The Use And Abuse Of History :: essays research papers

The Use and Abuse of History By Friedrich Nietzsche Forward "Incidentally, I despise everything which merely instructs me without increasing or immediately enlivening my activity." These are Goethe's words. With them, as with a heartfelt expression of Ceterum censeo [I judge otherwise], our consideration of the worth and the worthlessness of history may begin. For this work is to set down why, in the spirit of Goethe's saying, we must seriously despise instruction without vitality, knowledge which enervates activity, and history as an expensive surplus of knowledge and a luxury, because we lack what is still most essential to us and because what is superfluous is hostile to what is essential. To be sure, we need history. But we need it in a manner different from the way in which the spoilt idler in the garden of knowledge uses it, no matter how elegantly he may look down on our coarse and graceless needs and distresses. That is, we need it for life and action, not for a comfortable turning away from life and action or merely for glo ssing over the egotistical life and the cowardly bad act. We wish to use history only insofar as it serves living. But there is a degree of doing history and a valuing of it through which life atrophies and degenerates. To bring this phenomenon to light as a remarkable symptom of our time is every bit as necessary as it may be painful. I have tried to describe a feeling which has often enough tormented me. I take my revenge on this feeling when I expose it to the general public. Perhaps with such a description someone or other will have reason to point out to me that he also knows this particular sensation but that I have not felt it with sufficient purity and naturalness and definitely have not expressed myself with the appropriate certainty and mature experience. Perhaps one or two will respond in this way. However, most people will tell me that this feeling is totally wrong, unnatural, abominable, and absolutely forbidden, that with it, in fact, I have shown myself unworthy of the powerful historical tendency of the times, as it has been, by common knowledge, observed for the past two generations, particularly among the Germans. Whatever the reaction, now that I dare to expose myself with this natural description of my feeling, common decency will be fostered rather than shamed, because I am providing many oppor tunities for a contemporary tendency like the reaction just mentioned to make polite pronouncements.

Conrads Obsession with Voice in Conrads Heart of Darkness Essay

Conrad's Obsession with "Voice" in Heart of Darkness For the moment that was the dominant thought. There was a sense of extreme disappointment, as though I had found out I had been striving after something altogether without a substance. I couldn't have been more disgusted if I had travelled all the way for the sole purpose of talking to Mr. Kurtz. Talking with . . . I flung one shoe overboard, and became aware that that was exactly what I had been looking forward to--a talk with Mr. Kurtz. I made the strange discovery that I had never imagined him as doing, you know, but as discoursing. Marlow in Conrad's Heart of Darkness The above quotation suggests what has been noted frequently in recent years as damnin...

Antony a better Leader than Caesar in Shakespeares Antony and Cleopatr

Antony a better Leader than Caesar in Shakespeare's Antony and Cleopatra: In Shakespeare?s play 'Antony and Cleopatra' Caesar, while he displays remarkable tactical skills, is calculating and cold hearted. Antony on the other hand embodies many admirable qualities and emotions which make him the greater of the two. Firstly I will look at Caesar?s military victories before examining Antony?s great human qualities. Looking at Caesar, he is highly successful in his military battles due to his great organisation skills and strategic planning. Caesar values organisation since he receives hourly reports on how matters are abroad (Act I Scene 4 lines 34-36) and keeps detailed accounts of his battles. His logical thought also makes him so successful: ?Strike not by land, keep whole, provoke not battle, Till we have done at sea? (Act III Scene 8 lines 3-4) This strategic plan allows Caesar to defeat Antony. Duty is of unmatched importance to Caesar. Caesar condemns Antony for seeking pleasure before duty and he says of himself: ?Doubt not, sir, I knew it for my bond? (Act I Scene 4 lines 84-85) So the basis of Caesar?s abundant military victories, also against Antony, are his logical tactics and his sense of duty. However, Caesar is so determined to succeed and so power hungry that he is willing to hurt and manipulate other people in order to be successful. Caesar is calculating in that he uses Lepidus to defeat Pompey yet then sees to it that Lepdius is deposed as a triumvir so that he can gain more power. Another example of Caesar?s deviousness is: ? Plant those that have revolted in the van, That Antony may seem to spend his fury Upon himself.? (Act IV Scene 6 lines 9-11) Caesar intentionally places... ...flees the battle, he does not blame Cleopatra but takes responsibility for his own actions and is very ashamed of them: ?I have fled myself, and have instructed cowards To run and show their shoulders.? (Act III Scene 11 lines 7-8) It is in particular this characteristic which makes Antony greater than Caesar. Though it would be easy to make another person the culprit, Antony always carries the burden of the blame himself and is truly remorseful of his actions. In conclusion, Caesar?s arrogant, calculating, unemotional character is opposed to Antony?s forgiving, generous, responsible one. Though Caesar is a great military leader, his success is achieved through deliberate cold-hearted scheming and manipulation of others while Antony displays true nobility through his incomparably great human qualities. Thus, in our minds, Antony is the greater of the two.

