What Is Knowledge According To Plato Philosophy Essay

What Is Knowledge According To Plato Philosophy Essay Plato had a strong belief that what we know in this life is recollected knowledge that was obtained in a former life, and that our soul has all the knowledge in this world, and we learn new things by recollecting what the soul already knew in the first place. Plato offers three observations of knowledge and he puts Socrates to reject all three of them. Platos first observation is that true belief is knowledge. Socrates rejects this by stating that when a jury believes the accused to be guilty by just hearing the prosecuting attorneys argument, rather than of any concrete evidence, it cannot be known if a defendant is guilty even if he is guilty. The jurys true belief is therefore not knowledge. The second observation is that knowledge and perception are the same. Socrates rejects this by saying that we can perceive without knowing and we can know without perceiving. For example, we can see and hear a sound without us knowing what or where it is coming from. If we can perceive without knowing, then knowledge cannot be the same as perception. Platos third observation is that true belief along with a logical account is knowledge, but true belief without a logical account is different from knowledge. The only problem with this observation is the word account. All the definitions of the word account are not valid for this argument. These observations are a great example of attacking the insufficient theories of knowledge, but Plato never gives a complete answer on what is the definition of knowledge. Plato preferred truth as the highest value, stating that it could be found through reason and logic in discussion. He called this dialectic. Plato preferred rationality rather than emotional appeal, for the purpose of persuasion, discovery of truth, and as the determinant of action. To Plato, truth was the higher good, and every person should find the truth to guide his or her life. Platos doctrine of recollection says that rather than learning in the common sense, what is actually happening when people are thinking about a problem, and find a solution to that problem, is that they are recollecting things that they already knew. The reason that Plato came up with this theory was because of the learners paradox. The learners paradox is that how can someone learn something if they dont even know what it is. As Meno points out if we dont know what something is then how will we know when we have it? When, for example, we say that we dont know what 946308 divided by 22 is, how can it be that we can find the answer to be 43014? If we dont already know that 946308 / 22 = 43014 then when someone tells us this we should not be able to know that answer is right. Aristotle also believes that knowledge is a form of recollection. He believes that there are universal causes and particular causes, however, unlike Plato; he believes that particulars carry an essence of the form. The four causes, or what makes an object what it is, are its efficient, material, formal, and final causes. The efficient cause is the primary source of the change. The material cause is the material of which it consists. The formal cause is its form. The final cause is its aim or purpose. Using the example of a skyscraper, the efficient cause is the act of building the skyscraper, the material cause is the material used to build it, the formal cause is the blueprint, and the final cause is using the skyscraper as a skyscraper. Everything has these four causes, but substantially changing any of them will cause the skyscraper to lose its skyscraperness. If you know all of a particulars causes, you know its essence. Everything has to have a cause. To truly understand something, we must know its explanation and that it cannot be otherwise. Demonstration must be from things that are true because deducing something from a falsehood would not give understanding of it. Things that are less general and closer to perception are prior relative to us. Things that are more general and further from perception are prior by nature. Demonstrations must be from things that are prior by nature. The premises of demonstrations must give the reason why the conclusion is true. Aristotle defines syllogism as a discourse in which, certain things having been supposed, something different from the things supposed results of necessity because these things are so. One syllogism that he used was: Socrates is a man, All men are mortal, therefore Socrates is mortal. Plato and Aristotles understanding of knowledge are complimentary in that they both believe knowledge is obtained by recollection. Also, they both value truth as the best way to obtain knowledge. What makes it contradictory is that Aristotle goes deeper into the subject of knowledge by stating that particulars have to carry an essence of the form and gives four causes that aid in finding the essence. Therefore, their understanding of knowledge is both complimentary and contradictory. I think we have abandoned the dialectical and demonstrative methods to a certain extent, but not completely. Most classes teach in the way that sophists teach, by just giving us the facts. An example could be my college algebra class, that teaches me how to do a problem but it doesnt tell me why it is like that. But then we have other classes, for example Mr. Hindmans classes, that do use those 2 methods. I think we need to incorporate these valuable methods more into our public school systems and it might help in raising grades up.

Probability Exercice

