Henderson/Flickr) The Take-Aways Understanding how the ACT math test is structured and how to use that knowledge to your best advantage while studying is a good chunk of the battle won already. The key to mastering the ACT math section is a combination of understanding and practice, and you’re well on your way already. Your study plan should always be a reflection of your current standing and your target goals, and should adapt as you make progress. Study smart and work with the structure of the test instead, and you’ll see improvements in your scores in no time. What’s Next? Stuck on your ACT math problems? Check out our guide to learn how to spot when you're going down the wrong path and how to correct the course. Stuck procrastinating? Learn how to turn your studying around and overcome your desire to procrastinate. Looking to get a perfect score on the ACT math section? Our guide (written by a perfect-scorer) will help you get those high scores you've been aiming for. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Case Study 8-2 Research Paper Example | Topics and Well Written Essays - 250 words

Case Study 8-2 - Research Paper Example In addition, the union has failed to explicitly state in the CBA the terms of how they would raise their premiums, given the anticipated appreciation of premium rates. 2. I think that the interpretation of the union on the CBA was reasonable, given that the CBA explicitly stated that the percentage increase on the premiums to be paid by the workers, effective January 1,200, would be on the stated amounts as based from the 1999 premiums for the TOP. In this case, it can reasonably be argued that the premiums to be paid by the workers would be based on 1999 premiums; however, it is also the union’s fault that they did not clarify on whether the rates presented on the CBA were merely illustrative, or were the actual rates. 3. In this case, I think that the company also had the moral responsibility to explicitly state the terms of the CBA provision, so that there would be no confusion on its interpretation. On this specific case, it can clearly be seen that the premium payment fig ures stated in the CBA may be reasonable understood to be based from 1999 premiums, effective on the stated date (January 1,2000).

Media Relations in the Social Media Age Assignment

Media Relations in the Social Media Age - Assignment Example Therefore, the report intends to develop an effective plan and implement the traditional and social media engagement activity for EH-SWZ-5000 during its forthcoming UK launch. In order to successfully launch EH-SWZ-5000 in the respective business market, the development of proactive media relation opportunities would primarily focus on three major aims in line with the conventional and social media across the market. Firstly, the report devises a brief and creative outline regarding the media opportunities for the launch day of the product. The second aim of the report is to plan an effective outline through incorporating the essential elements including the core story, key messages of the product along with its target audiences and media in the respective business location. And, the third aim of the report is to create three major supporting resources for the proposed launch campaign of EH-SWZ-5000 in the UK market. With regard to the proposed plan for EH-SWZ-5000 home cinema projector during its forthcoming UK launch, the creative media opportunities would be considered in accordance with efficacy along with their capability of demonstrating the product in the respective business market. The stages to be implemented for EH-SWZ-5000 in the UK electronics market at the product launch day will focus on three major media opportunities including press conference, photocall and positioning through news release. Firstly, a press conference would be conducted through involving diverse media channels such as print, electronic and online networks. The press conference for EH-SWZ-5000 will focus on conveying essential information to the media channels and networks regarding the features, effectiveness, price and availability of products in different outlets to the media. Secondly, the photocall strategy would be organized through involving local media while inaugurating EH-SWZ-5000 in the UK

Elegy Written in a Country Churchyard by Thomas Gray Essay Example for Free

Elegy Written in a Country Churchyard by Thomas Gray Essay Thomas Gray’s poem, Elegy Written in a Country Churchyard, was first published in 1751. Gray’s idea of rustic life as describe in this poem is agrarian and devoted to the land. He talks of the plow turning the sod and of the sickle mowing down the grain. He mentions the plowmen driving their team of draught animals from the fields. He tells of straw sheds and of people awaking to the crow of the rooster.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray uses the metaphor of sleep to describe death. He says that those asleep no longer hear the voices of children or the touch and the kisses of those loved ones. He describes death as lending a cold ear and those dead as no longer hearing a call to honor nor does it hear any words of flattery.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray comments on the deaths of the rich and powerful, saying that those dead are no better off than the poor dead rustics. He says that the fact that the rich man’s bones are in some fine urn does not allow him to enjoy his mansion any more than the farmer enjoys the humble earth in which his bones are placed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray takes on the issue of class as a rhetorical device to get his point across that the rewards for both are equal and that death is a leveler of the playing field. He impresses upon the reader the fact that in the humble churchyard may lie the remains of a life that had potential for greatness. He says that many sweet blossoms bloom, live and crumble to dust unseen and unknown by anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I were to be lying in the graveyard of the country church I would like to have Gray say of me that I was a friend of heaven, of course, and that I saw and enjoyed the dawns of my days and lived my life to the fullest. Now that I am dead left me sleep in peace and forgive and forget the frailties I displayed on earth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray, T.   Elegy Written in a Country Churchyard 1751

