The Epistemology of Hegels Introduction to the Phenomenology of Spirit

The Epistemology of Hegel's Introduction to the Phenomenology of Spirit In his Phenomenology of Spirit, G.W.F. Hegel lays out a process by which one may come to know absolute truth. This process shows a gradual evolution from a state of "natural consciousness" (56) (1) to one of complete self-consciousness - which leads to an understanding of the "nature of absolute knowledge itself" (66). By understanding the relation between consciousness and truth, one may come to know the true nature of our existence. Hegel proposes to answer these questions in one bold stroke; he relates them in such a way as to make an infinitely complex and indiscernible universe a unitary whole. This process from a natural state to a kind of transcendence leads one from the chaos of the immediate to the sublimity of the universal. Consciousness begins as what Hegel calls "a natural consciousness" (56). That which is known to this consciousness "will prove to be knowledge only in conception, not in reality" (56). This kind of consciousness assumes knowledge of reality that is often refuted. Hegel says, "since natural consciousness does forthwith think it really knows, it views its own experiential course in a negative light, taking the very realization of its conception to be instead its own loss" (57), demonstrating the frailty of this method of thought. To respond to this shortcoming of consciousness, some might attempt to find an absolute absolved from one-sidedness, from sheer relativity to the knowing subject. Others will not respond this way, however, instead spinning off into apathy, subjectivism, or nihilism (59). Those who do attempt to find an objective truth most often turn to science. Some have suggested that the intellect is an ... ...s to relate to that reality at all. Thus as one comes to be fully aware of consciousness, one becomes fully aware of absolute reality. Hegel describes a way by which one may come to know absolute truth. This process shows a transition from a state of "natural consciousness" (56) to one of complete self-consciousness - which leads to an understanding of the "nature of absolute knowledge itself" (66). By understanding the relation between consciousness and truth, one may come to know the true nature of our existence. Thus, Hegel answers these questions in one bold stroke; he relates them in such a way as to make an infinitely complex and indiscernible universe a unitary whole. This whole is not only total self-consciousness, but also total awareness of absolute reality. 1. * Page References are to the unpublished translation by Peter Fuss and John Dobbins.

The Benefits of Local Farming Essays -- Food Science

It used to be that fine dining establishments featured imported ingredients on the menu. These days, many chefs in high quality restaurants take pride in featuring locally grown, seasonal items. Even some large chain grocery stores now offer meat and produce from local farms. While most Americans probably would not feel the need to be as close to their meat as Makenna Goodman describes in â€Å"Ever Wonder if You Could Kill What You Eat? We Did the Other Night†, there is growing support for Goodman’s ideas that being closer to the food results in better food quality (246). Many Americans seem to concur, as they are now willing to pay more for locally grown and organically raised food. Having seen countless local farms plowed under to become housing developments or shopping malls, and having dealt with several epidemics of tainted food, Americans are more conscious of the ‘support your local farmer’ movement. If this new ‘food fashion’ cont inues to grow in popularity, it will help strengthen local farms that in past years have suffered at the expense of large commercial farming enterprises. According to Michael Pollan federal policy has promoted industrial agriculture, or agribusiness, since the Nixon era in the belief that keeping food costs low by obtaining maximum production of commodity crops (corn, soybeans, wheat, and rice) was in the best interest of the national political agenda (186). In â€Å"Farmer in Chief†, Pollan asks President Obama to change federal policy and instead promote local farming, asserting that how Americans grow, process, and eat food impacts the health care crisis, energy independence, and climate change (187). Goodman, Pollan, and others agree that more local, small-scale, farming will be better for th... ...ge.html?res=9500EEDC143EF936A15757C0A9619C8B63>. Environmental Protection Agency, Region 7 Concentrated Animal Feeding Operations (CAFOs). EPA, 17 Jan. 2012. Web. 07 May 2012. . Goodman, Makenna. â€Å"Ever Wonder if You Could Kill What You Eat? We Did the Other Night.† Acting out Culture: Reading and Writing. Ed. James S. Miller. Boston: Bedford/St. Martin’s, 2011. 246-248. Print. Pollan, Michael. â€Å"Farmer in Chief.† Acting out Culture: Reading and Writing. Ed. James S. Miller. Boston: Bedford/St. Martin’s, 2011. 186-203. Print. Sustainable Table. GRACE Communications Foundation. Web. 07 May 2012. . United States Department of Agriculture. Agricultural Marketing Service. USDA, 2012. Web. 07 May. 2012. .

