Realism vs. Surrealism

Why is he so important? What makes is death so significant? † Realism vs.. Surrealism Books are a major piece in the puzzle of life. When books, a source that points out a society's imperfections, are taken away, humanity is lost. In Ray Bradbury scientific novel Fahrenheit 451 , firemen are the people to start fires, rather than extinguish them, as they do in the modern world. They also investigate homes that are reported to be sheltering books.Owning books and reading books is against the law in this eating, and if any are found during the investigation, the owner is arrested and the books are burned. Captain Beauty, the leader of the firemen, is portrayed as a mysterious and suspicious man, who goes around quoting books during the day, and burning them at night. Later on in the story it was made clear that Captain Beauty has read books in his lifetime; however he turned away from them because he was required to think on his own.Ray Bradbury created this character to show th at the awareness of imperfections in society can, in some case, lead to the missing desire to use the knowledge. Beauty is the type of person, who after learning the truth and reality, returns to the unreality he was used to. This relates to Plat's Allegory of the Cave. The cave that Plato thought of was set up with prisoners chained up, facing a wall that projects shadows originating from puppets behind the prisoners on a platform. Beneath the platform and behind the prisoners is an opening which leads into the real world.The essence of the philosophy is that a prisoner is let go into the real world with the knowledge they have, such as the puppets' shadows. For example, if a prisoner saw a go in the real world, he would think that it is fake, because he accepted the reality of the shadow of the dog projected on the cave wall. The slave then realizes, the images shown in the cave are an unreality. Once they are exposed to the truth they cannot return to the life they once knew. The character Beauty was a representation of a prisoner or slave chained up in the cave.Beauty became free, and he started reading books and questioning society, representing the transition from the cave to the real world. The moment he was exposed to the truth, he did not enjoy it, because he had o think on his own. Beauty then returned to the life he knows is a lie. Despite the fact that Beauty returned to the cave, he read the books so intuitively that he was able to quote them and give them some significance to his life. When Montage felt sick, Beauty visited him because he knew Montage had stolen a book from the reported house they investigated the previous night. He lectured Montage on how nothing valuable comes from books.For example, during the lecture Beauty says â€Å"Well, Montage, take my word for it, I've had to read a few in my time, to know what I was about, and the books say thing! Nothing you can teach or believe† (62). By saying this to Montage, Beauty is tryin g to prevent him from â€Å"leaving the cave† or learning that humanity has many imperfections. Beauty feared that if Montage learns the truth about the society they live in, he will also be cowardly to make a difference and return to the unreality as Beauty has done. Despite the fact that Beauty returned to the false world, his ‘contaminated' mind could not forget the lessons he had learned from books.Beauty's character served a purpose to demonstrate that there is a restriction towards what en can do; however, with all the knowledge of humanity Beauty has acquired, he chooses not to do anything. Beauty served as a very significant character throughout the novel. He is a combination of Montage, someone who wanted to learn about the imperfections, and Mildred, a shallow and a cowardly person. He is similar to Montage in the sense that he read books, and questioned society. Montage, however, wanted to make a difference, so he came up with a plan. â€Å"If you thought it would be a plan worth trying, I'd have to take you word it would help† (86).Montage thought of a plan to sabotage he lives of the firemen by planting books in their houses, having them arrested, and as a result their houses would be burned. They would be left with nothing and they would be in Jail. This would give Montage and his helper, Faber, time to plant more books in other civilian homes. Beauty displayed many of the qualities that Montage possessed, despite the fact that Montage was proactive to solve problems. Beauty is similar to Mildred because he learned all this valuable information, yet he threw it away, because he did not want to burden himself with thinking about the books and hat they truly meant.When Montage shows Mildred, his wife, all of the books he has been hiding, he asks her to read them with him. As they are reading Mildred, who is too confused and frustrated, shouts â€Å"What does it mean? It doesn't mean anything! † (68). Mildred did not under stand why she had to think about the book, and Beauty returned to the cave' for the same reason. He did not want to go through the tedious process of thinking about what the books mean. Despite the frustration, when Beauty quotes the books throughout the novel, it indicates he received meeting from books; however, it was not enough for him to completely leave the cave.With Beauty being aware of the knowledge he has, but refusing to make a change, his death is instantly made significant. Before his death he quotes the famous line from the Shakespearian tragedy Julius Caesar â€Å"There is no terror, Cassias, in your threats, for I am arm's so strong in honesty that they pass me as an idle wind, which I respect not! † (119). Beauty says this to