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LEARNING DISABILITIES By Nancy gonzalez

The topic I select for my independent study is 'Learning disabilities'. The reason why I decide on this topic is that I want to further educate myself on this issue. A learning disability is not noticeable like paralysis or blindness, (LD) is a hidden handicap. A learning disability doesn't leave any signs behind like a disfiguration, so people do not understand or offer their support. The different types of learning disabilities can be divided in to three large categories, Development speech and language disorders, academic skills disorders and attention disorders.

Developmental speech and language disorders are of speech and language problems, most often the earliest signs are of a learning disability. Those with this handicap have a tough time producing speech sounds, using speech language to communicate and understand what others are trying to get across ("People with developmental speech and language disorders have difficulty producing speech sounds, using spoken language to communicate, or understanding what other people say") Depending on the difficulty a person might be having, their diagnosis may be one of the following developmental articulation disorder, developmental expressive language disorder and developmental receptive language disorder. When children have developmental articulation disorder they may have trouble controlling the pace in which they speck. Also they tend to stay behind their classmates in learning to make speech(Wallace at age 6 still said "wabbit instead of "rabbit" and "thwim" for "swim") This disorder is found in at lest 10 percent of children under the age of 8. But good news articulation disorder can be out grown or it can be departed with speech therapy. Children who have developmental expressive language disorder have difficulties expressing themselves in their dialogue for example a child might call objects by their incorrect names ("Susan, who often calls objects by the wrong names, has an expressive language disorder") This disorder can take other forms like if a child only specks in two word sentences, also if they seem to have trouble answering simple questions. Some people have problems with different areas of speech, further more this disorder is called developmental receptive language disorder. This disorder can make someone seem slow because they can't understand or do a simple task ("There's the toddler who doesn't respond to his name, a preschooler who hands you a bell when you ask him for a ball, or the worker who consistently can't fallow simple directions")

Individuals who suffer with academic skills disorder are often students. They are years behind in their development of understanding reading, writing and arithmetic skills. The anguish student can be diagnosed with developmental reading disorder, developmental writing disorder or developmental arithmetic disorder. Starting with developmental reading disorder, this is also known as dyslexia. Surprising out of 8 percent of elementary school children are affected by this disorder. Remember to read you must focus your attention on the printed words and control eye movements across the page, recognized the sounds of letters, understand words and grammar, create ideas and images, evaluate new ideas to what you already recognize and store ideas in memory. All of that requires an interactive network of brain cells which are in charge of vision, language and memory. Scientists have found that people with dyslexia have problems differencing the sounds in verbal sounds ("However scientists found that a significant number of people with dyslexia share an inability to distinguish or separate the sounds in spoken words") Though if the brain is incapable to shape images when reading or to relate new thoughts to those stored in memory, the reader will not recognize and even keep in mind the new concepts. This to can bring new difficulties to his/her future education ("So other types of reading disabilities can appear in the grades when the focus of reading shifts from word identification to comprehension") A person can also be diagnosed with developmental writing disorder this to involves the brain. The brain has to be working well in the areas of vocabulary, grammar, hand movement and memory to be a productive writer ("So a developmental writing disorder may result from problems in any of these areas. For example, Dennis, who was unable to distinguish the sequence of sounds in a word, had problems with spelling") Arithmetic disorder is when you have difficulties to answer simple math questions (0 divided by 5 equals) To understand math you have to memorize and identify the different equations and math symbols. This disorder also has to do with a part of the brain malfunctioning.

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An attention disorder affects 0 percent of school children. This disorder enables them to focus their attention. This disorder makes people daydream, and when you do get their attention they often are distracted easily ("Children like Susan may have a number of learning difficulties. If, like Susan, they are quiet and don't cause problems, there problems may go unnoticed") Boys are more affected by this disorder. This problem can be escorted by hyperactivity ("Dennis is an example of a person with deficit hyperactivity disorder 'ADHD'. They act impulsively, running into traffic of toppling desks") This disorder can go with them in to their adulthood, this can make them restless and in their work seem not to follow directions, finish work and not well organized.

Scientists believe that learning disabilities can be causesd by the in take of drugs by an expecting mother. The fetus brain my not form properly. Also an error during a woman's pregnancy, this is that the neurons may be changed or how they interconnect. LD can also be genetic. If someone in your family has or had a learning disability (it can be your mother/father) you might have been born with it. Learning Disabilities can be life-long conditions that, in some cases affect many parts of a person's everyday routines like school, work, family life and sometimes with there friendships and play. Sometimes if the person is fortunate a signal learning problem has little impact on other areas of their lives. Learning disabilities can not be diagnosed like some other illnesses which have predictable symptoms. LD can show up in so many forms, it's difficult to diagnose and pinpoint the causes. Therefore no such pill exists nor remedy that will eliminate the problem.

