Descartes (not essay just thoughts while helping a friend)

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Dave ...please comment on the following journalquestion....)Descartes thinks that he has discovered something thatcannot be doubted ( even thought this came after an

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attempt to doubt everything possible). Say what it isthat Descartes thinks we cannot doubt, and explain inyour own words why he thinks we cannot doubt it. Whatmight we take from this on a more personal (that is ona less philosophical and abstract) level? How mightthis influence our real lives?Descarte lived in the time of Galileo, and Galileosnew science is always in the background of Descartesmethod of doubt.(remember that , method of doubt)Galileo raised the doubt that what we think we see wemight not see at all. (for example)colors seemed to bemore in the minds of men and women than in the objectsthemselves. and if we can be mistaken about somethingso seemingly clear as the color of an object,Descartes reasons could we not be mistaken about muchelse besides?this is where he decides to follow his method of doubtto its conclusion, and find at least one thing hecannot doubt. since experience gained from ones senses can bedoubted, he chooses to use the REASONING OF HIS MINDas his only guide and also as his proof.(you wouldhave to read the paper to find out how he comes todoubt everything and his reasonings behind it) but the one thing he cannot doubt at all is his ownexistence now, he is not talking about the physicalbody, for he has doubt that any corporeal (made outof matter) thing really exists. no being,no object,nosubstance,no beam of light, nor speck of dust iswithout a doubt of being real.so his conclusion from meditation is so after having reflected well and carefully examinedall things, we must come to the definite conclusionthat this proposition I AM, I EXIST, is necessarilytrue each time that i pronounce it, or mentallyconceive it. the more famous formulation of this truth (fromdiscourse on method 167) is COG ITO,ERGO,SUM. which is Latin for I THINKTHEREFORE I AMto try to explain this in my own words can get tricky.even when Descartes tries to re-state it, it seemslike double talk. but i will try.if you look at your own hand and think you see it andconsider that as proof that you do in fact have ahand, you are not taking into account the possibilitythat you are dreaming of looking at your hand.youcould just be asleep.and if you are just dreaming thenyou really dont know for sure if you have a hand.and what if you project that not just to this oneinstance of looking at your hand, but instead ontoyour life as a whole? maybe your childhood was a very long chronologicaldream of what YOU SUPPOSED a childhood should be. and (god Im starting to freak out) it follows thatany person you know is just a figment of yourimagination. if you (Paula) are in fact the one thatis dreaming then (Dave) does not exist. he is just apart of your consciousness that you give certainattributes and henceforth recognize as (daveness)so if you project this towards everybody andeverything, you must admit that the only thing thatCANNOT be an illusion is the fact THAT YOU AREDREAMING. and since you cant deny that, that must atthe very least be real. Descartes goes on to try to describe himself with thisnewfound truth. since he has stated I think thereforeI am, he asks what or who am I. his answer to this is I am a thing which thinks orto use it in our analogy I am a thing which dreams (now just to calm myself down and maybe you too) thisdoes not remove the possibility that MOST of what youthink is real, is in fact real, but you just cant be100% sure. on a less philosophical level i remember Dr. Phil(yeah i said it) asking one person about an argumentand then asking the other, and he brought notice tohow each of them had a very different story about;what the argument was about, who started the argument,what was said during the argument, and so on.this does not go to show proof of I THINK THEREFORE IAM but more to how easily a person can trickthemselves into believing something that did nothappen.these two people (this is kind of a stretch) couldapply Descartes method of doubtto try to get down to the core facts of a situation orthe core issues they are disagreeing about.this might help toohttp//www.utm.edu/research/iep/d/descarte.htmok i know this is prolly way more than you asked forbut remember...you asked for it! Please note that this sample paper on descartes (not essay just thoughts while helping a friend) is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on descartes (not essay just thoughts while helping a friend), we are here to assist you. Your persuasive essay on descartes (not essay just thoughts while helping a friend) will be written from scratch, so you do not have to worry about its originality.

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People in America

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on People in America. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality People in America paper right on time.