Montage, while he is pointing a flamethrower directly at Beauty, to show him that he is not scared to die. In that same vein, when Montage kills Beauty, before him is the path he must take to make a difference; however, without the obsta cle: Beauty.Montage is no longer surrounded with the constant reminder that books and independent thoughts are useless. Later on in the novel, a terrifying realization dawns over Montage; that Beauty wanted to purposefully die. He says â€Å"Beauty wanted to die,† as he comes up with an explanation for Beauty's unusual wish. Beats desire to die, was because he was not satisfied with what his life has become. He had gone through the trouble of escaping the cave, reading the kooks and trying to understand their content. Unfortunately, Beauty was unwilling to think on his own, therefore he returned to the unrealistic life.While seconds away from his death, Beauty sees an image of what he could have become if he put aside his frustration with comprehending the books ; Montage, a person who chooses to use the knowledge he has gained. Both firemen started out the same way. They both loved their Job, but one day they started questioning society which led them to reading books. Monta ge, however, wanted to make a differ Renee and learn to understand the world that was hidden away from him, while Beauty returned to the cave because it was the easier life to live.Ray Bradbury novel Fahrenheit 451 follows the framework of Plat's Allegory of the Cave, and although many characters have to partake in the Journey of leaving the cave, a single character Beauty, has a unique participation in the Journey of exiting the cave. When Beauty is introduced in the setting quoting books, his character's demeanor takes an unexpected turn. He is perceived as a tough and loyal fireman; however, no one knows that in the past, he was a law-breaker.Beauty was curious to discover the content of those mysterious books and he read many attentively, and received enough knowledge to quote them in any type of circumstance. He became too frustrated with comprehending the books which led to his willing transition from reality to unreality. Ray Bradbury created this character to show the ignora nce of humanity when one must think independently. Captain Beauty was important to the novel because he was a controversy between Mildred, a shallow prisoner, and Montage, a prisoner trying to escape. Without the combination of the two, there would to be any balance.Captain Beauty's death, allowed Montage to continue his Journey with the eradication of his main obstacle. It also was significant because it revealed to the reader that Captain Beauty was miserable living in the fake world when he had already been exposed to the true imperfections of society, and he could not live with himself that he sacrificed a chance to make a change, the way Montage has. Without books, the imperfections of society are not pointed out and many people gain the courage to understand the truth rather than accepting the reality that is presented to them.

Importance Of Mathematics For Teaching By Ball, Hill Bass,...

I had many reflections—as a student, teacher, and educator—after reading the article, â€Å"Knowing Mathematics for Teaching† by Ball, Hill-Bass, and Bass (2005). Ball and her colleagues (2005) discuss the issue that there are many different schools of thoughts and practices about the way teachers should be prepared and supported to teach mathematics in classrooms. On the one hand, teachers are asked to take additional math content classes, attend teaching- practice and new curriculum workshops. On the other hand, Bass et al. (2005) tell us there have been efforts to recruit teacher based on strong college grades in mathematics majors. Yet, Ball et al. suggests the need to continue to research the relationship between the level of preparation and knowledge in mathematical to student achievement to â€Å"ensure that every student has a teacher who comes to the classroom equipped with the mathematical knowledge needed for teaching† (p. 44). First, as a st udent, the article initially led me to reflect on my own experience as a student in K-12. For example, I thought about my experience with mathematical content and the resources I was exposed to attending urban public schools and the issue with limited resources. Indeed, I believe my K-12 mathematic teachers were teaching me the best they could, however, as I got older I have realized that it is not my strongest academic content. As I continue to analyze and reflect on my experience I continued to come across the juxtapose idea ofShow MoreRelatedFactors Affecting the Low Performance in National Achievement Test of Grade 6 Pupils6433 Words   |  26 Pagesmaster the basic facts—including children with learning disabilities. To master their facts, they must be exposed to a variety of strategies and be able to construct efficient mental tools that will help them. Maths is a wonderful subject. The importance of maths which will be quality math help for students are as follows:   1.Maths is a tool for the subjects like Physics and chemistry in higher secondary and above.   2.Nothing can be done in Architecture and Designing without the knowledge of MathsRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesManagement Course: MBA−10 General Management California College for Health Sciences MBA Program McGraw-Hill/Irwin abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell LeadershipRead MoreDeveloping Management Skills404131 Words   |  1617 PagesCongress Cataloging-in-Publication Data Whetten, David A. 