Comparing Platos Allegory of the Cave and Maimonides Limits of Mans

Plato's Allegory of the Cave and Maimonides' Limits of Man's Intellect      Ã‚   Enlightenment is the key subject of both Plato's "Allegory" and Moses Maimonides' "Limits of Man's Intellect." To them, obtaining knowledge is life's most significant objective. Plato stresses "the Good" while Maimonides encourages "Perfection" as the aim of this objective. While both authors share compatible thoughts toward the subject of enlightenment, there are key differences between "the Good" and "Perfection" that should be duly noted.    In Plato's "Allegory" we see mankind in a state of imprisonment. What they consider reality is merely shadows that are cast on a cavern wall. This can be linked to Maimonide's essay in that he views man's youth as a kind of imprisonment when it comes to obtaining abstract knowledge. He says it is important to initiate the young and teach them according to their ability to comprehend (296). This I feel is an initial starting point, a state of beginnings similar to man being shackled by the limits of its intellect at youth. In the "Allegory of ...

Relationship Of Playing Online Games To Student Behavior And Academic Performance

In the present time, most adolescents get hooked on to online gaming. Online games are video games played through a form of computer network. Online games can range from simple text based games to games incorporating complex graphics and virtual worlds populated by many players simultaneously. Gaming faces criticism by groups who point out that some of the programs contain objectionable content. As the children clicked together with spreading of online games, parents and instructors are alarmed, but researchers questioned whether these games can be harnessed into educational purposes.The purpose of this research is to know the Relationship of Playing online games to the students’ behavior and academic performance and what are its positive and negative effects. With this research, people will be able to comprehend on what the students are enjoying so much about online games and why they let it affect their behavioral and academic performance.Related LiteratureElectronic games h ave become ingrained in our culture. Children’s fixation with these games initially alarmed parents and educators, but educational researchers soon questioned whether the motivation to play could be tapped and harnessed for educational purposes. However, although many claim that educational potential lies within video games, they still have not been universally been regarded as a quality learning tool. According to Patricia Greenfield (Mind and Media) claimed in 1984 that with increasing technology and increased research that future video games would be a vital component to the educational process. David Sheff (Video Games: A Guide for Savvy Parents) said almost the exactly same thing in 1994.It seems as if the issue of using video games for educational purposes is still not fully accepted and their implementation brings forth many concerns. Thus, it is also seen that we have constantly regarded video games as having high potential and that their use in education will be vita l in the near future. However, these visions have remained the same as time has passed and the foreseeable goal of implementation has still yet to be reached, for we keep pushing the time line further into the future.Video games are seen as a good learning tool because many think that they can teach children in ways that their teachers are failing by sparking their minds, stimulating their thinking, and inspiring their imagination.Playing Online games are one of the medium of entertainment especially in the student of (Holy cross of Davao College). Virtual or cyber games over internet are direct personally to each individual user. It encourages and requires the participation of individual user or gamester. It is an inexpensive in the sense that the internet connections for the online games are easily accessible everywhere and anywhere and affordable days. This aspect works in association with the personal characteristic and importance of discipline to the individual (student) gamest er. The effective advertisement and promotions of online games developers caught the youth or student’s attention to response.These qualities of online games advertisement give it immense influence over a vast range and sizeable number of student especially in (Holy cross of Davao College). Certainly, it is not just a matter of a single flick. Online game is a business and profit has to generate. Apparently, businesses, or anyone for that matter, do not see many monetary profits from hardcore developmental animation, graphic development, and as businesses, they must do everything to maximize profits. The children, teenager or students are where the money and corporate boards of many online game sites decided that these are the ones who must be targeted. The more children, teenager or students playing at strategic times of the day, the more they could advertise and give promos. DLSU..Taha, Jackilyn A. Relationship Of Playing Online Games To Student Behavior And Academic Performance In the present time, most adolescents get hooked on to online gaming. Online games are video games played through a form of computer network. Online games can range from simple text based games to games incorporating complex graphics and virtual worlds populated by many players simultaneously. Gaming faces criticism by groups who point out that some of the programs contain objectionable content. As the children clicked together with spreading of online games, parents and instructors are alarmed.Playing Online games are one of the medium of entertainment especially in the student of (Holy cross of Davao College). Virtual or cyber games over internet are direct personally to each individual user. It encourages and requires the participation of individual user or gamester. It is an inexpensive in the sense that the internet connections for the online games are easily accessible everywhere and anywhere and affordable these days.This aspect works in association with the personal character istic and importance of discipline to the individual (student) gamester. The effective advertisement and promotions of online games developers caught the youth or student’s attention to response. These qualities of online games advertisement give it immense influence over a vast range and sizeable number of student in (Holy cross of Davao College). Certainly, it is not just a matter of a single flick. Online game is a business and profit has to generate.Apparently, businesses, or anyone for that matter, do not see many monetary profits from hardcore developmental animation, graphic development, and as businesses, they must do everything to maximize profits. The children, teenager or students are where the money is at, and corporate boards of many online game sites decided that these are the ones who must be targeted. The more children, teenager or students playing at strategic times of the day, the more they could advertise and give promos.