Our staff of freelance writers includes over 120 experts proficient in People in America, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your People in America paper at affordable prices with !Born in 1 to Jewsih immigrant parents in the South African mining town of Springs,

Nadine Gordimer began writing early, from the beginning taking the pathologies and

everyday realities of a radically divided society as her subject. She still lives in South

Africa, in Johannesburg. Her decision to remain in the country through the years of

political repression has reflected her commitment to her subject, to the society to which

she feels she belongs, and to her vision of a postapartheid future. Gordimer has drawn

criticism both for her apparent lack of attention to feminism in favor of race issues and

for the wholeness and unfashionable completeness of her novels--their plottedness,

meticulous scene painting, fully realized characters. However, the searching symbolism

and complexity of her narratives generally work against such judgments. A prominent

feature of her writing is to give a number of different perspectives on a situation, in some

cases most poignantly those of apartheids supporters, and in this way to represent the

broader anatomy of a diseased potitics. Gordimers subject, as she emphasozes, is much

more than apartheid; it is the human being in history.

In the story Good Climate, Freindly Inhabitants, the narrator plays many important roles

in the story. The narrator is 4 trying to look 5. Her hair has had too much of bleach and permanents, and her face shows her age. However, she prides herself on her figure, and she wears uniforms made for girls, not women. Thus, she fools herself, rather than anyone else. This best describes the narrators apperance. When the narrator boasts of friends among garage customers and those who pass with their dogs, she is revealing her loneliness. Actually, she has only one friend, with whom she goes to the movies on Fridays. She has Sunday lunch whenever she chooses with an old couple who feel sorry for her. It is ironic that she cannot value Jack, whom she should consider a good friend, because of his race.

The narrators relationship with her daughter increases her social isolation. She disapproved of her daughters marriage, implies that she disapproves of her grandchildren, and has seen the family only once in what could certainly be ten years. The narrator views blacks as children, and calls them "boys" no matter what their ages. When she wants to assert her superiority, she sends them on personal errands. As much as she longs for a friend, she could never consider relating to a black in that way. She complains that she works in absolute social isolation, and when Jack befriends her, she cannot recognize his friendship.

The narrator is drawn to the rhodesians physical appearance because he is young, blond, suntanned, and clean-cut. His appeals for her financial aid encourage her to reach out to him. Given her loneliness, she needs whatever relationship he offers her, and she does her best to interpret his behavior as that of a person having a run of bad luck. The reason the narrator and the Rhodesian have no names is becasue with a first-person narration, either the narrator would have to reveal her own name or someone else would have to call her by her name. Jack cannot call her by her name because his lower social status prohibits it. (Jack calls her "missus" occasionally, but usually nothing.) The Rhodesian has no interest in the narrators name. He never reveals his name, and the term "Rhodesian" associates him with the spurious circumstances of his arrival.

Other Scholors have said that Gordimer creates immediacy and power by letting the reader enter the narrators mind and view the world as the narrator sees it , with her prejudices and her vulnerablity. The narrators spoken and unspoken thoughts ironically conflict with the reality of the outer world as revealed by Jacks and Rhodesians words and deeds. Specific examples include Narrtors and Rhodesians contrasting attitudes toward her age; Narrators comments about friends in contrast with her relationship with Jack; and the Narrators view of the Rhodesian in contrast with his treatmeant with her.

"GoodClimate, friendly Inhabitants" is the defty told story of an aging white bookkeeper. Who is afraid of dying a lonely death. The story derives its power from this womans relationshipwith two men. Out of the depths of her loneliness and against her better judgement, she finds herslef attracted to a good-looking, neer-do-well white male, young enough to be her son, who conveniently lives off her as long as he can. Meanwhile, she confides in Jack, a black man who has worked with her at the garage for years. Jack is a good friend to her listening, advising, caring, and protecting. However, tragically, she cannot breach the color barrier to value and take comfort in his friendship.