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Read MoreProject Mgmt296381 Words   |  1186 PagesCulture awareness 1.4.4 Project offices 8.1.2 Continuous improvement 5.1 Requirements vs. actual [5.3] Chapter 17 Agile PM 6.1.2.2 Rolling wave This page intentionally left blank Project Management The Managerial Process The McGraw-Hill/Irwin Series Operations and Decision Sciences OPERATIONS MANAGEMENT Beckman and Rosenfield, Operations, Strategy: Competing in the 21st Century, First Edition Benton, Purchasing and Supply Chain Management, Second Edition Bowersox, Closs, and CooperRead MoreLogical Reasoning189930 Words   |  760 Pagesmention the word â€Å"declarative.† Also, we usually don’t use the word â€Å"logically.† ────CONCEPT CHECK──── Create two sentences about basketball that are inconsistent with each other. ────5 Examples of Good Reasoning So far weve explored the importance of reasoning logically in situations that require a decision—either a decision about what to do or a decision about what to believe. 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Magnetars Neutron Stars with a Kick

Neutron stars are weird, enigmatic objects out there in the galaxy. Theyve been studied for decades as astronomers get better instruments capable of observing them. Think of a quivering, solid ball of neutrons squished together tightly into a space the size of a city.   One class of neutron stars in particular is very intriguing; theyre called magnetars. The name comes from what they are: objects  with extremely powerful magnetic fields. While normal neutron stars themselves have incredibly strong  magnetic fields (on the order of 1012 Gauss, for those of you who like to keep track of these things), magnetars are many times more powerful. The most powerful ones can be upwards of a TRILLION Gauss!   By comparison, the magnetic field strength of the Sun is about 1 Gauss; the average field strength on Earth is half a Gauss. (A Gauss is the unit of measurement scientists use to describe the strength of a magnetic field.) Creation of Magnetars So, how do magnetars form? It starts with a neutron star. These are created when a massive star runs out of hydrogen fuel to burn in its core. Eventually, the star loses its outer envelope and collapses. The result is a tremendous explosion called a supernova. During the supernova, the core of a supermassive star gets crammed down into a ball only about 40 kilometers (about 25 miles) across. During the final catastrophic explosion, the core collapses even more, making an incredibly dense ball about 20 km or 12 miles in diameter. That incredible pressure causes hydrogen nuclei to absorb electrons and release neutrinos. Whats left after the core is through collapsing is a mass of neutrons (which are components of an atomic nucleus) with incredibly high gravity and a very strong magnetic field.   To get a magnetar, you need slightly different conditions during the stellar core collapse, which create the  final core that rotates very slowly, but also has a much stronger magnetic field.   Where Do We Find  Magnetars? A couple of dozen known magnetars have been observed, and other possible ones are still being studied. Among the closest is one discovered in a star cluster about 16,000 light-years away from us. The cluster is called  Westerlund 1, and it contains some of the most massive main-sequence stars in the universe. Some of these giants are so big their atmospheres would reach to Saturns orbit, and many are as luminous as a million Suns. The stars in this cluster are quite extraordinary. With all of them being 30 to 40 times the mass of the Sun, it also makes the cluster quite young. (More massive stars age more quickly.) But this also implies that stars that have already left the main sequence contained at least 35 solar masses. This in of itself is not a startling discovery, however the ensuing detection of a magnetar in the midst of Westerlund 1 sent tremors through the world of astronomy. Conventionally, neutron stars (and therefore magnetars) form when a 10 - 25 solar mass star leaves the main sequence and dies in a massive supernova. However, with all the stars in Westerlund 1 having formed at nearly the same time (and considering mass is the key factor in the aging rate) the original star  must have been greater than  40 solar masses. It is not clear why this star did not collapse into a black hole. One possibility is that perhaps magnetars form in a completely different manner from normal neutron stars. Maybe there was a companion star interacting with the evolving star, which made it spend much of its energy prematurely. Much of the mass of the object might have escaped, leaving too little behind to fully evolve into a black hole. However, there is no companion detected. Of course, the companion star could have been destroyed during the energetic interactions with the magnetars progenitor. Clearly astronomers need to study these objects to understand more about them and how they form. Magnetic Field Strength However a magnetar is born, its incredibly powerful magnetic field is its most defining characteristic. Even at distances of 600 miles from a magnetar, the field strength would be so great as to literally rip human tissue apart. If the magnetar floated halfway between the Earth and the Moon, its magnetic field would be strong enough to lift metal objects such as pens or paperclips from your pockets, and completely demagnetize all of the credit cards on Earth. Thats not all. The radiation environment around them would be incredibly hazardous. These magnetic fields are so powerful that acceleration of particles easily produce x-ray emissions and gamma-ray photons, the highest energy light in the universe. Edited and updated by Carolyn Collins Petersen.