MTH3301 Fall 2012 Practice problems Counting 1. A closet contains 6 di? erent pairs of shoes. Five shoes are drawn at random. What is the probability that at least one pair of shoes is obtained? 2. At a camera factory, an inspector checks 20 cameras and ? nds that three of them need adjustment before they can be shipped. Another employee carelessly mixes the cameras up so that no one knows which is which. Thus, the inspector must recheck the cameras one at a time until he locates all the bad ones. (a) What is the probability that no more than 17 cameras need to be rechecked? b) What is the probability that exactly 17 must be rechecked? 3. We consider permutations of the string †ABACADAFAG†. How many permutations are there? How many of them don’t have any A next to other A? How many of them have at least two A’s next to each other? 4. A monkey is typing random numerical strings of length 7 using the digits 1 through 9 (not 0). Call the digits 1, 2, and 3 â₠¬ lows†, call the digits 4, 5, and 6 †mids† and digits 7, 8 and 9 †highs†. (a) How many di? erent strings can he type? (b) How many of these strings have no mids? c) How many of these strings have only one high in them? For example, the string 1111199 has two highs in it. (d) What’s the probability that a string starts with a low and ends with a high? (e) What’s the probability that a string starts with a low or ends with a high? (f) What’s the probability that a string doesn’t have at least one of the digits 1 through 9? 5. School of Probability and Statistics (SPS) at IUA University has 13 male Moroccan professors, 8 female Moroccan professors, and 12 nonMoroccan professors. A committee of 9 professors needs to be appointed for a task. a) How many committees can be made? (b) What’s the probability 1 that the committee contains 2 Moroccan women, 3 Moroccan men, and 4 non-Moroccans? (c) What’s the probability t hat the committee contains exactly 4 nonMoroccans? (d) What’s the probability that the committee contains at least 4 nonMoroccans? (e) What’s the probability that the committee does not contain any Moroccan men? Conditional Probability, Bayes’ Theorem 1. Before the distribution of certain statistical software every fourth compact disk (CD) is tested for accuracy.The testing process consists of running four independent programs and checking the results. The failure rate for the 4 testing programs are, respectively, 0. 01, 0. 03, 0. 02 and 0. 01. (a) What is the probability that a CD was tested and failed any test? (b) Given that a CD was tested, what is the probability that it failed program 2 or 3? (c) In a sample of 100, how many CDs would you expect to be rejected? (d) Given a CD was defective, what is the probability that it was tested? 2. A regional telephone company operates three relay stations at di? rent locations. During a one-year period, the number of malfunctions reported by each station and the causes are shown below: Station Problems with electricity supplied Computer malfunction Malfunctioning electrical equipment Caused by other human errors A 2 4 5 7 B 1 3 4 7 C 1 2 2 5 Suppose that a malfunction was reported and it was found to be caused by other human errors. What is the probability that it came from station C? 3. Police plan to enforce speed limits by using radar traps at 4 di? erent locations within the city limits.The radar traps at each of the locations L1 , L2 , L3 , and L4 are operated 40%, 30%, 20%, and 30% of the time, and if a person who is speeding on his way to work has probabilities 2 0. 2, 0. 1, 0. 5 and 0. 2, respectively, of passing through these locations, what is the probability that he will receive a speeding ticket? You can assume that the radar traps operate independently of each other. 4. Jar A contains 6 red balls and 6 blue balls. Jar B contains 4 red balls and 16 green balls. A six-sided die is th rown. If the die falls †6†, a ball is chosen at random from jar A.Otherwise, a ball is chosen from Jar B. If the chosen ball is red, what is the probability that the die fell †6†? 5. The word spelled HUMOR by a person from the United States is spelled HUMOUR by a person from UK. At a party, two-thirds of the guests are from the United States and one-third from UK. A randomly chosen guest writes the word, and a letter is chosen at random from the word as written. (a) If this letter is a U, what is the probability that the guest is from UK? (b) If the letter is an H, what is the probability that the guest is from UK? 6.Jar A contains two black balls, jar B contains two white balls, and jar C contains one ball of each color. A jar is chosen at random. A ball is drawn from the chosen jar and replaced; then again a ball is drawn from that jar and replaced. If both drawings result in black balls, what is the probability that a third drawing from the same jar will a lso yield a black ball? 7. A jar contains 5 red balls and 10 blue balls. A ball is chosen at random and replaced. Then 10 balls of the same color as the chosen ball are added to the jar. A second ball is now chosen at random and seen to be red. What is the probability that the ? st ball was also red? Discrete Random Variables and their Cumulative Distribution Functions and Probability Mass Functions 1. A dice has 6 sides labelled 1 through 6, and the associated probabilities are a, b, c, d, e, and f respectively. Furthermore, you are told that P ({1, 2, 3}) = P ({4, 5, 6}). This die is tossed once and random variable X is twice the face value that showed up. Answer the following questions about X: 3 (a) What is the range space of X? (b) Draw the cumulative distribution function of X. (c) Write down the probability mass function of X. 2. A jar contains 10 balls, labelled 1 through 10.We will take 3 balls out of the jar. Let B be the random variable that is the highest label among the 3 balls withdrawn. Answer the following questions about B: (a) What is the range space of B? (b) Calculate p(b) for b = 3, 6, 10. (c) Calculate F (b) for b = 3, 6, 10. (d) Calculate P (B ? 8). 3. Consider a group of 5 blood donors, A, B, C, D, E, of whom only A and B have type O+. Blood samples will be taken from each donor in random order, until an O+ donor is reached. Let the random variable Y be the number of blood samples taken until an O+ individual is reached. (a) What is the range space of Y? b) Write down the probability mass function of Y. 4. A jar contains 15 balls, 10 of them red and 5 of them blue. Three balls are picked and let R be the random variable that is the number of red balls in these 3 drawn. (a) What is the range space of R? (b) Write down the prob. mass func. of R. (c) Write down the cumulative distr. func. of R. 5. A random variable Z has following range space and probability mass function: 4 value -3 -2. 5 0 4 12 20 probability of this value 0. 1 0. 15 0. 05 0. 3 0. 3 0. 1 (a) Draw the line graph of this PMF. (b) Write down the CDF of Z and draw its graph. (c) Calculate P (Z). . After all students have left the classroom, a probability professor notices that 4 copies of text book were forgotten behind. At the beginning of the next lecture, the professor distributes the 4 books in a completely random fashion to each of the four students who lef the books behind. Let X be the number of students who receive their own book. Determine the pmf of X. Hint: Think of permutations of 4 symbols. 