Gordimer tells the story from the womans point of view, seeing and evaluating the two males and the woman herslef through the womans eyes. The technique of first-person limited narration adds irony, mystery, and the question of the reliability to the story, for the woman often presents herself and others as she subconsciously chooses to see them.

Please note that this sample paper on People in America is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on People in America, we are here to assist you. Your cheap custom college paper on People in America will be written from scratch, so you do not have to worry about its originality.

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How can you change the strength of an Electromagnet?

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I am going to do an experiment to measure how the number of coils of insulated wire around the iron core effects the amount of paper clips attracted to the electromagnet.These are the things that could affect my results - weight of the paper clip, number of coils, shape of the core and the material it is made out of, the size and age of paper clip and how old the nail is. If I didn't keep these variables in mind they could affect the pick up number and therefore not made the results fair.For this experiment I will use a clamp, a nail, an ammeter, a power pack, four wires and some paperclips. Firstly I will set up the apparatus (mentioned above) as shown in the diagram below. I will then increase the number of coils on the nail each time by five and see if this makes a difference as to how many paper clips the nail will pick up.

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In my experiment I will measure the number of paper clips picked up by the nail and the current (number of amps) the ammeter is on. To check and improve my results I will repeat my experiment.The biggest problem with using this method is that it is not particularly accurate and it can be very hard to attach the paper clips once you have reached a certain lengthTo keep this experiment safe I have to address the possible hazards and minimize them. The coil could heat and burn the plastic insulation so I will only use it for a couple of seconds before I turn it off. I will also use no stronger than 5 amps for the same reason. I will also make sure that there is no bare insulation or any water near any electrical equipment. This will help to prevent electrocution.I am only going to change the number of coils in my experiment. This will help to keep it a fair test. I will also have to keep the current the same throughout and use the same paper clips in each experiment. I will also always use the same iron core and try to keep the coil equally spaced out. My prediction is that when more coils are added, the strength of the magnet will increase therefore it will be able to attract more paper clips. I believe this will happen because as more coils are wrapped around the core, the magnetic field will get stronger and stronger. When we have seen a link between the number of paperclips picked up and the number of coils then we will know that we have enough results. ResultsNo. of coils No. of paper clips 1st Go nd Go Current (amps)15

1.00 4 1.5 4 4 1.40 5 5 1.45 6 6 1.4AnalysisMy results showed that the more coils around the electro magnet then the more paperclips the magnet can pick up. This proves that my prediction was correct. We also used another set of results ranging from 10 to 00 coils. Here is the results tableNumber of turns Current (A) No. Of clips held10 .0 00 .0 00 .0 150 .0 70 .0 8100 .0 110 .0 14150 .0 1700 .0 As well as my results table, my graph also shows the relationship between the number of coils and the number of paperclips picked up. You can see a curve in the graph, as from 0-10 coils the electromagnet is not able to pick up any paperclips.The first few points on the graph are low numbers; 0,0,1,. This means that the beginning of the graph is not that steep. However after the fourth point the gradients gets steeper as the number of paperclips picked up goes from up to 8, a difference of 5 paperclips. After this the gradient continues to increase until it reaches its highest known result of paper clips.In the results of the experiment I did there is what I considered to be an odd result. Instead of holding paperclips the magnet held 4 on the second attempt. This was at 0 coils. If we did the experiment for longer then the results would most likely stay the same, as the number of clips held depends on the number of coils, therefore if you continue to increase the number of coils then the number of paperclips will continue to increase. In between my points there are gaps where I will guess how many paper clips have been picked up. For instance at 40 coils, I would guess that the number of paperclips picked up was . This is because at 0 there was 1 paper clip and at 50 there were . I would also guess that at 60 coils the number of paperclips would be about or . At 110 coils I would guess that 1 paperclips would have been picked up. The graph showing my results and the graph showing the results above are quite similar. They both go up fairly steeply and at about the same rate. Lauren Oswell Please note that this sample paper on How can you change the strength of an Electromagnet? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How can you change the strength of an Electromagnet?, we are here to assist you. Your persuasive essay on How can you change the strength of an Electromagnet? will be written from scratch, so you do not have to worry about its originality.

