Plato Vs Shelley :: essays research papers

Many works of literature provide responses to much debated topics. Opinions are brought forth by means of rhetorical devices and supported by some type of accepted truth. In two such pieces, The Republic by Plato and â€Å"A Defense of Poetry† by Shelley, Plato expresses a belief about poetry that Shelley disagrees with and responds to. Through rhetorical devices such as metaphors and symbolism and the use of deductive logic and Socratic writing, Plato provides a strong, very supported argument while Shelley’s long sentence structure, analogies and metaphors are weak in comparison.   Ã‚  Ã‚  Ã‚  Ã‚  The way in which Plato uses deductive logic to express his opinion allows him to fully develop his ideas without making assertions that are incredible. Plato begins with the idea of the ultimate â€Å"maker of the bed†, which he refers to as G-d which is easily accepted by the majority of an audience. Plato believed that there is only one who â€Å"makes the essence of the bed,† (44) the single idea and therefore that is the truth. From there he goes to the carpenter. â€Å"There is another (bed) which is the work of the carpenter.† (44) And finally Plato defines his thesis through metaphor. He uses a metaphor that compares the work of a poet to a mirror. â€Å"Turning a mirror round and round – you would soon enough make the sun and the heavens, and the earth and yourself, and other animals and plants, and all other things of which we were just speaking, in the mirror†¦but they would be appearances only.† (44) The way in wh ich the writing is interactive with two people creates contradictions, which challenge Plato’s beliefs, yet they are still proven throughout. â€Å"Why not? For the duller eye may often see a thing sooner than the keener. â€Å"Very true, but in your presence, even if I had any further notion, I could not muster courage to utter it.† (43) While this Socratic writing helps Plato to make his argument even more concrete, Shelley uses essay form to portray his ideas somewhat in response to beliefs like those of Plato.   Ã‚  Ã‚  Ã‚  Ã‚  Shelley’s writing differs in form from Plato’s in that Shelley’s is more straight forward and seems almost as if it were meant to be preached. â€Å"Reason is to the imagination as the instrument to the agent, as the body to the spirit, as the shadow to the substance.† (429) The analogy that Shelley uses portrays that reason is the basis of the imagination, implying that poetry holds truth, yet it is an idealized truth, which is determined by Plato in The Republic to be essentially false.

Why Teeagers Run Away from Home

It is critical that the number of youth who run away from home is increasing at a dangerous rate, and millions of parents suffer every year because their children run away from home. These parents say it is like a never-ending nightmare, and they are left to struggle with the question of why their child would leave home. Too many teenagers run â€Å"from† something rather than â€Å"to† something, but runaway teenagers claim they leave home in search of safety and freedom. Running away from home is usually a quick decision, and that choice is made on impulse rather than logical reasoning.One problem every teenager faces on a daily basis is stressful situations, but this can come to such an extreme that the only choice is to leave. Runaway teenagers are often victims of poor problem-solving, and they do not see alternative solutions other than leaving home. The romanticized view of living on the streets lures young teenagers to leave home, but they do not realize the har sh reality they will face. Teenagers run away from home on impulse, and they think it is easier to run away rather than to fix the problem.There are several reasons children run away from home, but a prominent reason is unstable and stressful family situations. One problem teenagers face these days is that both parents may work, and their mom and dad are not around much. Absence of a parent does not make the heart grow fonder, and oftentimes a runaway will complain that she is not loved anymore. Some teenagers run away as a response to a divorce between their parents. Since they have never experienced a situation like this, a teenager does not know how to react, so they escape to wield power over, get attention from, manipulate, or punish their parents.The death of a close family member can have a detrimental impact on a young teenager, and it can cause them to suffer an acute personal crisis and leave. For many teenagers, death is an obstacle that is hard to deal with, and without coping mechanisms, could quickly lead to running away from home. Major reasons teenagers run away from home are unstable and stressful family situations, and often include lack of parental guidance, divorce, and death of a family member.The main reason why kids run away from home is because they do not have good problem solving skills, and running away from home is an â€Å"either-or† kind of solution. Teenagers run away because they do not want to face something, and that includes unwanted emotions. They are trying to avoid any type of accountability, for the fear of consequences outweighs the possibility of a harsh, real world experience. The adolescent who has run away has run out of problem solving skills, and leaving home seems to solve their immediate problems.Running away becomes a quick fix, and it is the product of black-and-white thinking. If the circumstances are right, a teenager can run away at any time if they do not see an alternative solution. The willingness to leave can develop from a variety of reasons, for teenagers often do not know that what they are facing can be dealt with using other strategies. Running away from home shows poor problem solving skills, and the fear of consequences and accountability, not being able to see alternative solutions, and thinking it solves immediate problems are all signs of poor problem solving.Another factor is that teenagers often idealize running away, and they develop a romanticized view of life on the streets. Teenagers think that if they leave home, they will have all of the freedom they have ever wanted, and that they can control what happens to them. For some, running away makes them feel free, unsupervised, with no curfew hours, homework, dress code, and eating habits, but some just seek adventure and are pressured by their peers.Teenagers always want to find their own answers to their own problems, and this often leads to arguments between parents and children. Running away seems to offer a rebellious teen the chance to make choices for themself, and this thought is very tempting to many. Runaway teenagers have a very glamorous view of an independent life style, and they do not realize the struggles they will face. They have a naive picture in their head of a world filled with nice, fun, harmless people, but in reality, one is always cold, hungry, and struggling.Teenagers think to highly of a life away from home, and this is because they are naive, looking for control, and they want to make their own choices. Running away from home seems like an adventure or the key to freedom, and as if â€Å"no one can tell me what to do. † Unstable family conditions are often the cause of teenagers running away from home, and for many teens this is a difficult obstacle to face. A teenager who runs away from home is often a victim of poor problem solving skills, and they are looking for an easy escape from their problems.Teenagers are intrigues by the thought of living on the ir own, and often times have a romanticized view of a harsh and cruel world. Any child can run away at any time if the circumstances are right, and if they are under enough stress, any kid can justify running away. Do not forget that running away is like any other action, so in order to do it, one needs the ability, the willingness, and the opportunity. Kids have to ability and opportunity to run every day, so all it really takes is the willingness to do it.