Karl Marx And The Productive Power - 1182 Words

Karl Marx believed that growth is driven by the progression of the productive power by human. This productive power was also the rise and fall of an economic structure according to how progression is supported and downcast. Marx suggest that through communism it is possible to eliminate the constraint that exploitation has on the society’s laborers. The mode of production involves the methods humans use to produce the resources to sustain the provision for survival and to improve society as a whole. The two components to the mode of production are the means of production (what is used) and the relation of production or property (labor, capital). The mode of production is the union of creative powers and the relations of production.†¦show more content†¦Feudalism The very definition of the term feudalism as it relates to the 19th century is that of a dominant social system in medieval Europe, in which the nobility held lands from the Crown in exchange for military service, and vassals were in turn tenants of the nobles, while the peasants (serfs) were obliged to live on their lord s land and give him homage, labor, and a share of the produce, notionally in exchange for military protection. Thus, the feudalist mode of production was constructed on a mixture of the enormous landholdings belonging to the feudal lords and the lesser smallholdings of the direct makers, the serfs, who were misused by added economic restraint, as distinctive of feudalist power. This is a form of stratification. â€Å"Some Principles of Stratification† by Kingsley Davis and Wilbert Moore advocate that stratification is needed in order to make a society functional. The lords (upper class) have the power while the serfs (middle/lower class) tends to the labor. H owever, Max Webber’s â€Å"Class, Status, Party† defines stratification as taking something which is not yours to take. This is a justified cause to change the function of society. The lords demanded that the labor of the serfs be a right belonging to the lords. The mode of production under feudalism permitted the exploitation of labor by forcing the people to the very land that they worked and not rendering them the economic freedom they deserved. The downfall of feudalism was due to the

Abortion and Women’s Rights Free Essays

I believe that abortion is a woman’s right in Africa.   The decision should be up to the individual woman without any outside influences from society. (2003, Thomas) Lynn M. We will write a custom essay sample on Abortion and Women’s Rights or any similar topic only for you Order Now Thomas explains how â€Å"Social controversies for women in Africa are looming presenting a risk of death† because of the laws in the country which ban women from having abortions, in which the issue of reproductive rights in Africa is an important aspect of women’s rights and is one of the central issues in human rights debated in various regions in Africa. The problem of reproductive rights is therefore linked to larger women’s rights issues in that sex and reproduction are often used as ways of oppressing women in various cultures.   Ã‚  Ã‚   Reproductive rights therefore refer to the issue of choice and the right for women to decide for themselves – particularly with regard to their bodies and the important aspects of pregnancy and childbirth. One study on this issue states the problem in the following way. â€Å"The Right to choose is just one aspect of a much larger issue of reproductive rights – women’s right to control their own bodies and reproductive lives,† according to Smith. ( Smith, 2004) The right to abortion should be an African woman’s choice and right .   Women‘s reproductive rights and human rights in general, is the right to have an abortion, if she chooses and it essentially is a women’s prerogative.   We will discuss the right of a women and why she must   choose for herself, as well as be legally available to get an abortion in Africa.. For too many years, women who live in Africa have been giving birth to children in which many of them could not afford.   Women were never asked if they wanted to give birth to the child and never given the choice if she wanted to remain pregnant.   It was always assumed that if she got pregnant, she would carry the child without ever considering the possibility of aborting the fetus.  A women should also have the full legal right with regard to choosing to have an abortion or not and this right should not be predetermined by society for cultural reasons, but by the woman who will be responsible for carrying the fetus. Very often the issue of abortion is treated as if it is a separate aspect and not related to the context of the more â€Å"acceptable† view of the legitimate rights of women.  Ã‚   Very few people question the right of the woman when it comes to the issue of abortion but the issue of abortion on the other hand carries with it negative associations and connotations and have become a very cultural issue.   However, abortion is an issue that should, of necessity, be viewed in the larger context of women’s rights because the woman is the primary caretaker of the child, if she chooses to give birth, she is the person who must decide if the child can be properly cared for.   