Wednesday, January 29, 2020

Feminism is for Everybody Essay Example for Free

Feminism is for Everybody Essay Feminism is a social, cultural, moral and political advocacy encompassed on gender issues such as inequality. In this regard there are several writings that concerns the principles of feminism. The contents of literary works about feminism vary, some writers intend to advocate for the very cause of feminism blindingly, some authors, conversely, intend to provide information about feminism in a non-political or non-equalitarian manner. One such notable content can be found in Bell Hooks publication, Feminism is for Everybody. Hooks book gives the reader a whole different perspective on the radical feminist theory. The primary intention of her book is to bring the feminist point-of-view to non-believers, apathetics and unfamiliar. Hooks also counters the popular notion regarding feminism as she feels that these notions should be given proper attention and correction. In this manner, the common misconception on the ideas of feminism will be clear to society. In the book, Feminism is for everybody, the author rejects the usual beliefs connected to feminism and considers such belief as nothing more than a myth. Hooks puts the arguments and advocacies of feminism in a summarized manner in order to provide a simpler context to readers as well as well as a new concept of what feminism should be. Hooks new concept of feminism suggests a fight against stiff sexism in a benevolent society, thereby ultimately advocating for an inclusive movement. In Feminism is for Everybody, Hooks traces the roots of the feminist movement and gives detail on what it has achieved so far. an advocacy minus the associations of anti-sexism (Hooks, 2000). The historical background of feminism is given in order to put emphasis on the misconstrusion that happened along the way and to give way to the new concept of the movement. Hooks raises the question is feminist a philosophical belief or a political cause, given that the author tackles the arguments of the radical feminists. The debate whether feminism is a philosophical belief or a political cause can also be caused by one of the books chapters tackling gender oppression. The basis may be seen on the idea typecasting male as the enemy, the categorization of man as the oppressor and woman is the oppressed is the primary reason behind feminisms second wave, however, Hooks also does not take away the fact that females are also responsible for such opression given that it took time for the supposed oppresed to spearhead for change (Hooks, 2007). Hooks furthers this by giving the past mistakes of feminism and the misleading beliefs that feminists associated themselves with. This is on the account that most feminists focus on the problem and not on the solution. In a personal account, I am taken to a different world as far as feminism is concerned, primarily because Bell Hooks gives a different appraoch in discussing the cause of feminism. It is also notable that the author diminished the complexities of the feminist thought but still detailed enough to get me educated. The book caused me to reconsider my prior beliefs regarding the arguments presented by feminists. The non-traditional manner of Hooks presentation eliminated my angst towards feminists and made me realize that it is time for change, Hooks compelled me to believe that it is time to dispose of the misleading conventional feminist beliefs of the past and focus on the current issues, moreover, Hooks made me believe that feminism is indeed for everybody. References Hooks, B. (2000). Feminism is for Everybody. Cambridge: South End Press.

Tuesday, January 21, 2020

Uniform Knowledge Attributions Essay -- Philosophy

There is a philosophical tradition going back at least to Gilbert Ryle’s 1948 The Concept of Mind of distinguishing â€Å"knowledge how†from â€Å"knowledge that†, in which the latter is taken to be a kind of propositional attitude, while the former is taken to be a kind of ability or capacity. Paradigm examples are, respectively: Sally knows how to ride a bike. (1) Sally knows that she owns a bike. (2) More recently, this distinction has come under renewed scrutiny, notably with [Stanley and Williamson, 2001] arguing that there really is no such distinction, and that â€Å"knowledge how†is really a species of propositional knowledge, though the proposition is known under a different â€Å"mode of presentation† than the types of knowledge typically expressed by â€Å"knowledge that†attributions. Their suggestion is that all knowledge claims are syntactically and semantically uniform, so that philosophical argumentation would be needed to support Ryle’s distinction. In addition, they show that Ryle’s argument was flawed, and provide an account that deals with many other philosophical worries, while giving prima facie evidence that, contrary to what one might expect, (1) is not actually talking about an ability. They argue first that Ryle’s argument in favor of a distinction was incorrect. Then they suggest that linguistic evidence recommends a uniform analysis for all uses of the word â€Å"know†. Finally, they consider various philosophical arguments that might motivate a departure from the linguistic structure, and find them wanting. Thus, they suggest that we should stick with the uniformity of knowledge ascriptions that is suggested by the linguistic data. I will argue that the linguistic data are not as clear-cut as they suggest. ... ...y and Williamson allege for (1). (Interestingly, I haven’t been able to come up with any such counterexamples with â€Å"how†, â€Å"whether†, or â€Å"why†, just with â€Å"who†, â€Å"when†, and possibly â€Å"where†.) This different structure can then give rise to a different sort of meaning. Thus, although some attributions of â€Å"knowledge wh- to†are similar in kind to attributions of â€Å"knowledge that†, I suggest that the linguistic evidence does not immediately imply that all of them are. References [Lahiri, 1991] Lahiri, U. (1991). Embedded Interrogatives and the Predicates that Embed Them. PhD thesis, MIT. [No ¨e, 2005] No ¨e, A. (2005). Against intellectualism. Analysis, 65:278–290. [Schaffer, ] Schaffer, J. Knowing the answer. Unpublished manuscript. [Stanley and Williamson, 2001] Stanley, J. and Williamson, T. (2001). Knowing how. Journal of Philosophy, 98(8):411–444.

