Davenport Public Librarys Mission :: Papers

Davenport Public Librarys Mission Davenport Public Librarys mission is to serve as a resource center for the community and provide excuse and equal access to schooling, materials, work and programs designed to meet the informational, learning, cultural and recreational needs of our citizens. Information is available in a variety of formats, including electronic databases and online services such as the Internet. The Internet is a vast, unregulated information network, which provides access to ideas, information, images, and commentary beyond the confines of the Librarys collection, mission, selection criteria, and collection development policies. The Library is non accountable for Internet content, some of which may be considered offensive or disturbing by some individuals. Users are encouraged to exercise critical taste in evaluating the validity of information obtained via the Internet and should be aware that the information found may be incomplete, inaccurate, dated, or controversial. Because sites on the Internet change promptly and unpredictably, the Library cannot monitor or control Internet information or images. The use of library materials and information for unlawful or unethical purposes is prohibited this includes information accessed through electronic means. Misrepresentation of identity and/or modification or unauthorized access of hardware, software, data, files, or passwords is prohibited. Users may not make any changes to the system, effect software, save data to any drives, connect or disconnect cables/peripherals, or damage/alter the setup or configuration of the software or hardware. Sending, receiving, or displaying of any material in violation of laws or regulations is prohibited. This includes, but is not limited to, copyrighted material and threatening or obscene material. The Library reserves the right to end an Internet session at any time. The Library assumes no responsibility for any damages, direct or indirect, to any person or entity, arising from its connection to the Internet or other electronic information. Under Iowa law, parents or legal guardians are responsible for their children until the age of 18. In the context of the Library, parents are responsible for monitoring their childs reading and use of Library materials and services including electronic

Behavioral Treatment Programs for Methamphetamine Addiction Essay

Methamphetamine is a powerful and dangerous do drugs. It has the reputation as being a delightful and sneaky drug that robs your body of life. Although it has been around for over sixty years, it is only in the last 30 years that people have established what a significant problem it has caused. Treatment for Methamphetamine remains mainly in the experimental stages and needs more research to find the exact discussion protocol. Methamphetamine snarfion is extremely hard to treat (Lee& Rawson, 2009). The main reasons are due to the length of time it takes for the drug to pass through the body. Depending how much and how unyielding the drug has been used determines the best course of treatment for a client(Inaba & Cohen, 2011). A person may need inpatient care in order to hatch the withdrawal symptoms. Drug protocols are being researched, but none has been proven effective at this time. Pharmaceuticals have been combined with other treatments to lessen the symptoms that are the cl osure of stopping Methamphertmine use. Most of the treatment consists of behavioral treatment programs. Trends Critique Cognitive Behavior Therapy is a form of talk therapy that is used to reframe and recondition the way an addict thinks about drug use (Baker & Lee, 2009). Cognitive Behavior Therapy teaches a meth addict ways to process information or stimuli similar to the 12 go program, but the program is a more structured approach for the client(Masters, 2009). The therapy sessions usually consist of at least sixteen sessions. It assists the client in developing substitute(a) thought patterns that replace the craving for the drug. This treatment protocol is easily adaptable to meet different cultural needs or bias. Methamphetamine addicts often experi... ...havior.Referencescalcium Department of Alcohol and Drug Programs (2007). Methamphetamine Treatment Practitioners Reference. University of California.Drug Enforcement Administration Office of Diversion Control (2011). Cont rolled Substances Schedules. U. S. Department of Justice.Fee, E. (2011). Charles E. Terry (1878-1945) Early campaigner against drug addiction. American Journal of Public Health 101(3). Ghatak, S. (2012). The Opoumvois The Biopolitics of Narcotic Control in the United States 1914-1935. Critical Criminology. 18(1). Accessed from SocIndex with full text on February 8, 2012.Glover-Kekvliet, J. (2009). The Methamphetamine Crisis in American Indian and Native Alaskan Communities Towards a New Research Agenda. Addictions. 1(12).Hunt, D., Kuck, S. & Truitt, L. (2006). Methamphetamine Use Lessons Learned. ABT

Pearl Harbor the Movie Essay -- Movies Film

Yesterday, December 7, 1941, a day which will live in infamy, the United States of America, was on the spur of the moment and deliberately attacked by Naval and Air Forces of the Empire of Japan, delivered by Franklin D. Roosevelt is regarded as unmatchable of the most important spoken languagees given in US History to date. The speech was delivered to the State of the Union marking the United States entrance into the Second World War against Japan and Germany. The concept of the theatrical feature Pearl Harbor was to duplicate the epic battle in 1941 for the 60th anniversary of the infamous event. The film was directed by Michael Bay and produced by Jerry Bruckheimer, which stars Ben Affleck, Josh Hartnett, Kate Beckinsale, Cuba Gooding Jr., and Alec Baldwin. The film was released on may 25, 2001 and was shown at a premiere gala in Pearl Harbor, HI aboard the USS John C. Stennis. Bay recalls during a behind the scenes interview, I have no idea if we can do this movie. I dont wan t to do it unless we can do it right and create the world as real as possible. (2001) The producers and coach wanted to create the most accurate account of this great travesty on American soil. They felt that this was an important event in history and that it should be recreated on the big screen so all of those who lived through it, and those who could learn from it would get a better appreciation of what happened that day. The Pentagon saw this film as a way to reflect credit to those who survived that day and to the over 1,100 sailors that perished in the waters of Pearl Harbor. The creators wanted this film to be one that would be remembered as one of the first military action films the encompassed the entire event and maintained it accuracy well. The filmmakers... ...ied after the Doolittle Raid.The final product that Michael Bay and Jerry Bruckheimer produced was a clear-cut masterpiece that amply recounts accurately the attack on Pearl Harbor and how the service members reacted during the peril. The movie was based on the epic event and the attention to detail for the film is extraordinary. The accuracy of the aerial attack dropping the bombs in the harbor was excellent, and the explosions on the ships were magnificent. The history of the attack of Pearl Harbor can be accurately taught simply by receiveing the film. We feel that this is the most accurate and compelling film that fully describes the events of the Pearl Harbor bombing and would recommend that anyone whom wants to learn about this event should watch the film.ReferencesBay, M. (Director). (2001) Pearl Harbor Motion Picture.United States Thouchstone.

Career Education in Many Forms :: Emplyoment School Essays

Career Education in Many Forms Official federal support for career education began in 1974 although funding military strength has varied over the subsequent 20 plus years, career education continues to receive emphasis in the nations schools. The most recent programs included under the umbrella of career education are titled school-to-work and tech prep, programs that are receiving generous federal appropriations for 1996-97 (Hoyt 1996). School-to-work programs, which include tech prep programs, are characterized by their focus on bridging the gap amongst school and work. They draw upon education and business collaboration, and partnerships between education and other parts of society. They are designed to provide school-based learning, work-based learning, and activities to connect the 2 (Wickwire 1995, p. 7) in this way, they engage the community in the career education and study of juvenility. The coordinated support network promoted in school-to-work programs is linked to sc hool and relies on parents, mentors, employers, youth advocates, and social service agencies to assist youth (Rochester City School District 1994, p. 1). Involvement of Community Businesses Whether through school-to-work or tech prep programs, businesses are increasingly approached for active involvement in the educational community. As they recognize the growing indispensability for technically, academically, and socially prepared workers, businesses are becoming more and more yearning in their desire to collaborate with schools to provide up-to-date education and training for the disciples who will be their future workers. Tech prep programs capitalize on the employers need for qualified workers by drawing employers into the identification of skills necessary for employment in their industries--thus establishing benchmarks for education and skill achievement. Most partnerships between schools and businesses focus on the delivery and development of academic and vocational skills (which include skills for employability). Such collaborative efforts can help students develop relevant skills for the workplace through revised up-to-date curriculum, youth apprenticeships, and mentoring experiences. younker apprenticeships afford another avenue by which community businesses become involved in the career education and development of youth. Apprenticeships require a partnership between educators--secondary and postsecondary--and business people who are willing to provide jobs and worksite learning experiences for young people (Joyce and Byrne 1995, p. 44). They have the advantage of taking students out of the classroom and exposing them to the rapidly changing work environment, complete with new technologies and new management processes. Involvement of Community Agencies Community agencies, such as the Chamber of Commerce, are also valuable resources for student career development as they afford linkage to community leaders and community-based experiences.

Arab-Israeli Conflict :: Papers

Arab-Israeli Conflict Palestinian citizen el-Hobeishi was a suicide zep and gave his life when he planted a bomb in a railway station in the northern town of Nahariya. Hamas which said it was responsible for the bombing has found its first suicide bomber from Israels Arab minority. All previous candidates have been Palestinians from the West bank and the Gaza strip, who do not have Israeli citizenship. He had no causes to give his life, as it is usually flock in refugee camps who have no citizenship that would be chosen. The P.L.O. would have agreed about the suicide people but not openly as it is for their good. On kinsfolk 2000, 800 Palestinians were killed due to Jewish extremism retaliation. Live ammo was used on Palestinians stone throwing, the Israeli army was brought in to shoot people stone throwing. Was this a harmonious response? Why did they shoot and not arrest? No police were involved. Each has a long standing claim to the homeland The Palestinians lived in tribes and were segmentation of the Roman Empire, the Jews were driven out and the Arabs remained. Israel, In 70AD +130AD, Jews revolted Roman Empire because they were organising the area and charged taxes. The Jews spread to Russia Europe Eastern Europe North Africa 2) a) Why did it await possible that peace might have been achieved in the early 1990s? Well, it seemed possible that peace may have been achieved during the 1990 Gulf War when the P.L.O. lost its funding from capital of Kuwait and Saudi Arabia who were generous to the P.L.O. but their financial support was cut off and 400,000 Palestinians working in the Gulf states were expelled from work. The loss of $10 billion between 91-93 take a shit the P.L.O.s ability to fund schools and hospitals for poor Palestinians. This was all due to the invasion of Kuwait by the Iraqi durabilitys. Its oil rich southern neighbour. A united nations force (American with British, Fr ench participation and support from Egypt and Saudi Arabia)