Adaptation & Accountability Essay

There are a lot of measures where accountability can be checked in a workplace. However, there are still a lot of companies that mess up with such processes. Accountability is important in the workplace especially that most companies are grounded in some sort of bureaucracy where someone is supervising a department and supervisors report to managers and so on. It is only through an accountability measures that work in such setup could be well done. Accountability does not only involve accepting a work and doing it, â€Å"true accountability involves taking ownership of your work and viewing your job as a stakeholder would (www.iaap-hq.org).† On the other hand, Robert Staub defines accountability as â€Å"a systemic issue and must be understood in terms of a systems approach if it is to really work in any group, family or organization. It is a system of individuals, linked in a chain of mutuality, taking personal and group responsibility to achieve something meaningful.† In a publishing company where I work, a lot of papers are involved as an accountability measure and they are effective. It is necessary for people to sign in or complete forms before the next process is to be completed especially for writers because they are fully responsible to the articles they write. At the start of every magazine issue, an article checklist is given to the writer in duplicate. This checklist contains the column title, article title, writer’s name, layout artist’s name, date submitted/completed and remarks. This form should be accomplished and one copy be returned to the Editor-in Chief. That form is used by the editor to follow-up the status of the articles being written or submitted to the writer. There is another form called the status report. This is almost the same as the checklist but in expanded and more detailed form. This is also accomplished in duplicate, one for the writer, the other for the layout artist. The chart contains the column title, article title and writer’s name, edited, first proof, second proof, photo and press. This guides the writer in the status of the folder he/she is processing for completion. He/she will enter the dates in the given columns to see whether everything is already completed or not. It helps the artists to countercheck whether he/she is putting the appropriate photos or the right bylines in the right articles. Sometimes, these status reports are checked by the supervisor to see whether the printing press can accommodate the printing of the magazines at a given time or if it needs to be outsourced. Moreover, it also helps the coordinator to track the articles of contributors and to follow them up. Those charts were designed to tell who is accountable for such work especially when there are errors. The employees may lie but the papers they have accomplished themselves not. Those are also necessary for evaluation purposes at the end of the publication cycle. The department may know how to be become more effective and efficient in terms of workforce and resources. These processes are made clear at the onset of training for new employees and they are mutual agreement in the department. Deborah Mackin in her article Growing Responsibility and Accountability in the Workplace, proposed the RACI Chart as one of the tools which may be similar of that above. The RACI stands for Responsible, Accountable, Consulted, and Informed. It will help people to know their responsibilities, who is accountable for such work, whom he or she is accountable to, who will be consulted and how and who to inform. Basically, such chart should be present in a workplace so the management is certain why are they hiring people and people are particular at the jobs they have to accomplish. References â€Å"Accountability in Today’s Workplace.† Retrieved December 12, 2008 from http://www.iaap-hq.org/OfficeTeam_CareerCenter/accountability_in_todays_workplace.htm Staub, R. 2005. Accountability and its role in the workplace. The Business Journal of the Greater Triad Area. Retrieved December 12, 2008 from http://www.bizjournals.com/triad/stories/2005/01/17/smallb3.html Mackin, Deborah. _______. Growing Responsibility and Accountability in the Workplace. Retrieved December 12, 2008 from http://www.sideroad.com/Management/accountability-in-the-workplace-responsibility.html

