How to Talk about the World Essay Example for Free

How to Talk about the World Essay How does the opening paragraph establish the mood and values of the story? With the opening paragraph of the story, reader can feel that the story will be conveying something that is related to discrimination over niggers or black people in the location. It impliedly said that there should be no boundaries to be set using the color of the skin or the race that a certain person belongs to. Also, there should be no ‘special treatment’ to people who are considered to be powerful especially when that person is a relative to anyone who owns the establishment. To associate with the society, special accord should be given to everyone and not to selected few especially if they are well-known to politicians or they are influential because of their wealth. 2) State the nature of the conflict in John? John is having a conflict to himself. He does not know whether or not he will approach Dorris in whatever manner that is politely for her to receive and gentlemanly for him to give. He is having trouble on how to treat Dorris and on how to react on the things that Dorris is showing him. At first, he tried to ignore her but in the later part of the story he can not contain himself by just merely looking at Dorris from a distance. Even though there is a mixed feeling bothering him, may be it can be synonymous to having butterflies in the stomach, John still tried his best to treat Dorris the way she should be treated. However, when their flesh touched each other, both moods shifted gradually and there was a little bit of intimacy that envelopes them. Without them knowing, there is already a contact between them however, they still tend to ignore it because they know nothing will happen. 3) How does the author achieve dramatic conflict between John and Dorris even though they do not speak to each other? The author achieved the dramatic conflict between the two characters when they were dancing graciously in an empty room that only John knows of. It was then that John and Dorris realized that there is something in each other that makes them shiver. After they have had a soulful act outside the stage, they both wanted each other yet the other one is nowhere to be found. In John’s dreams, it was Dorris whom he is dancing with. Imagining Dorris is something that made the drama in the story is interesting. The highlight of the story was when they both entered a room that is only filled with darkness and they both took advantage of the time that they are alone. They were able to satisfy each other’s yearning because of the intensity of the affection that they both showered each other. However, not all things end with a happy note. John disappeared without Dorris knowing. She searched for him yet, nothing happened. Dorris may feel a little bit of regret for having ignored John all the while.

The Society for Latin American Anthropology :: SLAA Human Rights Latin America Essays

The Society for Latin American Anthropology Changes in the SLAA's definition of "Latin America" have gone hand in hand with changes in the intellectual, social and political goals of the Society. As then president Michael Kearney wrote in an open letter to the membership published in the Society's April 1997 column in the Anthropology Newsletter:" (Until recently the society's membership) was centered in North America while its objects of study were primarily to the South of the United States. The prevalent pattern in the production and consumption of knowledge by North American anthropologists was one in which "we" used to "go down to" Latin America to study the "Latin Americans", and then publish most of our work in English...In recent years, in dialogue with the membership, the Board has sought to redefine "Latin America" as an object of anthropological inquiry from a region defined in geopolitical terms to a sociocultural definition based on the de facto presence of Latinos." The term "Latin America" has been expanded t o include the Anglophone, and Francophone Caribbean and Diasporic Latino communities. This push towards a more inclusive anthropology evident in their definition of "Latin America" is reflected in the Society's current goals and programs. Creating a truly international community of scholars of Latin America is the most important goal of the Society. Current president Joanne Rappaport in a statement published on the SLAA webpage writes, reaffirming Michael Kearney's vision, that the mission of the Society is to create "a space for dialogue across boundaries, particularly national and ethnic ones, in an effort to view Latin America, not as a geopolitical reality upon which we as North Americans have an "impact", but as a place from which to speak, write, and to theorize." The most important step in this mission to promote a dialogue between the different national Latin American anthropological traditions that constitute the field has been the creation of the Journal of Latin American Anthropology (JLAA). The Journal started in 1995 under the editorship of Wendy Weiss seeks to publish articles on anthropological research in Mexico, Central America, South America, the Caribbean and the Latin Diaspora. So far, issues have been devoted to the state of current Latin American anthropology, the concept of Mestizaje, and the Zapatista movement for indigenous autonomy in Mexico. Articles have been published in both Spanish and English.

