WordPress Dropdown Menu Guide How to Create One [for Beginners]

Want to learn how to set up a WordPress dropdown menu?In this article, well walk you through creating your dropdown menu step-by-step with screenshots!You can do everything with core WordPress functionality no need for a third-party plugin. Lets dive in If it does, then you can take advantage of the most popular way to create a WordPress dropdown menu (and one of the easiest).Even better?  If you choose to create a dropdown menu in WordPress by using the default menu option, you don’t have to worry about the menus disappearing when you switch up your theme or add new plugins!To get started, head to your WordPress dashboard and click on Appearance Menus.If you see a prompt telling you to create a menu, youll need to, as the prompt says, create a menu to get started. Ill show you that in Step 1. If, however, you already have a menu, complete with some links, you can jump straight to Step 2.Step 1: Create a menu (if needed)If you dont already have a menu, enter a name in the   Menu Name box and then click the  Create Menu button. The actual name isnt important just make it easy to remember:Step 2: Add links to menuOnce you’ve created a menu, it’s time to add links.To add links to your content, use the sidebar to check off which pages or posts you’d like to show up in your menu. Once youve selected the content you want to add, click the Add to Menu button.You can also get more creative and include custom links in your dropdown menus. To learn more about them, read this post.Step 3: Arrange menu items using drag and dropNow, you should have a list of all your menu items. To create your dropdown menu, you can use drag and drop to move the items you want to appear in the dropdown over. The parent item will appear on the main menu. And the menu items underneath the parent item will appear in the dropdown when a user hovers their mouse over the parent item:Once youre happy with the organization, click on  Save Menu.Step 4: Choose m enu locationOnce that’s done, you’ll need to figure out where you’d like your menu to show up on your website. The header is usually the best choice (no one wants to scroll to the bottom of your homepage just to find your â€Å"Contact† or â€Å"About† page!).You can choose where to display it in the  Menu Settings area:There are two things to note here:You might see different  Display locations because the actual names are different for each theme. Usually, youll want to pick something like Top Menu, Primary Menu, Primary, etc. if you want to make your menu appear in the header.If you check the Automatically add new top-level pages to this menu box, it will add any new pages you create to the menu. This can get cluttered fast, and isnt recommended!Once you save your changes, youre done!A more visual way to manage your dropdown menusAs an alternative to the method above, you can also manage your menus using the live preview.Clicking this button will bring you to your WordPress Customizer.While the interface looks a little bit different, all the same principles apply. Youll still be able to:Drag and drop menu items to create dropdownsChange menu locationsEtc.And the benefit is that youll be able to see a live preview of your WordPress dropdown menu in real time.3 quick tips for using dropdown menusNow that you know how to properly set up a WordPress dropdown menu, we wanted to give you 3 quick tips to keep in mind:When using the default WordPress dropdown menu option, you’re able to arrange where you place your sub-menus. For example, if your menu is titled â€Å"Food† and you want â€Å"Breakfast† to appear before â€Å"Dinner†, simply drag and drop breakfast to the top!When creating menus, title them appropriately! For example, if you have a menu titled â€Å"About†, you wouldn’t want to have your â€Å"Contact† and â€Å"FAQ† in the dropdown menu. On that note, we suggest having â€Å"Contact†, â€Å"FAQ†, and â€Å"About† as separate menu options.As a general rule of thumb, you shouldn’t put all of your eggs in one basket. In this case, don’t create one menu and throw all of your sub-menus into it.As long as you keep those 3 tips in mind when creating your WordPress dropdown menus, you’ll be good to go!Final thoughtsIf you follow the step-by-step instructions we’ve provided, you’ll easily be able to create WordPress dropdown menus in just a couple minutes.WordPress allows you to customize nearly everything on your website, so there’s no reason you shouldn’t be creating user-friendly sub-menus. Especially since they help your customers navigate through your website.Do you have any other questions about how to create a WordPress dropdown menu? Leave a comment and well try to help out! #Learn how to create a #WordPress dropdown menu in just a few minutes #tutorial

