Nothing has color, color is false truth Term Paper

Nothing has color, color is false truth - Term Paper Example Through such introduction, our mind captures such information and is recoded in our minds, only to be retrieved later when the information is needed. The existence of colors on an object may be therefore an illusion as it does not exist in an object. In this thesis paper, a deeper examination is carried out on the validity of claiming that colors dont exist through an evaluation of numerous arguments on the same through past and current studies. Through numerous studies on colors, philosophers have argued on the existence of colors in an object, especially on skeptics of color on whether it exist or not. In my view, through what we learn about colors, an interpretation of the same is usually reflected immediately we the object associated with color. In the case of a tomato as discussed by Charles Landesman, the color red is used as a sample to explain on the assumption we tend to have color. To our understanding, we even anticipate on what we expect to see through our assumptions on what color is associated with which object. In this case, the belief that tomatoes are red is skeptical as this can be criticized through the underst anding our mind on the reason to which tomatoes may lack a color to be associated with (Werner p.215). Through the use of biological science, numerous scientific explanations can be used to explain the reasons we tend to perceive, that tomatoes are red in color. Similarly, there are several cases where our brain tends to give feedback that is direct to what we want to see. In most cases, this is based on the argument that when we set our minds in particular manner, we tend to get a similar interpretation of an object. In regards to a tomato being red, the chemical reactions of an object and the reflection of light may give a different meaning of an object. The majority of people may suggest on what they want to see, rather than the reality of an object. We tend to perceive things through our past experiences, especially on what has

Special Interests Essay Example | Topics and Well Written Essays - 1750 words

Special Interests - Essay Example They work to elect politicians who can understand their cause and have sympathy for them. Also the role is to involve people who can conduct secret and at times, open propaganda campaigns. There are a number of interest groups prevalent within any society. These comprise of the economic associations which can include trade unions, chambers of commerce and industries and some religious bodies. Then there are the professional associations which have within their fore architects, doctors, lawyers and certain other professionals (Tilt, 1994). The third type of interest group is made up of public interest groups where the inclusion is of friends of environment with a single aim towards benefiting people beyond their mere memberships. The fourth is a special interest group which is essentially a subgroup that is formed within the framework of a bigger group and that emphasizes upon a narrow interest scope. Interest groups try their best to defend a status quo and to maintain it over a peri od of time. It is for this reason that interest groups are hailed differently from the pressure groups. These interest groups have a properly defined intention behind their formation and this is the reason why they are openly advocated for by their proponents and supporters. These individuals feel that these interest groups represent what they would like to suggest to all and sundry, as well as depict the truest picture for their own sake as far as the societal manifestations are concerned. Interest groups are always seen with an eye of skepticism because they have their own intentions to look after. Moreover, the manner under which they exist raise quite a few opinions on the part of the people. Some of the examples related with these interest groups are the National Rifle Association (NRA), People for the Ethical Treatment of Animals (PETA) and many more. These interest groups rely on the people within the society to make up their vital opinion and hence come forward. As a case in point, NRA has an interest within the opposition of anything that is anti-arm and is thus a complete defender of the Second Amendment’s rights (Kleiner, 2002). On the other hand, PETA empathizes with the animals and solicits the response of the people within a community to come up with ethical solutions so that moral grounds could be founded for the animals in order for their survival domains (Pizam, 2008). Hence the role of these interest groups is of immense significance within this day and age as they mold public opinion and look to form a basis for critical issues that plague a society in one way or the other. It would be true on the part of the society to liaise with the interest groups so that the collective endeavors can have a long-lasting impact on the realms of the society and its inmates can heave a sigh of relief from the pressing issues, cropping up every now and then. There are a number of examples with regards to these interest groups but what remains importan t is their effort to set things right within the terrains of a society. If this happens, then interest groups will serve their purpose well. However, if this is not done in an adequate manner, then there are serious concerns with their formation in the first place. 2. Discuss the relationship between interest groups and political parties. The relationship between interest groups and political parties is one of significance.  