7. Let X be the number of tires on a randomly selected automobile that are underin? ated. Which of the following three p(x) functions is a legitimate pmf for X, and why are the other two not allowed? p(x) p(x) p(x) 0 0. 3 0. 4 0. 4 1 0. 2 0. 1 0. 1 2 0. 1 0. 1 0. 2 3 0. 05 0. 1 0. 1 4 0. 05 0. 3 0. 3 8. In our experiment, we pick a random permutation of 1234. Let X be the number of symbols that remained in their original places. For example, if the rand om permutation is 3214, X = 2. Find the pmf of X. 9. In our experiment, we type a random string of length 6 using only the letters A, B, C, D, E, X, Y, Z. Let R be the number of letters that are occuring more than once. So, for example, if the string is †BAYEDA†, R = 1. If string is †DEBAZY†, R = 0. If string is †AABAXY†, R = 1.If string is †AABBXY†, R = 2. (a) How many elements are there in the sample space of the experiment? (b) How many elements in the range space of R? 5 (c) Calculate pR (0). (d) Calculate pR (r) for r ? 4. 8 6 (8)(6)? 7? 6? 5? 4+(8)(6)? 7? 6? 5+(1)(4)? 7? 6+(8)(6)? 7+(8)(6) 1 3 1 5 1 6 . (e) Show that pR (1) = 1 2 6 8 Continuous Random Variables and their Cumulative Distribution Functions and Probability Distribution Functions 1. A college professor never ? nishes his lecture before the bell rings to end the period and always ? nishes his lectures within 2 minutes after the bell rings.Let X equal the time that ela pses between the bell and end of the lecture and suppose the pdf of X is f (x) = kx2 0 0? x? 2 otherwise (a) Find the value of k. (b) What is the probability that the lecture ends within one minute of the bell ringing? (c) What is the probability that the lecture continues beyond the bell for between 60 and 90 seconds? (d) What is the probability that the lecture continues for at least 90 seconds beyond the bell? 2. The time X (in minutes) for a lab assistant to prepare the equipment for a certain experiment is believed to have a uniform distribution for values of X between 25 and 35. a) Write the pdf of X and sketch its graph. (b) What is the probability that the preparation time exceeds 33 min.? (c) Without computing it mathematically, what do you think is the mean value of X? (d) For any a such that 25 < a < a + 2 < 35, what is the probability that preparation time is between a and a + 2 minutes? 3. Consider the following pdf, where k and C are constants: f (x) = kC k xk+1 0 6 x? C x 50 1 625 r If the propolis content is less than 10 parts per thousand, the honey sells for 300 Dirhams per kilogram.If the propolis content is more than 40 parts per thousand, the honey sells for 200 Dirhams per kilogram (because of the too strong taste). If the propolis content is between 10 and 40 parts per thousand, the honey sells for 450 Dirhams a kilogram. Let the price of honey per kilogram be the random variable X. (a) Draw the pdf of R. (b) Determine the pmf of X. Continuous Functions of Continuous Random Variables 1. Let continuous random variable X have pdf fX (x). Let Y = |X|. Write FY (y) in terms of integral(s) of fX . 2. For more practice here, make sure you can do problems number 9 and 13 in Chapter 3 exercises in our text book. 8

Fashion Throughout History Sources for Research

Kilwa Kisiwani Medieval Trade Center of Eastern Africa

Kilwa Kisiwani (also known as Kilwa or Quiloa in Portuguese) is the best known of about 35 medieval trading communities located along the Swahili Coast of Africa. Kilwa lies on an island off the coast of Tanzania and north of Madagascar, and archaeological and historical evidence shows that the Swahili Coast sites conducted an active trade between interior Africa and the Indian Ocean during the 11th through 16th centuries CE. Key Takeaways: Kilwa Kisiwani Kilwa Kisiwani was a regional center of the medieval trading civilization located along the Swahili Coast of Africa.Between the 12th and 15th centuries CE, it was a principal port of international trade in the Indian Ocean.  Kilwas permanent architecture included maritime causeways and ports, mosques, and the uniquely Swahili warehouse/meeting place/status symbol called stonehouses.  Kilwa was visited by the Arab traveler Ibn Battuta in 1331, who stayed at the sultans palace.   In its heyday, Kilwa was one of the principal ports of trade on the Indian Ocean, trading gold, ivory, iron, and slaves from interior Africa including the Mwene Mutabe societies south of the Zambezi River. Imported goods included cloth and jewelry from India, and porcelain and glass beads from China. The archaeological excavations at Kilwa recovered the most Chinese goods of any Swahili town, including a profusion of Chinese coins. The first gold coins struck south of the Sahara after the decline at Aksum were minted at Kilwa, presumably for facilitating international trade. One of them was found at the Mwene Mutabe site of Great Zimbabwe. Kilwa History The earliest substantial occupation at Kilwa Kisiwani dates to the 7th/8th centuries CE when the town was made up of rectangular wooden or wattle and daub dwellings and small iron smelting operations. Imported wares from the Mediterranean were identified among the archaeological levels dated to this period, indicating that Kilwa was already tied into the international trade at this time, albeit in a relatively small way. Evidence shows that the people living at Kilwa and the other towns were involved in some trade, localized fishing, and boat use. Historical documents such as the Kilwa Chronicle report that the city began to thrive under the founding Shirazi dynasty of sultans. Growth of Kilwa Sunken Courtyard of Husuni Kubwa, Kilwa Kisiwani. Stephanie Wynne-Jones/Jeffrey Fleisher, 2011 Kilwas growth and development around the beginning of the second millennium CE was part and parcel of the Swahili coast societies becoming a truly maritime economy. Starting in the 11th century, the residents began deep-sea fishing for sharks and tuna, and slowly widened their connection to international trade with long voyages and marine architecture for facilitating ship traffic. The earliest stone structures were built as early as 1000 CE, and soon the town covered as much as 1 square kilometer (about 247 acres). The first substantial building at Kilwa was the Great Mosque, built in the 11th century from coral quarried off the coast, and later greatly expanded. More monumental structures followed into