A Close Reading and Analysis of Top Hat (1935) essays

A Close Reading and Analysis of Top Hat (1935) essays Top Hat is one of the all time great musicals of the 1930s, and is the epitome of the RKO productions of the time and of the films of Fred Astaire and Ginger Rogers. It had a familiar cast and plot structure, Astaire as an entertainer who stumbles upon love, which called for many to consider it as simply a remake of their earlier film The Gay Divorcee (1934). It was one of the nine films that Astaire and Rogers made for RKO and was probably the best, if not the most successful in financial terms. It is a fully integrated musical, it flows from action and dialogue to the numbers with complete ease, this is unlike arrogated musicals such as Gold Diggers of 1933 (1932). The narrative structure of the films all followed a similar path; we see a recycling of the theme of a romantic young couple and their exploits, which lead to their falling in love usually paired up with older couple that usher in the comedy and misunderstandings as we have seen in Top Hat with Fred and Ginger alongside the Horace and Madge characters. A second structure seen is that of a young comic couple and their pairing with a similarly aged couple who are an opposite of them. Like most of the Astaire and Rogers films it is also a comedy and uses many generic traditions to achieve the comic goal. The film begins in London with Fred arriving to perform in a show, we are placed in a gentlemans club that is a full on satire of the upper class. The young, stylish, excitable American surrounded by a group of stuffy old men whose need for silence is laughable. We then move onto the hotel, which brings a number of familiar stereotypes, the design is of an art deco style. Lavish white on white sets were a constant in these films, most were shot during the depression of the 1930s so the theme of escapism was popular. The view of a utopian society was often portrayed through extravagant...

Synonyms for Car

Synonyms for Car Synonyms for â€Å"Car† Synonyms for â€Å"Car† By Mark Nichol The question of how to refer to one of the most integral artifacts of modern civilization illustrates the value of synonyms: The word a writer uses to refer to a car can assign value to that object and help the reader gauge nuances of the writer’s tone. Car is a perfectly suitable, utilitarian word, but so many other possibilities await the resourceful writer. The formal term, automobile, and its truncated form, auto, are useful for elegant variation, conveyance conveys a highfalutin feel, and motorcar has a vintage connotation. Meanwhile, vehicle is inclusive of other types of motorized transportation. For mock-poetic humorous effect, a writer might refer to his or her chariot or phaeton. (The latter is one of many synonyms for carriage, most of which, like phaeton, are obscure but can, given supporting syntax, be clear to the reader.) More informally, among other possible jocular references are buggy for a small, humble car and â€Å"babe magnet† (or my own clunky but precise coinage, â€Å"midlife-crisis-mobile†) for a particularly sleek, sporty car. (Of course, â€Å"babe magnet† can also be applied ironically to a car that is anything but alluring.) Words and phrases that describe the category or size of vehicle include compact, convertible, coupe, hardtop, hatchback, sedan, â€Å"sports car† (or roadster, which can have a jaunty tone in the midst of lighthearted language), â€Å"sport utility vehicle,† â€Å"station wagon,† subcompact, truck, and van. Specific car brands inspire nicknames: Beamer or Beemer (BMW), Chevy (Chevrolet), Lambo (Lamborghini). Pejorative terms include beater, bucket, clunker, crate, heap, jalopy, junker, rattletrap, and wreck. (â€Å"Gas guzzler,† meanwhile, emphasizes a car’s lack of fuel economy, and â€Å"land yacht† also indicates excessive size.) Among the celebratory slang terms are ride (an example of a verb converted to a noun) and wheels or â€Å"set of wheels† (examples of synecdoche, in which the name of a part represents the whole). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleRound vs. AroundRunning Errands and Doing Chores