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In Gwen Harwood's poetry, the changes in an individual's perspective and attitudes towards situations, surroundings and, therefore transformations in themselves, are brought on by external influences, usually in the form of a person or an event. These changes are either results of a dramatic realisation, as seen with shattering of a child's hopes in The Glass Jar, or a melancholy and gradual process, where a series of not so obvious discoveries produces similar reformation. An example of the later case would be Nightfall, the second section of Father and Child, where the persona refers to her forty years of life causing maturation. For the most part these changes are not narrated directly but are represented by using dynamic language techniques to illustrate constant change in the universe of the poem.

One of the significant aspects of changing self covered in Harwood's poems is the process in which, a child's innocent mind, like a blank page, is inked and tainted by some experience. Their hopes, dreams, beliefs, founded on their naive perspective of life, and the way the young restyle themselves consciously or subconsciously as they make new discoveries are all explored.

In the poem The Glass Jar we witness the heart-wrenching episode in a little boy's life, where he is made to discover a distressing reality. Putting his faith first in a monstrance and then in his own mother, he finds himself being betrayed by both. With the many allusions to nature (for example the personification of the sun and references to animals and woods and so on) Gwen Harwood constructs a dynamic backdrop which allow the responder to dwell on the subtle shifts in the child's personality. The setting is the terrain of nightmares and dreams, where conscious will is suppressed and the reigns are handed to the subconscious mind.

By making subtle changes in the ways dreams are portrayed, she shows us that the boy has been changed by his experiences. Before the betrayals the dreams are quite indefinite, relying on incomplete images of pincers, claws and fangs to represent the horror. The lines, His sidelong violence summoned/ fiends whose mosaic vision saw/ his heart entire are literal indications of his incapability to comprehend what is happening to him. Then he wakes and attempts to seek comfort from the monstrance. His hopes for a miracle, brought on by his innocence, fell headlong from its eagle height. Then he runs to the final [forbidden] clearing that he dared not cross, forgetting in his desperate fear, all the inhibitions placed upon him. It is here that he is again reminded that his rival and contender for the love of his mother, has been taken preference on, and his plight is ignored.

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The readers will now clearly see through his secret hate, even if there is no evidence that the boy himself has realised consciously that it is directed towards his father. Defeated and in anguish he returns to his nightmares. This time round the dreams become more definitive. The father appears, conducting the dance of death and actually directing the monsters that haunt him. This shows that his subliminal self has learned, to some extent, the cause of his pain, even if he is still hasn't managed to consciously comprehend the events.

The early learning processes of the young are potrayed more adequately in the poem Father and Child where an older child, this time a girl at a rebellious age, experiments with the constraints of authority in an attempt to seek control for herself. This experimentation leads to an important discovery in her life; death is real and unclean. Just like The Glass Jar, the allusions to nature show the certainly of change and setting the tone for the events.

Daybreak; the household slept. I rose... I crept out with my father's gun. Let him dream... Using such highly narrative fast paced (an illusion created by delivering it in pulses) and confident language to show the single mindedness of the young, Harwood describes the actions of the girl as she creeps out at daybreak to the barnyard. There she was to prove to herself that she and not her father is in command of her own actions. Possibly not realising the effects of death at such a young age she fires a bullet into the owl's body. The pace of the poem changes as two or more verses dwell on the horrible death

bundle of stuff that dropped, and dribbled through loose straw

tangling in bowels, and hopped

blindly closer. I saw

those eyes that did not see

mirror my cruelty

Her father comes to her side and makes her carry the responsibility she had assumed to the end by asking her to kill the animal.

In contrast to innocence of the young, Gwen Harwood also attempts to understand death and how it changes the personality of the people experiencing its influence. In the second part of Father and Child we see a middle aged woman, a completely different person from the child once quick to mischief, attempting to cope with her father's imminent death. Set appropriately in the twilight of the day we are taken through the feelings of the women who is narrating the story herself. In stark contrast to the narrative of Barn Owl, the language of reflection and memories constructs Nightfall

Who could be what you were?

Link your dry hand in mine,

my stick-thin comforter.

Far distant suburbs shine

with great simplicities.

Birds crowd in flowering trees,

At a much slower, more controlled pace we toy with the many faces of death, trying to penetrate its mysteries. References to time and transience fill these verses. Intervening with the many allusions to nature we see constant movement and change; since there is no more to taste... Father we pick our last / fruits of the temporal. But this time the approach is less seeking, more slow and uncommitted, reflecting the calmness and control acquired by experience.