Arab-Israeli Conflict :: Papers

Arab-Israeli Conflict Palestinian citizen el-Hobeishi was a suicide bomber and gave his life when he planted a bomb in a railway order in the northern town of Nahariya. Hamas which said it was responsible for the bombing has found its first suicide bomber from Israels Arab minority. All previous candidates pay been Palestinians from the West margin and the Gaza strip, who do not have Israeli citizenship. He had no causes to give his life, as it is usually people in refugee camps who have no citizenship that would be chosen. The P.L.O. would have agreed about the suicide people but not openly as it is for their good. On September 2000, 800 Palestinians were killed due(p) to Jewish extremism retaliation. Live ammo was use on Palestinians stone throwing, the Israeli army was brought in to shoot people stone throwing. Was this a proportionate response? Why did they shoot and not checker? No police were involved. Each has a long standing claim to the ho meland The Palestinians lived in tribes and were part of the popish Empire, the Jews were driven out and the Arabs remained. Israel, In 70AD +130AD, Jews revolted Roman Empire because they were organising the area and charged taxes. The Jews spread to Russia Europe Eastern Europe North Africa 2) a) Why did it seem possible that peace might have been achieved in the early 1990s? Well, it seemed possible that peace may have been achieved during the 1990 Gulf War when the P.L.O. lost its funding from Kuwait and Saudi Arabia who were generous to the P.L.O. but their financial declare was cut off and 400,000 Palestinians working in the Gulf states were expelled from work. The loss of $10 billion between 91-93 hit the P.L.O.s ability to fund schools and hospitals for poor Palestinians. This was all due to the invasion of Kuwait by the Iraqi forces. Its oil rich southern neighbour. A united nations force (American with British, French participation and support from Egypt and Saudi Arabia)

Pocahontas: Reel vs Real Essay

The Disney version of Pocahontas and the real composition perk up many an(prenominal) differences such(prenominal) as the romance, Pocahontas personality, and how the tier breaked. Disney has romanticized the tragic account statement of Pocahontas into not one, scarce two cartoons, with a target audience of children. And with deeply embedded messages into the plot of love and strength, many differences surface, showing off Disneys ability to make a story of war, captives, and death a happy tale for children to enjoy. In the Disney version, the plot takes on a very dominant love story between Pocahontas and arse Smith. The two meet in the woods while buttocks Smith, an explorer who came from England to the New World, is scoping come forth the land for savages. Pocahontas was intrigued by the new quite a little who had encroached on her fathers territory. When their paths crossed and they met, Hollywood worked their magic and Pocahontas and toilet Smith fall in love. And b id any good love story there were obstacles in the way of their relationships. similar Pocahontas father warning his people to avoid the new white people Pocahontas was engaged to Kocoum and bathroom Smiths crew believed that all Indians were savages. But the two overcame all the obstacles in their way. Kocoum was killed by a crew member of John Smiths and John was captured by the Powhatan tribe and was sentenced to death. So Pocahontas saved Johns life and made peace between the colony and her tribe.As romantic as the Disney version is, the true story takes a much less Hollywood love story route. When John Smith and Pocahontas met, they hardly would have considered love. According to dates and records when, or if, John and Pocahontas met a relationship would have been inappropriate due to Pocahontas age. Not to mention a white man falling in love with a savage was highly unheard of in that time. So the John Smith and Pocahontas love story from the Disney movie is simply a work o f fiction. But in 1613, Pocahontas was captured and held for ransom by the English. During her time with the English, one of her captures, John Rolfe, took a liking to her and issued her release on the condition she marry him. Whether she in truth loved him is unknown. So Pocahontas, to create a truce among the colony and tribe, married John Rolfe and was baptized as Lady Rebecca. Rebecca and John moved back to England and had a child name Thomas. Throughout the Disney version, Pocahontas character is developed very quickly.The movie portrays Pocahontas as a very strong individual. She didwhat she wanted and when she wanted, like leaving to describe John Smith when her father had told her to stay away from the new people. Pocahontas was too portrayed as noble and very wise. She had brought peace to two feuding colonies, which is a extensive task for a teenager. Beyond that, Pocahontas was a very spiritual girl, she was very empathetic to animals and nature, as well as possible s hamanic power. Pocahontas believed in spirits and prophecies, she also sang a song to John Smith saying how everything was important and should be valued, like the bear. Also she could talk to Grandmother Willow, who was a tree, lending itself to shamanic power. And John Smith also listened to her, which shows Pocahontas as a highly respected woman. Pocahontas Was very highly regarded, people listened to her, like her father the chief. But as well as being a strong woman, she was also a beautiful young girl, which people, her people and the English, notices and appreciated.In the movie, Pocahontas is seen as a very strong individual, but in the real story was not as brave or noble. Pocahontas true name was Matoaka, which means naughty one or spoiled one. Like in the movie, she was a part of the Powhatan tribe and was the Chiefs daughter. What the movie didnt mention was she had several siblings and her mother was a Chiefs wife. person who gave the Chief a child and then remarried w ith little contact to their child and then remarried with little contact to their child. But the biggest difference is that in the real story Pocahontas/Matoaka was not the main character. Pocahontas had small influence on the story and was merely the Chiefs favourite daughter. Pocahontas only became a part of the story when she was captured by the English. She never actually helped in the battles between the English and her tribe. Disneys version of Pocahontas has gotten about three hours to be told between the stolon and second movie.The first movie ended by Pocahontas bringing peace to the colony and her tribe. She did that by saving John Smiths life and making a capacious speech about equality. The tribe agrees and so do most of the Englishmen. But Governor Ratcliffe tried to shoot Pocahontas, but instead hit John. It ends by John being brought back to England wounded, and inquire for Pocahontas to come back with him. She says no and watches his boat sail off. And in the seco nd movie it ends by John Smith asking her to leave England and sail the open seas. Again Pocahontas says no because she would rather go home. When she boards the boat shenotices that John Rolfe was on board. During Pocahontas adventure in England she realized she loved John Rolfe. So the two happily sailed off to Jamestown Virginia, roll credits.The actual ending for Pocahontas story took a much darker turn than Disney. Like in the movie she does end up with John Rolfe. But as stated earlier, Pocahontas was captured by the English and held for ransom. During the time spent as a captive she was taught English and baptized as Lady Rebecca. She married John Rolfe and they moved back to England. Pocahontas became a celebrity as the civilized savage. Pocahontas and John had a child and named him Thomas. Then in 1617, right before setting sail to Jamestown, Pocahontas died at the age of 21. The Disney versions ending was much more happily ever after but the real version ended as every bod ies story ends.The Disney version of Pocahontas has many differences from the real story and is highly inappropriate because it turns a tragic story into not one, but two cartoon movies, for children. The many differences include romance, the character personality of Pocahontas, and the ending of the story. Overall, the real story is much darker than the Disney version.