My Personal Pedagogy Essay Example | Topics and Well Written Essays - 3000 words

My Personal Pedagogy - Essay Example This essay shall demonstrate how my personal philosophy and pedagogy works together to define the kind of teacher that I am and strive to be. It will discuss four aspects of my pedagogy namely assessment, planning, implementation and evaluation as underpinned by my values of being a lifelong learner, being reflective, valuing positive, respectful and harmonious relationships and listening with an open heart and mind (as seen in Appendix 1).Edwards & Nuttal’s (2005) contention is that pedagogy is more than just understanding children and the curriculum and how they fit together to suit children’s learning. It goes beyond that. I agree with them that pedagogy also involves understanding the children’s contexts, personal experiences outside the academic sphere and factors around the wider community (Edwards & Nuttal, 2005). Such a viewpoint elevates the educator as an â€Å"active interpreter†(Edwards & Nuttal, 2005) of the context of children’s learni ng and not a mere interpreter of a prescribed curriculum. As an active interpreter, I believe assessment of children is the keen observation of how children learn, grow and develop and interpret these observations in accordance to the expected developmental milestones for their particular stage of development. It is all about my knowing more about children through noticing and recognizing their learning preferences and disposition for learning (Claxton & Carr, 2004). I try to see how curious, they are and how persistent and open they are in learning what they want. I try to see how curious, they are and how persistent and open they are in learning what they want. My assessment of children is guided by what I know about how they should be behaving, thinking, feeling, interacting, communicating, etc. at their particular age level (Fleer, 2006).I know that even if there are patterns of development, they are still unique individuals who possess their own individual personalities and abi lities. When I do observe them, I gather information about them so I can further improve outcomes for them with the planning that I will do for and with them. My reflection in Appendix 2 shows how I have observed children’s interests to further their learning while it also enhances my own learning. As a teacher, I have engaged in never-ending observation as a way to â€Å"obtain information†, (Quality in Action, 1998, p. 86). This is part of my value of learning. I always strive to be a keen observer as I look into their interactions, choice of resources, use of language (see in Appendix 3). In that reflection, it shows the change in how I believed learning should be, as I used to think it was more academic learning that should be pursued. But working in a real early childhood centre has made me realize that learning is more about child-centred initiations such as engaging in play, arts, sports, etc. to pursue their own interests so they fulfil their hunger for learnin g rather than from a teacher-directed activity, although I am not saying children will not learn from that too. Also in the assessment example in Kei Tua ote Pae (MoE, 2004), I agree what the social-cultural theory (Vygotsky, 1978 ) recommends - an assessment method which gives children the power to set their own goals, assess their own achievements and become responsible for their own learning. This is exhibited in the portfolio of their works which give voice to children’s thinking and abilities (Ministry of Education, 2004, 2005) (see in appendix 4 ). My value for positive, respectful and harmonious relationships also pushes me to observe the children with their families so I am able to see the dynamics of their relationship. Part of my assessment includes that I get to know about the children’s whanau and ask about what goes on in their families in such a way that I maintain a respectable distance so I do not probe too personally (as see in Appendix 5). I agree wit h Rinaldi (2001) contention that making child’

Financial Reporting and Analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial Reporting and Analysis - Essay Example NBA franchise and other intangible assets have a value of $164,703 $164702 and $165 035 in years 1996, 1997, and 1998 respectively. This shows that the method of amortisation reflect the pattern of the usage of assets in generation of income. NBA intangible assets are defined in cost less amortisation that has accumulated. Straight line method spread over the useful estimated lives of the intangible assets which is generally 3-7 years provides the amortisation. b) Discontinued operations are referred to as parts of an entity that has been sold or has been put into held for sale grouping. While evaluating the future success prospects of an organization, an investor who has existed or a potential investor who will invest in future would remove the discontinued operations from consideration because these items have no bearing or effects on the future. The concern of the management is that some operations are discontinued to improve the results of the continuing operations. The operation s and cash flows of the part has been removed from the ongoing operations and the entity will not have a significant involvement in the operations of the discontinued part after the transaction of disposal is made. c) Team costs and expenses increased between 1996 and 1997 from $27,891,264 to $40,941,156. This is because of after discontinuing some operations, it would require a major effort to re-establish the operation and requires significant effort and budget to continue the operations as before. This may need extra marketing, extra staffing. There can be a possibility of increase in the cost of living between the two years which would subsequently raise the amount of team costs and expenses. d) Net income was $420,306 and $12,267,317 in year 1997 and 1998 respectively. This was a hefty rise in the value of income. This is because of higher revenue that was gained. Higher revenue resulted from ticket sales and also from Television and radio broadcasting fees in 2008. By constant winning of games, heavy promotion and advertisement through the television and broadcast and also through reaching a wide fan base by selling many tickets resulted to the higher income. Through maintaining lower expenses such as team costs and expenses, selling and promotion, general and administrative in the year 1998 resulted to an increase in net income. e) Noting that net income was higher in 1996, distributions declared were higher in 1998 than in 1996, with $0.50 per unit. Distributions are that portion of corporate profits that is made by a corporation to its shareholders. Net income can either be re-invested in the business or distributed to stockholders. In 1996, the main source of the net income was from the discontinued operations income. This income was better invested back to the business instead of distributing it to the shareholders. This would help avoid double taxation and be realised as capital gains. Case 10-7 Cash movements and Periodic Income Determination a) I ncome determination is not an exact science. It is the best estimate of determination of what will be the base of individuals’ income on the evidence the individual presents. The base period can be the month for which revenue verification and identification of an individual is a requirement. Month’s income is used for the projection of income. Income averaged and a conversion factor can be used to reach at a quantifiable monthly income. b) Cash flow estimation is the prediction whose main purpose is the anticipation of the disbursements and receipts of cash. It is a fixed amount of time that it covers. Cash sensitivity and aggressiveness determines the penetration

