Friday, January 31, 2020
Writing to Local Community about Steve Jobs Essay
Writing to Local Community about Steve Jobs - Essay Example From this paper it is clear that many individuals aspire to become Apple’s employees based on the different experience it offers. In addition, Apple employees are one of the most accommodating and helpful individuals. Apple’s work policy and ethics always considers the client as the â€Å"boss†therefore, their needs are always addressed. This principle is always customer oriented and as an Apple’s employee, an individual must be ready to serve. The employees play an important role in addressing the clients’ issues.As the research stresses the company has highly qualified employees based on the past and present performance of the company in the highly competitive market. In addition, the company’s board members have numerous individuals that they can consider for the position of Chief Executive Officer. Given Steve Jobs’ personality and successful career life, there is much information about him and therefore this will make i t easy for me to acquire relevant information that I will use to answer my questions. Therefore, there will be no need to schedule an interview with him, which can be a challenge because of his busy lifestyle. Published materials and videos will provide the required insight about him and the author will incorporate the information from these sources. The audience for this profile will target individuals who aspire to be successful entrepreneurs. Students will also find this article relevant since Steve Jobs is one of the prominent members in the contemporary world that young people look up to.Â
Thursday, January 23, 2020
Hugo Chávez Essay -- Biography Chavez President Venezuela Essays
Hugo Chà ¡vez El Comandante! El Comandante! If you scream that in the streets of Venezuela, there is only one person you could possibly be referring to – Hugo Chà ¡vez. The current president of the South American country, Venezuela, has been in power for the past four years. His time in office has been criticized by most and glorified by some. He has had the backing of other countries such as Cuba, Colombia, Brazil, Libya and Iraq. On the other hand, the United States has had a continuous growth of confusion for Chà ¡vez’s actions. The leader’s intentions have been surrounded by a circle of uncertainty. Chà ¡vez’s life as president or even before those days has been far from interesting. Hugo Chà ¡vez has been a leader, a commander and a revolutionist. Hugo Rafael Chà ¡vez Frà as was born in Sabaneta de Barinas, a small town in the lightly populated savannah. His young life was simple. He grew up selling bananas and sowing corn. He enjoyed the academics and had a thirst for knowledge. Chà ¡vez excelled in baseball, the country’s national pastime. Josà © Là ³pez, Chà ¡vez’s baseball coach, described the youngster as, â€Å"A tough little kid, mischievous, a real talker and dreamer, but as tenacious as hell†(Rother). As he grew up he had a growing curiosity towards the military and those with power. He was assigned to many regions where he performed different duties. He also had the opportunity to meet numerous people. A former classmate and friend of Chà ¡vez, Jesà ºs Hernà ¡ndez recalled, â€Å"We were a group of four or five captains who used to jog together in the afternoons, and one day in 1983 Chà ¡vez suggested we swear an oath to fight against corruption and for the welfare of our country†¦from that moment on, we began to study the pr... .... Is this the president we have been waiting for Works Cited Buxton, Julian. Failure of Political Reform in Venezuela. Aldershot, New Hampshire: Ashgate Publishing, 2001. Ellner, Steve, and Daniel Hellinger, eds. Venezuelan Politics in the Chà ¡vez Era. Colorado: Lynne Rienner Publishers, Inc., 2003. Rother, Larry. â€Å"Chà ¡vez Shaping Country to His Vision.†The New York Times. On-line. Internet. 28 July 2000. Available WWW: http://www.nytimes.com/library/world/americas Schemo, Diana Jean. â€Å"Renegade Officer Favored in Venezuelan Election.†The New York Times. On-line. Internet. 6 December 1998. Available WWW: http://www.nytimes.com/library/world/americas â€Å"Venezuela’s Chà ¡vez plans to rule until 2013.†CNN Presents. CNN. 14 July 2002. Wilson, Scott. â€Å"Political Deadlock Bolsters Chà ¡vez.†The Washington Post 20 January 2003: A15.