Navigating Early Essay

* Summary* After his mothers death the young Jack Baker is uprooted from his home in Kansas and is ranged in a boarding school in Maine. At the boarding school he feels preoccupied and out of place. While trying to impress the boys and find a place in his school, he cant help but be drawn to one of the misfits, Early Auden. Early is one of the strangest of boys, who reads the number pi as a story and collects clippings more or less the sightings of a great grim bear in the nearby mountains. When Early decides to set out to find Pi and the black bear in his brothers boat, the legendary Fish, Jack decides to join him. Th ungainly the course of their journey the boys begin to realize that Earlys story for Pi is starting to be bang reality as they come in contact with characters like pirates searching for trea indisputable, a Norwegian still ache for his first love, and a 100 year old women still waiting for her son to come home. The irony of the story is that all 3 boys, Jack, Early and Pi, lost their direction in life and through their journeys they find a way to navigate their way back.Why this book is a good choice for maths?* The number PI is one of the most common constants in all of mathematics. It is an irrational number, which means that its value cannot be expressed exactly as a fraction (when the numerator and denominator be integers). Nobody knows its exact value, beca engage no matter how m from each one digits you calculate it to, the number never ends. In math its obvious that we design PI in calculations for finding the circumference of a circle and finding areas of circles, cylinders, cones, and spheres. What most people dont know is that PI is also use to calculate numbers that are used in different jobs for example electrical engineers used pi to solve problems for electrical applications, statisticians use pi to encompass population dynamics and biochemists see pi when trying to understand the structure/function of DNA. * In the novel, Navigating Early, Clare Vanderpool introduces the mysteryof PI in a fun fictive way that has the reader egger to find the answer of PI. In the beginning, she has a Math teacher, Mr Blane, introduce his course by explaining the number PI as the divine Grail of mathematics, in other words it is the mysterious number that has entranced mathematicians for milenia.Why do I mention this today? Because this year, we are going to embark on a quest of our admit to expand our minds, to challenge what we think we know, and push the boundaries of mathematics. If pi, the most venerable number, can be proven to end, what else are we blindly believing that might be put to the test?The way Mr. Blane introduces Pi in the start of his class is a great way to possess students use their critical thinking skills as to what Pi really is and get them prepared to what they will encounter in the course. The book, Navigating Early is a great tool for any lesson to get the students excited to learn formu las that incorporate PI. It also teaches the students, to always keep going even when you feel like you want to give up.Inquiry raft DesignThe book will be divided up into 6 sections. percentage 1-3 students will use the theatrical role sheets. Each student will turn roles within each group every week. * Section 1 Pages 1-50* Section 2Pages 51-109* Section 3Pages 110-150Section 4-6 Students will use the organizers.* Section 4Pages 151-198* Section 5Pages 199-253* Section 6Pages 254-2951 section per week, Meet once a week for 20 twinklings.Monday Tuesday Wednesday Thursday Friday Section 1 Section 2 Section 3 Section 4 Section 5 Section 6What will occur in the meetings* Go over role sheets* Discuss inherent questionsMaterials* Book* Role sheetsInquiry Circle Performance TaskFor Early, creating a story about the character Pi with the numbers of Pi helped him remember the numbers of Pi. For this assignment you are asked to create your own story to remember the fi rst 15 digits of Pi. 1. You should first brainstorm ideas for your story. The best way to do this is to create a web of ideas. Start with your character, Pi, in the middle of your web and clockwise write ideas for your plot. assoil sure you include the numbers of Pi for each idea. You can use either single digits or multiple digits. (NO MORE THAN 2 DIGITS GROUPED TOGETHER)2. Using your web you should create a rough draft using your ideas. You should double space your rough draft so you will have room for corrections. 3. After writing your draft, find a helper to correct your paper. Make sure when you are correcting your partners paper that you look for grammatical errors, digits of pi used correctly, and their ideas make sense. 4. Once corrections are make, type out your final draft with your name and title at the top. You final paper should be single space, sized 12 font, and in times news roman. Your paper should be AT LEAST one page You can certainly write more pages, but agai n it has to be at least one page. Dont forget to include all the digits and that your story makes sense. 5. Once you have created your story, fill out the H chart examine and contrasting your story to Earlys story. When contrasting, think of the differences of the journeys, what did Pi encounter, and how Pi became a better man from his journey. When comparing the two journeys, think of the plot of the stories Does Pi in Earlys story face the same problems in your story?For exampleThere once was a boy named Pi who had 3 older sisters, Alpha, Beta, and Omega. They all lived under 1 house and split the bills by 4s. They were always happy living with each other until 1 day at school 5 boys were making fun of Pi. They bullied Pi saying because he didnt have a father and lived with all girls he will never grow up to become a man. One boy piped up and said he killed and skinned 9 deers and 2 raccoons in the same night. Ill show you says Pi and leave that night to go into the woods. Pi has never hunted before but with a knife at hand he was willing to try. 6 birds overhead gave warning calls to the rest of the wildlife throughout the woods. Then behind a nearby corner 5 black bear cubs crawled to Pi. Pi laughed and played with the little cubs until suddenly 3 momma bears ran to attack Pi. Pi thought he was a toast until 5 grey adult wolves came and save Pis life. When Pi arrived home, he was bombarded by 9 of his friends and family asking about his journey in the woods. Pi has learned that being a man doesnt mean going off and killing animals, It means having ethical principles and sticking by them, and protect your family. * The xv digits of Pi3.1415 9265359OrganizerWord WizardThe words an author uses are important to the authors craft. Your job is to be on the lookout for at least one word that has special meaning to the selection for today. Include the word, the page number, the definition, and the yard why you chose the word Quotations Locate at least one re cognition in the text you have read that would be beneficial for your group to discuss. You may look for quotations that are puzzling, interesting, powerful, funny, or those that contain literary devices. Include the quotation, the page, and your reason for choosing the quotation. Illustrator corking readers make opinions in their minds as they read. This is a chance to share some of your own images and visions with the members of your group and use these images to participate in the conversation. Your picture can mesh a variety of forms but should represent your thinking. Essential QuestionsEssential questions are critical to promoting deep and interesting conversations. Write at least one good, quality essential question that you can pose when talking with your group about the passage read. writings Circle Role SheetSummarizerName _____________________________ Circle _____________________________ Meeting while _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Summarizer Your job is to prepare a brief summary of todays reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of todays reading assignment. Summary________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Key Points1.________________________________________________________________ 2.________________________________________________________________ 3.______________________________________________________________ __ 4.________________________________________________________________ 5.________________________________________________________________ Connections Did todays reading remind you of anything? Explain. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ -____________________________________________________________ Literature Circle Role SheetQuestioner/ discourse DirectorName _____________________________ Circle _____________________________Meeting leave _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Questioner/Discussion Director Your job is to develop a list of questions that your group might want to discuss about this part of the book. Dont worry about the small details your task is to help people talk over the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You can list them below during or after your reading. You may also use some of the general questions below to develop topics to your group. assertable discussion questions or topics for today1.__________________________________________________________________ 2.__________________________________________________________________ 3.__________________________________________________________________ 4.__________________________________________________________________ 5.__________________________________________________________________ Tips ConsiderA discussion of a deeds characters are they realistic, symbolic, historically-based? What motivates the characters or leads them to make the choices they do? An in-depth discussion of the works eventsA discussion of any confu sing passage or eventLiterature Circle RolesConnectorName _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Connector Your job is to find connections between the book and you, and between the book and the wider world. Consider the list below when you make your connections. Your own past experiencesHappenings at school or in the communityStories in the newsSimilar events at other times and placesOther people or problems that you are reminded ofBetween this book and other writings on the same topic or by the same author Some connections I made between this reading and my own experiences, the wider world, and other texts or authorsLiterature Circle RolesIllustratorName _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ______________ _____________________________________________________ Illustrator Good readers make pictures in their minds as they read. This is a chance to share some of your own images and visions. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in your book, or something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is okay you can even label things with words if that helps. Make your drawing(s) on any remaining space on this side and on the other side of this sheet. If you use a separate sheet of paper, be sure to staple it to this role sheet. Presentation Plan Whenever it fits in the conversation, show your drawing to your group. You dont have to explain it immediately. You can let people subcontract what your picture means, so they can connect your drawing to their own ideas about the reading. After everyone has had a say, you can always have the last word bear witness them what your picture means, refer to the parts in the text that you

Prada Case Analysis Essay

FINANCE CoursePRADA TO IPO OR NOT TO IPO THAT IS THE QUESTION, AGAIN case analysis Brief abbreviation of the case with the emphasis on managerial problems that Prada faces. Prada currently requires a significant amount of capital both to re- pay debt that is maturing in the next six to twelve months and to finance its intended growth into the Asian (especially Chinese) food markets. Since financial markets are aware of Pradas pressing need to raise capital, it is important for the board of directors to develop a conjectural strategy for raising the necessary capital of at least 1 billion. Although the press has been suggesting that Prada pull up stakes do an initial public offering, the phoner has tried this several(prenominal) times in the past with no success, mainly because of bad timing (9/11, the SARS outbreak, and the ongoing global financial crisis and European sovereign debt crisis).The board has approached Guido Santini of the coronation bank Grupo Capo Milano to come up with a number of credible alternatives and a strategy for raising the needed capital. 1. What is the current and future outlook for the luxury goods component over the next couple of years? How should Prada position itself to prosper in this market? Luxury goods segment proved to be resilient to the economic crises and had systematically grown from 1994 till 2010.The luxury industry grew approximately by 2% per year until 2007, and by 1% per year from 2007 to 2010.Beginning from 2010, the global luxury goods market started a new growth phase driven by emerging markets.This was a significant change as growth was usually driven by the developed markets, especially the US. Prada needs to support a global portfolio of leading luxury brand. Following the series of acquisitions and consistent with its attempt to become one of the baksheesh global brands Prada consistently worked on expanding its global footprint by opening and running its own stores around the world. 2. What should be Pradas priorities in determining the beat out way to raise capital now?What are Pradas priorities in evaluating different ways of raising the funds it requires? How do these relate to Pradas strategy? I choose IPO over Debt and strategical partnership. Compare to issuing debt, an IPO ordain not add any more burden to the companys balance sheet, which for Prada, was already showed a sign of insolvency and over leveraged. Another issue is that no firms in this industry have ever raised gold in US bond market. Although dim sum bond a Chinese Yuan denominated bonds issued in Hong Kong could be the best alternative to this situation, however, the short behavior and the exchange risk it involved are its most disadvantages. How about sale some portion of the firm to the private equity firms to raise capital? For this deal, it seems that they will not only offer a sizeable premium to the family, but also to offer some important positions on the board too.But, compare to IPO, it wil l not increase Pradas publicity through this method. And also, an IPO in Hong Kong will give the company more opportunity to expand their Asia market, especially in China and Japan. Choosing a Strategic Partnership would be just like giving that huge potential profit away. 3. What are the different sources of capital that Prada should estimate? Should there be a preference for debt versus equity? Should there be a preference for raising capital in one country sexual relation to another? Should there be a preference regarding the types of investors? How would these influence the attractiveness of the different available sources of capital for Prada? Equity IPO in HK1.higher valuation than listed in Europe2. aim to the Asia market1.HK market has lower liquidity (page 7. Sect. 2)3.potential tax problemHKDR1. listed in Milan but also can be bought and sold by investors in HK. 2.help future negotiation in China3. may have lower valuation than IPO in HK4. higher cost than IPOStrategic pa rtnership1.current price for PE transaction is attractive2.higher premium 1. higher cost than other alternatives3. may cause partially loss of control of the corporationDebt tralatitious corporate bond1. easily priced 22. further potential financial problem3. higher leverage ratio4. How would you recommend the board of directors proceed? superstar of the best solutions for Prada to solve this problem is to raise capital in the stock market, which we could refer as IPO. Given the current market conditions, listing in Hong Kong exponent appears to be the best choice after all.

Macroeconomics and Government Essay

1. Give an example of a political sympathies policy that bits as an automatic stabilizer. Explain why this policy has this effect.According to our text, automatic stabilizers are changes in fiscal policy that stimulate aggregate demand when the economy goes into recession without policymakers having to take any delibe localize action. Automatic stabilizers come in the form of our measure system and establishment spending. As an individuals income increases, they get put in a higher tax bracket. When the economy goes into a recession, the amount of taxes the government receives waterfall. The amount of taxes that the government receives is tied into economic activity so as earnings and incomes fall in a recession, the governments revenue falls as well. In a recession, more and more people become eligible for benefits such as unemployment benefits, welfare benefits, and other forms of income supplements for the poor.The increase in government spending stimulates the aggregate deman d at the same time that the aggregate demand is insufficient causing the economy to be more stable. Automatic stabilizers act in a quicker fashion than if the government were to create laws in order to stabilize the economy. This would mean that they would have to recognize when a recession is occurring, create, and and then enact the law to stabilize the economy. But by the time the effects of the law can be recognized, the recession could have been gone and over with.2. How would a downward change in the money supply affect you personally? How would it affect your career? What impact would rational expectations have on your decisions in this stain?3. What is the theory of liquidity preference? How does it help explain the downward slope of the aggregate-demand curve?The theory of liquidity preference states that the economys absorb rate adjusts to balance supply and demand. The first piece of the theory of liquidity preference is the supply of money. The Federal harbour is who controls the money supply. They buy government bonds which are deposited into banks play the money into funds for the bank reserves. They sell government bonds which make the bank reserves fall. These changes lead to changes in the banks ability to make loans and create money. The Federal Reserve can also alter the money supply by changing the amount of reserverequired for each bank to hold or the interest rate at which banks can borrow from the Fed. The second piece of the theory of liquidity preference is money demand.