More than death itself, Harwood's poetry shows how many people fail to accept death. Their belief in immortality and fear of the end is also potrayed in Nightfall. Although when the subject of the poem is death, the words describe life, as if reluctant to face up to reality. The images are of suburbs, lights, birds and trees. Even with so many experiences, many of us will forever be ignorant seems to be the truth ringing perpetually though Harwood's verses.

As we can gather from the examples, Gwen Harwood uses language to create dynamic backgrounds and images to subtly delineate the changes experienced by the persona in the poems. Sometimes the characters themselves are not aware of these changes but the readers are able to appreciate them with the aid of skill Harwood posses in using language to such great measures.

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Andrew VanderVeen

Mr. Hoekstra

Bible Interpretation

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Haggai

Some background information taken from the Life Application Study Bible. In 586 B.C., the armies of Babylon had destroyed the Temple in Jerusalem (Gods House), the symbol of His presence. In 58 B.C. King Cyrus decreed that Jews could return to their beloved city and rebuild the Temple. So they traveled to Jerusalem and began the work. But then they forgot their purpose and lost their priorities, as opposition and apathy brought the work to a standstill. Then Haggai spoke, calling them back to Gods values. The people were more concerned with their own needs then with doing Gods will, and, as a result, they suffered. Then Haggai called them into action. This is what the Lord Almighty says Consider how things are going for you! Now go up into the hills, bring down timber, and rebuild my house. Then I will take pleasure in it and be honored, says the Lord (Haggai 14). And Gods message through his servant Haggai became the catalyst for finishing the work. (Life Application Study Bible, 16).

Haggai is considered to some to be the most precisely dated book of the Bible, with the dates of each sermon given. The book is even so accurate that it has led some to think that he may have kept his writings in some sort of a journal. Four of the five (1,,4,5) messages are so precise in their dating that it tells the year, month, and day in the second year of Darius I (Haggai, Book of,45), and cover a period of about three and a half months around the end of the year 50 B.C. This is why Haggai is considered one of the most precisely dated books of the Bible. (Vanderwaal, 1)

Haggai is addressing his book of the Bible directly to the Jewish exiles at Jerusalem and those already living in Jerusalem who were disheartened in their failing efforts to rebuild the Temple. His purpose in writing them the book was to encourage them in rebuilding the temple and that there faithful service would be richly rewarded. Also, that God would be with them throughout the entire task of rebuilding His Temple and He would help them fulfill their dissatisfied lives.

Other than being a prophet and writing the book of Haggai, very little is known about him with absolute certainty. His name comes from the root word hag, which means festive or festival. This is why some believe that he may have been born on or near a day of festival.

One problem that Haggai addresses is that the people are leading dissatisfied lives. You eat but are not satisfied, you drink but dont become drunk Haggai 16 (Holy Bible NIV,88), I think that this shows they were trying to seek happiness through pleasure and not God. Also, Haggai says, You earn money and put in a purse with holes, which may suggest that they earn money but use it to buy possessions or use it for the wrong reasons and then end up with no money at all. Haggai then gives the people motivation to get to work on rebuilding the Temple for two reasons 1. Please the Lord, . Glorify God. Before rebuilding the temple the people had had their priorities all wrong and this is why things werent going right for them. God had decided to bring curses down on them because they were trying to find happiness in all the wrong places and His temple had just sat there in rubbles. So this is why God sends Haggai to tell encourage the people in continuing there efforts in rebuilding the Temple and therefore glorifying God. Haggai encouraged them enough that the people recognized their hearts were in the wrong place and started to become more obedient to God and began the process of rebuilding the Temple with God by their sides at all times.

Next, in the second chapter of Haggai he preaches to them about motivation and makes sure that they have the right and proper motives in doing this work of rebuilding the temple for the Lord. He starts out by comparing the Temple that they were building to Solomons Temple. Stating that God doesnt want them to be motivated by the wrong reasons like pride (having a bigger and better temple then Solomon). This means that if they were doing it for pride they were just trying to build it for themselves and not for the glory of God. He also says that they should have a lot of courage and peace while building the temple because God will be with them through it as long as they are faithful to Him.