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AMERICAN LITERATURETHE ADVENTURES OF HUCK FINN

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Hello and my name is Abhishek Karmakar and I am 16 years old. I live in Shanghai and study in Shanghai American School. I am writing this letter to you about the banning of the book "The Adventures of Huckleberry Finn" by Mark Twain. I have found out that the school board has banned the study of this book. I am not happy with this because I think this a wonderful book and should be encouraged to read all over the world. It is a book about American literature written in the late 1800's. The book takes place during the mid 1800's and it is widely discouraged by some people due to the racial content it exposes. Mark Twain himself worked around the Mississippi river. He probably wrote this book during his experience in the river, so probably everything in the book is what he reflected on. Lots of African-American people have been offended by this book. They have not understood the book or they have not read the whole book. The novel is about a boy named Huckleberry Finn who runs away from his father and travels down the Mississippi river. He meets a runaway black slave, Jim, on the way and they both travel together. In my opinion I think that this book is quite a good book. People say they are offended by the word "nigger" in this book. African-Americans read the first few chapters and then stop reading it. What these people don't understand is that Mark Twain had written this book a century ago. In that time it was normal for white people to call black people "niggers." Some critics also say that Mark Twain includes in this book some very rude and informal language. I think that this helps us students to really feel what life was like in those days, how people communicated, so in fact this is kind of a learning experience for me. It really shows me the way people communicated with each other and how the language has developed till today. I don't see why the school board or other people do not see this. A reporter states that "Eighth graders at New Haven's West Hills Middle School will not finish reading a great American novel this year." I think the school has done the right thing. I think we should study the novel but I don't think the school should teach the students as early as from grade eight. This is because I don't think the students are mature enough to read it at that time as a class. I think the novel should be taught at around grade ten and upwards. By this time the students will be mature enough and will be able to understand the book properly and not take it as a joke. Shalon Bradford, an African-American junior studying in Decatur High School says she was "excited" to read "The Adventures of Huckleberry Finn." She stopped reading it after the first two chapters. Her reaction was, "it's filled with the N-word and other racist remarks." I totally agree with her, but she is looking at it at a different view. She said that "several students in her English class at Decatur High School snickered and laughed at the word." In this situation it is totally unacceptable for mature students to be laughing at these kinds of issues. They should be punished and taught lessons, because laughing at the word it just being very racist and they are showing it to the class as well. If the teacher doesn't take any action against it then the school board should consider talking to the teacher. Dave Matthews, Bradford's English teacher says that "he acknowledges that the book has a 'raw edge' and that some of the language is offensive, but he said the positive value far outweighs the negative," which is quite true and I support his view.

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So I think the school board should definitely not ban the book, and instead maybe give a presentation about the positive parts of the book and how the olden days are different from nowadays. It is definitely a good book and should encourage every student to read and learn something new from it. The school board should also only allow grade 10 students or higher to read these books, because then the students will have some maturity towards the book and understand it, rather than letting grade 8's read it. If students laugh or make any bad comments about the book they should be punished or maybe even expelled because racism is a big issue these days and it shouldn't be taken lightly. I ask the school board to reconsider and allow the students to study the novel "The Adventures of Huckleberry Finn" by Mark Twain. Please note that this sample paper on AMERICAN LITERATURETHE ADVENTURES OF HUCK FINN is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on AMERICAN LITERATURETHE ADVENTURES OF HUCK FINN, we are here to assist you. Your persuasive essay on AMERICAN LITERATURETHE ADVENTURES OF HUCK FINN will be written from scratch, so you do not have to worry about its originality.

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Take a pick

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on take a pick. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality take a pick paper right on time.

Our staff of freelance writers includes over 120 experts proficient in take a pick, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your take a pick paper at affordable prices!Last Friday night, was the night when all the highlights and happenings of the year could be viewed, heard and understood. It was presentation night and everyone was buzzing with excitement if you were a spectator or nerves if you were a performer or an award winner. It was the time when the principle and numerous teachers and students made speeches, talking about the good times and achievements of a successful year.