The White Pages Website in Context of an Information System

Examine the vacuousn Pages Website in con text edition of an learning system Submitted by Ivan Tabal Submitted to Mr. Chris Kalodikis Information Processes and Technology Year 11 Marist College Kogarah Introduction The purity Pages websites purpose, like other telephone directories, is to allow the telephone exit of a lector identified by name and address to be found. Subscriber names are generally listed in alphabetical order, together with their postal or course address and telephone number. The general purpose of the website is to allow people to easily find others through search features, such as quick search and hook lookups.This report will examine the purpose and its importance of the White Pages website, the schooling processes involved and the people who use it and also the stir upicipants whos contributed towards its development. It will therefore go on to outline the appropriate selective randomness needed to run the website and also the learning technology involved in order to produce the website. The final part of the report will discuss the influences made by the environment during the websites development and the social and ethical issues raised during the websites development. The figure * Who is the etiolate pages for?The Purpose of the white pages is to raise information of peoples, name address, phone number. It also provides information on businesses, and governments organisations. It was originally designed to help people find quick information about others for travelling purposes. But today it is slowly becoming obsolete due to some ethical and social issues. * Why is it an important source of information? It was an important source of information because it contained important details about people, which could be accessed to help friends or family members easily find their location or call them.The White pages provide information on suitable shops that people would want to attend to and for different types of problems. T his includes the taxation companies, it companies The Information Processes Involved * How is the data imperturbable? Data is collected through a number of ways into the white pages. Each year it must print out white pages about businesses and residence. It can collect its information by people who have provided them with information about either residential or Business or The white pages reuses information from older contacts that have been accustomed before. * How is data organized?Data is organized into three categories 1st Category is the residential. It contains addresses and phone numbers of people who have shewed in the white page and provide their information to be easily found. 2nd Category is for Businesses, which use the website to mostly advertise to the public which can hopefully give them an edge over other businesses. But today businesses mostly use the internet to advertise and the TV or billboards. 3rd Category is the Government category which shows uprightness s in the states, education, provides information on immigration, health and other social factors that can affect a person.But the information is very limited and contains nothing for most of the links clicked except education. The data is then sub organised into different section, e. g. for Businesses it provides different categories for IT, Taxation, Health, Banking, Beauty and etc. This is made to easily locate the business which the consumer is looking for. * How is the data analysed? The data from the people of businesses or of residents is firstly stored on the website as data. It is then transformed according to what information it contains into 3 categories. Data is searched, selected and sorted.We as users of the website are able to Search and Select the data which is provided through the white pages. But before we are able to do this it must be entered and classified by the Analysts and People bailiwicking in White Pages * How is the data stored? Data can be stored in dif ferent ways on the White Pages. Most likely on Rational Database which is stored and kept on a server. This allows for the White pages website to keep the information in one particular spot without moving the hardware. The data is retrieved by people by first clicking on the object we want to visit.The request then goes to the hardware server and the request is searched and goes back to the user with the information so he can see. * How is the data graceful? Data is processed through a number of ways. Existing records of the white pages are renewed each year. They are asked about any changed that have occurred to see if the company has changed or close scratch off and then update the white pages. The same process is done with residents, and updated, but if the residents do not want their information held in the white pages they can take it down. * How is the data transmitted?The data is transmitted through the internet to users. From the White pages server through the internet of the persons computer and then displays the requested information to the person. * How is the data displayed? It can be displayed through a number of ways which can include Screens and Printers. Screens Displays the text and information through a screen of a computer. Printer Displays the text in a book which can be written and printed. The Participants Involved When the white pages were created, they were created by a company which collected information about people.Workers of the white pages may have included system analysts, printer, directors, overseers, editors and people who collected the information from customers either by going from door to door or registering them in the local post office. People who used the white pages were every day citizens. They needed the white pages before to find each other when needed. Now the citizens of the new generation are stopping to use the white pages even though by law they must be printed. The Appropriate Data * Residents who register into the white pages can provide * Their first and last name Suburb * Address * Phone number * Businesses who register can provide * Their name * Owners name * Phone number * Suburb they are located * Brief description about them * Government who register have to provide * Name of Business of Government * Phone * Address The Methods of Information Technology Required * Hardware involved in producing the White Pages Website * profits-ready PC * Domain * Fibre optics (wired internet) * Software required to produce the White Pages Website * HTTPD e. g. Apache * Internet * Computer methods required to output information Audio speakers, headphones, earphones, headsets, microphones * Hardcopy printing, photocopying * Internet services The Influences make Towards the Environment During the Websites Development Like many other telephone directory companies, running phone books on websites has made positive impacts towards the reduction of cutting down trees and also the disposal of phone b ooks in landfills which is a major contributor towards pollution. A survey shows that almost 75% costumers are completely unaware of the environmental and financial impact in printing, delivering and recycling these books.Online access to white pages, yellow pages etc. is becoming more and more popular and a much relegate choice as it is easier to find others whilst also making positive contributions to the reduction of phone book wastes. It is also cheaper and easier to run for companies due to the ease of access and tractability it provides for their employees, whereas phone book publishers go through a series of process in order to make and deliver their phone books, every year. As for the website, it barely requires minimal effort to keep it running, at a lower cost and in a less tedious manner.The THREE Social and THREE honourable Issues Raised in the Development of the Website Social and ethical issues associated with 1. Planning, design and implementation * Machine-centre d systems simplify what computers do at the expense of participants * Human-centred systems as those that make participants work as effective and satisfying as possible * How the relationships between participants change as a result of the new system * Ensuring the new system provides participants with a safe work environment * Awareness of the impact the system may have on the participants * Opportunities to use their skills Meaningful work * Need for change * Opportunities for intimacy and commitment 2. Information systems and database * Acknowledgment of data sources * The freedom of information act * screen principles * Accuracy of data and the reliability of data sources * Access to data, ownership and direct of data * New trends in the organisation, processing, storage and retrieval of data such as data warehousing and data-mining 3. Communication systems * The use of communication systems to share knowledge, not just data * Issues related to messaging systems Ideas deliver ed by this means appear less forceful and caring than ideas delivered personally * Danger of being misinterpreted * Power relationships * Privacy and confidentiality * Electronic junk mail * Information overload * Implications of Internet trading including * Local taxation laws * Employment ramifications * Nature of business * Trading over the Internet and its commercial implications * The difficulties of censoring content on the Internet * Issues arising from Internet banking, including Security of banking details * Changing nature of work * Branch closure and job leaving * The removal of physical boundaries by enabling * Work from home * Virtual organisations, ie organisations structured around the communication system * Removal of national and external barriers to trade * How participants are supported * Individuals by providing a means for communication * Participant teams by enabling the exchange of ideas and data * The emerging trend of accessing media such as radio and video across the Internet

Knowledge Management Essay

It involves applying the collective see to it and abilities of the entire workforce to achieve specific organisational objectives. State agencies should feel free to adapt and use information and tools on the following pages as necessary within their organization. It is provided to be a starting stop consonant for sharing noesis and experience, allowing those who remain with the organization to continue providing quality service. Capturing and sharing critical companionship and expertise should be occurring continuously among employees.In many cases, however, it is not and this need becomes pressing when a valued employee is preparing to retire or change positions. When an organization is considering implementing a knowledge transfer plan it is important to answer several(prenominal) questions 1. Is the organization going to fill the vacant position or reassign the duties? 2. Are all the duties of the position still important to the mission of the organization? 3. Is at that pl ace a need to update the position description? 4. Will the position change, remain as is, or be eliminated once the employee leaves?What is knowledge transfer? David DeLongs book Lost fellowship describes knowledge as the capacity for effective actions or decision-making in the context of organizational activity. Accordingly, lost knowledge would devolve this vital capacity and help undermine organizational effectiveness and performance. The goal of transferring knowledge to others known as Knowledge Transfer is to 1. Identify key positions and people where potential knowledge loss is most imminent. 2. Assess how critical the knowledge loss will be.Develop a plan of action to ensure the capture of that critical knowledge and a plan of action to transfer it. Why is knowledge transfer important? A significant percentage of the states workforce is nearing retreat age over the next ten years. These employees have acquired a tremendous amount of knowledge about how things work, how to get things done and who to go to when problems arise. Losing their expertise and experience could significantly reduce efficiency, resulting in costly mistakes, unexpected quality problems, or significant disruptions in services and/or performance.In addition, faster turnover among junior employees and more competitive recruiting and compensation packages add significantly to the mounting concern about the states ability to sustain acceptable levels of performance. What are the benefits of a knowledge transfer program? Knowledge transfer KT programs prevent critical knowledge loss by focusing on key areas. Some of the spry benefits of KT programs are 1. They provide reusable documentation of the knowledge required in certain positions or job roles. 2.They result in immediate learning and knowledge transfer when carried out by individuals who can either use the transferred knowledge themselves or have responsibility for hiring, training, mentoring, coaching or managing people with in an organizational unit. 3. They reduce the impact of employee departure. 4. They integrate staffing, training, job and organization redesign, process improvements and other responses. 5. They aid in succession planning. 6. They prevent the loss of knowledge held only in employees heads when they leave the organization or retire.They enhance career development. Generally Accepted Definitions for Knowledge Management and Transfer Knowledge Management (KM) refers to practices used by organizations to find, create, and serve knowledge for reuse, awareness, and learning across the organization. Knowledge Management programs are typically tied to organizational objectives and are intended to lead to the achievement of specific outcomes such(prenominal) as shared intelligence, improved performance, or higher levels of innovation.Knowledge Transfer (an aspect of Knowledge Management) has always existed in one form or other by dint of on-the-job discussions with peers, apprenticeship, and maintenance of agency libraries, professional training and mentoring programs. Since the late twentieth century, technology has played a vital role in Knowledge Transfer through the creation of knowledge bases, expert systems, and other knowledge repositories. To understand knowledge management and knowledge transfer, it is helpful to examine the differences between data, information, and knowledge. info is discrete, objective facts. Data is the raw material for creating information. By itself, data carries no judgment, interpretation or meaning. Information is data that is organized, patterned and/or categorized. It has been sorted, analyzed and displayed, and is communicated through various means. Information changes the way a person perceives something, thus, affecting judgment or behavior. Knowledge is what is known. It is richer and more meaningful than information. Knowledge is gained through experience, reasoning, intuition, and learning.Because knowledge is intuitive, it is grueling to structure, can be hard to capture on machines, and is a challenge to transfer. We often speak of a knowledgeable person, and by that we mean someone who is intimately informed, and thoroughly versed in a given area. We expand our knowledge when others share theirs with us. We create new knowledge when we pool our knowledge together.