Also, in the second chapter Haggai preaches on the subject of cleanliness and how sin can contaminate everything one does. The only way out of sin is to seek Christ and be obedient to Him. Haggai points out the past to them and shows them that when they werent obedient to God that they didnt prosper and the only way for them to prosper is once again to seek God and all His glory. A saying that I think fits this is If you are depending on material things for happiness, God will take them away. If you are depending on God for happiness God will bring you all the material things that you need. This is telling us that is important to live a clean life and to have pure motives. Otherwise, when we do something good it is spoiled by bad motives or impure hearts.

Lastly, Haggai talks to the people about what God will do for them in the future. He says that God will do two things 1. God will overthrow the nations . The covenants of the Lord are guaranteed to be fulfilled. This is shown when after being rebuked from Haggai, the people obeyed Gods message and began the work of rebuilding the temple. Which then enabled them to worship God and it brought the Holy Spirit into their lives so that they could do the work of the Lord. After revealing that God was going to destroy their enemies and that He was going to establish His kingdom with them, this gave the people hope for the future.

Some principles that can be learned from Haggai are that it is never too late to start obeying God. The covenants of the Lord are guaranteed to be fulfilled. Sin contaminates everything that we do. In order to heal a disheartened heart we need to seek God and become obedient to Him. Never procrastinate the work of the Lord. Also I found Haggai 14, Why are you living in luxurious houses while my house lies in ruins?, to be the key verse of Haggai. The reason being is that it basically sums up what the whole book is about by saying that the people of Jerusalem were procrastinating the rebuilding of the Temple because they just figured that it wouldnt affect them and that it wasnt a very pressing subject. Although, when Haggai came and preached to them he opened their eyes proving that they needed to get off of their haunches and show their obedience to the Lord, and that they needed to put Him first in their lives in order to feel fulfillment.

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Crutcher Chris Running Loose New York Bentam pub, 18 pg. 1-86

Summary

In this fiction book Running Loose by Chris Crutcher this kid

named Louie Banks is in his hometown of Trout. Crutcher's book is

the young adult type of book. Louie Banks, who is the main character,

is on the football team, it is his senior year of high school, and he has a

girlfriend named Becky.

Louie had this freind, Carter, he practices with Louie during the

offseason and is always there for Louie. Carter is the starting

quarterback and is a good football player and for that matter good at all

sports. Louie likes becky a lot, they go to the drive in, go out to eat and

go to dances.

The football team is doing great. There record for the season

is eight wins and zero loses. There is one last game against Salmon

Rivers and that would detmine if they go to the championship game or

not this year. Salmon Rivers is supposed to be really good, they beat

a team 6 to 6.

The coach wants this game more than anything and so did all

the players, but the coach goes to the next level and wants to play dirty

to win the game. Lednecky, the coach, wants to hurt their all star

quarterback which happens to be black, that is making there team so

good. He tells the team to take any cheap shot or any shot you got on

this number eighteen, the good black quarterback, and get him hurt.

Louie doesn't agree with Lednecky. Louie talked it over with

his family and decides to wait few days to see if the subject went down.

Boomer, which has always hated Louie and Louie never really liked

him. Boomer is a little racist and agrees with the coach. Then Boomer

and Louie get into a little fight and Louie gets a few teeth punched out.

Well, gameday comes up and the subject of hurting the good

quarterback ,Washington, went down so Louie was still on the team.

There having their pre-game talk and the subject of playing dirty came

up again. Lednecky really wants to hurt this kid, he thinks that is there

only chance at winning against Salmon River.

The game started and Washington ran it back for a touchdown

on the first play. Lednecky was raving. The game progessed and

Salmon River had the ball and Washington was rolling out to the right

side of the field, Boomer is going after him. Washington threw the ball

before he goes out of bounds but Boomer acted like he didn't see him

throw the ball or go out of bounds and Boomer put his helmet on his

chest and drives him back into the bench. The refs did not call

anything. Washington has to be takin away on a stecher. Louie is

furious with the cheap shot and told the ref to call a penatly on his

team. Louie then walks off the field, quiting the team.

Louie then goes out to the country in his truck to think. Some

how Boomer finds him out there and wants to fight him and tries

reaching in Louie window and Louie rolled his window up and getting

Boomer's arm stuck. Then Louie begins to drive away with Boomer

running to the side of the truck. Louie then rolls the window down a

little and pushes as hard as he can against the door to throw Boomer

in the ditch.

Reaction

In Running Loose Chris Crutchor uses a variety of literary

techniques. I think, the author, has put this story in a good setting. The

setting is in a little town out in the country with not very many

neighboring towns and its football season so it must be in the fall.