Wednesday, January 15, 2020
Lesson Plan for Social Studies Class Grades 9-12
UnitSocial Studies: The Civil War  Emancipation ExperienceObjectiveThrough this lesson, the students will be able to: 1. Given a particular situation, recognize the period of history portrayed following the inquiry period. 2. Given a particular scenario, distinguish groups after the inquiry period. 3. Study and come into contact with changeable emotions of every group. 4. Examine and differentiate the differences in the lifestyle of every group. 5. Assume/imagine and identify with what life was like for Americans during that period.RationaleHardly any event in mankind can measure up to the damage and destruction of war. However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war. In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives  the American Civil War. Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation. This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners).ContentGroup activity using charts and internalizing the role of each groups involved in the Civil War.Procedures1. By means of random, divide class into three (3) groups- A, B, C according to size.Group A (Slaves)      1/4 of classGroup B (S. Whites) 1/4 of classGroup C (N. Whites) 1/2 of classNote: Don’t inform the class what every group stand f or.2. Then instruct every member to name themselves utilizing a marker and a piece of tape. It must be visible.3. Move desks apart from each other and split the classroom in half. Break up the room by means of putting tape on the floor. Area I will be shared by Groups A and B. Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor. This area must be surrounded with tape. 4. Next, show Chart I to all the groups and inform them regarding each group's location, food allotment, and movement as shown below:Chart IGroup  Location                  Food Allotted                       MovementA   Sit on newspapers                   Plate of broken crackers        NoneB    Sit on chair in area I or II      Plate of whole crackers           Full (everywhere in the   classroomC    Sit on chair in area I or II      Plate of whole crackers           Full (everywhere in the classroom) 5. Start conducting Part I for a period of 5-10 minutes. Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group. Allow member of just groups B and C speak without restraint to one another. But let every group speak to each other. 6. End Part I. Show Chart II to the class, which contain as follows:Chart IIGroup  Location Food Allotted   MovementA    Chairs   Plate of broken crackers       Shaded areaB    Chairs   Plate of broken crackers       Area I onlyC    Chairs   Plate of whole crackers        Area II only7. After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs.8. End Part II. After the Part II activity, show Chart III explain to the class as follows:Chart IIIGroup  Location    Food Allotted                      MovementA    Chairs       Plate of whole crackers        FullB    Chairs       None                                    FullC    Chairs       Plate of whole crackers        Full9. After showing chart III, you can start conducting Part III for a period of five (5) minutes. Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III. Remove the shaded area. Do away with all tape placed on the floor. The groups can now freely move. But, Group B merely receives broken crackers.10.  End Part III and the whole activity. Arrange the room to bring it back to its original order.MaterialsMasking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates.AssessmentAt the end of the activity, ask the students the following questions to assess their feelings and reactions about the act ivity:1.  What can you say about this activity? Did you like it? If yes, why? If no, why not?2. How did you feel about being in Group A, B, or C?3. In your opinion, how did the groups differ from each other?4. What do you think was the best group to be in? How about the worst group to be in?5. What primary event in American History did this simulation describe?Answer: The American Civil War. 6. Who do you think did each group stand for?Answer: Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White Northerners7. What do you think did the headings in the charts symbolized?Answer: Location (floor or chairs) represented social statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either full or restrained) symbolized political status8. In your opinion, what did Parts I, II, III stood for?Answer: Part I stood for the Pre Civil War periodPart II. r epresented the Civil War era Part III represented the Post Civil War period9. Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group?Example: Compared to Groups B & C, Group A was instructed to sit on the floor   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South. The, take note of the change in Group's A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period.Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status. Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between th e North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there. This was represented when half of the group was pulled out and placed into a neutral area. Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized. But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities. Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three parts (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed.Rubric:Group Learning ActivityRubric A: ProcessExceptional Admirable Acceptable Amateur Exceptional Admirable Acceptable Amateur Group Participation Every member activ ely participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills; in their discussions, members display awareness and knowledge of other's ideas and opinions s During interaction, members exhibit adeptness; active discussion and interaction focuses on the task Members display some capability to interact; members listen attentively; there is some proof of discourse or alternativeThere is only little interaction; members converse briefly; some students show disinterest Roles within the Group every member was assigned a distinctly specified role; the group memb ers execute roles successfully and effectively every member was assigned a role, however, roles are not clearly specified or systematically followed.Members were given roles to perform, however, roles were not consistently followed. No effort was shown to assign roles to every group member ReferencesCommager, H. (1982). The Story of the Civil War as Told by Participants. Fairfax Press,    1982.Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created     Materials.Rubistar. Create Your Rubric. Retrieved April 29, 2006 from          http://rubistar.4teachers.orgSass, E. Social Studies Lesson Plans and Resources. Retrieved April 29, 2006 from            http://www.cloudnet.com/~edrbsass/edsoc.htm