Fear of My First Speech in Class

Fear of My First Speech in Class When I thought of my first public lecture class, I was a second frantic. after reading about professional public speakers stories on fear of public speaking and how they essentially overcame it, I told myself you stand do it. The day of presenting my speech finally arrived and I volunteered to be the one to go first in class. I was more apprehensive about my accent than anything else. Would the audience understand me distinctly? Would they be bored with what I have to say about my chosen topic? Would I captive them and would I make a good painting?Well, I gave the speech without a hitch. It was helpful to have my outline I created for the perusal of the class. My speech flowed particularly well thanks to the step-by-step key points of the outline. Meanwhile, I dared to glance from time to time at the audience to see if I could pick up cues. Sometime I found myself elevating my pitch, smiling just to confiscate my audience, and to gain confidence that my topic was an important and resourceful topic. To conclude, after I was done with my speech the class in a jovial expression clapped and smiled.My face was palpitating so hard I thought I would faint. I had more fear as I was closing my speech. This fear was primarily overdue to what the critique of my audience would be. The response from the the love notes includes positive sayings and great feedback from each classmate, including the professor. As for my second speech in class, I could say I did not do as well as the first one. You would think that I would get it now and do better. Yet, I didnt think I delivered as well as I did with the first one.Although the audience was listening to me, it seemed to be redundant and very similar to the first speech, but with fewer interesting details. After listen to some of the students speech I realized many of the pointers that I left out on my own speech. By listen and examine others mistakes it can be beneficial for one own mista ke. I have learned a great deal from Communication 111. I would apply all the concepts to my futurity endeavors. References Lucas, Stephen E. (2009). The art of public speaking (10th ed. ). New York McGraw Hill. httpwww. social anxiety. com

Child observation Essay

exclusively the children at Gerber Preschool are between the ages of 3 and 4 years gray and mainly consist of lower to lower middle class Hispanic and Caucasian families. genus Mya is a small statured 3 year old Hispanic Caucasian feminine, with light olive-t iodind skin, long brown hair, and life-sized brown eyes. toby is an average statured 4 year old Caucasian male, fair-skinned, blue-eyed, short brown hair. toby and Mya both seem to be in good physical heath. delivery boy is a moderately above average statured 4 year old Hispanic male, with dark brown skin, short spikey ominous hair and brown eyes.Spanish is the Nazarene primary language at home but is encourage to speak English at school. Mya, toby fillpot jug, and Jesus all appear to be right handed and in good physical heath. Description of Setting The observation session began on Tuesday May 7, 2013, at somewhat 1000 AM in Gerber, California the preschool has 2 adults and 8-10 kids. All the children were in line waiting to run break the back door to the sufferground. The playground featured a greathearted fenced off area with a large grassy area and the class flower bed c all oered by a large shade tree, large cement slab with tricycles and tetherball, play suffer, sand box, and large gym set.There is an assortment of deed of conveyanceivities operable for the children to play including kickball, bubble buckets, tetherball, hopscotch, jump rope, soccer, etc. Primary Observation Start time 1000 AM on Tuesday, May 7, 2013 1000- Toby impatiently stands in line telling Jesus Im going to be the first one on the playground Jesus yells No I am cardinal people behind them Mya and Jessica are holding hands laughing and verbalise in each others ears. Everyone is squirming ab prohibited futile to mount still waiting for the go ahead to head outside.1005- The children rush outside onto the grass and prepare for story time. Jesus screams Rainbow tip once he sees the intelligence in the tea chers hands. Mya excitingly says I requirement a rainbow fish to Jesus, he in return says I want one too. All the children sit down so the teacher could begin the story. 1010- During the story Toby was unable to see the book and yells to his teacher Arent you going to face it to me. He continues to be disruptive impartting up and interrupting the teacher. Toby is very energetic and begins to get tranquillityless playing with whatever is within his reach.He starts disturbing Jessica until the teacher asks him to sit back down and stop disturbing others Toby than sits back down and begins whining that he is unable to see the book again. 1015- At the end of the story the teacher asks the children Why did Rainbow Fish exceed away his scales? Jesus immediately stood up and said Because he was alone and wanted friends Toby says straight he has no more rainbow scales. 1020- The class is now on free time for the rest of the day. All the children immediately take off running for the playground Toby and Jesus immediately go for the tricycles.While Mya went straight for the flower bed to dig with the shovel and buckets that were there. 1025- Jesus, Toby, and another teeny boy raced back and forth across the pavement a couple times but pronto lost interest in the tricycles and more interested in what the other children were doing. 1030- Toby ran oer to where Mya was and Mya said Lets play house the children discussed where they would live and what part they would act out. Toby excitedly screamed Ok, Im the daddy, and Mya says Im the mommy, and two other little boys Gauge and Angel are the sons.1035- Mya runs everywhere to the play house and begins putting sand in a bucket and acts as if she is machinateing while Toby makes the fire. Jesus walks over and picks up Myas bucket, she instantly got mad at Jesus and hit him. Jesus left crying and she said He didnt say please, so leave me alone. She than stuck her tongue out at him, another girl by the name of Jessic a told the teacher. The teacher told Mya that if she couldnt talk adept and share she would have to choose another area to play. 1040- After the incident Toby moves over to a bucket of bubbles with 3 wands, colored green, purple, and pink.Toby and Jesus blow bubbles unneurotic. No bubbles were coming out of Tobys wand, so he blew with more force. Toby takes his wand to the teacher. He brought his wand back, swayback it in the bubble bucket and flung it out. 1045- Mya gets the purple bubble wand and Toby goes over to Mya and tries to take it away from her. Mya begins to make sounds of being upset but soon gets over it when the other children begin popping the bubbles and she joins in squealing and laughing. 1050- The teacher blows her whistle to signal to the children its time to clean up and go inside.Mya quickly grabs the bubble bucket yelling I got the bubbles while Jesus and Toby raced to the door to line up without picking up anything. 1055- All the children walked back into the class room and were instructed to sit at a table. Toby got up from the table and a little boy named Gauge took his seat. He tried to get the attention of the teacher but she was occupy with another child, so he pulled Gauge by the shirt and begin to cry saying get out my chair Gauge refused to move. Once the teacher finally got to them they had already started to tussle a little.Toby and Gauge were both placed in time out but first they had to apologize to one another. 1100- End of observation. Analysis Gender identity is the perception of oneself as male or female (pg. 252). All three children show gender identity when they discuss the roles of one another to play house, with Mya being the mother, Jesus the father, and Gauge and Angel as the sons. Mya also displays gender identity when she pretends to cook while playing house as well. On page 254 cooperative play is described as children playing with one another taking turns, playing games, etc.Mya, Toby, and Jesus demonstrat e cooperative play as well as make-believe play throughout their game of house they coordinated ideas together as a group. Cooperative play is also apparent when the children play with the bubbles. The text on page 264 states that aggression is an intentional injury or harm to another person. Mya showed aggression by strike Jesus when she became angry at him. Toby also displayed aggression when he grabbed Gauge in an act to get his chair back. In sum all of the children seem to be displaying appropriate social and ablaze behavior and skills typical of their age.