Community Service Project Essay Example for Free

Community Service Project Essay In order to graduate some people feel as if teens should have a community service project. Should they have a community service project? As like many things doing a community service project can have some good things to it like for instince helping others at free will with no money or keeping teens out of trouble. But we have found more bad reasons to this rather than fiinding good ones. Here are some of these reasons, like many people in this world most teens do not have transportation and not havinig transportation is a bad thing it could result in people not getting what they need to get done. Think if teens do not have transportation how will they be able to do their community service project? Some more supporting reasons on why we should not have a community service project is what if the teens have a job that they have to go to as soon as they get out of school? Most teens are out here working and may not be able to fit this time consuming project in to their schedule so therefor it would be very stressful for them because they would not be able to get it done and they would probably fail which would not be good because most teens have plans for college and what about supervision during this project will the students be supervised? Who would watch the teens and acually make sure they actually do their community service project instead of faking it. We would end up needing some people from the school to make sure that they actually did their project instead of faking it and what about safety issues? Some one could get hurt doing their project and no one would know it unless we had them supervised. Which is another reason of why doing this community service project would be a bad idea. Sometimes people also get very sick and can not move around that well. If someone is sick they will not feel like doing much moving around. So how would they do their community service project if their really bad off they would not be able to. Most teens also would not want to do this project because it is time consuming and would take time off of their own time and they would not be able to spend time with their family like they hope to do on the weekends that their off of school. A lot of teens out here have health issues going on or some problems in life that they may be facing so it would definitly be very stressing if they could not get it done. Also what about the school would they be willing to do the project during school they probably would not be able to fit this in their schedule. In my personal opinion I think that this would not be a good idea because there is way too many bad reasons rather than good reasons for this community service project and people would have a lot of issues getting it done and it would make it very hard and stressful on them. So should teens have a community service project? No because there is to much bad ideas on this project.