Theres also a really good dilemma that Louie must decide about. He

has to decide if he wants to stay on the football team and do what the

coach says or quit the team and look like a jerk. This book is also

really good at showing Imagery. For example, "Friday dawned cool

and clear. The smoke from the stack down at the sawmill runs straight

up in a long white cloud. The trees are turning yellow and red, and the

temperature will get up to sixty or so by game time" (55). Another

example is, "We play eight-man football in Trout , mostly because in

any given year at least two teams in the league couldn't field an

eleven-man team without using their cheerleaders"(10).

I think Louie Banks is a smart guy, he knows when things are

wrong and when to stand up for his beleifs. I think that Carter is a

good athlete, he doesn't play dirty and is a good freind. I think that

Boomer is a good athlete but he has to play dirty and thinks too highly

of himself.

My favorite part of this story so far is when Louie traps

Boomers arm in his window and takes off then opens the door really

fast to throw him in the ditch. I likes that part because he stood up for

himself. My least favorite part of the story was when the book started

and was telling me about the town and Louie's girlfreind. I didn't like

that part because it seemed boring to me.

I connected to this story with this movie I saw once. It was

about a football team that would do anything to win the game. It was

called The Final Play, it was a good movie. I remember a part when

the coach told the team that it didn't matter when the whistle blows.

I connected to this story to myself with how Louie stood up for

himself. I also stand up for myself when I have too. Louie knows what

is wrong and good. I also know what is wrong and good.

I connected this to society by our football team had to win this

game to go to the championship game. Our team didn't however play

dirty to win but they still have to beat Fort Scott to advance on to the

next level. Like Trout had to beat Salmon rivers to advance on.

I agree with the author on this book. He did a good job and

made a good point too. I think that the author did a good job with this

book and I incourage others to read this book. The author should of

made this book a little bit more about football but its still good.

The book was written in first person. I like stories in first person

because it makes it sound like you're in the action with the author. The

story of my book started out in present and then flashed back to the

past. I would have heard the book in the present all the way though but

it still sounded good and i thought it was effective.

Prediction

I think that Louie and Boomer will get in a fight by the end of the book

and Carter will come in and help Louie beat him up. I think that Becky will

break up with Louie and he will go crazy. I think this will happen because

Louie's life is falling apart and Becky is the only thing good going for him.

What surprised me in the first half of the book was that they played with eight

players on the field instead of eleven. I would like to see Louie beat up

Boomer on his own and Becky and Louie to stay together. I hope Boomer gets

something bad happen to him for his racists remarks, "Kill that jungle

bunny!"(4)

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Plato's theory of knowledge and form are expressed with three approaches his allegory of The Cave, his metaphor of the Divided Line and his doctrine The Forms. Each theory is interconnected; one could not be without the other.

In The Cave, Plato describes a vision of shackled prisoners seated in a dark cave facing the wall. Chained also by their necks, the prisoners can only look forward and see only shadows. These shadows are produced by men, with shapes of objects or men, walking in front of a fire behind the prisoners. Plato states that for the prisoners, reality is only the mere shadows thrown onto the wall. Another vision is releasing a prisoner from his chains, how his movements are difficult, his eye adjustment painful and suggestions of the effects of returning to the cave. The Cave suggests to us that Plato saw most of humanity living in "the cave", in the dark, and that the vision of knowledge and the "conversion" to that knowledge was salvation from darkness. He put it this way, "the conversion of the soul is not to put the power of sight in the soul's eye, which already has it, but to insure that, insisted of looking in the wrong direction it is turned the way it ought to be." Plato's two worlds the dark, the cave, and the bright were his way of rejecting the Sophists, who found "true knowledge" impossible because of constant change. Plato believed there was a "true Idea of Justice". The Cave showed us this.

The Divided Line visualizes the levels of knowledge in a more systematic way. Plato states there are four stages of knowledge development Imagining, Belief, Thinking, and Perfect Intelligence. Imagining is at the lowest level of this developmental ladder. Imagining, here in Plato's world, is not taken at its conventional level but of appearances seen as "true reality". Plato considered shadows, art and poetry, especially rhetoric, deceptive illusions, what you see is not necessarily what you get. With poetry and rhetoric you may be able to read the words but you may not understand the "real" meaning. For example, take, again, the shadow. If you know a shadow is something "real" then you are beyond the state of imagination which implies that a person is "unaware of observation and amounts to illusion and ignorance".

Belief is the next stage of developing knowledge. Plato goes with the idea that seeing really is not always believing we have a strong conviction for what we see but not with absolute certainty. This stage is more advanced than imagining because it's based more firmly on reality. But just because we can actually see the object and not just it's shadow doesn't mean we know all there is to know about the object.