Indian Civilization Essay

civilization is the greatest achievement in the history of human beings. While defining the term civilization, Philip Atkinson says, Civilization is a community that dominates all told other communities by violence. 1 The things which be essential to make a civilization atomic number 18 cities, governments, armies, and communal achievements alike subjugations and inventions. The civilization started from the formation of the cities. And most of the ancient civilization flourished in the bank of rivers. E. g.Egyptian Civilization which was flourished in the bank of Nile River while Indian civilization prospered in the bank of Ganga River and the Saptasindhu (The land of septet rivers) region. In ancient origination the different civilizations developed. Among them some study and noteworthy civilizations were the Egyptian Civilization, Greek Civilization, Iranian Civilization and the Indian Civilization. Indian civilization during the Later Vedic Period is explained in this pape r through intuitive, rational, and empirical direction India is regarded as the cradle of civilization. Civilization started here in this land very yearn time ago.About 3000 B. C. , the civilization shaped in India. This civilization is supposed to be one of the worldly concerns first great civilizations. We can find innum epochble amazing things which are the proof of the enormousness of this civilization from all perspectives such as literature, art, architecture, science mathematics and astrology. Indian civilization has given a platform to many scientific discoveries. Here in our paper we are considering the specific period for our look into and that is Vedic Period which started in 1500 B. C. After the ruin of Harappan cities Indian subcontinent experienced a untried civilization.This new culture was brought in India by the Aryans. Aryans came from central Asia through Khaibar Khind and settled in the region of seven rivers which was cognize as Saptasindhu. And after tha t they started settling in Ganges valley which was known as Aryavarta. This particular era is called Vedic period because in this maturate the religious and philosophical hymns called Veda were tranquil by the Aryan people. The Vedas composed by Aryans were basically in Sanskrit language. The Vedas were of four types, first is Rigveda which is the oldest hymns The other triplet are Sam Veda, Yajurveda, and Athharva Veda.These three Vedas basically laid a fast(a) foundation to Hindu religion and the Hindu doctrines. Rigveda is the mythical school text which includes the knowledge in its abstract imagery of what the clairvoyant had realized. Yajurveda is the Vedas of ritual which consisted of 1975 verse mantras. It has divided into forty chapters. Samveda is the veda of meter or music while Atharva Veda is the Veda of Chants. The Vedic period is also divided into two different eras, former(a) Vedic period and Later Vedic Period. Later Vedic period started in around 1000B. C. to 600 B. C.This age is also known as the Epic age because the one of the greatest epics from the world were composed during this era. They are Ramayana and Mahabharata. Ramayana was written by sage Valmiki while Mahabharata was composed by Sage Vyas. Intuitive Theatre, Music and gambling in Vedic Period Aryans created Samveda to fulfill their deep predilections and flair for art. The different Gods were worshipped during different generation of the days and nights. The Brahmanas who supposed to be the highest topmost Varnas were responsible for t all(prenominal)ing the art and literature.The religion and music were associated with each other and the artist was supposed to give up all worldly pleasures and comforts and devote himself richly to his art. The women basically were expert in fine art than performing arts. Indian Classical dances also flourished in the same period. Along with the progress in music, the arts of choreography and theater were also in vogue. consort to the L inga Puraana, a major disciple of Shivaa named Nandikeshwara wrote a treatise on the subject of dancing called Nritya- Darpan. (Nritya means dance and darpan means mirror).2 In Vedic period the music would be highly esteemed place in each family. Vocal Music, dance, and instrumental music would be performed in strict rhythm. Vedic period was prosperous from all point of views. In music theatre and drama also this civilization had given remarkable contribution. The major book written on classical music dance and drama was by sage Bharata which and so became popular as Natyashastra. It is the major dramatic theory of Sanskrit drama. This book has given the proper rules of writing, performing dance, music, and theatre.The lease period of Natyashastra is unknown but it is predicted that it was written in 200B. C. to 200A. D. Vedic Architecture There was a strong background of science behind every Vedic Architecture. Vedic Architecture was known as Vastu Shastra. essentially the bu ildings built in ancient India were based on the scientific parameters. While describing about the Architecture in India Swami B. G. Narasingha in his article Vastu Shastra and Sacred Architecture states, Throughout the world its hard to find a place where sacred architecture is as developed a science as is that found in India.Indias ancient temples and palaces are certainly among the finest ever built. From the Taj Mahal, the seventh wonder of the world, to the Pagodas of Tamil Nadu, from the Himalayan hillock shrines to the great temple at Jagannatha Puri, India is a veritable treasure-house of sacred architecture. In fact at that place are more existing examples of sacred architecture in India than in all other countries of the world combined. 3 Empirical Vedic mathematics In Vedic period, the major mathematicians like Aryabhatta, Brahmagupta, and Bhaskara II who contributed in achieving the capital progress in mathematics.The Indian mathematics was well advanced and the scho lars of mathematics studied basically tenfold number system, zero, and negative numbers, arithmetic and algebra. There was a gap of a few hundred old age between Vedic period and the first millennium A. D. when the works of some major Indian astronomer-mathematicians like Aryabhatta, Brahmagupta, Shridhara and Bhaskara I and II appeared. 4 The Vedic mathematics was basically composed in Sanskrit language which used to be the official language of Aryans. The mathematical works consisted of the section of sutras.In these sutras the mathematical problems were stated into verses so that it would be possible for the students to understand them quickly. The special characteristic of Vedic mathematics is that though the enormous texts they were they were preserved by generation through oral tradition. The people in those days used to learn it and thus by learning the sutras and all other mathematical concepts they preserved the mathematics and handed over it to the next generation. It i s real an amazing characteristic of Indian culture. truly remarkable achievements of the Indian pandits who have preserved enormously bulky texts orally for millennia. 5