A Look At Picasso :: essays research papers

Picasso’s Guernica is unique and unlike any other photograph or painting of a historical war scene. Historical photographs show scenes and capture moments in time, but when viewing them an intangible â€Å"wall† exists between the viewer and the photograph. The difference between photographs and original paintings is that the painting allows the viewer to break through the â€Å"wall† and actually experience the feelings and emotions expressed in the painting. â€Å"We only see what we look at and to look is act of choice.† (â€Å"Ways of Seeing† 8) â€Å"The photographer’s way of seeing is reflected in his choice of subject, they are showing you what they want you to see.† (â€Å"Ways of Seeing† 10) Photographs are taken for a reason; there are many other angles or other scenes a photographer can choose from and it is up to the photographer to decide which one the viewer sees. In essence, the viewer only sees one aspect of the image captured with the lens of the camera. For example, â€Å"when only the head of a figure is visible in a picture which appeals to visual thinking—as distinguished, for example, from a news photograph which many make use of the sense of sight merely for the purpose of informing us of what went on in a certain place—that figure is always to be seen as being incomplete.† (Arnheim 11) The eye cannot continue beyond the borders of the photograph and the wholene ss of the picture is lost. In a painting, the artist has painted all of the elements to be seen simultaneously. â€Å"The spectator may need time to examine each element of the painting but whenever he reaches a conclusion the simultaneity of the whole painting is here to reverse or quality his conclusion.† (â€Å"Ways of Seeing† 26) A painting maintains its own authority, the painting does not capture momentary appearances it creates its’ own. In doing so the viewer becomes a part of the painting, when the viewer steps away from the painting he is no longer an influence or a part of the painting. Paintings can not be seen in two places at the same time, â€Å"when the camera reproduces a painting, it destroys the uniqueness of its image.† (â€Å"Ways of Seeing†13) The uniqueness is destroyed because the painting now travels to the spectator rather then the spectator to the painting. â€Å"The viewer, views it in his or her surroundings and it is influenced by their surroundings.

Internet Cafe Administration and Monitoring System Essay

Internet cafes are very abundant nowadays. Managing networked computers, payment, time in and time out of the client PCs are very important especially to the cafe owner or employee. In a computer cafe, the recording of time is under the responsibility of the cafe owner or employee who must work consistently, timely, efficiently and patiently to make his business work. Since system computerization is becoming a trend, the cafe owner needs a system to serve its customers better and efficiently. How will an Administration and Monitoring System for Ledion Internet and Networking Cafe help the business manage the client pc start and end times efficiently and accurately? Ledion Internet & Networking Cafe have their existing computerized system but is not reliable enough because there are times when the server automatically locks the client pc even when the time was not finished which the owner/employee was obliged to write the time starts and ends of the client pcs in a hard copy of MS Excel sheet. Since the Ledion Internet & Networking Cafe have its 3 branches. The main branch is located in 10th Avenue, Caloocan City near Caloocan City Hall; the other 2 branches are situated near Our Lady of Fatima University and University of Santo Tomas. The owner was not well-informed of what is happening in his other cafes unless he calls the employees in charge in other branches. It is very beneficial for the owner to solve the common problems they encounter on their everyday operation in the cafe.