The night came complete with the choir performing "Grease" numbers (come on down Mr. Gale), dance performances, drama productions (that's me) and award winners from each year level.

Mrs. Parker made her long awaited speech that kept the audience alive and in the spirits. The year 1's stole the lime light towards the end of the night, with their speeches and memorable display on stage. Parents watched on as their sons and daughters filled their eyes with pride while they took their places on the stage.

The tech crew backstage always remained calm and content and didn't show a peep of concern when panic arose between other teachers and students, they played it cool, knowing that everything would work out in the end, and it did.

Finally the night of nights, is drawn to an end with the much acclaimed "the year that was" shining a glimpse on what was defiantly a year full of handfuls of achievement, accomplishments,proudness and all the funny moments in between. The night proving a big success, just like every other year. Presentation night always lives up to its name of presenting the people of Mckillop and the best the students and teachers have to offer in one night. Everyone was congratulated on their efforts and organization .

And what better night to have it on than a Friday.

The Australian Catholic Social Justice Council sees trade as essential for development of countries and acknowledges the positive effects of globalisation. However, the economy cannot be taken as the ultimate determinant of human life. The challenge is to ensure that the human person remains the centre and the beneficiary of all aspects of globalisation and trade. It is not free trade, but fair and just trade whiPutting human need before debt repayment

Third world people dying due to efforts to repay foreign debt.

At the international level, few problems are more urgent or more deep-seated than that of debt. Fourteen years ago the problem was already serious enough for the Pontifical Commission for Justice and Peace to publish a statement outlining the responsibilities of all concerned and the ethical principles to be followed in seeking a solution. Today the problem is considerably more serious. The total amount of debt amount owed by the world's developing nations has more than quadrupled since the early 180s.

The effort made by poor countries to repay these debts has been phenomenal, and the cost has been more than just money. Whether on their own initiative or under so-called 'structural adjustment programs' imposed from outside, many countries have drastically cut their spending, reducing money for sectors such as health, education and housing, cutting subsidies on essential items like food and fuel and cutting basic wages. The poor of these countries have borne the brunt of these changes, and UNICEF has estimated that hundreds of thousands of people die each year as a result of efforts made to repay foreign debt.

The Australian Catholic Social Justice Council supports the Jubilee Australia movement, which is working to have the unpayable debts of the world's poorest countries cancelled.

ch will enable this for all peoples. The life and teachings of Jesus Christ call us to work for justice, peace, human rights, and development. All Christians share by their baptism in the mission of Jesus. In the Gospel of Luke, Jesus describes this mission in the following way

The Spirit of the Lord is upon me,

Because he has anointed me to bring good news to the poor.

He has sent me to proclaim release to captives

And recovery of sight to the blind,

To let the oppressed go free,

To proclaim the year of the Lords favour. (Luke 4 18 - 1)

The work for social justice is therefore an integral part of the mission of the Church. We are inspired and sustained in this work by a spirituality of justice. We hope that the resources provided on this site help to promote a spirituality of justice.

Catholic Social Teaching (also known as Catholic Social Doctrine) sums up the teachings of the Church on social justice issues. It promotes a vision of a just society that is grounded in the Bible and in the wisdom gathered from experience by the Christian community as it has responded to social justice issues through history. These teachings are often expressed in formal teaching documents of the Church such as Papal Encyclicals, and in the pastoral letters of local Bishops.

The work of the ACSJC is based on Catholic Social Teaching and is a contribution to this living social justice tradition. Some of the key principles from Catholic Social Teaching are included in the ACSJCs Mandate.

A brief introduction to Catholic Social Teaching is provided on this site along with other resources for exploring this rich social justice tradition.

Please note that this sample paper on take a pick is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on take a pick, we are here to assist you. Your cheap custom college paper on take a pick will be written from scratch, so you do not have to worry about its originality.

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