Literacy Narrative Essay Example for Free

Literacy Narrative Essay Due Date: Friday night, September 6th by midnight in the digital dropbox on Angel Desired Learning Outcomes: 1.Understand our personal development as readers and writers or persons 2.Explore writing as a means of self-discovery 3.Choose the appropriate voice, diction, and audience for a personal literacy narrative 4.Use various invention, drafting and revising/editing strategies as needed 5.Demonstrate appropriate conventions of grammar and style of written English 6.Use technology effectively and correctly to complete the assignment READINGS FOR PAPER: 1.Norton, Chapter 7: Writing a Literacy Narrative, Chapter 40: Narrating, and Chapter 57: additional examples of literacy narratives to be selected by the instructor 2. Quick Access Concise, Chapter 1: Understanding College and Other Writing Situations and Chapter 7a c: Strategies for Writing Typical Kinds of College Papers ASSIGNMENT: After completing the readings for this assignment, follow the guidelines in Chapter 7 of your Norton Field Guide, particularly pages 43-46. Additional tips on the writing process itself appear in the chapter, as well as samples from professional writers. As your text advises, follow these steps. 1.Choose a topic. A single event that you recall vividly would be a good choice. See the suggestions on page 43. 2.Consider the rhetorical situation, particularly your audience and stance. Your instructor will discuss conventions in more detail, but this type of writing does not require a formal tone and may use the first person (â€Å"I†). Grammar and  format, however, need to be correct. 3.Be sure you understand the nature of narrating (Chapter 40) and have the kinds of details and stance that motivate and excite your readers. A good narrative always has an element of conflict. 4.Apply the information in your Field Guide on generating ideas, drafting, and revising under the direction of your instructor.