Compare and contrast plato and decsartes Essay

Descartes and Plato are two of the most influential thinkers within philosophy. The allegory of the cave and systematic doubt are also two of the most famous concepts within philosophy. Plato at the time of writing the cave allegory was trying to resist the growing influence of the Sophist philosophers who prioritised semantics and rhetoric over truth. 1 Descartes by introducing radical scepticism to philosophy was challenging traditional scholastic philosophy which had dominated the philosophy for many centuries. While both pieces of writing are separated by different ages of time and space, they share many  similarities as well as fundamental differences. This essay will attempt to compare and contrast these two bodies of work by firstly explaining what is Descartes’ systematic doubt and Plato’s Allegory of the cave before finally examining the similarities and differences between them in the final paragraph of analysis. Descartes in his first meditation introduces the concept of Radical doubt which similarly places suspicion on the senses and the appearance of things. This involves stripping away all one’s beliefs and preconceived notions in order to find the foundational bedrock of  knowledge in which all sciences could then grow2. Descartes begins his first meditation by casting doubt on all his beliefs, if a belief can be even slightly doubted it must be discarded. He wants to ‘reject as absolutely false anything in which I could imagine the least amount of doubt3’ this is called radical scepticism where all beliefs must be challenged. Through this experiment Descartes conceded that the physical senses are not to be trusted as they have deceived him before, this is known as sensory deception and this revelation forces him to  doubt any beliefs about the external world and knowledge that is gathered by the five senses. His examination also reveals that dreams states can be difficult to distinguish between waking life, this has happened before where he thought he was in bed but wasn’t. Henceforth one cannot truly know if they are awake observing reality or asleep enjoying a dream, this is known as the dream hypothesis. Descartes also uncovers the evil demon hypothesis whereby all external reality observed may be just an illusion that is perpetrated by an evil demon  seeking to deceive him, also there is the problem that all previous memories about oneself could simply just be imagination and not grounded in any reality. The system of radical doubt leads Descartes into murky territory where he cannot believe in the existence of anything at 1 JULIAS, ANNAS: INTRODUCTION TO PLATO’S REPUBLIC(NEW YORK, 1998)P. 252 2 JOHN, COTTINGHAM, DESCARTES: THE PHILOSOPHY OF MIND(LONDON, 1997) P. 21 3 JOHN CORRINGHAM, DESCARTES: MEDITATIONS ON FIRST PHILOSOPHY (NEW YORK, 2013) P. 33 all. This thankfully is changed when he discovers the cogito’ I think therefore I am’, his  starting point which saves him from uncertainty, allowing him to prove that he exists. In Plato’s allegory of the cave, there are prisoners who are locked up within the depths of a cave. All day long, they are situated in front of a wall and behind them is a fire which reflects shadows on the wall. Unbeknownst to the prisoners, there are puppeteers who use the firelight to reflect shadows of their puppets upon the wall while making noises ‘the truth would be literally nothing but the shadows’4. The prisoners are unaware of this illusion and mistakenly believe these shadows are real images. One day, a prisoner is released from his chains and allowed to walk freely about the cave. Although it is confusing for him to see the puppets and fire, he is forced to accept this clearer version of reality and eventually ascents through the cave, spending a day and night under the sun and the stars. As he becomes familiar with the world above, he realises the sun is the giver of light, how it casts shadows and how his prior life in the cave was an entire illusion. This newfound enlightenment Plato remarks will prevent him from ever returning to the life in cave, nor will his old inmates  believe him if he tried to free him, instead ‘they would put him to death5’ This intellectual awakening will cause the inmate to grasp the idea of good, the eternal form which will urge him to act ‘rationally in public or private life6’. Ultimately Plato suggests the inmate should return to his old friends and seek to help them. The cave analogy is concerned with the human condition and its’ lack of enlightenment7, for Plato the prisoners represent ordinary citizens who hold false beliefs (shadows), reality is dictated to them by their senses (appearance of things) allowing them to be easily manipulated8. Ignorance is then symbolised by darkness and the intellect and reason is symbolised by the light. The journey of the inmate from darkness to light is a metaphor for education which allows one to progress from the ignorance in the depths of the cave to the intellectual plains of the enlightened one in the outside world. The outer world symbolises true knowledge, the realisation of eternal forms while the cave again illustrates the world of appearance and false beliefs, Woozley writes ‘most men without knowing it live in this shadow world’9 4 PLATO. ALLEGORY OF THE CAVE. P. 74 5 IBID. P. 75 6 IBID. P. 75. 7 ANTHONY, WOOZLEY: PLATO’S REPUBLIC: A PHILOSOPHICAL COMMENTARY(LONDON, 1989)P206 8 JULIAS, ANNAS: INTRODUCTION TO PLATO’S REPUBLIC(NEW YORK, 1998)P254 The cave analogy and Descartes systematic doubt have much in common. Both are concerned with the illusory nature of the senses and external reality, for Plato people place too much emphasis on the senses, on the appearance of things as illustrated in by the shadows on the wall, this leads them to hold false beliefs and to be easily misled, only by entering the realm of thought can people free themselves by gaining knowledge and becoming enlightened. Descartes through the systematic doubt also maintains that external reality cannot be truly known; the sensory deception and evil demon hypothesis cast doubt on the authenticity of the outside world. Indeed the evil demon hypothesis is an almost identical scenario to that of the prisoners whose sensory perception is distorted by the shadow wielding puppeteers. Only through the mind or intellect can an individual overcome the illusory nature of the senses, it allows the prisoner to access the outside world to gain enlightenment and help his fellow inmates while for Descartes the mind by way of the cogito is the one thing  that cannot be doubted which through it allows him prove the existence of the outside world in his later meditations. The cave is an analogy which illustrates how people can possess false consciousness and how through reason and knowledge one can overcome this while systematic doubt is an instruction on how to discard false beliefs, the ascent through the cave into the intellectual world is the finishing point for Plato while the cogito for Descartes is a starting point for further investigation. The two authors also differ on the type of philosophy employed in their argument. Plato insists that after the ascent , the prisoner will experience the idea of the good ‘ the lord of light in the visible world, and the immediate source of reason and truth in the intellectual’10 the good then is the highest point of knowledge and represents Plato’s philosophy of perfect types or forms known as idealism, Descartes through highlighting the sensory, dream and demon hypothesis illustrates how the external world cannot be relied upon as a basis for true knowledge, but the cogito is a starting point, the attempt to find secure beliefs that allow a foundation for further knowledge to be rested upon  is known as Foundationalism which is credited to Descartes. In conclusion, both Descartes and Plato in their attempts to challenge the prevailing doctrine of their respective times introduced two of the most influential concepts in the world of Philosophy. Descartes through his examination of systematic doubt uncovers the limitations of the physical senses in acquiring knowledge and introduces further challenges to understanding external reality with the dream, memory and evil demon hypothesis. Only 9 ANTHONY, WOOZLEY: PLATO’S REPUBLIC: A PHILOSOPHICAL COMMENTARY(LONDON, 1989)P. 223 10 PLATO. ALLEGORY OF THE CAVE. P. 77  through the mind alone can one grasp the nature of reality starting with the cogito. Likewise Plato is concerned with the appearance of things, how the senses can deceive us and humanity like the inmates in the cave can live in a state of ignorance or darkness if they don’t use the power of the mind to acquire knowledge and reason. Only through using the intellect can humanity gather true knowledge and escape the darkness in the cave. For both the intellect is the only means for gathering true knowledge, the senses are illusory. Descartes systematic doubt and cogito provide the foundational starting point for the sciences while the  cave allegory offers advocates a way of life for humanity to feign the world of ignorance and seek true knowledge so that those who acquire it will return to the cave and help their fellow man. Works Cited: Annas, Julias. An Introduction to Plato’s’ Republic. New York: Oxford University Press Cottingham, John. Descartes: Meditations on First Philosophy. New York: Cambridge University Press, 2013 Cottingham, John. Ed. Ray Monk. Descartes’ Philosophy of Mind. London: Phoenix Publishers, 1997 Plato. The Allegory of the cave. Week 5 Handout Woozley, Anthony. Plato’s Republic: A philosophical commentary. London: MacMillan Publishers, 1989.