In impoverished nations, such as Africa, it should be especially legal since the living conditions are so bad. Reproductive rights, as the essential rights of women over their own bodies and sexuality, are not something separate from other issues relating to gender rights where the central arguments put forward in this regard, that it is the woman that must make this choice and not a society that is dominated by a cultural view on abortion. It is the woman who offers her body as a vessel necessary for the growth of the unborn child, not a nation’s, such as Africa, who doesn’t offer assistance for the growth of the child and therefore he leaves the woman to be solely responsible for the development and care for the child.   Since women are the ones who carry babies for nine months, African officials shouldn’t have a right to deny the woman the freedom to make a conscious choice, therefore, they shouldn’t be able to judge the African woman’s decision or her views concerning abortion. It should also be noted that the issue of reproductive rights for women is a complex and convoluted area of moral and ethical discourse.   However the central fact is that the history of reproductive rights is intimately linked to the history of women’s rights and cultural issues in general, which have become prominent in society.   To speak of reproductive rights is to ask if it is safe for a woman to give birth in a nation that is sometimes incapable of aiding in the growth of the child.   Reproductive rights are sometimes compromised because of a nation‘s views on the subject. The issue is debated differently from traditional point of view since many Africans believe that it is always necessary to give birth without considering the harmful effects that the pregnancy may cause.   The African woman has to make the choice of if she will carry a child for nine months of her life or if he will be solely responsible for the child’s care, both emotionally and financially since African men have often in the past, denied that they were involved in the child’s development and they certainly have never had to make the choice of carrying a child to full term. One of the central arguments in favor of the right to abortion for women is that in many societies women are subjected to horrendous oppression and discrimination in terms of sexual role and norms. (2003, WHO) One example that is often quoted is that of Africa.   Many women in African countries have no control over their sexual and reproductive rights.   If, for example a husband contracts HIV/AIDS, in some cultures the wife cannot refuse to have intercourse with him – even though this would endanger her personal health and infringe her sexual rights.   In effect many women in the world have no say or control over their bodies and sexuality. This relates to the issue of abortion in that the right to undergo an abortion is an extension of these reproductive and human rights that should be accepted as ubiquitous in all societies. Another issue that is often quoted in defense of women’s abortion rights is that, a large number of poor and working-class women die when abortion is illegal. According to the World Health Organization, 78,000 women around the world die from unsafe abortions every year. Abortion is every woman’s right. This aspect is also highlighted by the fact that the problem of deaths due to abortions usually occur among the poor, oppressed or disenfranchised women of the world. This fact does not apply only to the less developed regions of the world according to (Rosenbaum, 2001) who says, â€Å"Women in Africa are at risk.† These cases are usually among the Black or Hispanic populations. With the high poverty rate for African women , it is not unreasonable to believe that the abortion rate would be high among these races. Abortion is every woman’s right, and should be closely looked at more closely when it comes to abortions in countries who offer little or no help to the mother. In many countries in the world abortion is forbidden and can result in prison terms for women.   It is often the case that reproductive rights are denied in countries which are usually poverty stricken and with poor human rights records. Approximately 25% of the world population lives in countries with highly restrictive abortion laws, which is quite common in Africa. These are the countries where abortion is most restricted according to the law. â€Å"In Africa, women still are not allowed to obtain an abortion,† says Stuart Rosenbaum. (2001,Rosenbaum) It therefore follows that allowing women their reproductive rights and providing for legalized abortions could save suffering and lives in these counties. This rationale also applies to the high incidence of rape in many countries where abortion is illegal.   Many women suffer both physically and economically as a result of laws that do not provide for the right to abortion as a fundament human right. While there is the ethical argument that the unborn fetus also has rights, this is an aspect that must be considered in terms of the rights of the mother as well.   It must be admitted that the issue of the rights of the unborn child presents intricate and complex problems, which involves many often confusing and convoluted definitions of what constitutes life.   