the fourteenth century such as the Palace of Husuni Kubwa. Kilwa rose to its first importance as a major trade center about 1200 CE under the rule of the Shirazi sultan Ali ibn al-Hasan. About 1300, the Mahdali dynasty took over control of Kilwa, and a building program reached its peak in the 1320s during the reign of Al-Hassan ibn Sulaiman. Building Construction Bathing Pool at Husuni Kubwa, Kilwa Kisiwani. Stephanie Wynne-Jones/Jeffrey Fleisher, 2011 The constructions built at Kilwa beginning in the 11th century CE were masterpieces built of different types of coral mortared with lime. These buildings included stone houses, mosques, warehouses, palaces, and causeways—maritime architecture that facilitated docking ships. Many of these buildings still stand, a testament to their architectural soundness, including the Great Mosque (11th century), the Palace of Husuni Kubwa and the adjacent enclosure known as the Husuni Ndogo, both dated to the early 14th century. The basic block work of these buildings was made of fossil coral limestone; for more intricate work, the architects carved and shaped porites, a fine-grained coral cut from the living reef. Ground and burnt limestone, living corals, or mollusk shell were mixed with water to be used as whitewash or white pigment; and combined with sand or earth to make a mortar. The lime was burned in pits using mangrove wood until it produced calcined lumps, then it was processed into damp putty and left to ripen for six months, letting the rain and groundwater dissolve the residual salts. Lime from the pits was likely also part of the trade system: Kilwa island has an abundance of marine resources, particularly reef coral. Layout of the Town Aerial view of stone ruins at Kilwa Kisiwani, Swahili coast, Tanzania.   Paul Joynson Hicks / AWL Images / Getty Images Visitors today at Kilwa Kisiwani find that the town includes two distinct and separate areas: a cluster of tombs and monuments including the Great Mosque on the northeast part of the island, and an urban area with coral-built domestic structures, including the House of the Mosque and the House of the Portico on the northern part. Also in the urban area are several cemetery areas, and the Gereza, a fortress built by the Portuguese in 1505. Geophysical survey conducted in 2012 revealed that what appears to be an empty space between the two areas was at one time filled with lots of other structures, including domestic and monumental structures. The foundation and building stones of those monuments were likely used to enhance the monuments that are visible today. Causeways As early as the 11th century, an extensive causeway system was constructed in the Kilwa archipelago to support the shipping trade. The causeways primarily act as a warning to sailors, marking the highest crest of the reef. They were and are also used as walkways allowing fishermen, shell-gatherers, and lime-makers to safely cross the lagoon to the reef flat. The sea-bed at the reef crest harbors moray eels, cone shells, sea urchins, and sharp reef coral. The causeways lie approximately perpendicular to the shoreline and are built of uncemented reef coral, varying in length up to 650 feet (200 meters) and in width between 23–40 ft (7–12 m). Landward causeways taper out and end in a rounded shape; seaward ones widen into a circular platform. Mangroves commonly grow along their margins ​and act as a navigational aid when the high tide covers the causeways. East African vessels that made their way successfully across the reefs had shallow drafts (.6 m or 2 ft) and sewn hulls, making them more pliant and able to cross reefs, ride ashore in heavy surf, and withstand the shock of landing on the east coast sandy beaches. Kilwa and Ibn Battuta The famous Moroccan trader Ibn Battuta visited Kilwa in 1331 during the Mahdali dynasty, when he stayed at the court of al-Hasan ibn Sulaiman Abul-Mawahib (ruled 1310–1333). It was during this period that the major architectural constructions were built, including elaborations of the Great Mosque and the construction of the palace complex of Husuni Kubwa and the market of Husuni Ndogo. Kilwa Kisiwani (Quiloa) - undated Portugueuse map, published in Civitates Orbis Terrarum in 1572. Hebrew University of Jerusalem The prosperity of the port city remained intact until the last decades of the 14th century when turmoil over the ravages of the Black Death took its toll on international trade. By the early decades of the 15th century, new stone houses and mosques were being built up in Kilwa. In 1500, Portuguese explorer Pedro Alvares Cabral visited Kilwa  and reported seeing houses made of coral stone, including the rulers 100-room palace, of Islamic Middle Eastern design. The dominance of the Swahili coastal towns over maritime trade ended with the arrival of the Portuguese, who reoriented international trade towards western Europe and the Mediterranean. Archaeological Studies at Kilwa Archaeologists became interested in Kilwa because of two 16th century histories about the site, including the Kilwa Chronicle. Excavators in the 1950s included James Kirkman and Neville Chittick, from the British Institute in Eastern Africa. more recent studies have been led by Stephanie Wynne-Jones at the University of York and Jeffrey Fleischer at Rice University. Archaeological investigations at the site began in earnest in 1955, and the site and its sister port Songo Mnara were named UNESCO World Heritage site in 1981. Sources Campbell, Gwyn. The Role of Kilwa in the Trade of the Western Indian Ocean. Connectivity in Motion: Island Hubs in the Indian Ocean World. Eds. Schnepel, Burkhard and Edward A. Alpers. Cham: Springer International Publishing, 2018. 111-34. Print.Fleisher, Jeffrey, et al. When Did the Swahili Become Maritime? American Anthropologist 117.1 (2015): 100-15. Print.Fleisher, Jeffrey, et al. Geophysical Survey at Kilwa Kisiwani, Tanzania. Journal of African Archaeology 10.2 (2012): 207-20. Print.Pollard, Edward, et al. Shipwreck Evidence from Kilwa, Tanzania. International Journal of Nautical Archaeology 45.2 (2016): 352-69. Print.Wood, Marilee. Glass Beads from Pre-European Contact Sub-Saharan Africa: Peter Franciss Work Revisited and Updated. Archaeological Research in Asia 6 (2016): 65-80. Print.Wynne-Jones, Stephanie. The Public Life of the Swahili Stonehouse, 14th–15th Centuries AD. Journal of Anthropological Archaeology 32.4 (2013): 759-73. Print.

