...Evan Anderson 1/28/2015 Philosophy: What is philosophy? Well, that is an incredible difficult question to answer. Part of the reason is it is so hard to answer is because many famous philosophers, the ones who actually “do” the activity in question, don’t agree on one set definition and even go as far as to disagree with each other when putting fourth their own definitions. So how can we have a set answer to that question? Well this means that we are going to have to have a very broad definition. It has to be very wide because it has to encompass many famous philosophers’ ideas and teachings. To be a philosopher is to create and conceptualize ideas about how to live life the right way. When thinking about a philosopher we all tend to gravitate towards an image of an old Greek man with a large white beard, bald head and in robes. However, while there were a lot of ferry talented philosophers who were old and Greek, anyone can be a philosopher and we should encourage people to try. It would be ignorant for anyone who considers themselves to be a philosopher to not listen to everyone’s ideas. In Phaedo, Plato states that “Ordinary people seem not to realize that those who really apply themselves in the right way to philosophy are directly and of their own accord preparing themselves for dying and death. If this is true, and they have actually been looking forward to death all their lives, it would of course be absurd to be troubled when the thing comes for which they have...
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...block host to network R1 (config) # access-list 102 deny ip host 182.64.0.0 182.62.0.0 255.255.255.255 R1 (config) # access-list 102 permit ip any any R1 (config) # interface fast Ethernet 0/0 R1 (config-if) # ip access-group 102 in R1 (config - if) # exit R1 (config) # Block all telnet R1 (config) # access-list 104 deny ip host 182.64.0.0 182.62.0.0 0.0 0.0.0.0 eq23 R1 (config) # access-list 104 deny ip any any eq23 R1 (config) # access-list 104 permit ip any any R1 (config) # interface fast 0/0 R1 (config-if) # ip access-group 104 in R1 (config - if) # exit Block all ftp traffic R1 (config) # access-list 103 deny ip host 182.64.0.0 182.62.0.0 0.0 0.0.0.0 eq23 R1 (config) # access-list 103 deny ip any any eq23 R1 (config) # access-list 103 permit ip any any R1 (config) # interface Ethernet 0/0 R1 (config-if) # ip access-group 103 in R1 (config - if) # exit Reference Cisco. (n.d.). Configuring Commonly Used IP ACLs. Retrieved from http://www.cisco.com/c/en/us/support/docs/ip/access-lists/ 26448-ACLsamples.html#denyftp ComputerNetworkingNotes. (2014). How to configure extended access list on router. Retrieved from http://computernetworkingnotes.com/ network-security-access-lists-standards-and-extended/extended-access-list.html ComputerNetworkingNotes. (2014). How to configure...
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...PASSAIC COUNTY COMMUNITY COLLEGE APPROVED SCHEDULE OF TUITION AND FEES FOR FY 2012-2013 2011-2012 TUITION All Students (with the exception of online and dual enrollment students noted below) NJ Residents/Per Credit Out-of-State Residents/Per Credit ONLINE TUITION Students Taking Online Classes - NJ Residents/Per Credit Out-of-State Residents/Per Credit ONLINE FEES (Per Student, Per Semester) All online courses (OL section code) taken by PCCC students*** *** This fee is charged only once, regardless of the number of online course taken per semester. DUAL ENROLLMENT/HIGH SCHOOL STUDENTS All PCCC courses offered at high schools when taught by high school teachers^^ ^^This fee is per course without additional fees charged. GENERAL FEES (Charged Per Credit)^ General College/Per Credit (All Students) Student Activity/Per Credit Athletic Activity Fee/Per Credit Technology Fee/Per Credit (All Students) ^ Online credit will be charged the General College fee per credit as well as a Technology Fee per credit. Online courses do not have associated Student Activity or Athletic Activity Fees. REGISTRATION, BURSAR & OTHER FEES Immunization Fees Measles, Mumps & Rubella (MMR) (per dose) Hepatitis B (per dose) Transcript (Overnight mail only) Diploma Replacement Non-Credit Certificate Replacement Fee Late Registration Non-Attendance Fee (per course) Credit by Examination (per course) Credit by Examination (NU 101) Payment Plan Set-up Fee Late Payment Fee Bad Check ID Card Replacement Paterson...