Racial Discrimination :: essays research papers

Racial Discrimination "KAFFIR". When you see or hear this word, what runs through your mind? Do you picture a man with skin the color of the midnight sky, do you see him bending his muscular body down to the dry earth to pick cotton from thorn-ridden plants? Can you feel the heat of the sun beating down on his charred back? Perhaps you can even taste the beads of sweat swelling from his forehead and arms. Or maybe you are more inclined to visualize a dark-skinned woman with creases in her forehead made by many years of hard work and endless worrying. You watch her as she puts the breakfast dishes on the table and addresses her owners with a "yes sah" or "yes ma'am". There is nobody to cater to her needs. She spends each day taking care of everyone but herself. Pain. Sorrow. Anguish. Agony. Is this what comes to your mind when you hear the word "KAFFIR"? Well, it shouldn't because the word "kaffir" has nothing to do with the color of your skin. The word "kaffir" is just that; a word. It is a term that sprouted out of ignorance and continues to be used to this day exclusively by ignorant people. A kaffir isn't a slang term for an African; it is a word that describes the person that uses it. This type of person is one who feeds his ego by dehumanizing those around him when he feels they are not equal to him. He may regard those of different races or nationalities as "bad" or "dirty" because they do not have the same skin color as he does or they may cherish beliefs that are contrary to the ones by which he lives his life. These qualities describe the man who tells his son that it is okay to make fun of people who are different because differences are bad. A child who is repeatedly told such things will believe them because "mom and dad never lie". This idea, inculcated in them as children, is like a grain of sand caught in the clutches of an oyster. It eats away at their minds until it becomes part of them. Instead of forming into a pearl, it creates a whole new individual that is as ignorant as the parents who raised him. And so this vicious cycle of ignorance continues. Children need to be taught from infancy that people of other races and nationalities are human too. They think like the rest of us. They have feelings, hopes, and aspirations. They are intelligent.

Wisdom: Question and H. Norman Wright

Wisdom Khaled Sabri Instructor Curtis Jones Christian Excellence March 18, 2013 Wisdom Wisdom is the practical translation and application of the word of God to everyday life. It is an integration of knowledge, experience, and deep understanding that incorporates tolerance for the uncertainties of life as well as its ups and downs. There's an awareness of how things play out over time, and it confers a sense of balance. There are four components to wisdom: (1) Words from the wise, (2) Asking wisely, (3) being a person of understanding and (4) showing a little kindness. Beginning with words from the wise; H.Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"The words you use connect you to other people. But how are you connected: by a cord that binds you together or a barrier which keeps you at a distance? † Wright provides us with an example of real life describing the experience at the Department of Motor Vehicles: â€Å"Youâ€℠¢ll have to get in the other line. Didn’t you read the instructions? Or You’ll have to come back Monday Morning. When we use the word you as a part of an order or command, we usually end up punching someone’s resistance button†. Asking wisely connects with the words we use. H.Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"Questions are an important part of human interaction. Some people use questions to deepen and enrich their relationships. But many people use questions to pry, maneuver, gain advantage, attack, trap, setup, or break down the defenses of the others. † We need to ask questions open ended as opposed to closed. A good example is â€Å"How do you like the restaurant? † as opposed to â€Å"Isn’t this restaurant awful? † One allows the other person to state their own thoughts and perspective while the other closes the other person out and just shows your own viewpoint.Th e third component is that we need to be a person of understanding. We need to understand where the other person is coming from and be able to put the attention on them and not just on ourselves. H. Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"The major characteristic of a person of understanding is revealed in Proverbs 14:29: He who is slow to anger has great understanding, but he who is hasty of spirit exposes and exalts his folly†. The Fourth component is that we also need to show a little kindness . We all know what it feels like to be taken for granted.H. Norman Wright states; â€Å"Do you know what it feels to be taken for granted? you continue to give of yourself over a period of time and yet there is no response to, or recognition for, your efforts. Even we should be able to give freely and lovingly without expecting anything in return, most people respond well when their efforts are acknowledged†(Wright, H. N. , 1989) A little kindness can take you a long way in our path to getting along with others. These four components of wisdom are all steps in better ways to get along with others.By better understanding each other, and by possessing wisdom, you will be able to have better relationships with the people around you. The component that I feel is most applicable to me is asking wisely. A lot people have problems with this issue and it makes hard to respond to their words. By giving me your opinion other than asking me a simple question sometimes makes me feels oblige to answer the question the same way you want, thus depriving me from the right to say my honest opinion. Let’s go back to the example provided earlier, if you said: â€Å"Isn’t this restaurant awful? I feel I have no place to state my opinion or tell you exactly how I feel. In summary, understanding that true wisdom is understanding and following the Word of God can take you a long was in getting along with othe rs. It is a two part system; translation and application. It is important to understand the Word of God; and it is equally important to apply it to our daily lives. References H. Norman Wright (1989). How To Get Along With Almost Anyone. Nashville, Tennessee: Royal Publishers Inc. Sackett Christopher (January, 22, 2013). Wisdom. Examiner. com retrieved march 17th, 2013 from http://www. examiner. com/article/wisdom-3