Troublemaking Interpretations of Horation Ode Essay -- Horation Ode

Troublemaking Interpretations of Horation Ode   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There exists debate of how one is to read Marvell's "Horation Ode," One of the most unexamined issues in the three essays, yet one which seems to be a presupposition for most of the argumentation that goes on between both parties, is Brooks's careful caveat early in his essay that his project is not to "reveal triumphantly that what it [Marvell's poem] really says is something quite opposed to what we have supposed it to be saying" ("Ode" 323). For Bush, what the poem is supposed to have said is key, for his argument will rest around such suppositions and commonalities, or unprejudiced readings as he might call it; and among his final arguments will be that "Marvell's poem means what it says" (348), which will be arrived at by looking at the poem in "its common and natural sense"(341). But Brooks is not necessarily strict in sticking to traditional interpretation, so it is intriguing he would begin with what we might call at this point an interpretational warning label to insure that the reader does not misinterpret him and think that he is trying to merely find a new interpretation for an old poem. While he will later argue that the New Critic is indeed in debt to the historicist, and we might accept this initial warning as a part of that debt to "proper norms" (326), it is with other interests in mind that Brooks ends his "Notes on the Limits of'History' and the Limits of 'Criticism."' Invoking Matthew Arnold, Brooks concludes his essay dealing with Leslie Fielder's call to "interpret literature in relation to the rest of man's concerns" (qtd. in "Limits" 354). To this, Brooks is "in hearty agreement" ("Limits" 354), and with this ending it is clear that there are ... ...es so many of his criticisms of Brooks in terms of how he looks for "desperate solutions" that stray from a common sense reading of the poem. This idea that the type of critic that Brooks advocates makes trouble for the type of interpretation established by a historical reading of the poem raises such questions as the role of the critic in a society, and whether this critic is obliged to make trouble or not, and who is to be the focus of his troublemaking energies.    Works Cited Brooks, Cleanth. "Criticism and Literary History: Marvell's Horation Ode." Class Handout ENG 415. April 9th, 1996. "Notes on the Limits of'History' and the Limits of ‘Criticism’." Class Handout ENG 415 April 9th, 1996. Bush, Douglas. "Marvell's 'Horation Ode'." Class Handout ENG 415. April 9th, 1996. Butler, Judith. Gender Trouble. New York: Routledge, 1990.   

What Are the Problems Faced by Indian Educational System

What Is The Biggest Problem Facing Our Educational System Today? Education is a vast and broad subject, and has been a topic open to discussion for many centuries. In the broadest sense of the term, education is any experience or exposure to an act that will have a formative and learned effect on a person's character and mind. Modern education tends to mean the process by which a society will teach and pass on its broad knowledge, skill and values, from one generation to another.Education itself can fall into many categories, ranging from those that many will be aware of such as schools, colleges and universities, through to adult education and indigenous education. Educational systems are always likely to be affected by a number of economic factors. Monetary wise, funding and budgeting for education has always been a factor that faces governments worldwide.Education is essential for economic growth, theorist have found that a higher rate of teaching and education in society has a po sitive affect on the growth of a nation. Other problems that may face an educational system include the differentiation between students who attend public and private schools. Those who can afford private school are often seen to be given the best education possible, while children from a less privileged background are forced to attend public schools, which by default may not have as good a quality of teaching.Though in many examples this is not the case, the long standing stereotype still rings true in modern society, as those from a wealthier family often seem to progress further and quicker up the job ladder. Alternatively, other factors facing educational systems include a decrease in funding, larger class sizes, reduction in teaching staff and safety in schools