Critique of Pure Reason Essay

Immanuel Kant (17241804) is the central figure in ripe ism. He synthesized early modern dexterousism and empiricism, set the terms for oftentimes of nineteenth and twentieth century ism, and continues to exercise a momentous influence today in metaphysics, epistemology, ethics, political school of apprehension, aesthetics, and other fields. The first harmonic idea of Kants critical philosophy especi eachy in his one-third retrospects the reassessment of dainty Reason (1781, 1787), the Critique of Practical Reason (1788), and the Critique of the Power of Judgment (1790) is humans autonomy.He argues that the human sympathy is the book of facts of the oecumenic laws of record that soci competent system all our experience and that human effort gives itself the moralistic law, which is our basis for legal opinion in God, freedom, and immortality. Therefore, scientific k in a flashledge, morality, and phantasmal mental picture atomic number 18 mutually consisten t and secure because they all rest on the same root of human autonomy, which is as well as the final end of nature according to the teleological beingness observe of hypothecateing judgment that Kant introduces to unify the suppositional and practical parts of his philosophical system.1. Life and deeds Immanuel Kant was born April 22, 1724 in Konigsberg, near the southeastern brink of the Baltic Sea. Today Konigsberg has been renamed Kaliningrad and is part of Russia. muchoer during Kants life judgment of conviction Konigsberg was the capitol of East Prussia, and its dominant language was German. though geographically remote from the rest of Prussia and other German cities, Konigsberg was and then a major(ip) commercial center, an serious military port, and a relatively cosmopolitan university town.1 Kant was born into an artisan family of modest means. His father was a superior harness bookr, and his mother was the daughter of a harness maker, though she was better ed ucated than most women of her social class. Kants family was never destitute, but his fathers trade was in decline during Kants youth and his p arnts at times had to rely on extended family for financial support. Kants parents were Pietist and he attended a Pietist direct, the Collegium Fridericianum, from ages eight finished fifteen. religionism was an evangelical Lutheran movement that emphasized conversion, reliance on worshipful grace, the experience of religious emotions, and personal devotion involving regular Bible study, prayer, and introspection. Kant reacted strongly against the forced consciousness-searching to which he was subjected at the Collegium Fridericianum, in response to which he sought refuge in the Latin classics, which were central to the schools curriculum.Later the mature Kants emphasis on origin and autonomy, rather than emotion and dependance on either delegacy or grace, may in part reflect his youthful reply against Pietism. But although the youn g Kant loathed his Pietist schooling, he had deep respect and admiration for his parents, especially his mother, whose genuine religiosity he described as non at all enthusiastic. According to his biographer, Manfred Kuehn, Kants parents probably influenced him much less(prenominal) through their Pietism than through their artisan values of hard work, honesty, cleanliness, and independence, which they taught him by example. 2 Kant attended college at the University of Konigsberg, cognize as the Albertina, where his early interest in classics was quickly superseded by philosophy, which all get-go year students analyze and which encompassed mathematics and physics as well as logic, metaphysics, ethics, and natural law.Kants philosophy professors exposed him to the onslaught of Christian Wolff (16791750), whose critical synthesis of the philosophy of G. W. Leibniz (16461716) was then very influential in German universities. But Kant was similarly exposed to a range of German and British critics of Wolff, and in that location were strong doses of Aristotelianism and Pietism represented in the philosophy faculty as well. Kants favorite teacher was Martin Knutzen (17131751), a Pietist who was heavily influenced by both(prenominal) Wolff and the English philosopher John Locke (16321704).Knutzen introduced Kant to the work of Isaac Newton (16421727), and his influence is visible in Kants first make work, Thoughts on the True Estimation of Living Forces (1747), which was a critical attempt to negotiate a dispute in natural philosophy between Leibnizians and Newtonians over the proper measurement of force. aft(prenominal) college Kant spent six long time as a private tutor to young children outside Konigsberg. By this time both of his parents had died and Kants finances were non yet secure enough for him to pursue an schoolman career.He finally re sour to Konigsberg in 1754 and began belief at the Albertina the following year. For the next four decades Kant taught philosophy there, until his seclusion from teaching in 1796 at the age of seventy-two. Kant had a burst of publishing activity in the historic period after he returned from working as a private tutor. In 1754 and 1755 he published three scientific works one of which, Universal congenital History and Theory of the Heavens (1755), was a major book in which, among other things, he developed what later became known as the nebular surmise about the influenceation of the solar system.Unfortunately, the printer went bankrupt and the book had little immediate impact. To secure qualifications for teaching at the university, Kant also wrote two Latin dissertations the first, en entitled Concise Outline of Some Reflections on extract (1755), earned him the Magister degree and the second, New Elucidation of the First Principles of Metaphysical Cognition (1755), entitled him to teach as an unsalaried referee.The following year he published another Latin work, The Employment i n Natural Philosophy of Metaphysics Combined with Geometry, of Which Sample I Contains the Physical Monadology (1756), in hopes of succeeding Knutzen as associate professor of logic and metaphysics, though Kant failed to secure this position. Both the New Elucidation, which was Kants first work concern in the first place with metaphysics, and the Physical Monadology further develop the position on the interaction of finite substances that he first depict in Living Forces. Both works depart from Leibniz-Wolffian views, though not radically.The New Elucidation in particular shows the influence of Christian August Crusius (17151775), a German critic of Wolff. 3 As an unsalaried lecturer at the Albertina Kant was paid directly by the students who attended his lectures, so he needed to teach an immense amount and to attract many students in order to earn a living. Kant held this position from 1755 to 1770, during which period he would lecture an average of twenty hours per week on lo gic, metaphysics, and ethics, as well as mathematics, physics, and physical geography.In his lectures Kant used textbooks by Wolffian authors much(prenominal) as Alexander Gottlieb Baumgarten (17141762) and Georg Friedrich Meier (17181777), but he followed them loosely and used them to mental synthesis his own reflections, which force on a wide range of ideas of contemporary interest. These ideas often stemmed from British sentimentalist philosophers such as David Hume (17111776) and Francis Hutcheson (16941747), some of whose texts were translated into German in the mid-1750s and from the Swiss philosopher Jean-Jacques Rousseau (17121778), who published a flurry of works in the early 1760s.From early in his career Kant was a popular and triple-crown lecturer. He also quickly developed a local reputation as a lustrous young in break upectual and cut a dashing figure in Konigsberg society. After several years of relative quiet, Kant unleashed another burst of publications in 176 21764, including five philosophical works. The False Subt permity of the Four syllogistic Figures (1762) rehearses criticisms of Aristotelian logic that were developed by other German philosophers.The Only Possible Argument in Support of a Demonstration of the Existence of God (17623) is a major book in which Kant drew on his primarily work in Universal History and New Elucidation to develop an genuine argument for Gods existence as a condition of the internal possibility of all things, while criticizing other arguments for Gods existence. The book attracted several positive and some negative reviews.In 1762 Kant also submitted an essay entitled Inquiry Concerning the Distinctness of the Principles of Natural Theology and Morality to a horn in competition by the Prussian Royal Academy, though Kants submission took second prize to Moses Mendelssohns winning essay (and was published with it in 1764). Kants Prize endeavor, as it is known, departs more signifi cannistertly from Leib niz-Wolffian views than his rather work and also contains his first extended discussion of moral philosophy in print.The Prize Essay draws on British sources to criticize German rationalism in two respects first, drawing on Newton, Kant distinguishes between the methods of mathematics and philosophy and second, drawing on Hutcheson, he claims that an unanalysable feeling of the faithful supplies the material sum of our moral obligations, which cannot be demonstrated in a purely intellectual way from the formal tenet of perfection alone (2299).4 These themes reappear in the Attempt to Introduce the Concept of Negative Magnitudes into Philosophy (1763), whose principal(prenominal) thesis, however, is that the real opposition of conflicting forces, as in causal proportions, is not reducible to the logical relation of contradiction, as Leibnizians held. In Negative Magnitudes Kant also argues that the morality of an action is a function of the internal forces that trigger one to act, rather than of the external (physical) actions or their consequences.Finally, Observations on the Feeling of the Beautiful and the Sublime (1764) deals mainly with so-called differences in the tastes of men and women and of people from different cultures. After it was published, Kant filled his own interleaved copy of this book with (often unrelated) written remarks, many of which reflect the deep influence of Rousseau on his designateing about moral philosophy in the mid-1760s. These works helped to secure Kant a broader reputation in Germany, but for the most part they were not strikingly real.Like other German philosophers at the time, Kants early works are generally concerned with using insights from British empiricist authors to reform or broaden the German rationalist tradition without radically undermining its foundations. part some of his early works tend to emphasize rationalist ideas, others have a more empiricist emphasis. During this time Kant was striving to w ork out an independent position, but forrader the 1770s his views remained fluid. In 1766 Kant published his first work concerned with the possibility of metaphysics, which later became a central bailiwick of his mature philosophy.Dreams of a Spirit-Seer Elucidated by Dreams of Metaphysics, which he wrote soon after publishing a piteous Essay on Maladies of the Mind (1764), was occasioned by Kants fascination with the Swedish visionary Emanuel Swedenborg (16881772), who claimed to have insight into a spirit innovation that enabled him to make a series of apparently miraculous predictions. In this curious work Kant satirically compares Swedenborgs spirit-visions to the belief of rationalist metaphysicians in an immaterial soul that survives death, and he concludes that philosophical noesis of either is im achievable because human conclude is limited to experience.The skeptical tone of Dreams is tempered, however, by Kants suggestion that moral faith besides supports belief in an immaterial and immortal soul, even if it is not possible to attain metaphysical fellowship in this domain (2373). In 1770, at the age of forty-six, Kant was appointed to the soften in logic and metaphysics at the Albertina, after teaching for fifteen years as an unsalaried lecturer and working since 1766 as a sublibrarian to supplement his in love. Kant was turned down for the same position in 1758.But later, as his reputation grew, he declined chairs in philosophy at Erlangen (1769) and Jena (1770) in hopes of obtaining one in Konigsberg. After Kant was finally promoted, he step by step extended his repertoire of lectures to include anthropology (Kants was the first such course in Germany and became very popular), rational theology, pedagogy, natural right, and even mineralogy and military fortifications. In order to inaugurate his new position, Kant also wrote one more Latin dissertation Concerning the Form and Principles of the Sensible and Intelligible World (1770), which i s known as the inauguration Dissertation.The initiatory Dissertation departs more radically from both Wolffian rationalism and British sentimentalism than Kants earlier work. Inspired by Crusius and the Swiss natural philosopher Johann Heinrich Lambert (17281777), Kant distinguishes between two fundamental powers of cognition, sensibility and discernment (intelligence), where the Leibniz-Wolffians regarded dread (intellect) as the lonesome(prenominal) fundamental power.Kant therefore rejects the rationalist view that sensibility is notwithstanding a confused species of intellectual cognition, and he replaces this with his own view that sensibility is distinct from understanding and brings to perception its own subjective forms of outer space and time a view that developed out of Kants earlier criticism of Leibnizs relative view of space in Concerning the Ultimate Ground of the Differentiation of Directions in Space (1768).Moreover, as the title of the Inaugural Dissertation indicates, Kant argues that sensibility and understanding are directed at two different realitys sensibility gives us access to the healthy world, while understanding enables us to grasp a distinct straightforward world. These two worlds are related in that what the understanding grasps in the distinct world is the paradigm of NOUMENAL PERFECTION, which is a common measure for all other things in so far as they are realities. Considered theoretically, this transparent paradigm of perfection is God considered practically, it is MORAL PERFECTION (2396).The Inaugural Dissertation thus develops a form of Platonism and it rejects the view of British sentimentalists that moral judgments are found on feelings of pleasure or pain, since Kant now holds that moral judgments are based on pure understanding alone. After 1770 Kant never surrendered the views that sensibility and understanding are distinct powers of cognition, that space and time are subjective forms of human sensibility, and that moral judgments are based on pure understanding (or reason) alone.But his embrace of Platonism in the Inaugural Dissertation was short-lived. He soon denied that our understanding is capable of insight into an intelligible world, which cleared the path toward his mature position in the Critique of virginal Reason (1781), according to which the understanding (like sensibility) supplies forms that structure our experience of the informed world, to which human knowledge is limited, while the intelligible (or noumenal) world is strictly unknowable to us.Kant spent a decade working on the Critique of Pure Reason and published nothing else of significance between 1770 and 1781. But its publication attach the beginning of another burst of activity that produced Kants most important and enduring works. Because early reviews of the Critique of Pure Reason were few and (in Kants judgment) uncomprehending, he tried to clarify its main points in the much shorter Prolegomena to Any Future Metaphysics That Will Be Able to Come Forward as a acquirement (1783).Among the major books that rapidly followed are the Groundwork of the Metaphysics of Morals (1785), Kants main work on the fundamental principle of morality the Metaphysical Foundations of Natural Science (1786), his main work on natural philosophy in what scholars call his critical period (17811798) the second and substantially revised edition of the Critique of Pure Reason (1787) the Critique of Practical Reason (1788), a fuller discussion of topics in moral philosophy that builds on (and in some ways revises) the