Absolute Truth – Is There Such a Thing as Absolute Truth

Is There Such A Thing As Absolute Truth? There are two answers for the question, â€Å"Is there such a thing as absolute truth? † The answer could be either yes or no. In my opinion, the answer is yes, because every individual lives his or her life in various experiences. Some people claim to know the absolute truth. Individuals based their truth on experiences and emotions and at times not logically consistent. When force fields such as emotions are present decisions are made then opinions are formed.For example, politics, I state politics because it never has a common ground. In politics you’re either Democrat or Republican, and both parties feel their plan is the absolute truth. As an American, we have the right to our own opinion but realize that our opinion is not the absolute truth. To make the statement that there is no absolute truth is invalid. Because one plus one does equal two so there is absolute truth which can be proven and understood. Is there such a thi ng as absolute truth?Yes, because of human conscience that â€Å"duty† within us that tells us that certain things are right and wrong. Therefore, our conscience let us know there is something wrong with pain, hunger, rape and makes us aware that love, peace, and charity are positive things for which we should strive for. In my opinion it so important to understand the concept of absolute truth in all areas of life this includes religion, because consequences exist in life for being wrong.For instance, a nurse can give a patient the wrong amount of a medication that can kill them; having an investment broker make the wrong monetary decisions can put you and your family in poverty; getting on the wrong bus will take someone where they do not wish to go; and dealing with an cheating spouse can result in the destruction of a family and potentially divorce. There are so many religions in this world that attempt to give their meaning and definition to absolute truth.Your existence is absolute truth which is simple. Through religion, mankinds seek God, we hope for the future, forgiveness of our sins, peace in the midst of struggle, and answers to our deepest questions. Religion is really proof that mankind is more than just a highly evolved creature. God implanted in man the desire to know him, and God is indeed the Creator, which makes Him the standard for absolute truth, and with His authority that establishes the absolute truth.

Factory Act Essay

In this Act, unless there is anything repugnant in the subject or context, ‘adolescent’ means a person who has completed sixteen years but has not completed eighteen years of age,’adult’ means a person who has completed eighteen years of age, ‘child’ means a person who has not completed sixteen years of age,’day’ means a period of twenty-four hours beginning at mid-night, ‘explosive substance’ includes any materials for making any explosive substance; ‘factory’ means any premises including the precincts thereof whereon ten or more workers are working or were working on any day of the preceding twelve months and in any part of which a manufacturing process is being carried on with or without the aid of power, but does not include a mine subject to the operation of the Mines Act. Power to apply the provisions of this Act to certain places. – (1) The Government may, by notification in the official Gazette, declare that all or any of the provisions of this Act shall apply to any place wherein a manufacturing process is being carried on or is ordinarily carried on whether with or without the use of power whenever five or more workers are working therein or have worked therein on any day of the twelve months immediately preceding. (2) A notification under sub-section (1) may be made in respect of any one such place or in respect of any class of such places or generally in respect of all such places. 3) Notwithstanding anything contained in clause (f) of Section 2, a place to which all or any of the provisions of this Act are, for the time being, applicable in pursuance of a declaration under sub-section (l), shall, to the extent to which such provisions are so made applicable but not otherwise, be deemed to be a factory. Section 4. Power to declare departm ents to be separate factories. The Government may, by order in writing, direct that the different departments or branches of a specified factory be treated as separate factories for all or any of the purposes of this Act. Section 5. Power to exempt. – The Government may, by notification in the official Gazette, exempt any factory or any class or description of factories from all or any of the provisions of this Act for such period as it may think fit in the public interest: Provided that no such exemption shall be made for a period exceeding six months at a time. Section 6. Notice to Inspector before commencement of work. – (1) The occupier shall, at least fifteen days before he begins to occupy or use any premises as a factory send to the Chief Inspector a written notice containing the name and situation of the factory,the name and address of the occupier, the address to which communications relating to the factory may be sent,the nature of the manufacturing process – (2) In respect of all factories which come within the scope of this Act for the first time, the occupier shall send a written notice to the Chief Inspector containing particulars specified in sub-section (1) within thirty days from the date of the commencement of this Act.. 3) Before a factory engaged in a manufacturing process, which is ordinarily carried on for less than one hundred and eighty working days in the year, resumes working, the occupier shall send a written notice to the Chief Inspector containing the particulars specified in sub-section (1) within thirty days before the date of the commencement of work. Whenever another person is appointed as Manager, the occupier shall send to the Chief Inspector a written notice of the change, within seven days from the date on which such person assumes charge. (5) During any period for which no person has been designated as Manager of the factory or during which the person so designated does not manage the factory, any person found acting as Manager or if no such person is found, the occupier himself shall be deemed to be the Manager of the factory for the purposes of this Act. Section 7. Seasonal Factory. – The Government may, by notification in the official Gazette, declare any factory in which manufacturing processes are ordinarily carried on for not more than one hundred and eighty working days in the year and cannot be carried on except during particular seasons or at times dependent on the irregular action of natural forces, to be a seasonal factory for the purposes of this Act. Section 8. Approval of plans and fees for licensing and registration. – (1) The Government may require that previous permission in writing be obtained in the prescribed manner from the Chief Inspector for the construction or extension of any factory or class or description of factories, require registration and licensing of factories or any class or description of factories and payment of fees for such registration and licensing or for the renewal of licences, in the prescribed manner. If, in accordance with the provisions of sub-section (1) an application for permission accompanied by the plans and specifications is sent to the Chief Inspector and no order is communicated to the applicant within two months from the date of its receipt by the Chief Inspector, the permission applied for in the said application shall be deemed to have been granted. (3) Where the Chief Inspector refuses to grant permission to the said construction or extension of a factory or to registration and licensing of a factory the applicant may, within sixty days of the date of such refusal, appeal to the Government.