Physics - 685 Words

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Clearing the Mind Weeds in a Counselling Profession Free Essays

string(40) " took risks that I was willing to take\." Response-ability says Perls, is a misused word. It â€Å"means the ability to respond: the ability to be alive, to feel, to be sensitive. † (GTV, 100). We will write a custom essay sample on Clearing the Mind Weeds in a Counselling Profession or any similar topic only for you Order Now It does not mean â€Å"obligation. † It doesn’t mean â€Å"duty. † Duty- what is that anyway? One way or another, it is something that I’ve been directed to do without asking why. I do it automatically, without accepting responsibility for my actions. This was the trait that saw me through the travails in my life where I moved from letting others be responsible for me to taking responsibility for myself. Perhaps this is what motivated me to pursue my goals without relying too much on my family resources. I learned early on not to assign the cause of my behavior to my parents or my past or even the wealth of my family. In the process I learned this most important value of responsibility that kept me grounded and helped me in my studies and work. However, it was not an easy journey. I cannot consider my life as an extraordinary this world had ever had. Each person has a story to tell and I must say mine is not really something different. While some people spend their lives with lots of colors around them, some just do not – and as much as I hate to admit, I spent many years of my life belonging to the second group. I go with flow and that has always been the case. It goes this way: I knew I need to attend school and so I did. I have to do well in school or else I will suffer from all the criticisms – the usual criticisms. It is never easy to live in other people’s expectations to the point that it is what they want that drives you. It is your body under their minds. I can now imagine how pathetic that was. All the while, though, I do not think I was as inspired as the rest of the class was. I did not make lots of friends from school. No big deal! But there were times when I also deal with thinking of the reasons for the ‘empty’ life. Those days would usually end with me getting no answer than ‘It must be me†¦Ã¢â‚¬â„¢ Although I acknowledge the fact that each of us has our own set of preferences and all the while, I lived in the thought that I just prefer to live my life like this – lonely, detached, alone. It was tiring when you care for no one and more when no one cares for you. In a way, my opinions have been changed because I have learned to create a balance in obeying orders. It was there where I learned that there is blind obedience that ignores all rationality and obedience based on freedom. Those involved in a transaction are independent—they can walk away from the deal if they don’t like what’s happening. And just as they are free to leave, they are also free to stay. In fact, if one is not free to walk away, he is not free to choose to stay. Some of my own teachers then helped me develop a sense of competence and love of learning. Though some helped me find my own directions and make my own discoveries, others taught me to follow orders and not ask questions. If I had enough teachers who cared more about their authority than about my growth, I probably would have left school more a robot than when I entered. I learned that to the degree that I’ve been conditioned in ways that block my process of growth, I act like a robot. Something happens near me and I respond. No time for choice, between the stimulus and the response. I’m reacting entirely to preprogrammed instructions in my memory. In examining the idea of obedience in the context of my schooling, I remember the works of authors Darymple and Milgram who provided two points of views. In doing so, I got several insights especially when I began examining the idea of the authors in the execution of orders. In the course of my study, I was able to see where the authors were coming from in their pursuit of obedience. I have learned that if I want to increase my power of authority, I can develop and cultivate my honor rather than seek honors, status, recognition and praise. Others will honor me when they know that not only do I have the capability to do what is necessary, I execute it in grace and honor. I started my career as an advocate of science and technology. Yes, my first degree was Bachelor of Science in Mechanical Engineering. I used to get fascinated with breakthroughs science gets to offer – all those inventions and advances in technology. Awesome! Hale great! Breath-taking! Fantastic! All those praises†¦ Nothing can beat the feeling of having invented something out of nothing. Or the feeling of being the one to drastically improve the current state of something for the benefit of people around the globe – it is always satisfying! But who could tell it was not really a career of my own choice? I was one of those high school graduates who do not really know what they want to happen in their lives. And so, without any particular basis, it was Bachelor of Science in Mechanical Engineering that I ended up with. I was aware of the good future this field has to offer. I have known of lots of people who have succeeded in this career who took up this course. I, at least, had this driving force to continue with my study. Fair enough to push me to strive harder and harder. I just told myself I need it or else I will end up with nothing. Looking at my Engineering career, I know that I took risks that I was willing to take. You read "Clearing the Mind Weeds in a Counselling Profession" in category "Papers" They were statements of who I am and who I am not. We can almost never know enough to be sure what is going to happen as a result of what we do. We can only guess, assume and expect, with varying degrees of certainty. At this moment, under these circumstances, with knowledge I have now, I make my choice. I live with its results. The conditions of my life today are the result of choices I made yesterday. Everyone â€Å"blows it† now and then. If I think clearly and act as honestly and wisely as I know how, that’s all I can do. We can’t help some of our suffering, but sometimes we ourselves create the rest. Now, I have learned to take my failures and my half-successes as a normal part of life. My â€Å"errors† and â€Å"defeats† sometimes teach me more than my successes. In an important sense, they are not failures at all. In the process, I learned interdependence. Interdependence asks, â€Å"What can we do and be together? † Interdependence asks the synergy question. It is not external but the power that focuses internally. It relies on the capacity that people have within themselves to be tougher on themselves, to push themselves harder when they are subsuming what they want in the cause of something that’s greater. Ultimately, that’s what sacrifice is all about – giving up what I want now for what I want the most. Giving up what does not matter as much, for what matters more. Sometimes the needs of the few are sacrificed for the needs of the many. Sometimes the sacrifice is just the reverse, and the needs of the many can accommodate the needs of the few. The needs of the few are worth the sacrifice and commitment of the many. Self-control, demonstrated in a group setting, is very powerful. Each person essentially says, â€Å"I give myself to it, because it is the right thing to do. † Many enjoy learning but they do not always like being taught. It requires humility. It requires recognition, first within and then to those who would teach you. It was at this phase of my life where I learned to be a true leader—one who is not afraid to learn new things and try out new ways of doing things. When a leader says one thing, the effect is intent listening and execution. The art of listening which I learned well at this point enabled me to come to the other person in terms that they understand, because I now approach them from their frame of reference, their desires, wants, and needs. Indeed, true leaders are able to connect with people well. I started my career as an advocate of science and technology. Yes, my first degree was Bachelor of Science in Mechanical Engineering. I used to get fascinated with breakthroughs science gets to offer – all those inventions and advances in technology. Awesome! Hale great! Breath-taking! Fantastic! All those praises†¦ Nothing can beat the feeling of having invented something out of nothing. Or the feeling