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...PHI 103 WEEK 5 FINAL PAPER A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=phi-103-week-5-final-paper Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION PHI 103 Week 5 Final Paper, Science and Religion For as long as anyone can remember in record there has been much information for activities that seem out of individual control. In latest civil record, scientific & medical opinions have often contradicted each another. Religious ideas are mainly provided first & then enough medical proof builds up to challenge faith. These conclusions of technology are met with uncertainty and most of them are considered a heresy. Religion and science are available in a kind of pull and push relationship: in a same way like yen doesn’t exists without yes . Research aims to substitute faith with proven medical concepts & religion difficulties the scientific concepts with the durability and results of a faith. Since the dark age groups until the 1700s, spiritual viewpoint was the 200 years, many associates of universities (a school of philosophy), using technological innovation to back them up, came up with fresh ways of interacting with some unanswerable concerns. People have striven to describe the various secrets of the galaxy, and to rationalize our everyday living in it. Throughout this voyage of self-understanding, many standpoints on existence of people have progressed and joined into a complicated, subjective...
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...towards Biblical Truth Erik L. Norman Liberty University Abstract This paper contains my personal education philosophy; which is based on a foundation of Biblical principles, which I believe to be paramount in any philosophy. One must have a belief in God the creator of all if you truly want to know the meaning of life and your role in it. I believe that students should be taught first and foremost that they live in a fallen world and that sin separates us from god the father. And only through His Jesus Christ can we restore that that broken relationship. Once this is understood, the student can begin to develop the knowledge they need to become servants in God’s kingdom. I believe that my role as educator is to help foster that relationship through a mentor/disciple relationship. Below is an explanation on how I intend to achieve this goal. Guiding Young Minds towards Biblical Truth According to John Dewey (1997), “education is the process of facilitating learning. Knowledge, skills, values, beliefs, and habits of a group of people are transferred to other people, through storytelling, discussion, teaching, training, or research. As an educator it is our job to guide the young minds entrusted to us to a greater understanding of the subjects we teach through formal instruction. A teacher will facilitate this instruction on the basis of a teaching philosophy they have developed about teaching and learning. Being a teacher is a lifestyle, a love, a passion, and a calling...
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...PHILOSOPHICAL PERSPECTIVES: ASIAN THOUGHT PL 216D (Diversity course): SPRING, 2015 Instructor: Drew Leder Office: Humanities Center O 50o; phone: x2325; (410) 323-2531; e-mail: dleder@loyola.edu Office Hours: Tu, Th: 12:15-2:15 (extra hrs. added as needed, and by appt.) TEXTS: Ecknath Easwaran (trans.) Bhagavad Gita (BG) Thich Nhat Hanh Peace is Every Step (PS) Huston Smith The World’s Religions (WR) Assorted authors Pdf files and website links (Optional: Stephen Bodian Meditation for Dummies 3rd ed., but other editions will work January 13 Introduction to Course 15 The Four Goals; The Vedas and Upanishads: WR 12-26; Zaehner, Upanishads pdfs 20 Brahman, Atman, Maya, & Mystical Experiences/ NDEs: BG 22-30; Merell-Wolff, Berman (to p.42), Schmicker (to p.199) pdfs (H1) 22 Advaita Vedanta and Non-Locality: Shankara, Schmicker (on ESP, from p. 74), Targ pdfs 27 The Gita: Caste, Dharma: BG 13-22; BG 71-92B; WR 50-59 29 Dharma and Karma: BG 31-36; 92-93; Chopra, Leder/aging, Leder/prayer, (M1) (s-l orientation posting) February 3 Karma and Reincarnation: BG 235-241;WR 63-75; Fox, Bache pdf (H2) (G1) 5 Karma Yoga: WR 26-29, 37-41; BG 93-109 (S1) 10 Karma Yoga and Gandhi; BG 48-63t (H3) (G2) 12 Jnana Yoga; BG 111-131; WR 29m-32m; Ramana Maharshi link (M2) 17 TEST #1 (S2) 19 Raja and Bhakti Yoga WR 41b-50m; BG 133-45; Muktananda pdf 24 BhaktiYoga/Gods and Goddesses; WR 32t-36; BG 169-77; Sanatan, Ramakrishna...
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...International Journal of Arts and Sciences 3(15): 238-254 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org Filipino Philosophy and Post-Modernity Raymundo R. Pavo, University of the Philippines Mindanao, Philippines Abstract: Post-Modernity, with its stress on freedom and creativity, is a vantage point that can dispose Filipino thinkers to philosophically formulate, construct and develop thought systems. This liberating milieu can be reckoned as a fertile occasion where Filipinos can explore the conditions of possibilities that grant a philosophical status to thoughts, statements or constructions that either come from or pertain to the Filipino mind. Such that when we use the concept Filipino Philosophy, we are well-conscious of these two interrelated points – The Identity and Referential Nature of the concept Filipino, and the connotation/intension of the term Philosophy. Is it Filipino? Is it philosophical? These are the questions that have guided the ruminations in this philosophical treatise. And as an initial insight to such questions, we propose a kind of vantage point that can address the identity and referential nature of the term Filipino in a Filipino Philosophy and the philosophical substance of its claim. This perspective, we shall argue, may be construed by a social-scientist-philosopher. As a social scientist, this thinker is mindful of the descriptions or characteristics that may be regarded as telling of the Filipino milieu. As a philosopher, this...