Example Reflective Essay using Rolfe Reflective Model

Example Reflective Essay using Rolfe Reflective Model This reflective essay will adopt Rolfes model of reflection, (Rolfe, G et al. 2001) which was derived from Bortons developmental model. (Boyd E et al. 1983) The scenario is presented as Appendix 1 and the patient has been anonymised as Lee in accordance with the NMC guidelines (NMC 2008) What? When analysed in overview, one can note that the main issues contained in this scenario are that a schizophrenic patient, who may therefore be psychotic, who is certainly confused due to his metabolic disturbances (hyponatraemia) and possibly idiopathic confusion, has made an allegation of physical assault against another staff member. The patient is also forgetful and the event happened three days ago. Clearly the incident cannot be confidently verified at this stage and there is a question as to whether the patient is reliable in making this allegation. Analysis revolves around my reflection on the actions that I took and whether they could be considered appropriate or capable of improvement. My role in the situation was that I was the recipient of the allegation. Having heard the allegation, I tried to make sense of it. On the one hand I was aware of the seriousness of the allegation if it were true, and therefore I was also aware of the potential harm that an untrue allegation could cause to the professional integrity of the ‘Special‘ who was involved. I was obviously aware of Lees potential for confusion and psychosis, but I was also impressed by the apparent veracity of his recollection and also by the fact that he started to cry when he was recounting it. (Nicol M N et al. 2004) On balance, I did believe his account of the situation. I therefore felt that I had a moral and professional duty to escalate the complaint to the Senior Ward Sister. After a period of discussion with the Ward Sister, I filled in an Incident Report Form (IR1), which was then forwarded to the hospital management. After the event, I experienced a period of prolonged self-examination. I was concerned in case I had inadvertently been party to a false allegation and considered further the consequences for the ‘Special involved. After a period of intense reflection, I concluded that I was right to take the action that I did, both because of my professional duty to ‘do my best for the patient but also because I was acting as the patients advocate in these circumstances, which seemed entirely appropriate. (Brooke C et al. 2007) The response of the Ward Sister seemed entirely appropriate. I believe that she went and spoke to Lee herself and determined that there was sufficient evidence to make the reporting of the incident (IR1) appropriate. This reassured me greatly. The Ward Sister also discussed the ethics and implications of the situation with me, which was both professionally helpful and considerate, as she could see that I was unclear about what I should do in these circumstances. In any reflective process, one also has to consider the feelings of the patient. In this case Lee did appear to be pleased that he was being taken seriously, but his fluctuating lucidity meant that further questioning did not clarify the situation any further. He certainly appeared to be pleased when he was told that the ‘special would not be assigned to him again. So what? The theoretical elements of the analysis of this situation are straightforward. Jasper, in his erudite series of analyses (Jasper M 2007), acknowledges that part of the responsibility of being a professional practitioner is to ensure that you give the best care possible to your patients or clients. In an analysis of a similar situation, the author is unequivocal in his assessment that the professional duty of the nurse is to share such reports of possible patient abuse with their immediate superior. Even if the patient is ‘of reduced capacity or ‘of questionable reliability (Jasper M 2007 Pg 36), they should therefore considered ‘vulnerable in the professional sense, and offered greater, not less, protection. An ethical analysis would suggest that the nurse should invoke the Principle of Non-Malificence, which was derived from the often quoted dictum of Hippocrates, which stated that one should â€Å"first do no harm†. (Carrick P 2000). This Principle stated that healthcare professionals must ensure that their patients are not harmed, nor will come to harm. (van Uffelen J G Z et al. 2008). I did consider the possibility of speaking to the ‘Special in an unofficial capacity, but came to the conclusion, that there was nothing that they could say which would change the proper course of action. This concurs with the opinion of Tschudin who analyses a number of similar situations. (Tschudin, V 2003). This level of analysis gave me a deeper insight into the situation and reinforced my initial conclusions relating to the proper and appropriate course of action. Now what? Given the fact that Lee had reported a possible episode of abuse, it seems entirely appropriate that it would be properly investigated. The action of the Sister in removing the ‘Special from caring for Lee also seemed appropriate and proportionate. It may have been considered more appropriate to suspend the ‘Special from work, but in circumstances when one is dealing with a confused and psychotic patient and there is a significant element of uncertainty about the veracity of the allegations, this might be considered inappropriate and unduly prejudicial to the ‘Special. (McMillan J 2005) At the time of the reporting of the incident, I apologised to Lee myself and reassured him that such a situation would not be allowed to occur again. I feel that this was also a professionally appropriate course of action, as it not only communicated a professional sense of responsibility to Lee, but also it demonstrated the fact that I was taking his complaint seriously and was sorry that it had happened. (Kozier, B et al. 2008) When analysed in overview, I effectively had two possible potential outcomes of the situation. Either I believed that Lee‘s story was probably true, or I didnt. This gives rise to a deeper analysis and, in the words of Cruess Cruess, the evolution of a student into an expert practitioner is judged by the ability to operate from a deep and holistic understanding of the total situation, a concept that is often referred to as ‘professional intuition. (Baillie L 2005). Cruess et al. suggest that this ‘professional intuition is better considered as ‘professional expertise, which is generally built up and gained over years of experience and which, when tested in the clinical environment, can become an altogether more robust concept. (Cruess S R et al. 2007). Reflection on this situation, together with the guidance received from the Ward Sister, has helped me to fully understand the main elements of this situation. If I were to encounter such a situation again I wou ld feel more confident in dealing with the situation rather than having to reflect at length after the event. Such analysis has helped me to realise that, to cite Schon, it is one of the ways professionals evolve and move beyond rule-bound behaviour and which enables them to function in a world of uncertainty and see problems in a holistic way and act appropriately. (Schà ¶n, D A (1987) Appendix Scenario: A 78 year old gentleman called Lee was admitted to my Ward with schizophrenia and other medical conditions, one of which includes confusion and hyponatremia. It has been explained to the patient and his next of kin that due to the dangerously low sodium level Lee is on a fluid restriction of 750 mls per day, however due to the patients mental statue, he constantly demands fluids and if not given he will start screaming and disturb other patient and can be very aggressive a time. For this reason the Senior Sister requested a special in order to provide a one to one care for Lee. I supported the patient with personal hygiene care one morning, Lee began to cry, when I asked what is the matter Lee? he said, three days ago a special slapped my arm and pinched me. And he said I was waiting for her to finish her shift to inform a staff nurse, by then I had forgotten. I hope when my son will visit me, I will remember to tell him what has happened. I reassured him that this will not happen again and I also apologised on her behalf and told Lee that particular specialist will not be caring for him any more. I reported the incident to the Ward Senior Sister and together we filled in an Incident Report Form (IR1). References Boyd E Fales A (1983) reflective learning: the key to learning from experience. Journal of Humanistic Psychology, 23 (2): 99-117 Brooke C; Waugh A Eds (2007) Foundations of Nursing Practice, Fundamentals of Holistic Care. Lond Mosby Elsevier. Carrick P (2000) Medical Ethics in the Ancient World. Georgetown University press : Philadelphia Jasper M. (2007) Professional Development, Reflection and Decision – Making. Blackwell Publishing, Singapore. Kozier, B, et al. (2008) Fundamentals of Nursing: Concepts, Process and Practice. Harlow: Pearson Education. Nicol M N, Bavin B C, Bedford-Turner S B, Cronin P C Rawlings-Anderson K R (2004) â€Å"Essential Nursing Skills† 2nd ed. Churchill Livingstone, Mosby NMC (2008) Nurse Midwifery Council: Code of professional conduct: Standards for conduct, performance and Ethics (2008) London : Chatto Windus 2008 Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical Reflection in Nursing and the Helping Professions: a Users Guide. Basingstoke: Palgrave Macmillan. Schà ¶n, D A: (1987), Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions, Jossey-Bass Publishers, San Francisco. Tschudin, V (2003). Ethics in Nursing: the caring relationship (3rd ed.). Edinburgh: Butterworth-Heinemann. van Uffelen J G Z, Chinapaw M J M, van Mechelen W, Hopman-Rock M (2008) Walking or vitamin B for cognition in older adults with mild cognitive impairment? A randomised controlled trial. British Journal of Sports Medicine 2008; 42 : 344 351