More Than Just an Argument Essay

Argumentative essay assignments are useful learning tools for helping students to both understand key concepts and in helping students to think critically. † Module 3 Case Assignment Nassal R. Braimbridge Trident University If you have ever attended college at some point you have had to write an argumentative essay. It is used to convey your thoughts, insights, and point of view to an audience in an attempt to persuade them. Extensive research is required to provide the facts and evidence required to support your argument and diminish your opposition’s argument. Argumentative essay assignments are useful tools for helping students to both understand key concepts and in helping students to think critically. This is due to the fact that creating an argumentative essay requires a lot of thinking and analysis. When most people think of an argument, it is thought of as a being something negative but according to David H. Jonassen and Bosung Kim (2010) â€Å"Meaningful learning requires deep engagement with ideas. Deep Engagement is supported by the critical thinking skills of argumentation. ’ They also stated that â€Å"Learning to argue represents an important way of thinking that facilitates conceptual change and is essential for problem solving. † This is impart to the fact that you are using the art of persuasion, rhetoric to sell your point of view to the reader, which requires a substantial amount of facts and evidence to validate your claims and enhance the level of trust that the reader has for both you and your opinion. A well written argumentative essay will present a strong claim and can appeal to the most resistant audience. This is achieved with the application of logic, reasoning and strategic analysis. In depth research coupled with a little creativity and some confidence are also necessary. In doing this you develop critical thinking skills which is defined by Michael Scriven and Richard Paul (1987) as â€Å"the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. They also stated that â€Å"In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. † One of the functions of higher education is to teach students how to think and a god way to do this is through argumentation. Debate as a teaching tool, has a place in pedagogical methods because it allows students to enhance critical thinking through investigating arguments, engaging in research, gathering information, performing analysis, assessing arguments, questioning assumptions, and demonstrating interpersonal skills. Initially, the researcher used debate in a Science, Technology, and Society course as a tool to introduce an experimental learning opportunity. The main objective of the course was to use a selection of modern topics in science and technology to increase communication and critical thinking. Debate was a natural fit for the course because the topic were tied to current events, and students were allowed to critically analyze a controversial topic while practicing other competencies like writing, presenting information and higher level thinking (Scott, S. 2009). Writing an argumentative essay also helps to improve conceptual understanding, as you have to put yourself in not only the shoes of your opponent but the shoes of your audience as well. This means anticipating any questions or concerns they might express and addressing them, it also gives you the opportunity to refute any arguments your opponent may have. In doing this you will be analyzing your supporting statements, determining the reason why someone would disagree with each point and what part of the issue concerns them the most. At the same time is also developing your solving skills as you trouble shoot problem before they occur and prepare for them. Argumentative essay assignments are useful learning useful learning tools. They foster the development of students’ critical thinking skills their conceptual understanding and problem solving abilities. It promotes creativity and confidence while improving students’ writing skills. A student’s rhetorical skills are also developed along with their presentation skills when they complete argumentative essay assignments. Work Cited Jonassen, D. , Kim, B. , (2010). Arguing to learn and learning to argue: design justifications and guidelines. Educational Technology Research ; Development. 58(4). 39-458. Scott, S. (2009). Perceptions of students’ learning critical thinking through debate in a technology classroom: A case study. Journal of Technology Studies. 34(1): 39-45. Michael Scriven, Richard Paul (1987). Critical Thinking as Defined by the National Council for Excellence in Critical Thinking. Retrieved from: http://www. criticalthinking. org/pages/defining-critical-thinking/766 Purdue Online Writing Lab (2011). Argumentative Essay. Retrieved from: http://owl. english. purdue. edu/owl/resource/685/05/