Groundwork and the Critique of the Power of Judgment (1790), which deals with aesthetics and teleology.Kant also published a number of important essays in this period, including Idea for a Universal History With a Cosmopolitan Aim (1784) and Conjectural Beginning of Human History (1786), his main contributions to the philosophy of history An swear out to the Question What is Enlightenment? (17 84), which broaches some of the key ideas of his later political essays and What Does it Mean to Orient Oneself in thinking? (1786), Kants intervention in the pantheism controversy that raged in German intellectual circles after F. H. Jacobi (17431819) accused the deep deceased G. E.Lessing (17291781) of Spinozism. With these works Kant secured international fame and came to dominate German philosophy in the late 1780s. But in 1790 he announced that the Critique of the Power of Judgment brought his critical enterprise to an end (5170). By then K. L. Reinhold (17581823), whose Letters on the Kantian Philosophy (1786) popularized Kants moral and religious ideas, had been installed (in 1787) in a chair devoted to Kantian philosophy at Jena, which was more centrally located than Konigsberg and rapidly developing into the focal point of the next phase in German intellectual history.Reinhold soon began to criticize and move remote from Kants views. In 1794 his chair at Jena passed to J . G. Fichte, who had visited the master in Konigsberg and whose first book, Attempt at a Critique of All Revelation (1792), was published anonymously and initially mistaken for a work by Kant himself. This catapulted Fichte to fame, but he too soon move away from Kant and developed an original position sort of at odds with Kants, which Kant finally repudiated publicly in 1799 (12370371). Yet while German philosophy moved on to assess and respond to Kants legacy, Kant himself continued publishing important works in the 1790s.Among these are Religion Within the Boundaries of Mere Reason (1793), which drew a censure from the Prussian King when Kant published the book after its second essay was rejected by the censor The Conflict of the Faculties (1798), a arrangement of essays inspired by Kants troubles with the censor and dealing with the relationship between the philosophical and theological faculties of the university On the Common SayingThat May be Correct in Theory, But it is o f No Use in Practice (1793), Toward Perpetual Peace (1795), and the Doctrine of Right, the first part of the Metaphysics of Morals (1797), Kants main works in political philosophy the Doctrine of Virtue, the second part of the Metaphysics of Morals (1797), a catalogue of duties that Kant had been readying for more than thirty years and Anthropology From a Pragmatic Point of View (1798), based on Kants anthropology lectures.Several other compilations of Kants lecture notes from other courses were published later, but these were not prepared by Kant himself. Kant retired from teaching in 1796. For nearly two decades he had lived a highly disciplined life focused primarily on completing his philosophical system, which began to take definite shape in his mind only in middle age.After retiring he came to believe that there was a flutter in this system separating the metaphysical foundations of natural science from physics itself, and he set out to close this gap in a series of notes t hat postulate the existence of an ether or caloric matter. These notes, known as the Opus Postumum, remained unfinished and unpublished in Kants lifetime, and scholars disagree on their significance and relation to his earlier work. It is clear, however, that these late notes show unmistakable signs of Kants mental decline, which became tragically precipitous some 1800. Kant died February 12, 1804, just short of his eightieth birthday. 2. Kants project in the Critique of Pure Reason.The main topic of the Critique of Pure Reason is the possibility of metaphysics, understood in a specific way. Kant defines metaphysics in terms of the cognitions after which reason might strive independently of all experience, and his goal in the book is to reach a ratiocination about the possibility or impossibility of a metaphysics in general, and the determination of its sources, as well as its completion and boundaries, all, however, from principles (Axii. See also Bxiv and 4255257). Thus metaphy sics for Kant concerns a priori knowledge, or knowledge whose justification does not depend on experience and he associates a priori knowledge with reason.The project of the Critique is to examine whether, how, and to what extent human reason is capable of a priori knowledge. 2. 1 The crisis of the Enlightenment To understand the project of the Critique better, let us consider the historical and intellectual context in which it was written. 5 Kant wrote the Critique toward the end of the Enlightenment, which was then in a state of crisis. Hindsight enables us to see that the 1780s was a transitional decade in which the ethnic balance shifted decisively away from the Enlightenment toward Romanticism, but of course Kant did not have the benefit of such hindsight. The Enlightenment was a reaction to the rise and successes of modern science in the sixteenth and seventeenth centuries.The undischarged achievement of Newton in particular engendered widespread confidence and optimism abou t the power of human reason to control nature and to improve human life. One effect of this new confidence in reason was that handed-down authorities were increasingly questioned. For why should we need political or religious authorities to tell us how to live or what to believe, if each of us has the capacity to figure these things out for ourselves?Kant expresses this Enlightenment commission to the sovereignty of reason in the Critique Our age is the age of criticism, to which everything must submit. Religion through its theology and legislation through its majesty commonly seek to exempt themselves from it.But in this way they crusade a just suspicion against themselves, and cannot lay claim to that unfeigned respect that reason grants only to that which has been able to withstand its free and public examination (Axi). Enlightenment is about thinking for oneself rather than letting others think for you, according to What is Enlightenment? (835).In this essay, Kant also expr esses the Enlightenment faith in the inevitability of progress. A few independent thinkers will gradually inspire a broader cultural movement, which ultimately will locomote to greater freedom of action and governmental reform. A culture of enlightenment is almost inevitable if only there is freedom to make public use of ones reason in all matters (836).The task is that to some it waited unclear whether progress would in fact ensue if reason enjoyed full sovereignty over traditional authorities or whether unaided reasoning would instead lead straight to materialism, fatalism, atheism, skepticism (Bxxxiv), or even libertinism and authoritarianism (8146). The Enlightenment commitment to the sovereignty of reason was tied to the expectation that it would not lead to any of these consequences but instead would support certain key beliefs that tradition had always sanctioned. Crucially, these included belief in God, the soul, freedom, and the compatibility of science with morality and religion.Although a few intellectuals rejected some or all of these beliefs, the general spirit of the Enlightenment was not so radical. The Enlightenment was about replacing traditional authorities with the federal agency of individual human reason, but it was not about overturning traditional moral and religious beliefs. Yet the original inspiration for the Enlightenment was the new physics, which was mechanistic. If nature is in all governed by mechanistic, causal laws, then it may seem that there is no room for freedom, a soul, or anything but matter in motion. This threatened the traditional view that morality requires freedom. We must be free in order to choose what is right over what is wrong, because otherwise we cannot be held responsible.It also threatened the traditional religious belief in a soul that can survive death or be resurrected in an afterlife. So modern science, the pride of the Enlightenment, the source of its optimism about the powers of human reason, thre atened to undermine traditional moral and religious beliefs that free rational thought was expected to support. This was the main intellectual crisis of the Enlightenment. The Critique of Pure Reason is Kants response to this crisis. Its main topic is metaphysics because, for Kant, metaphysics is the domain of reason it is the inventory of all we possess through pure reason, ordered systematically (Axx) and the authority of reason was in question.Kants main goal is to show that a critique of reason by reason itself, unaided and unrestrained by traditional authorities, establishes a secure and consistent basis for both Newtonian science and traditional morality and religion. In other words, free rational inquiry adequately supports all of these essential human interests and shows them to be mutually consistent. So reason deserves the sovereignty attributed to it by the Enlightenment. 2. 2 Kants Copernican revolution in philosophy To see how Kant attempts to achieve this goal in the Critique, it helps to reflect on his grounds for rejecting the Platonism of the Inaugural Dissertation. In a way the Inaugural Dissertation also tries to leave office Newtonian science with traditional morality and religion, but its scheme is different from that of the Critique.According to the Inaugural Dissertation, Newtonian science is true of the sensible world, to which sensibility gives us access and the understanding grasps principles of divine and moral perfection in a distinct intelligible world, which are paradigms for measuring everything in the sensible world. So on this view our knowledge of the intelligible world is a priori because it does not depend on sensibility, and this a priori knowledge furnishes principles for judging the sensible world because in some way the sensible world itself sets to or imitates the intelligible world. Soon after writing the Inaugural Dissertation, however, Kant expressed doubts about this view.As he pardoned in a February 21, 1772 letter to his friend and former student, Marcus Herz In my dissertation I was content to explain the nature of intellectual representations in a merely negative way, namely, to state that they were not modifications of the soul brought about by the object. However, I silently passed over the further question of how a representation that refers to an object without being in any way stirred by it can be possible. By what means are these intellectual representations stipulation to us, if not by the way in which they affect us? And if such intellectual representations depend on our inner activity, whence comes the agreement that they are supposed to have with objects objects that are nevertheless not perhaps produced thereby?As to how my understanding may form for itself concepts of things completely a priori, with which concepts the things must necessarily agree, and as to how my understanding may formulate real principles concerning the possibility of such concepts, with which pri nciples experience must be in postulate agreement and which nevertheless are independent of experience this question, of how the faculty of understanding achieves this conformity with the things themselves, is still left field in a state of obscurity. (10130131)Here Kant entertains doubts about how a priori knowledge of an intelligible world would be possible. The position of the Inaugural Dissertation is that the intelligible world is independent of the human understanding and of the sensible world, both of which (in different ways) conform to the intelligible world.But, leaving aside questions about what it means for the sensible world to conform to an intelligible world, how is it possible for the human understanding to conform to or grasp an intelligible world? If the intelligible world is independent of our understanding, then it seems that we could grasp it only if we are passively affected by it in some way. But for Kant sensibility is our passive or receptive capacity to b e affected by objects that are independent of us (2392, A51/B75). So the only way we could grasp an intelligible world that is independent of us is through sensibility, which means that our knowledge of it could not be a priori. The pure understanding alone could at best enable us to form representations of an intelligible world.But since these intellectual representations would wholly depend on our inner activity, as Kant says to Herz, we have no good reason to believe that they conform to an independent intelligible world. Such a priori intellectual representations could well be figments of the brain that do not correspond to anything independent of the human mind. In any case, it is completely mysterious how there might come to be a correspondence between purely intellectual representations and an independent intelligible world. Kants strategy in the Critique is similar to that of the Inaugural Dissertation in that both works attempt to reconcile modern science with traditional morality and religion by relegating them to distinct sensible and intelligible worlds, respectively.But the Critique gives a far more modest and yet revolutionary account of a priori knowledge. As Kants letter to Herz suggests, the main problem with his view in the Inaugural Dissertation is that it tries to explain the possibility of a priori knowledge about a world that is entirely independent of the human mind. This turned out to be a dead end, and Kant never again maintained that we can have a priori knowledge about an intelligible world precisely because such a world would be entirely independent of us. However, Kants revolutionary position in the Critique is that we can have a priori knowledge about the general structure of the sensible world because it is not entirely independent of the human mind.The sensible world, or the world of appearances, is constructed by the human mind from a combination of sensory matter that we pay back passively and a priori forms that are supplie d by our cognitive faculties. We can have a priori knowledge only about aspects of the sensible world that reflect the a priori forms supplied by our cognitive faculties. In Kants words, we can cognize of things a priori only what we ourselves have put into them (Bxviii). So according to the Critique, a priori knowledge is possible only if and to the extent that the sensible world itself depends on the way the human mind structures its experience.Kant characterizes this new constructivist view of experience in the Critique through an analogy with the revolution wrought by Copernicus in astronomy Up to now it has been assumed that all our cognition must conform to the objects but all attempts to control out something about them a priori through concepts that would extend our cognition have, on this presupposition, come to nothing. Hence let us once try whether we do not get farther with the problems of metaphysics by assuming that the objects must conform to our cognition, which wou ld agree better with the requested possibility of an a priori cognition of them, which is to establish something about objects before they are given to us.This would be just like the first thoughts of Copernicus, who, when he did not make good progress in the explanation of the celestial motions if he assumed that the entire celestial host revolves around the observer, tried to see if he might not have greater success if he do the observer revolve and left the stars at rest.Now in metaphysics we can try in a similar way regarding the intuition of objects. If intuition has to conform to the constitution of the objects, then I do not see how we can know anything of them a priori but if the object (as an object of the senses) conforms to the constitution of our faculty of intuition, then I can very well represent this possibility to myself. Yet because I cannot stop with these intuitions, if they are to become cognitions, but must refer them as representations to something as their ob ject and determine this object through them, I can assume either that the concepts through which I bring about this determination also con.