John Austin’s Theory of Law

John Austin (1790-1859) was a British legal philosopher and was the first Professor of Jurisprudence at London University. His publications had a profound influence on English jurisprudence. They include The Province of Jurisprudence Determined (1832), and Lectures on Jurisprudence. John Austin is best known for his work developing the theory of legal positivism. He attempted to clearly separate moral rules from â€Å"positive law. † Austin's theory also falls under Constitutions, International Law, non-sanctioned rules, or law that gives rights. Austin believed that people have different interpretations of what is wrong and right.Therefore, ‘set' laws needed to be established that has to be obeyed. There are three aspects of Austin's theory of law – Analytical Jurisprudence, Legal Positivism and Command theory of law and the theory of legal sovereignty. Analytical Jurisprudence: It is a method of legal study that concentrates on the logical structure of law, the meaning and uses of its concepts, and the formal terms and the modes of its operation. John Austin's particular form of analysis was reductive. He analyzed legal concepts in terms of non-legal concepts so that the entire law could be understood in non-legal terms.Legal Positivism: In the 19th century, Austin developed legal positivism theory. The legal positivism states, â€Å"What is Law? † Is it written? , Where does it come from? Positivism is from Latin ‘root-positus', which means to be certain and fixed. Legal positivism states that laws are derived from written rules, regulations which have been enacted, adopted and recognized by a governmental entity or political institution, including administrative, executive, legislative, and judicial bodies. It is based on the legal philosophy that what is the intent of the enacting body.Command theory of law and the theory of legal sovereignty: This aspect of Austin's theory is based on the commandment of the sovereign. He r ealized that there should be fixed written commandments, which should be obeyed by all people. These commandments should be backed with sanctions. For example, if we do not obey traffic rules or commit an offence which is codified in the Canadian Criminal Law, we shall be penalized. Austin also realized the need about the uniformity of law. By uniformity means, that the law should be equal for all people of the state.

Projectile Motion

I. Introduction This study focuses on the different factors that affect the game results of the throwing events namely, javelin throw, discus throw, and shot put throw. It is observed that during athletic meets, the winner is determined by the farthest throwing distance. However, this distance does not sum up the outstanding performance of a winning athlete. Several factors are deemed to be essential in strategically winning a throwing event. For instance, an athlete may need more effort in performing as compared to another because of certain physical or strategic hindrances. These hindrances seem to be inexistent when a game is analyzed using the distance covered only. Thus for the purposes of this study, the competition outcome is defined to be the resulting projectile from the throw. In analyzing the projectile, the research is opened to the influences of strategies beyond throwing the farthest. These factors can be grouped into three aspects: the thrown object’s standard measures, the strategy, and the player’s characteristics. First, the projectile allows us to examine the effects of the thrown object’s standard measures to the throwing ability of a player. These measurements include the weight of the object, and its circumference, in the case of the shot put and the discus, or its length, in the case of the javelin. Second, the projectile exposes the possibility of implementing various strategies that may affect the throwing distance, such as the angle of the throw and the velocity of the turn, in the case of the shot put and discus throw, or run, in the case of the javelin throw. Finally, the projectile also somehow illustrates the advantages or disadvantages of the player’s characteristics like height, weight, and body-build. Consequently, the research will not be tied to the distance results of the throwing events. Rather, it will be concerning thee different projectile elements – distance, height, angle, and force – as they are influenced by the aforementioned groups of variables. At the end of the day, this paper will justify the inevitability of standards with regard to the object’s measured properties, and will recommend the best player profile and playing strategy, as supported by the projectile results of conducted experiments. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object.

How advertising and commercials influence my life Essay

Advertising and commercials have, no doubt, a strong influence in my purchasing behavior. They influence the clothes I wear, the food I eat and the places to go for a night out. Adverts in the television and magazines are expressive of models wearing different designs of clothing outfits. Such outfits make the models look admirable. This brings the feeling in me that if the clothes look good, then they must make me feel good. Due to this reason, I am compelled to purchase such clothes. Most of my friends and I have our eating habits greatly influenced by advertising and commercials. With the many adverts on hamburgers, hotdogs, and pizzas among other, most of my friends are always out to the pizza inn during class breaks. Despite the many claims by opponents of frequent use of fast foods, my heart is always impressed by the deliciousness portrayed on the adverts, a factor that inevitably forces me into purchasing such foods and drinks. Where to go for a night out is mainly influenced by commercials and advertising. This is because such adverts are indicative of the type of entertainment to expect and above all the entertainers to meet. Just to be appreciated is the fact that I like to go out with a preset mind of fulfillment. This is why advertising has no doubt a crucial role to play in dictating the best place to hang out. Therefore, advertising and commercials bring invaluable influence to my purchasing and spending behavior. Such marketing practices have indeed dominated my psychology.