Creative Story: The Golden Sock :: essays research papers

Creative Story: The Golden Sock Years after Odysseus came from his twenty year trip, Odysseus began to feel restless; he wanted to go on an adventure. He knew that his wife, Penelope would not agree to his decision to go seek the long stolen, "golden sock". To many people, this may be any ordinary sock, but to Ithica, it was different. It was the sock worn on the first person to set foot on the land of Ithica. Odysseus finally decided to go on the journey to seek the "golden sock." He snuck away leaving Penelope a note telling where he is, and what he wants to do. Him, and his hundred crew men went all the way to the Gibralter strait where he was turned around by Charybdis' funnel, and stranded on the peninsula of Hubble. He picked his best men to search the beautiful island. "Men, our objective here is to find the long gone, "golden sock". We have traveled hundreds of miles already, and we still have not come close to finding the "golden sock". I want you to look at the feet of every man on this island, hoping to see the "golden sock". This may not be easy, and we may have to fight, so I want every man to be ready to go to war," Odysseus claimed. Odysseus and his men came to a cave and were directly surrounded. They got ready to fight, but the people were only trying to find out if they were friendly or hostile. The people were called the Takol Klan. They invited Odysseus and his men for the verrano feast. The Takol Klan, that greeted them, seemed to overly excited to Odysseus. "Hey, do two of you want to come and help us set up for tomorrow's feast," Taboli said. "Sure, Odysseus, Ankortipo and I are going to go with these friendly hosts," said Amtiphorus. "Go ahead, you two, but watch your back; we don't know these people, they might have the holy, golden sock," said Odysseus. Odysseus gathered all of his men, and told them, that their main task was to look at all the men's feet, trying to seek the "golden sock". Odysseus followed the soldiers to the sitting room, and a mammoth of a beast was sitting on the couch watching T.V. He stood up and introduced himself. "My people call me Cyclops, and you can see why, I am the leader of this tribe." "My name is Odysseus, my men call me Odysseus, but you can call me Master." "Welcome Master. Will you join me for dinner in my private quarter?