of being the one to drastically improve the current state of something for the benefit of people around the globe – it is always satisfying! But who could tell it was not really a career of my own choice? I was one of those high school graduates who do not really know what they want to happen in their lives. And so, without any particular basis, it was Bachelor of Science in Mechanical Engineering that I ended up with. I was aware of the good future this field has to offer. I have known of lots of people who have succeeded in this career who took up this course. I, at least, had this driving force to continue with my study. Fair enough to push me to strive harder and harder. I just told myself I need it or else I will end up with nothing. Description of a Learning Event in Listening and Being Listened to I remembered an incident that was the turning point in my career. When I read the book on Teach only Love, I knew that I wanted to shift my course. I wanted to go into Counselling. There was something about the book that touched the innermost being in me. I wanted to shift my profession from Mechanical Engineering to Counselling Studies. These are far apart degrees and, yes, I did not see myself engaging in counselling. No, not even in my wildest dream. But this is not a dream. Yes, I am living in reality and the reality is that this is the vocation of choice. This is where I find myself, my heart. This is where I belong. It is true what the â€Å"magical† book says – that it is from your past where you draw your present. If not for the thousands of rejection, if not for the feeling of inferiority, if not for the lack of self-confidence, I do not really think this book would have as much effect on me as it had. I was so excited about it that I immediately told it to my best friend. I knew he would understand me more than anyone else. As I was telling him of my decision, I could see that he was getting listless. I saw him avoiding my eyes as soon as I uttered those words. I could not blame him. We both dreamt that we would finish the course and here I was bowing out on him. After a while, I responded, â€Å"You’re angry. † he says, â€Å"Why would I be angry? † I was sure that my friend was angry but resisted knowing his own anger because of his personal values in which anger is a wicked emotion. I knew that there was resistance to acknowledge this since he was terrified of losing control, unable to think of himself as angry because of our friendship. He seemed to be projecting his anger on me at that moment and I could feel it so strongly. In a way, I was able to gently tell him how he looks and sounds which made him aware and he then began to talk about his anger. At that very moment I felt like a real professional counsellor. I was able to gently guide him about his feelings, even if I was unsure of what to say at all. I knew that if I uttered the wrong words, he will walk out on me. But I gently drew out his feelings then. I tried to help him break out of his sullen, angry depression. Finally, he suggested that he punch a throw pillow bunched up in a corner of the couch in a corner of the student lounge. There were a few students around. He did not wait for my reply. He started punching, harder and harder, until he was breathing fast and deeply, feeling the relaxation. He did this several times, while I sat quietly, finally remarking on how much different his face looked—smoother, less tense , not so red under the eyes. He countered how clear his mind seemed, that it was the first time in several days that he really felt relaxed. I managed to ask him if those punches were meant for me because I was planning to change courses. He said, he thinks those were more of his angry feelings because he was obligated to take up Engineering when he wanted to go into the arts. In an instant, I empathized with him. I knew how it was like to take up something where one’s heart was not on it. He then began to talk quietly about his father, and how he wanted him to take up Engineering instead of Speech and Drama. After a minute or so of that conversation, I asked, â€Å"How do you feel now? † He was beginning to feel tense and angry again. The object lesson for him was (1) the need for physical release for his anger, and (2) the amount of control his thoughts exercised over his feelings (Ellis, 1966). The heart’s yearning The pent-up feelings seem to come mainly from either of two frustrations, my classmate was having feelings and thoughts which appear to be enormous, odd, scary, and feeling cut off from other people because of his own inferiority with our other classmates. I have learned from this incident that catharsis is often not enough. At some point in the helping process, the understanding, which comes with a careful analysis of anger, may be healing. My classmate was able to see his anger in the context of internal polarity or conflict, between desire for freedom and a sense of duty, and be liberated by the understanding. The precise descriptions of the anger experience helped my classmate by removing excess emotional baggage. Insight is curative, but most frequently, both client and counsellor will find additional action useful to manage anger. For me, this action is intervention, helping my classmate change attitudes about each of our decisions. It was a poignant moment I would never forget. I knew he wanted to lash out his anger on me. Although I appeared to be so passive all the while, in my heart I know I long for something. That something, however, is unknown. I do not know if I am just one those people who experience wanting something they do not exactly know what or looking for something they do not know, for sure, if existent. Can you just imagine how if feels to be in the dark? Be somewhere without any clear direction? They say that every little thing just takes a little of getting used to. Oh, well, probably, as I seemed to have been used to the feeling of being lost. It was sad but true. Despite the lack of light in my life, I never questioned the existence of the Great Someone Up There. I perfectly know he is there. I do not recall how often I scream for His help. Maybe not that often but, of course, I do. I do and in my heart, I know I am not essentially alone all the while. However, there are moments when I tend to question the number and quantity of challenges facing me. There seems to be an imbalance in load allocation. How come I felt so lost while others follow certain direction? How come I do not know what I want in life while others are so certain of what they want in theirs? How come I do not seem to possess enough reason to be happy and complete. I often envy happy and satisfied people, I must admit – but I do not harm to them. I just envy them, that is it. And more often than not, I wish I were in their shoes. In all the insecurities I have inside, there were times when I ask myself if this is something I caused. What is that something I failed to do? What is that something that I can probably change to make a difference? What could be missing? I have heard of success stories about people who started with nothing and ended up having the life they have always dreamed of. Can I not be one of them? My concern is never monetary. I did not wish for the whole world. I just want a piece of it – a piece of it where I can enjoy life to the fullest. I did not ask for extravagant things. What would a loner do with those? I doubt if anybody could really enjoy everything alone. I did not wish for fame. I have lived my life not having the attention of the whole world. I just want some compassion and feeling of belongingness. I did not wish for power as I have never ever seen myself mandating others or controlling the world. It could be that I long for power but that power is the power to appreciate and enjoy life, the power to make people see me as a sensible being worth the company, the power to contribute to the ‘real’ things in this world. In short, I was never a materialistic type. There are things I lack from within and that is something I longed for to fill in. I used to have a very narrow view of things in life. I exist. I have to live. I have to survive. I used to find the question, â€Å"What am I here for? † or â€Å"Why do I exist? † as cliche that should have been buried decades back. Come on! You are here because you are here and there is just nothing you can do about it! It is not a problem needing solution. It is just a situation that you have to live with. You are left with just two options – either you continue to exist or you end