Definition and Usage of Brackets in Writing

Definition and Usage of Brackets in Writing Brackets  are marks of  punctuation- [ ]- used to interject text within other text. Types of brackets include: brackets (mostly used by Americans): [ ]square brackets (mostly used by the British): [ ]parentheses  (mostly used by Americans): ( )round brackets (mostly used by the British): ( )brace  or  curly brackets: { }angle brackets: You wont need them often, but once in a while, only brackets will do when it comes to quoting material. Brackets can be thought of as the younger siblings of parentheses. Parentheses are used to clarify meaning or to insert supplemental information in all types of writing, but (especially for students) brackets are used mainly for clarification within quoted material. Using Brackets in Quotes You may have seen the expression [sic] used in a quote and wondered what it was all about. You should use this notation if you are quoting a piece of text that contains a typo or grammatical mistake, simply to make it clear that the typo was in the original and it was not your own  mistake. For instance: I agree with her assertion that kids should read a book a weak [sic], but I think playtime is important, too. The [sic] indicates that you realize that weak is the wrong word use, but the mistake appeared in the other persons writing and was not your own. You may also use brackets to make an editorial statement or clarification within a quote. As in: My grandmother always said dream about a [friendly] dog and youll see an old friend soon.The reporter was unsuccessful in his attempt to get a statement from [former] Secretary of Defense Donald H. Rumsfeld. Another reason to use brackets in quotes is to add a word, prefix, or suffix in order to fit the quote into your sentence. In the statement below, the ing is added so the sentence will flow. I tried to make dish mild enough for everyone, but my idea of add[ing] Cayenne pepper to taste was not the same as my friends idea. You can also use brackets to change the tense of a phrase in a quote so it will fit into your sentence: In Thomas Jeffersons time, there was definitely a notion that A little rebellion now and then [was] a good thing. Using Brackets Within Parentheses It is proper to use brackets to clarify or add to something that is already stated within parentheses. However, its probably a good idea to avoid this. Some very talented writers can get away with it, but teachers  will consider this cumbersome and awkward for the most part. See for yourself: Sally was a rambunctious child, and the family was extremely worried that she would wreak havoc during the festive day (Sally kept quiet during the wedding ceremony [only because she was sleeping], much to her sisters relief). But in the end, the day was a success and a joy to remember. Outside the examples above, if you are ever in doubt whether to use brackets or parentheses, you should choose parentheses.