In the next stage, Thinking, we leave the "visible world" and move into the "intelligible world" which, Plato claims, is seen mostly in scientists. It stands for the power of the mind to take properties from a visible object and applying them. Thinking is the "visible" object but also the hypotheses, "A truth which is taken as self-evident but which depends upon some higher truth". Plato wants us to see all things as they really are so we can see that all is inter-connected. But thinking still doesn't give us all the information we crave and we still ask "why?"

For Plato the last stage of developing knowledge, Perfect Intelligence, represents "the mind as it completely releases from sensible objects" and is directly related to his doctrine of Forms. In this stage, hypotheses are no longer present because of its limitations. Plato summarized the Divided Line with "now you may take a corresponding to the four sections, these four states of mind, intelligence for the highest, and thinking for the second, belief for the third and for the last imagining. These you may arrange in terms as the terms in a proportion, assigning to each a degree of clearness and certainty corresponding to the measure in which their object pose a reality". When discussing the Divided Line, The Forms are the highest levels of "reality".

Plato concludes here that the "real world" is not what we see but what we understand or feel in an "intelligible world" because it is made up of eternal Forms. The Forms take on the explanation of existence. They are "changeless, eternal, and nonmaterial essences or patterns of which the actual visible objects we see are only poor copies". Plato uses a person discovering the quality of beauty to explain this, "he will abate his violent love of the one, which he will…deem a small thing and will become a lover of all beautiful forms; in the next stage he will consider that there beauty of the mind is more honorable that there beauty of outward form. Drawing towards and contemplating the vast see of beauty, he will create many fair and noble thoughts and notions in boundless love of wisdom; until on that shore he grows and waxes strong, and at last the vision is revealed to him of a single science, which is the science of beauty everywhere". There are many Forms but not everything has a Form, if this were so then there would be a parallel world. Forms are not something we can touch but something we hold in our minds, Plato described them as "real existence, colorless, formless, and intangible, visible only to the intelligence". (Forms do not exist; they just are but can't be touched.) Plato said, "the Forms are the cause of the essence of all other things, and the One is the cause of the Forms". Therefore they cannot simply exist. Plato said Forms are related to things in three ways cause, participation and imitation. But in relation to Forms and it-self Plato stated, "we can have discourse only through the weaving together of Forms".

Plato doesn't mean to say that all Forms are related to each other only that significant things use some Forms and that just knowing that includes understanding the relationship between Forms. Plato says there are three ways to discover Forms recollection, dialectic and desire. Recollection is when our souls remember the Forms from prior existence. Dialectic is when people discuss and explore the Forms together. And third is the desire for knowledge. Plato's Theory of Knowledge leads us down many roads but we see the same theme through out light to dark; ignorant to educated; reality to really real. In The Cave we move from the dark of the cave to the light of outdoors, we even see a glimpse of how knowledge can affect us. The Divine Line took us from the ignorance of Imagining to the educated Perfect Intelligence. The Forms showed us that even though we can see something does not mean we can see all of it and just because we cannot see something does not mean it does not exist. All three link knowledge as the key to all, if you have knowledge there is nothing you cannot have.

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Livy

Titus Livius was born in 5 B.C. in Patavium in Italy. Patavium is modernly referred to as Padua, and it is located near the Adriatic coast of northern Italy. In Livy's time, Patavium was well known for its strict adherence to old-fashioned Roman virtues. Not much is known about Livy's life, but scholars have assumed that he was probably greatly influenced by the civil wars in the 40's and 0's, as many people in his generation were. He had a family, which was the only distraction from his writing. His daughter married Lucius Magius, a seemingly talentless writer, and he also had two sons. Livy was thought to have associated with Augustus Caesar's literary circle, but some scholars think they might not have shared the same views. The later Roman historian Tacitus reports that Augustus called Livy a "Pompeian," which meant that he had Republican sympathies. He considered Brutus and Cassius, the conspirators against Julius Caesar, men of distinction. Livy also was acquainted with Claudius and encouraged him to write history. Despite his connections, he never mentioned a patron, like many other writers. Livy's education was only standard, its emphasis mostly on rhetoric, which is evident in his works. Livy seemed to be solely focused on writing, unlike many of the other writers of his time. He did not venture to the east to study at the universities in Athens or Rhodes, which accounts for his limited knowledge of geography and the political disorders of his life. He also never held office and never took part in the flourishing literary society of Rome.