your own existence. Is that something needing some sort of profound thinking?! Life is as plain as that. You just have to go with the flow. The True Art of Listening Counsellors can provide instruction in observing and listening by making these skills an integral part of their ongoing activities. The dominant characteristic of observing and listening activities are often appropriate for poor readers or students in the primary grades. To believe that all students will learn the same things at the same time, at the same rate, and with the same degree of retention is sheer fantasy. In almost any classroom at any grade level, the range of students’ abilities, interests, talents, knowledge, previous experiences, personalities, learning styles, dispositions and needs is so great that it is staggering. This kind of individualized instruction has resulted from efforts to make teachers more responsive to individual students and their instructional needs. Activities that focus on observation skills emphasize things that children can observe; things that can include objects, behaviors or processes. Teachers need to adapt a curriculum appropriate to the needs of the students. Some of the best teaching resources for students with these kinds of learning difficulties are those teachers have developed themselves. Teachers could build most of the student activities. This will go into refining—that is, they will be tried out with students and then revised—but once developed, they can become resource to be used in future years. Before teachers can duplicate an activity, it would also be wise to share it with someone he/she can rely on for honest feedback—a colleague, or a fellow student teacher. One is almost certain to find that what one thought was perfectly obvious is not, and thus gain a chance to make appropriate adjustments before trying it out with one’s students. It is best to start small and then build the collection of materials slowly and steadily. Responsibility in everyday life From then on, after realizing the implications of these theories, I began to take responsibility for my life now at work and beyond–which involves self-management competency. Often, when things do not go well, people tend to blame their difficulties on the situations in which they find themselves or on others. I have learned that effective self-management does not fall into this trap. Self-management competency includes integrity and ethical conduct and personal drive and resilience. I agree with what Jay Greiner posits about the reason why it is most difficult to take personal responsibility for mistakes. It is because one feels threatened and insecure. The word responsibility itself is a misused word. More than postponing automatic assumptions, Perls, the renowned psychologist sees growth as a move from letting others be responsible to taking responsibility for oneself. Education in today’s environment will be successful if we formulate activities that are engaging as much as they are educational, and if we adapt to new technologies that will help complement classroom interaction. I have further learned that drive and resilience are especially important when someone sets out to do something no one else has done or when that person faces setbacks and failures. The responsibility aspect which Jay Greiner talks about will spur more insights about ethical dilemmas that arise at all levels in the business world. People, whether employer or employee, may face situations in their work or dealings with other people in which ethical dilemmas arise. The individuals in these cases are faced with ethical questions in their relations with customers, employees, and members of a larger society. More often than not, the answers to these questions are difficult because it involves weighing of values. Conflicting values in a given situation are not capable of compromise. One has to choose one over another. Sometimes, the ethically correct course of action is clear, and hopefully individuals act accordingly. But the answers are often not simple. The dilemma is most commonly presented when ethical concerns come into conflict with the practical demands of business. This is related to the proper obedience and responsibility that I discussed earlier. Knowing how to negotiate and persuade people would be very essential for the progress of my future career. Through interactions with various kinds of people in a potential workplace, I get to know particular complexities of people and use this to a good advantage. I believe that an effective leader is a pathfinder and a team builder. As pathfinders, he has to recognize needs and accommodate the legitimate needs and wants of all stakeholders by clarifying: Vision, Context, Direction, Location, Goals, Strategy, Purpose and Pace (Business Ethics). As team builders, he has to help others achieve as they create healthy, safe conditions for risk taking, help others become leaders, provide resources and be a resource themselves, help some move from dependence to independence, help others get things done; and help determine how people work together. In the course of my experiences as a leader in the fields I have chosen, I have come to understand how my social environment wants me to be, and why, I can more wisely choose which people and events in my environment I want to make a part of me, and which ones I don’t. Conclusion In summation, in order to become the person I want to be, I need to continuously identify my core competencies. Skills are to be developed according to the actual needs and not merely based on generalities and perceptions. Work-based learning will address this concern by integrating actual experiences and practices in developing new knowledge about the organization. Today, I now know that practice and theories must be merged together (Sill, S. 1958). People can overcome barriers to effective communication. They must first be aware that barriers exist and can cause serious problems. Then they must be willing to invest the effort and time necessary to overcome the barriers. Learning is a lifelong process. If I operate with the assumption that I do not have all the answers or insights, I allow myself to value the different viewpoints, judgments and experiences others may bring. Sometimes I cannot help but think how my life would have turned out had I stayed in the comforts of my home, not taking risks or venturing into the pursuit of my goals. In small ways, I may not even recognize that I do contribute to larger events that happen in this world. If anybody would ask me now if I regret giving up my first degree to pursue counselling, I will answer, â€Å"The sad past led me to a wonderful today. Every bit of failure and pain did not really lead me to regretting anything because in each of those, I learned. And in each of those, I grew – not just as a person for myself but as a person for other people. † And now, I no longer find the question, â€Å"What do I live for? † mushy. I can tell, with chin up, I live for others to appreciate their lives. I do not just exist. I live. I continue to learn through others with high hopes and belief that they also learn from me. As I act, others may take heart and be stirred to action too. But if I waited for things to just happen then in the comforts of my own home, I would have probably be doing things automatically without any awareness devoid of the colorful life I have led ever since I made my choice to be responsible and independent and not sabotage my ability to do things for myself. Part II Portfolio Counselling’s Role in Education The theories learned in the course is revealed as I look at it deeply and as I ponder on the experiences I had about the listening process and being listened to. What comes to be more alive to me now is the issue on Understanding. I learned that to be truly effective, the counsellor must have a thorough understanding of human behavior and be able to apply that understanding to the particular set of problems. For a moment, I knew that my experience with my friend was what I really wanted. This was actually what counsellors do with their clients. And I knew that I had the aptitude for it. In a way, it occurred to me that what I was doing at that moment was like the Person-centered approach which authors Embleton and colleagues (2004) were talking about. At that point I knew the person-centered approach was an effective model for both counselling and psychotherapy especially living in a complex world. (Embleton et al. , 2004). Diagnosis and the hypothesis-generating are