A comprehensive study in this regard is The House of Atreus: Abortion as a Human Rights Issue is explained, (Bohan, 1999). The author tells us that â€Å"No society that truly believes in human rights can fail to recognize the right to life of the unborn. Human rights are, by definition, rights which inhere in one simply by virtue of being a human.† Notwithstanding these arguments, the problem of abortion rights finds its proper context in the general view of cultural regards. Therefore the question of abortion rights should be seen in the context of social oppression and other forms of societal discrimination of women.   The traditional view of women is for the African woman to get pregnant, carry the baby for nine month and then to give birth without ever questioning the option of abortion.   These cultural values do not recognize the importance of women’s health and well-being, and they do not ever take into consideration that the woman may die during childbirth or that she may give birth to a child who is born into poverty conditions and may die from starvation or illness. The topic of abortion should be discussed in Africa and offered as an option to the woman who has the right to choose abortion if she sees that it is necessary. The argument for abortion rights for women should be linked to the larger issues and related to aspects in society that are all interconnected.   As one study suggests, the legalization of abortion rights is closely linked to issues such as class, race and economic discrimination, especially in Africa. â€Å"Abortion should be legal in Africa†¦ because statutory bans on abortion during the twentieth century were selectively or arbitrarily enforced in ways that intentionally discriminated against poor persons and persons of color,† according to (Graber, 1996) and those rights should be given to every woman in Africa, so she can make her individual decision of if she will be giving birth to her child or getting an abortion. Graber,Mark. (1996) Rethinking Abortion, p. 6 Rosenbaum, Stuart E. (2001) Pro-Life Verses Pro Choice, The Ethics of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Abortion, p. 173 Thomas, Lynn M. (2003) Politics of the Womb, University of California  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Press, p. 17 World Health Organization, (2003) Technical and Policy Guidance for  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Health Systems, p.6    How to cite Abortion and Women’s Rights, Essay examples

Defining Intelligence free essay sample

Defining Intelligence Intelligence is a word that is around us all of our lives. We hear all the time about how intelligent some are and how not others are. Parents always want their kids to be intelligent. I think though, measuring intelligence is hard. Everyone is so different and so we all have different intelligence in different things. So really we are all intelligent, just not in the same things. The definition of intelligence from the Merriam-Webster online dictionary is â€Å"the ability to learn or to understand or to deal with new or trying situations.† Another definition from the Merriam- Webster is â€Å"the ability to apply knowledge to manipulate ones environment or to think abstractly as measured by objective criteria (such as tests).† These definitions to me are saying that intelligence only applies to school. That you are only intelligent if your grades are up and if you can get high test scores. We will write a custom essay sample on Defining Intelligence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In my opinion, there is much more to intelligence than that. An intelligent person is not someone who is ignorant. Someone who thinks that they the smartest. An intelligent person isn’t someone who uses their knowledge for a bad thing. If they hurt people, they are far from intelligent. A person that has intelligence is able to use it in a responsible way that doesn’t cause any harm to anyone. A person is most definitely intelligent if they do well in school. It takes a special person to be able to get good grades. They are dedicated and are able to sacrifice for a decent education. They work hard during school hours and yet still do homework all night for nine months of the year. They gain intelligence by listening to the teachers, doing homework, and studying for tests. Students who are intelligent in school can do almost any sort of math problem with little thought. They have the ability to do things without much thought because of all the studying and information t hat they have memorized. They are very intelligent. There is more to intelligence than school, though. People that do bad in school, are Almost always intelligent people; school just wasn’t their thing. Don’t get me wrong, school is very important but, to some people it just doesn’t interest them. Those people are smart in other areas. Maybe its hunting or fishing, fixing cars, building things, or music. They know things that school educated people have most likely never heard of. They are usually smarter than they get credit for. They have different knowledge. Both school smart and â€Å"street† smart people are intelligent, its just that the information that they know is completely different. My brother Tyler never got the best grades. He passed and graduated, but he was not a 4.00 student. I remember my parents