Modest Proposal Essay -- essays papers

Modest Proposal Animals or Students? It brings great obstacles to those who walk down the halls of Silverado High School day in and day out to be by bombarded by thirty-six hundred plus students. This prompts trying to go to the bathroom between classes beyond implausible, for it’s intense enough to just make it to class on time as it is without trying to make a pit stop at the bathroom. Students have been reduced to plowing and shoving their way through people in order to possibly make it to class and be in their seat before the tardy bell rings. I think all parents and more important, students involved will agree that this gargantuan number of students trying to push through one another to make it to the restroom or simply to be on time for class is leaving all entangled in a present state of rage and irritation over this subsequent grievance to their already stressful existence. Therefore, we, the students and parents, need to find an economical, practical solution to allow students to walk the hallways w ith ease. Having contributed multiple years pondering this very subject, and after careful consideration of the suggestions of my colleagues, I continually discovered them to be dreadfully mistaken in their computations. With that in mind, here’s my plan of action, I propose to herd students just like the cattle they are, with hall monitors being awarded the job of herding students up and down stairs and preventing the slowing or stopping, for that matte...

Clothing in the Awakening

Clothes appear to have significant meaning in The Awakening, enough so that they are mentioned at almost every description of the characters. Edna Pontellier starts the novel fully dressed and appropriately dressed for a woman of her responsibilities, however, at her final moment, she is naked on the beach. Other women in the story also represent their ‘position’ and the way they feel in the way they dress. For example, Madmoiselle Reisz never changes her clothes.This could possibly symbolize her physical detachment from anything around her, including nature and any suppressed feelings. In contrast, Edna’s clothes represent her physical attachment to society. She sheds her clothes the way a snake sheds its skin when it is time for a new one and it does not fit into the old one any longer. Edna doesn’t feel like she can fit into society any longer. Madmoiselle Reisz, on the other hand, does not seem to have any desire to be more than what she has been given in the society in which she lives.Therefore, she does not change her clothes, because she does not feel the need for change in her life. Other characters, such as Madame Leburn always have new clothes to cover their bodies. This could, perhaps, represent the constant need to cover their sexuality as women in suppressed roles as wives and mothers. Ednas’ nakedness at the end of the novel symbolizes her freedom from any claims her children may have on her and shows how her lack of clothes is equal to her lack of ‘responsibility’, of her family and the 1890s’ society.Through the motif of clothes, Kate Chopin suggests that although society can be restricting, in order to have discipline, rules can be necessary. Can be destructive, lack of rules can lead to destruction of self. The symbol of clothing in the story shows the development of her freedom from the harsh rules of the Creole society. In the beginning of the novel, Edna is accustomed to wearing the same clothes as the Creoles. Throughout the story, she is found loosening her collar and trying to remove articles of clothing.After her awakening, Edna becomes restless and starts to neglect the rules placed upon her. As Edna progresses throughout the novel, she discards more and more layers of the confining clothing that surrounds her body and soul. By taking off her clothing, one piece at a time, she is disobeying the rules placed upon her, and in doing so, she exerts her independence. The clothing symbolizes the constraints on the social behavior of women in this era. It restricts Edna and doesn’t allow her body to move. At the beginning of the novel, Edna is fully dressed and in proper clothing.However, when Edna and Adele walk together on the beach, Edna wears less clothing In one example of rebellion, Edna begins to care less about her duties as a woman in a Victorian society and chooses to not wear what society expects of her. â€Å"Mrs. Ponteiller did not wear her usual Tuesday reception gown; she was in ordinary house gowns. † (59) The house gown are less elaborate and involve wearing less clothing than reception gowns, and to Edna, is more comfortable. Although those around her do not approve, she chooses to do what she feels and does this witho5ut hesitation or guilt.