critical and inevitable parts of the counsellor’s work. To understand human behavior means to have a set of concepts and theories that help to account for and explain significant human reactions and relate them to experiences. These concepts and principles provide the core for the counsellor’s diagnostic work. Counsellors use their understandings to talk to themselves about their own behavior as well as the concerns, actions, perceptions, emotions and motivations of their clients. With no theory, counsellors have nothing to say in their conversations. Counsellors who comprehend the role that an understanding of human behavior serves in their work, and who recognize the proper function of diagnosis, will work very hard to avoid the pitfalls in this area. It is part of their ethical responsibility. â€Å"How can I help? † As I uttered those words, I remember Higdon’s work on From Counselling Skills to Counsellor: Psychodynamic Approach, because it gave me a new understanding as he began talking. It was as if I was listening with another ear, able to comprehend the emotions behind those words and what he was really saying. (Higdon, 2004). So, I was able to cope with it well. Initially, I was about to call it quits. I had my own issues to attend to. But it dawned on me that his desire to punch the pillows was his desire to remove the cobwebs in his own mind about what he really wanted to pursue. When I really â€Å"heard† him, and listened to him from the heart, I understood that it was his own feelings that he was wrestling with. (Higdon, 2004). Catharsis is often not enough. At some point in the helping process, just as in this example, the counsellor must take advantage of a pause, the completion of some part of the session, or an explicit expectation of the client to help him move to a greater understanding of his anger and eventually to some new action or attitude. Ellis’ proposition that the way we think has a lot to do with the way we feel. Recently, I am reminded of the trend pursued by Meichenbaum (1974), which have very broad applications as a total system of therapy, and is particularly useful with clients whose anger shows righteousness or defensiveness as the dominant component, and many find it by far the most useful long-term approach. These theories became alive as I underwent that experience with my friend. How does it work? Ellis (1966) presents the basic paradigm to clients: (a) A stimulus takes place in your life; (b) you interpreted it in some way; and (c) you have an unpleasant emotional response (anger). Ellis’ Rational Emotive Therapy intervenes in the process at the second step, the interpretation, which, he says, comes from a faulty way of looking at life, a system of illogical thinking. The therapy consists of re-educating the client to think in a healthier, more appropriate way, by helping the client dispute the faulty thinking. This is the point at which many counsellors balk, because to keep at a resistant client with this kind of re-education requires a lot of conviction, ingenuity and persistence. There is a perversity that seems to want to keep the anger. One sees it in the client who resists the helper’s efforts to teach the ways his or her thoughts of being unjustly treated serve to maintain the anger. There comes a time in many helping situations at which the question is appropriate; â€Å"Do you want to give it up? † And the question: â€Å"If you give up the anger, what else do you have to give up? † Sometimes clients will say, â€Å"Yes, I want to give it up. But I can’t† Some clients will say, â€Å"Yes, I want to. Help me figure it out. † Some will say â€Å"I want to stop being so angry, but I don’t want to give it up altogether. † Some will say, â€Å"No. No, I don’t really want to give up. † Regardless of the answer, having the client state it explicitly usually puts the counselling at a stage to consider more accurately and profitably the realities of the client’s aims. If the client asks for help, the counsellor is in good position to offer the resources of his or her ingenuity. If the client wants to stop but not altogether, the counsellor can point out to the client that truth and its implication: â€Å"That is your truth; are you willing to take what comes with it? † If the client does not want to give it at all, the counsellor can take that as a statement of the client’s goals and ask how he can help the client work through the implications of the anger and how to minimize the ill effects of it. In sum, an important precept here aside from Understanding is Client Change. I believe that the ultimate purpose of the counselling experience is to help the client achieve some kind of change that he or she will regard as satisfying. Virtually every significant theory of counselling states that creating some kind of client change in a growth-enhancing direction is the ultimate intended outcome of the counselling experience. Some say overt behavior change is the sine qua non of the experience. Others say that behavior change is simply symptom change; real and lasting change comes when the client develops new perceptions about self, significant others and about life. This is what was glaring from this experience. Client change is often difficult to document. Behavior change, if it occurs, is probably the easiest to observe because it is the most tangible. However, clients may also change their views about certain behaviors that they previously regarded as undesirable—or they may change in the extent to which they experience stress related to an unwanted life situation—or they may change in a variety of other ways that involve internal experiencing. In spite of the difficulties of assessing some kinds of change, it seems that a counsellor who cannot describe the changes that the client ahs undergone has no basis for knowing when counselling has reached and effective conclusion. REFERENCES Center for Strategic and International Studies 2002, â€Å"What is globalization? † Retrieved Feb. 2, 2007 at: CSIS Globalization 101 WEBSITE on the World Wide Web: http://www. globalization101. org/globalization/ Business Ethics. Retrieved Feb. 2, 2007 at: http://www. amazon. com/gp/reader/0130797723/ref=sib_dp_pt/104-1829689-6709521#reader-page Ellis, A. (1966). Rational-emotive psychotherapy. New York: J. Norton. Embleton,Tudor,L. ,Keeras,K. ,Tudor,K. ,Valentine,J. and Worrall,M. (2004) The Person- centred Approach:A Contemporary Introduction. London:Palgrave Higdon,J. (2004)From Counselling Skills to Counsellor:A Psychodynamic Approach,Basingstoke:Palgrave Macmillan. Leading Quietly. Retrieved Feb. 2, 2007 at: http://www. amazon. com/gp/reader/1578514878/ref=sib_rdr_ex/104-1829689-6709521? %5Fencoding=UTF8p=S00Qj=0#reader-page Meichenbaum, D. (1974). Cognitive behavior modification. Morristown, N. J. General Learning Press, Perls, F. (1975). Growth in the Human Personality. New York: New York: Julian Press. Sill, S. (1958). Leadership Salt Lake City. Bookcraft, 48. How to cite Clearing the Mind Weeds in a Counselling Profession, Papers

Hollywood Undead free essay sample

Hollywood Undead Hollywood Undead consists of seven members. Their names are, Charlie Scene, Johnny 3 Tears, J-Dog, Da Kurlzz, Deuce AKA The Producer and Funny Man. The music they produce falls into the category of rock and rap. Some of their popular songs they made includes undead and no.5. You would find these songs on their CD Swan songs made in 2008. Some of my opinions and feelings on their lyrics is that their lyrics have a lot of swearing and emotion. The emotion that goes on is meaningful. Because it talks about gangs and other things that go on in their lives. The instruments they use are a lot of voices and electronic beats. This makes it good because they have some sweet beats that make their songs really fun to listen to. I like this band very much because of their beats. This band started off as a myspace band but soon became a hit to a lot of people. We will write a custom essay sample on Hollywood Undead or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the first nine weeks they had almost a million plays and by 2006 they were leading all other mayspace unsigned artist by 8 million plays. In 2008 they had over 440,000 friends on myspace. I would recommend this to anyone who listens to rock and rap or likes them morphed together because if you like other rap/rock songs that seem similar to them then you may like this band too. If you do end up liking this band then spread it around that Hollywood Undead is the best band ever! I would rate this band a 4.5/5.