Livy wrote mostly on philosophical topics and historical dialogues. His work was not partial to cites or countries, or even the people of his generation. He is solely focused on history, in an abstract way. He wanted to show how the Roman people came to be the way they are, and their moral values, instead of focusing on particular events. He did not talk to people to obtain his information for his writing, but spent hours in the library reading and studying history. His most famous work is Ab Urbe Condita, which translates from Latin as "from the founding of the city." Starting in 7 B.C., it took him forty years to write and consisted of one hundred and forty-two books, of which only thirty-five have survived. While writing his history, he borrowed freely from Virgil's Aeneid. Several minor Roman historians wrote summaries, called epitomes, of Livy's entire work and it is through these summaries that some idea of the content of the missing books is known. He published his history of Rome in installments, working on it for most of his life. Because Livy's history is so massive and has such literary character, scholars perceive it as Rome's prose epic and Livy as a poet in prose. Poetic scholars have found much that is admirable. Livy gives vivid scenarios centering on noble Romans, portraits of the traditional Republican values, lofty vocabulary, and an elevated rhetorical style. But poetic scholars also criticize Livy's history for being loosely organized. Historical scholars are more critical than the poetic scholars. They call him naïve and say that history has little to do with the public deeds and values of men. They also say that he has little skill in perceiving relationships between events and not having a personal viewpoint in his writing.

Livy's history begins with the mythological founding of Rome and concludes with the death of Drusus in B.C. The story is not completely factual, but Livy makes it interesting with his drama and characters. His history is written in annalistic form, which means that he wrote down all the events of one year before he proceeded to the next. The annals were about the deeds of the Roman people, at home or at war, arranged chronologically by consular year, beginning with each Ides of March. More specifically, the basic structure Livy uses begins with the consuls' entry into office and early activity in Rome; it goes on to their departure to their provinces and, at last, the return of one or both consuls to Rome, followed by the election of their successors. Books I to IV contain the foundation of Rome to its sack by the Gauls in 86 B.C. Books VI to X contain the Samnite Wars. Books XI to XIV contain the conquest of Italy. Books XVI to XXX contain both Punic Wars. Books XXXI to XLV go until the end of the war with Perseus in 167 B.C., while books XLVI to LXX go to the Social War in 1 B.C. Books LXXI to LXXX contain the civil wars up to Marius' death in 86 B.C., and books LXXXI to XC contain the civil wars up to Sulla's death in 78 B.C. Books XCI to CIII contain Pompey's triumph in 6 B.C. Books CIV to CVIII contain the last years of the republic, and CIX to CXVI contain the civil war up to Caesar's murder in 44 B.C. Books CXVII to CXXXIII go up to the Battle of Actium, while the final books contain the years to B.C., which is Livy's era.

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The first five books, covering the period before the burning of Rome in 0 B.C., forced Livy to declare his historical intentions right away. Some writers omitted this part of the history because the burning of the records made judgment difficult. Others wrote about this period because many of Rome's most famous and patriotic legends belonged to this period. Livy chose to write one book for the regal period, and four on the Republican period down to 0 B.C. He was aware that documenting this time in history would be very difficult, but including the material was a concession to patriotism. He also wrote on this period for historical reasons. Livy was able to discern the outline of the foreign wars, and he started with the events before the Gallic sack, since Rome's history would be incomplete without it. The first book covers several more years than all the book, covering 64 years as opposed to the 81 years spread out over 17 books. Much of Livy's information has since been proven wrong, but much emphasis was given to the important developments in Rome under the kings and the important social issues of the early republic. Book I tells about the seven kings and their contributions to the new city. They kept all the people under control, and Livy thinks they are responsible for the survival of Rome. In his history, he spoke about all the great things they accomplished, even the trivial things. For example, he wrote about the values that the kings instilled in the people, but he also mentioned the important bridges that were built. Livy gave great stress to all aspects of the beginning of Rome, and how these things affected Rome's empire and the rest of the world. Some scholars may not agree with Livy, but they respect his work. Livy's history will continue to capture different audiences, because it shows how the Roman people began and why they became so powerful.

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PERSON WHO INFLUENCED ME THE MOST

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On the first day of school, sophomore year, my history teacher presented me with the question of Who is your hero? I didn't have a hero, and until then I hadn't thought about the subject. Later in the year, my eyes caught a quotation from Dr. Martin Luther King Jr. on the bulletin board which stated somewhat to this effect, Do not merely be a thermometer that records the ideas and principles of popular opinion; but rather a thermostat that transforms the mores of society. Out of all the quotes that had been posted over the year, it was this one that caught my attention and captured my emotion. When I would read it, I felt as if something inside me had been sparked. Little did I know that this man whom I had come to know for the I have a dream speech and civil rights would come to be my hero.