Is Justified True Belief Knowledge Essay

â€Å"Is Justified True Belief Knowledge? † (The Gettier Problem) Background Epistemology: A theory of _____________ What do we mean when we claim to know something? What kinds of conditions must be satisfied in order for a claim to become knowledge? Note: we are interested in __________________ knowledge here (S knows that p), not knowledge of how to do things (e. g. , knowing how to ride a bike) The tripartite theory of knowledge – knowledge as justified true belief (JTB) The truth condition We can’t know something that is false. We may think that we know, but it would simply be a mistake. The belief condition If we claim to know that p, we must believe that p. We cannot â€Å"know† something and yet do not â€Å"believe† in it. (Even though we can still believe in a claim that we don’t know about†¦) In other words, believing is a _____________ condition for knowing, while knowing is a ______________ condition for believing. The Justification condition Simply holding a true belief is not enough; we must also be able to give support to our belief. Example of a true belief that we don’t consider knowledge: But why is a ___________ true belief more valuable than a __________ true belief? Traditionally, philosophers have been pretty satisfied with the tripartite theory of knowledge. The three conditions set out above are individually necessary, and jointly sufficient, for knowledge claims. Now, this tripartite theory of knowledge is precisely the target of Edmund Gettier’s 1963 paper â€Å"Is Justified True Belief Knowledge? † Recall the pragmatic purpose of an argument: to persuade your audience of a proposition that they don’t already believe. Gettier’s argument serves this purpose by challenging a commonly accepted notion of knowledge (knowledge as JTB). First, Gettier lays out two assumptions of his argument Justification is ____________________One can be justified in believing something that is in fact ___________________. One is justified in believing a proposition that one has been validly deduced from another statement, i. e. , if one is justified in believing P, and if P entails Q, then one is justified in believing Q. Method of _____________ examples: Gettier has produced two examples that 1) satisfy the tripartite conditions of knowledge; yet 2) we are not inclined to consider them knowledge. Case 1: â€Å"The man who will get the job has 10 coins in his pocket† Case 2: â€Å"Either Jones owns a Ford, or Brown is in Barcelona† In both examples, the â€Å"knowers† have a justified true belief, but __________ plays an important role in both examples†¦ Constructing a Gettier case: Case 3: You see your professor passed out at the Corner Pub. So, you believe in the following proposition P: Prof. S was drinking at the Corner Pub tonight. Suppose you are justified in believing in proposition P: your professor told you that she was going to the Corner Pub; you know that your professor is a lightweight; the person you saw passed out has a stack of quizzes on the chair next to her. Now, it is in fact true that Prof. S was drinking at the Corner Pub tonight. However, the person you saw was actually her identical twin sister. She came to visit your professor, and the two of them went to the Corner Pub for drinks. You saw your prof’s sister passed out while your prof was getting a taxi outside. 1 / 2 So, even though you have a justified true belief, do you have knowledge? Two possible solutions to the Gettier problem: Strengthen justification – a claim that is truly justified cannot be false (denying Gettier’s first assumption) Find the fourth condition! Knowledge is justified true belief + something else POWERED BY TCPDF (WWW. TCPDF. ORG).

Women Of The Civil Rights Act Of 1964 - 1481 Words

During the 1960s, living off one income had become increasingly more difficult to continue living a comfortable lifestyle with the rise in economic demands. Therefore, forcing many American women to begin seeking jobs in the workforce. However, many qualified women were quickly looked over by men, some with fewer years of experience and education. Potential employers felt that women would not be able to face the stress that went along with work. So 1964, the United States enacted Title VII of the Civil Rights Act of 1964, 42 U.S.C.  §Ã‚ § 2000e et seq. (Title VII of the Civil Rights Act of 1964) This act is very well-known, prohibiting harassment in the workplace and discrimination. A few years later, on October 31, 1978, President Jimmy†¦show more content†¦The school board also ruled that the expectant mothers could not return to their duties until the next semester started, the teacher acquired a certificate proving a clean bill of health, and that the baby is three or more months old. Unfortunately, even with the guidelines, the teachers were not promised their teaching positions back after the child’s birth. Instead, they were guaranteed a teaching position, but quite possibly not the one they had before. (Legal Information Institute) In 1971, Jo Carol LaFleur, a teacher at Patrick Henry Junior High school, as well as Ann Elizabeth Nelson of Central Junior High school, both fell pregnant a few months apart. Both teachers were forced by the Cleveland board of Education to take their maternity leave early, in March 1971. Just two months away from the end of the school year, despite their wishes to finish out the school year. Each teacher filed a separate suit in the district court, but their cases were tried together under The Cleveland Board of Education vs. LaFleur. (Pregnancy Discrimination and the American Worker.) On January 21, 1974, a divided panel of the United States Court of Appeals for the Sixth Circuit reversed, decided that th e Cleveland maternity leave rule was in violation of the Equal Protection Clause of the