Monday, January 13, 2020

Discussion About Multimeter Essay

Discussion. 1. When we want to measure voltage reading, the multimeter must be parallel with the component that we want to measured. The red on the high voltage side, and black on the lower. When measuring current, amperes, the multimeter must be in series with the component. Remove one side of the component and connect the black multimeter lead to the board where the component was plugged in and the red lead connects to the loose component. The difference between the two is that if we measure the voltage, the internal resistance of the multimeter is set to what is essentially infinity. If it was anything less then it would be acting as a resistor and drawing its own current which would reduce the current on the component being tested, which would in turn reduce the voltage reading we get. When we measured current, the internal resistance of the multimeter is set to almost 0. This is to ensure that it does not contribute to the resistance of the series it is in. Increasing the resistance of a series of components can cause current further â€Å"upstream† to flow into other branches which throws off our current reading.In short, for voltage tests the mm is placed in parallel with the components and acts as an open line to take a reading. For current readings the multimeter is placed in series with the component and it acts as a simple piece of wire with zero resistance. 2. There are many types of errors that maybe encountered in the measurement process and measures to minimize it. For examples random error, systematic error and gross error are static error (i) random errors Random errors are ones that are easier to deal with because they cause the measurements to fluctuate around the true value. If we are trying to measure some parameter X, greater random errors cause a greater dispersion of values, but the mean of X still represents the true value for that instrument. (ii) systematic error A systematic error can be more tricky to track down and is often unknown. This error is often called a bias in the measurement. In chemistry a teacher tells the student to read the volume of liquid in a graduated cylinder by looking at the meniscus. A student may make an error by reading the volume by looking at the liquid level near the edge of the glass. Thus this student will always be off by a certain amount for every reading he makes. Systematic error can be classed by three different error such as: -instrument error -environment error -observational error (iii) gross error Gross error is usually made by human mistakes. As example, error when taking measurement reading, incorrect recording and improper use of instrumentation. We can minimize this error by taking at least three separate readings and take proper care in reading and recording. 3. The significance of using the correct range for measurement are to get the more accurate and precise reading and to reduce the percentage of error when taking a reading.

Sunday, January 5, 2020

First And Foremost, The Consensus Among People Who Do Believe

First and foremost, the consensus among people who do believe that video games result in violence is that multiple studies have been done to show that they do impact aggression. This gives credibility to their argument and is often what they turn to when questioned by opponents of the other side. There is quite a hand full of studies that at least confirm an increase in aggression among people who play video games. One of these studies comes from the American Psychological Association, or APA, that is one of the largest scientific organizations that represent psychology in the United States. In their task force report they showed that, â€Å"The research demonstrates a consistent relation between violent video game use and increases in†¦show more content†¦The APA has come out and said that there may not be sufficient evidence to conclude that video games result in these real-world acts, like the one at Columbine. However, they have said that video games are one of many â⠂¬Å"risk factors† that can affect someone’s behavior. In saying this they mean that video games only increase the odds that someone will commit a violent act or crime. There are numerous other risk factors that may increase a younger person’s likelihood for being more aggressive and committing a violent crime. On the CDC’s website, they mention some of these risk factors that include things such as low IQ, a history of violent victimization, involvement with drugs, and exposure to violence in the family (cdc.gov). This would imply that playing violent video games are considered just as much of a threat to cause individuals to become violent. Overall, some acts of violence are reduced when the number of risk factors becomes reduced and taking away one of them may lead to a less violent society with violent video games being one of the targets. One of the final arguments made towards violent video games is how children are influenced by them because of how impressionable they can be when exposed to certain stimulus at a young age. A claim often made against video games is how the gameplay itself often rewards violent behavior with rewards in-game. In most shooters, a player is oftenShow MoreRelatedConflict Among Teams1248 Words   |  5 PagesConflict Among Teams Michelle Thornhill GEN 300 Diane Ellison October 9, 2006 Conflict Among Teams Differences of opinion exist in every organization and in every work group. Among the many factors which influence differences of opinion are the personal philosophy and values, differing strategies, and varying sources of information. A variety of opinions are beneficial to a team, causing team members to think about new and different ideas or to change old patterns into new ones. 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