After reading Pilgrimage to Nonviolence while studying the civil rights movement I became intrigued in the beliefs of Martin Luther King Jr. Nonviolence seemed like such a radical concept to me, yet I found myself agreeing with every point that he made. The values and principle that nonviolence depended on, were those that I believed in most love, reconciliation, proaction, redemption, integrity, and faith. Dr. Martin Luther King Jr. left a mark on me, and during that summer I bought a book of his speeches and essays. From there on, my knowledge and interest grew exponentially. Reading Martin Luther King was unlike reading any other author. What Dr. King wrote down on paper seemed to come from the encrypted thoughts of my own heart. He had a way of taking beliefs and assertions and molding them into a poetic flow of the English language. His words solidified an emotional drive that I had always felt inside. Through the reading of his works I feel that my personal character has been greatly strengthened. I found something that I have great conviction in, the value of the human spirit. Out of this conviction comes a passion, a passion that I have noticed, permeates all that is of great importance to me.

Moreover Martin Luther Kings contributions to our history places him in this inimitable position. In his short life, Martin Luther King was instrumental in helping us realize and rectify those unspeakable flaws which were tarnishing the name of America. The events which took place in and around his life were earth shattering, for they represented an America which was hostile and quite different from America as we see it today.

This past summer, I was lucky enough to visit Martin Luther King's gravesite, birthplace, and his former church, Ebenezer Baptist; along Auburn Ave. in Atlanta, Georgia. I attended church in Ebenezer Baptist and watched the pastor deliver his sermon from the same pulpit that Reverend King had stood behind over thirty years ago. Martin Luther King Jr. was only a man, yet he affected the lives of millions of people. It was his own conviction that compelled him to act. While he sowed the seeds for civil rights, he did not look to reap the benefits. His selfless pursuit for justice gives attest to his moral character. Martin Luther King, Jr. catapulted to fame when he came to the assistance of Rosa Parks, the Montgomery, Alabama Black seamstress who refused to give up her seat on a segregated Montgomery bus to a White passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation and humiliation by the police and the legal system. Beatings, imprisonment and sometimes death were waiting for those who defied the System.

Moreover I being from India, a country which strongly follows the principles of non-violence layed by National Leaders like Mahatma Gandhi have a strong inclination towards these principles. Then I also came across the details of the visit which Dr. Martin Luther King made to India ( February, 15 - 10 March, 15) . I felt proud reading the words, which he said at the New Delhi airport "To other countries I may go as a tourist, but to India I come as a pilgrim. The simple words in which he explained the power of non-violence on meeting with mahatma Gandhi truly made me his follower "True nonviolent resistance is not unrealistic submission to evil power. It is rather a courageous confrontation of evil by the power of love, in the faith that it is better to be the recipient of violence than the inflicter of it, since the latter only multiplies the existence of violence and bitterness in the universe, while the former may develop a sense of shame in the opponent, and thereby bring about a transformation and change of heart.

We honor Dr. Martin Luther King, Jr. because he showed us the way to mend those broken fences and to move on in building this land rather than destroying it. He led campaign after campaign in the streets of America and on to the governors mansion - even to the White House - in an effort to secure change. Today Black Americans have federal legislation which provides access and legal protection in the areas of public accommodations, housing, voting rights, schools, and transportation. These rights were not easily won, nor readily accepted, but the good will and conscience of an enormous spectrum of our society both Black and White said Move On.

I can only hope to grow as strong as Dr. King in personal conviction, as I strive and make progress. I have always felt better and more determined about my goals when I read "I have the audacity to believe that people everywhere can have three meals a day for their tired bodies, education and culture for their spirits. I believe that what self-centered men have torn down, men other-centered can build up. I still believe that one day mankind will bow before the alters of God and be crowned triumphant over war and bloodshed, and non-violent redemptive goodwill will proclaim the rule of the land and the lion and the lamb shall lie down together and every man shall sit under his own vine and fig tree and none shall be afraid. I still believe that we shall overcome.. No matter what turns my life will take, I will never forget the moment I stood at the reflecting pool, in front of his grave, with the words on his tomb, free at last, free at last, thank god almighty, I'm free at last burning into my heart. It is those words which never fail to send a shiver up my spine and goose bumps down my arms. It is my dream to live a life so full of integrity and rich in purpose that in my final breath, those words can carry the same emancipating spirit as they did when a humbled seventeen year old read them for the first time.

Please note that this sample paper on person who influenced me most 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 person who influenced me most, we are here to assist you. Your cheap custom college paper on person who influenced me most will be written from scratch, so you do not have to worry about its originality.

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