buy custom Scanning Electron Microscopy essay

buy custom Scanning Electron Microscopy essay Scanning Electron Microscopy is a category of the electron microscope, which uses highly focused beams of strong or high-energy electrons in order to generate diverse types of signals on the entire surface of the solid specimens. The high-energy electrons interact actively with the solid specimen atoms thus producing clear signals containing detailed information of the sample such as chemical composition, texture (morphology), orientation of sample materials, electrical conductivity of the sample, and crystalline structure. SEM produces many types of electron signals such as characteristics X-rays, secondary electrons, cathodoluminescence (light), back-scattered (BSE) electrons, transmitted electrons, and specimen current, which result from, active interactions of electrons beams with specimen atoms near or at the sample surface (Joseph Linda 2003). SEM technology, especially the secondary electrons imaging (SEI), is highly effective as it can be able to produce extremely high-resol ution specimen images revealing extremely small details even of size lower than 1 nanometer (nm). In addition, SEM is even capable of analyzing selected points on the sample an approach extremely useful in semi-quantitatively or qualitatively analysis. In order to understand Scanning Electron Microscopy (SEM), its concepts such as the basics of SEM as well as the Structure and Working of SEM are carefully analyzed. The SEM uses focused beams of many electrons to create the specimen image and gain information regarding its composition and structure. The most basic steps involved in the SEM are: A unique stream of strong electrons are produced by the electron guns in the high-vacuum chamber, the stream with positive electrical potentials, is then accelerated towards a solid specimen while being focused and confined using magnetic lenses and metal apertures into a very thin, highly focused, and monochromatic beam. The solid sample is highly irradiated by this beam and interactions quickly occur inside this highly irradiated sample thus affecting the beam of electrons. These effects and unique interactions are detected and quickly transformed into the specimen image. The structure of SEM comprises many parts, which work together, to achieve the overall objectives of this machine. The first and most basic part of SEM structure is the Electron Gun. This part is paramount as it is the only source of the electrons in SEM. In most cases, Electron Gun is a unique v-shaped filament manufactured using tungsten or LAB6 (lanthanum hexaboride) cathodes that are perfectly wreathed with the Wehnelt cap also referred to as Wehnelt electrode (Patrick 2009). The other part of the SEM structure is the condenser lenses. It has two-condenser lenses referred to as first and second condenser lens respectively, which are used to condense the electron beams flowing from the electron gun. In addition, it has deflection coils, which are used to deflect the electron beams flowing from the electron gun. Objective lenses are also found in the SEM structure. In addition, it has electron detectors that are used to detect various types of signals such as X-ray detectors, and B ackscatter electron detectors. It also has a vacuum pump which is used to create a vacuum in the SEM. Vacuum in the specimens chamber creation is crucial because it aids in the only specimens pretreatments necessary for this process which is the metal coating of the specimens. This unique procedure is only done in a complete vacuum evaporator and lasts for approximately 15 minutes. The standard working of SEM is unique and intriguing. A finely and highly-focused beam of electrons scanned across the entire sample surface results in generation of back-scattered electrons, characteristic X-rays, and secondary electrons. These electron signals are thoroughly collected by electron detectors in order to form clear images of the specimen displayed on the screens made of cathode ray tubes (Goldstein, Newbury, Lifshin, 1981). All the features obtained from the SEM images are then analyzed to determine their elemental compositions and other features. Data output in SEM is carefully generated in the real time on the Cathode Ray Tube (CRT) monitor. The spectra and images obtained in the screen scan be easily printed, recorded, or even emailed. Buy custom Scanning Electron Microscopy essay