getting mad because he wouldn’t get good report card grades. It would make them so frustrated. He is now older and out of school. I have come to realize how intelligent he actually is. Tyler is so quick witted and$ jokes around like a comedian, always trying to get a laugh. He knows all about history and word definitions and can fix all sorts of car problems. His knowledge of the outdoors is huge. Tyler can also build things and fix all sorts of issues in his house. Truly, if there is something that needs to be done, he can fix it or build it or help you with it. Tyler’s grades were far from a measure of his intelligence. Looking at them would make him seem not very bright. Seeing what he knows in things that come up in everyday life shows that he really is extremely smart. Intelligence doesn’t only deal with school. Just because he got bad grades doesn’t mean anything. He is honestly one of the most intelligent people I have ever met. My intelligence is far from my brothers. I do think that I have more â€Å"school smarts† than him. He beats me in all the outdoors, cars, and fixing thing s categories, though. I would still consider myself intelligent. I know a lot about different sports and athletes while Tyler doesn’t. We have different interests and so we are going to have different intelligence. We both are very intelligent and that is why I think its hard to measure. There are so many things to take into account before someone can be called unintelligent. It’s just such a hard thing to define. Intelligence is a sort of measure of how smart someone is, and every person has different intelligence. Its being bright and insightful about really anything. It’s all the knowledge that they have inside of them. Things they have learned from work, books, teachers, people that they spend time with. Intelligence is how much that they know about things that they like or enjoy to do. It needs to be realized that book smart isn’t the only smart that there is. Intelligence is a word that seems to get used only with those 4.00 students when in reality its not just them. Yes, they are very intelligent, but so are those who do things that don’t involve homework. It’s just a different type but it doesn’t mean one intelligence is more important than the other.

Postal Rule Essay Example

Postal Rule Essay Wajid, a plumber, has a mobile phone contract with Telecom until 31st October. He has also had dealings with phone companies Webphone and Savaphone, with a view to getting a cheaper phone contract elsewhere. The current date is 7th October. Wajid has a problem in the area of agreement concerning the three contracts he has sought advice on. Agreement is the meeting of minds or actions of the parties to agree on a contract, within which are two sections, offer and acceptance. Both offer and acceptance are essential for the formation of a valid and binding contract, so each issue Wajid has needs to be viewed in these terms to discuss whether he is bound to any contracts or not. Individually each contract, or potential contract, will be discussed to decide whether Wajid has a binding contract with any of the three companies which he has dealt with. Telecom Wajid currently has a phone contract with Telecom, which is due to expire on 31st October. He received a letter from them on 1st October, explaining to him that his contract will automatically be renewed unless they hear from him before the end of his current contract. With reference to acceptance. For a contract to be valid there must be an offer and an acceptance. A valid acceptance must agree to all particulars in the offer, otherwise it becomes a counter-offer. All terms and conditions must be met in order for an acceptance to be valid. See Neale v Merritt (1930), where an offer stipulated full payment on acceptance. We will write a custom essay sample on Postal Rule specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Postal Rule specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Postal Rule specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The defendant purported to accept the offer and enclose part payment, and a promise to pay the rest in instalments. This was deemed in court to not be a true acceptance, and the contract declared void. Offers, unless stated otherwise, can be communicated either in writing, orally or by conduct. Wajid would extend his contract with Telecom on 1st November by conduct, as he would not have informed them that he no longer wishes to have a contract with them, however, given the current date is still only 7th October, he has not entered into this new contract yet. Wajid does not have a binding contract with Telecom apart from that which he is coming to the end of. Unless the 31st October passes and he has not communicated to them his wish to end his contract, then he will not have a binding contract with them, only the contract which he already has, which is coming to its end. Savaphone On 2nd October Wajid telephoned Savaphone, and was quoted a price cheaper than that of Telecom. He said on the phone that hed sign up and the salesperson sent out the forms for him to sign, which Wajid received on the 4th, signed and promptly posted back on his way to work. With reference to offer. An offer is made where a person (offeror) unequivocally expresses to another (offeree) his willingness to make a binding agreement on the terms specified by him if they are accepted by the offeree. An offer may be made to a specific person, a group of people or the world at large. An offer to a specific person cannot be accepted by anyone except that person. In relation to invitation to treat. Invitation to treat is not an offer, and its acceptance does not constitute the formation of a contract. There are many cases where invitations a misconstrued as offers. For example a shop displaying goods for sale with a price tag attached, they are not obliged to sell at that price, and it is only an invitation to buy the products, not an offer, see Fisher v Bell (1966) and Partridge v Crittendon (1968). Wajid received an invitation to treat on the phone from Savaphone, so does not constitute a binding contract. However, when he receives the formal offer letter in the post, signs it and posts it back, he has accepted an offer from Savaphone. With reference to Postal Rule. The postal rule is that, where acceptance by post has been requested or where it is an appropriate and reasonable means of communication between the parties, then acceptance is complete immediately the letter has been posted, see Adams v Lindsell (1818) and Household fire insurance co v Grant (1879). The application of the postal rule requires that the letter of acceptance has been posted, addressed and stamped properly; see Re London and Northern Bank (1900) and Getreideimport GmbH v Contimar (1953). The postal rule does not apply where the means of communication are instantaneous (oral, telephone, telex, fax, e-mail) where the express or implied terms of the offer exclude the postal rule. See Holwell Securities v Hughes, CA, 1974 where it is unreasonable to use the post or where the application of the rule would produce a manifest absurdity, see Holwell Securities v Hughes, CA, 1974. Wajid has a binding contract with Savaphone, because the postal rule states that as soon as a letter of acceptance has been posted, then acceptance is complete and a contract is binding. With regard to Wajid leaving a telephone message stating he no longer wants a contract with them, after contacting Webphone, the postal rule states that where the rule applies, an offeree who has posted his acceptance is not allowed to revoke it by some quicker means of communication, in this case by phone, see Dunmore v Alexander (1830). Wajid does have a binding contract with Savaphone, as of 4th October, due to the effect of the postal rule, and that he was not allowed to revoke the rule and acceptance by leaving an answer phone message with Savaphone. Webphone The Webphone case is based on whether an offer has been made and accepted. By clicking on the internet prompts, Wajid had not entered into a contract with Webphone. The website gave an invitation to treat, which Wajid accepted, which would lead to the formal offer letter being sent to him, similar to what happened with Savaphone. However, by the 6th October Wajid had not received the forms from Webphone, and the company had realised that they had made an error on the website, that they had been offering a wrong price (too low). After Wajid contacted them via e-mail, they replied inviting him to take advantage of the correct price for a contract. Wajid had not accepted an offer at a lower price, as Webphone had realised their error before sending out the official offer documents, so he has no binding contract with Webphone at all, at the correct or lower price. Wajid could have claimed a case of Negligence through common mistake from Webphone, but, using Smith v Eric S Bush (1990), the case gave rise to giving the defendants suitable time to detect the error and rectify it, which Webphone did in this case. Only if Webphone had sent out the documents with the lower price and then retracted the lower price, would they be liable for negligent charges against them. Wajid has no binding contract with Webphone. When looking for a remedy to this problem, an overview of Wajids situation is required. He has a contract with Telecom which expires on 31st October but will automatically renew on 1st November unless he contacts them to cancel. He has a binding contract with Savaphone because he has signed and posted his acceptance of their offer, and on 7th October has received confirmation of his new mobile phone contract with them. Wajid has no binding contract with Webphone, as they rectified their error and sent no official documents for him to sign. It seems that Wajid now has no choice but to stick with the Savaphone contract to which he is now bound to, which is cheaper than that of Telecom. He would be advised to cancel his Telecom contract before his time runs out, and stick with the Savaphone deal. He need have no more dealings with Webphone because he has no binding contract with them. Wajid will be left with one mobile phone contract, which is cheaper than that which he originally had, so is better off now than before. He need not pursue any court proceedings for his mobile phone contracts, as he would not have a case against any of them. Advice to Wajid would therefore be to stick with his now binding Savaphone contract. Bibliography Law for Accountancy students 7th edition; Richard Card Jennifer James; Butterworths publishers 2002