Immigration issues Essay Example | Topics and Well Written Essays - 500 words

Immigration issues - Essay Example Julia Preston evaluates the situation that relates to 2014 year and gives the clear statistic concerning this problem. She claims that â€Å"Mexicans remained the single largest nationality among illegal crossers† (Preston, n.p.). The number of illegal migrants is remained to be extremely high and stays for the 229,178 for the last year (Preston, n.p.). People from Mexico migrate to United States for better life and function in USA as cheap workforce. It is relevant to admit the total number of immigrants from Mexico to USA stays for the â€Å"315,943 in the 2014 fiscal year† (Preston, n.p.). To such extend, more than two-thirds of all this these people are Mexicans (Preston, n.p.). Such situation seems to be unpleasant for the authority that deals with the migration problems. However, Preston signifies that the number of immigrants is reduced in 14 percents in comparison with the previous fiscal year (n.p.). In addition, it is significant to mention that some executive actions of USA president have â€Å"allowed millions of undocumented immigrants to remain in the United States and to work without fear of deportation† (Preston, n.p.). He explains such decision as the intention to protect some immigrants and concentrate all forces on â€Å"on criminals and national security threats† (Preston, n.p). Homeland Security claims that 85 percents of all immigrants are considered to be criminals (Preston, n.p). Still, such politics of Mr. Obama have been criticized in Mexico as it is suggested that a huge number of normal families that do not deal with criminal have been deported (Preston, n.p.). It is relevant to suggest that hard situation with border issues is laid historically. People in Mexico have been in search for the livelihoods since the end of nineteenth century (Bowden, n.p.) USA is regarded as a country that is able to suggest a helping hand. The border between USA

Learning disabilities Research Paper Example | Topics and Well Written Essays - 3000 words

Learning disabilities - Research Paper Example Some of the primary characteristics presented by students with learning disabilities include: trouble maintaining attention regardless of distractions; inadequate memory and learning strategies; poor reading skills and poor sense of motivation for academic activities (Graves & Ward, 2012). Learning disabilities typically manifest themselves differently in students at various education levels such as elementary and high schools. In elementary school, students with learning disabilities exhibit poor motor skills, attention and typically show difficulty learning basic skills. However, at the high school level, learning disabilities are exhibited through emotional difficulties on top of the normal emotional issues associated with adolescence (Bowen & Rude, 2006). ... For high school students with learning disabilities, academic success may seem like an unattainable fete. Although learning disabilities are the most common among high school students, other forms of disabilities, including, physical, emotional instability and mental disability are also quite prevalent (Graves & Ward, 2012). Today, high school students with disabilities (SWD) are placed in inclusive education classes where they are expected to learn, read and pass standardized tests and examinations at the same level as non-disabled students. Standardized testing encompasses the use of testing approaches and instruments administered and scored in a consistent and preset manner. Typically, students with disabilities placed in inclusive education classes perform rather dismally on standardized test, thus do not demonstrate year to year progress on such tests (West, Leon-Guerrero & Stevens, 2007). As a consequence, students with disabilities exhibit repeated test failures as a result of failure to complete assignments, failing the course due to inadequate comprehension of the material and ultimately due to excessive absences caused by their disabilities. Problem Documentation From previous research findings, it is clear that there are diverse advantages to including students with disabilities in classrooms with typically developing students. One of the greatest benefits is that students with disabilities are able to learn from their peers as non-disabled students can act as role models (Garnett, 2010). This encourages disabled students and instigates rapid progress as children learn most and best from their peers. In addition, inclusion enlightens typically developing children regarding disabilities, thus showing that they should not be