Tuesday, January 7, 2020
Plato’s Theory of Forms - 2058 Words
Term paper Plato’s theory of forms â€Å"Everything which exist in this world and all things that we see around us are not as they appear to us†this is the core idea behind plato’s theory of forms.From this idea only he moves towards explaining his world of forms or ideas. In his book called THE REPUBLIC he tell us that the â€Å"Good†is the end of all endeavour,it is the object on which every heart is set,so this good according to him has a form,infact all the abstract ideas like good, justice ,beauty ,love etc has an ideal form according to plato.This form exist outside of space and time.This form remains permanent and is real.All that we see around us†¦show more content†¦In a way it solves the problem of permanence and change.in a way it solves the problem of being and becoming which has existed in the greek philosophy since long.plato’s divided line is a perfect answer to this problem.It combines both being and becoming and tell us that from becoming we have to reach upto the being that is real. We perceive a different world through our mind than we do through the senses. It is the material world, perceived through the senses and this world changing. It is the realm of forms,which one sees through the mind, this world is permanent. It is this world that is more real; the world of change is merely an imperfect image of this world. A form is an abstract property or quality. Take any property of an object and separate it from that object and consider it by itself, this is a form.For instance,when we talk of a triangle we say that it is a three sided enclosed figure and the sum of whose all sides is 180degrees,but have we ever seen a perfect triangle what we have seen is just a close approximation of an ideal triangle but not an ideal triangle. Now I want to bring in plato’s ParmenidesShow MoreRelatedPlato’s Theory of Forms Essay1719 Words  | 7 PagesPlato’s Theory of Forms Plato was born, the son of Ariston and Perictione, in about 428 BC. His family, on both sides, was among the most distinguished in Athens. He was born in Athens into a very wealthy family and as a young man was a student of Socrates. Plato is probably one of the best-known philosophers. Plato embarked on a period of extensive travel, returning to Athens some years later. In 387 BCE he established the Academy, a school devoted to philosophicalRead MoreExplain the Criticisms of Platos Theory of the Forms.1584 Words  | 7 PagesPlatos theory of forms, also called his theory of ideas, states that there is another world, separate from the material world that we live in called the eternal world of forms. This world, to Plato, is more real than the one we live in. His theory is shown in his Allegory of the Cave (from The Republic, Book VII), where the prisoners only live in what they think is a real world, but really it is a shadow of reality. According to Plato, to the prisoners in the allegory and to humanity in the materialRead MoreOverview Of Plato And Platos Theory Of The Four Forms1896 Words  | 8 Pagesquestion has been a major topic of many philosophical discussions. This debate has caused many philosophers to give potential answers to the problem, yet no one agrees on one idea. Of these potential answers, two well-known ones are Platos Theory of Forms and Aristotles Theory of the Four Causes. Despite their common focus on knowledge, the two philosophers differ in their beliefs in how knowledge is obtained. Plato places a bigger emphasis on the soul being the source of true knowledge, while AristotleRead MoreDistinctions and Comparisons between Aristotle and Plato Essay1681 Words  | 7 PagesThe ideas introduced by Plato on the theory of forms, where deducted and critiqued by Aristotle. Both philosophers can be viewed as having opposing ideologies. Nonetheless, Plato and Aristotle are in agreement on certain factors of their philosophy. Many have scrutinized and compared the dissimilarities and similarities of Aristotles doctrine of categories and Platos theory of forms. The observations found are of an interesting nature. The beauty behind the writings of Plato is to not acceptRead MoreThe Main Elements Of Plato s Cave1152 Words  | 5 Pagesof life is when men are afraid of the light†– Plato In this paper the main elements of Plato’s cave will be described along with a short explanation of Plato’s theory of forms, which is what the cave allegory is attempting to address. A brief description of the plot of the movie â€Å"The Island â€Å"will follow. This will be followed by an explanation of how the movie correlates to the elements of Plato’s cave. Finally, the conclusion will discuss what Plato was hoping to achieve with the cave allegoryRead MoreThe Utopian Views Of Plato And Platos Political State741 Words  | 3 Pagesequals, contrary to Plato’s strict utopian structure and group over individual hierarchy view of the ideal state. Plato’s ideal state is strictly structured through a utopian ideal. Everything within Plato’s ideal state has a place and purpose, and everyone within it is aware of that. 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