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...Transcendental Philosophy One needs specific initiation into the classics of transcendental philosophy (Kant’s "Criticism," Descartes’s "Metaphysics," and Fichte’s "Doctrine of Science") because all say farewell to the common sense view of things. The three types of transcendental thinking converge in conceiving rational autonomy as the ultimate ground for justification. Correspondingly, the philosophical pedagogy of all three thinkers is focused on how to seize and make that very autonomy (or active self-determination) intellectually and existentially available. In the concrete way of proceeding, however, the three models diverge. Descartes expects one to become master of oneself and "the world" by methodologically suspending his judgement on what cannot qualify itself to be undoubtable. Kant leads us to the point where we can triangulate universal conditions of the possibility of knowledge through individually acquiring the competence to judge the legitimacy of encountered propositional claims. Finally, Fichte confronts us with the idea of the identity of self-consciousness and objectivity. (1) Transcending ordinary life and experience to a somewhat higher being is surely not the scope of transcendental philosophy. What the revolutionary achievements of Descartes, Kant, and Fichte have generically in common is to account for the legitimacy of our knowledge claims or, in other words, for the possibility of autonomy. The business of that kind of philosophy is to rationally...
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...The Examined Life FOURTH EDITION author J. P. White Chair, Department of Philosophy Santa Barbara City College contributing author Manuel Velasquez Professor of Philosophy Santa Clara University This Telecourse Study Guide for The Examined Life is part of a collegelevel introduction to philosophy telecourse developed in conjunction with the video series The Examined Life, and the text Philosophy: A Text with Readings, tenth edition, by Manuel Velasquez, The Charles Dirksen Professor, Santa Clara University. The television series The Examined Life was designed and produced by INTELECOM Intelligent Telecommunications, Netherlands Educational Broadcasting Corporation (TELEAC/NOT), and Swedish Educational Broadcasting Company (UR) Copyright © 2007, 2005, 2002, 1999 by INTELECOM Intelligent Telecommunications All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of INTELECOM Intelligent Telecommunications, 150 E. Colorado Blvd., Suite 300, Pasadena, California 91105-1937. ISBN: 0-495-10302-0 Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson One — What is Philosophy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
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...P LA T O and a P LAT Y P U S WA L K I N TO A B A R . . . Understanding Philosophy Through Jokes < T H O M A S C AT H C A RT & D A N I E L K L E I N * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * P l at o a n d a P l at y p u s Wa l k i n t o a B a r . . . PLATO and a PLAT Y PUS WA L K I N T O A B A R . . . < Understanding Philosophy Through Jokes Th o m as Cat h c a rt & Dan i e l K l e i n A B R A M S I M AG E , N E W YO R K e d i to r : Ann Treistman d e s i g n e r : Brady McNamara pro d u c t i on m anag e r : Jacquie Poirier Cataloging-in-publication data has been applied for and may be obtained from the Library of Congress. ISBN 13: 978-0-8109-1493-3 ISBN 10: 0-8109-1493-x Text copyright © 2007 Thomas Cathcart and Daniel Klein Illlustration credits: ©The New Yorker Collection 2000/Bruce Eric Kaplan/ cartoonbank.com: pg 18; ©Andy McKay/www.CartoonStock.com: pg 32; ©Mike Baldwin/www.CartoonStock.com: pgs 89, 103; ©The New Yorker Collection 2000/ Matthew Diffee/cartoonbank.com: pg 122; ©The New Yorker Collection 2000/ Leo Cullum/cartoonbank.com: pg 136; ©Merrily Harpur/Punch ltd: 159; ©Andy McKay/www.CartoonStock.com: pg 174. Published in...
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...The Thief of Time The Thief of Time Philosophical Essays on Procrastination Edited by Chrisoula Andreou Mark D. White 2010 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2010 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, NY 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data The thief of time: philosophical essays on procrastination / edited by Chrisoula Andreou and Mark D. White. p. cm. Includes bibliographical references and index. ISBN 978-0-19-537668-5 (hardback: alk. paper) 1. Procrastination. I. Andreou, Chrisoula. II. White, Mark D., 1971– BF637.P76T45 2010 128'.4—dc22 2009021750 987654321 Printed in the United States of...
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...Evaluating Media Coverage My first online video story was on CNN and it covered the “Lockerbie Bomber Dies in Tripoli”. The length of this video was around 3:22 and I found this story playing on people’s emotions. What it showed (which was terrible) was a man convicted of bombing a airline flight back in 1988(Pan Am, flight 103), which killed all 270 people on board. The Lockerbie bomber was given 27 years but only served about eight years, because of prostate cancer. They interviewed the passengers family’s and they expressed how they thought about his early release. This was a good way to get an emotional response in the audience/public. However, they did bring up some interesting points like the fact that Libya threatened Britain in a statement that if the bomber died in a Scottish jail, there would be dire consequences. Of course, when asked about this, this was denied. People in Scotland were interviewed and many thought that he was being used as a “scapegoat” so to speak. Even the possibility that he may have even been a Libyan Intelligence Agent was mentioned but that was never proven, even in the trial. My second online news video was with Fox News about the continuing story about baby Lisa and the newest updates. It had the parents and their attorney at the news station being interviewed, as well as flash backs with the same reporter from the beginning. This interview lasted 10:27 which is quite a bit longer then the first video but then again, we are talking about...
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...The Social, Cultural, Historical and Political context of The Women of Lockerbie The Women of Lockerbie is a play written by Deborah Brevoort; set in town of Lockerbie sometime after the bombing of Pan Am 103, a New Jersey couple visit there to search for the remains of their son who was killed in the attack. They find a group of women there who are protesting against the American government to obtain the clothes of their departed ones, but the government plans to burn them. The play focuses and is based around how people cope with devastating news and loss. This is clearly shown through the characters as is made more believable as it is based off a real event and set in a real place. This time period that the play is set in is shown to be a time of moving forward as well, as the characters are trying to move forward with their lives, but are being held back. The play handles and displays the government as being the antagonists. This is to emphasise when the play is set, as it is set in a time where people were scared and nervous. The way I would portray these emotions would be by speaking my monologue in a low pitch and tone, which gets across the feeling of sadness and depression which is what the overall context of then play is. It makes the characters seem very pessimistic. The play contains a lot of chorus like sections. These are used to get the sombre feelings that the play brings up. It fits with the overall pace and themes of the play as it is about coping...
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...The Philosophy of War Derek Garner PHI 103 Informal Logic Instructor Michael Larson 8/10/15 The Philosophy of War War can be defined in many different ways. It can be a conflict between nations or states or between schools of thought or ideologies. J. Locke states, "the state of war is a state of enmity and destruction" (pg 1). Every human being has the right to defend themselves against threats of violence or destruction. If someone attempts to enslave another, they have the right to protect their life against someone who is trying to obtain absolute power by whatever means necessary. By the law of nature, man or country has the right to destroy that of which threatens them. In order to identify the premises, we must first realize what causes war. Theorists claim that man is a product of his environment, but he also possesses the power to change that environment. Some often presume that mankind, as a whole, is subject to forces that prompt him to wage war, due to a culture or political nature. According to J. Locke, "men living together according to reason, without a common superior on earth, with authority to judge between them, is properly the state of nature" (pg 2). The premises are clear when it comes to war. Man has a preservation to protect himself and his possessions. He also has the right to protect his land and his country. In the end, man will have to answer, for his sins, to a judge or a higher...
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...Renee Johnson Calumet College of St. Joseph ENG 103 SA 16 February 2015 “The Allegory of the Cave” In this pamphlet, philosophy is presented by Socrates, “The allegory of the cave” by Benjamin Jowett. Through this comparison, there is an image of learning effects on human mind. The thinker is moved by learning through stages on divided line, and the end takes him to a proper evolution. In the pamphlet, the dark scene is described by Socrates whereby, some people have never seen the light of the day because of staying in caves from birth. The darkness in this room bounds these people from looking at them or either side but only straight ahead. Looking up the wall, statues fill their eyes and are manipulated by a certain group of individuals who are lying out of the sight that is behind a partial wall (Socrates). This fire results to statues that have casted shadows on the wall where prisoners are facing (Socrates). This results to the prisoner to believe the stories the shadows play out and see them as real things offered by the world. Socrates compares these prisoners as a symbol of the lowest stage on line-imagination (Socrates). The primary objective is to ensure that every man comes out of a cave. When the soul is directed towards the right desires, it depicts the aim of education. As Socrates says, it should aim at placing knowledge into the mind. As Socrates explains, the extension of the analogy between sight and mind, a wicked, intelligent man's vision can be...
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