The First Computer Charles Babbages Analytical Engine

The modern computer was born out of the urgent necessity after the Second World War to face the challenge of Nazism  through innovation. But the first iteration of the computer  as we now understand it came much earlier when, in the 1830s, an inventor named Charles Babbage designed a device called the Analytical Engine. Who Was Charles Babbage?   Born in 1791 to an English banker and his wife, Charles Babbage (1791–1871) became fascinated by math at an early age, teaching himself algebra and reading widely on continental mathematics. When in 1811, he went to Cambridge to study, he discovered that his tutors were deficient in the new mathematical landscape, and that, in fact, he already knew more than they did. As a result, he took off on his own to found the Analytical Society in 1812, which would help transform the field of math in Britain. He became a Royal Society member in 1816  and was a co-founder of several other societies. At one stage he was Lucasian Professor of Mathematics at Cambridge, although he resigned this to work on his engines. An inventor, he was at the forefront of British technology and helped create Britain’s modern postal service, a cowcatcher for trains, and other tools.   The Difference Engine Babbage was a founding member of Britain’s Royal Astronomical Society, and he soon saw opportunities for innovation in this field. Astronomers had to make lengthy, difficult, and time-consuming calculations that could be riddled with errors. When these tables were being used in high stakes situations, such as for navigation logarithms, the errors could prove fatal. In response, Babbage hoped to create an automatic device that would produce flawless tables. In 1822, he wrote to the Society’s president, Sir Humphry Davy (1778–1829), to express this hope. He followed this up with a paper, on the Theoretical Principles of Machinery for Calculating Tables, which won the first Society gold medal in 1823. Babbage had decided to try and build a Difference Engine. When Babbage approached the British government for funding, they gave him what was one of the globe’s first government grants for technology. Babbage spent this money to hire one of the best machinists he could find to make the parts: Joseph Clement (1779–1844). And there would be a lot of parts: 25,000 were planned. In 1830, Babbage decided to relocate, creating a workshop that was immune to fire in an area that was free from dust on his own property. Construction ceased in 1833, when Clement refused to continue without advance payment. However, Babbage was not a politician; he lacked the ability to smooth relationships with successive governments, and, instead, alienated people with his impatient demeanor. By this time the government had spent  £17,500, no more was coming, and Babbage had only one-seventh of the calculating unit finished. But even in this reduced and nearly hopeless state, the machine was at the cutting edge of world technology. Difference Engine #2 Babbage wasnt going to give up so quickly. In a world where calculations were usually carried to no more than six figures, Babbage aimed to produce over 20, and the resulting Engine 2 would only need 8,000 parts. His Difference Engine used decimal figures (0–9)—rather than the binary ‘bits’ that Germany’s Gottfried von Leibniz (1646–1716) preferred—and they would be set out on cogs/wheels that interlinked to build up calculations. But the Engine was designed to do more than mimic an abacus: it could operate on complex problems using a series of calculations  and could store results within itself for later use, as well as stamp the result onto a metal output. Although it could still only run one operation at once, it was far beyond any other computing device the world had ever seen. Unfortunately for Babbage, he never finished the Difference Engine. Without any further government grants, his funding ran out. In 1854, a Swedish printer called George Scheutz (1785–1873) used Babbage’s ideas to create a functioning machine that did produce tables of great accuracy. However, they had omitted security features and it tended to break down, and, consequently, the machine failed to make an impact. In 1991, researchers at the London’s Science Museum, where Babbages records and trials kept, created a Difference Engine 2 to the original design after six years of work. DE2 used around 4,000 parts  and weighed just over three tons. The matching printer was completed in 2000, and had as many parts again, although a slightly smaller weight of 2.5 tons. More importantly, it worked. The Analytical Engine During his lifetime, Babbage was accused of being more interested in the theory and cutting edge of innovation than actually producing the tables the government was paying him to create. This wasn’t exactly unfair, because by the time the funding for the Difference Engine had evaporated, Babbage had come up with a new idea: the Analytical Engine. This was a massive step beyond the Difference Engine: it was a general-purpose device that could compute many different problems. It was to be digital, automatic, mechanical, and controlled by variable programs. In short, it would solve any calculation you wished. It would be the first computer.   The Analytical Engine had four parts: A mill, which was the section that did the calculations (essentially the CPU)The store, where the information was kept recorded (essentially the memory)The reader, which would allow data to be entered using punched cards (essentially the keyboard)The printer The punch cards were modeled on those developed for the Jacquard loom  and would allow the machine a greater flexibility than anything ever invented to do calculations. Babbage had grand ambitions for the device, and the store was supposed to hold 1,050 digit numbers. It would have a built-in ability to weigh up data and process instructions out of order if necessary. It would be steam-driven, made of brass, and require a trained operator/driver. Babbage was aided by Ada Lovelace (1815–1852), daughter of the British poet Lord Byron and one of the few women of the era with an education in mathematics. Babbage greatly admired her published translation of a French article on Babbages work, which included her voluminous notes. The Engine was beyond what Babbage could afford and maybe what technology could then produce, but the government had grown exasperated with Babbage and funding was not forthcoming. Babbage continued to work on the project until he died in 1871, by many accounts an embittered man who felt more public funds should be directed towards the advancement of science. It might not have been finished, but the Analytical Engine was a breakthrough in imagination, if not practicality. Babbage’s engines were forgotten, and supporters had to struggle to keep him well regarded; some members of the press found it easier to mock. When computers were invented in the twentieth century, the inventors did not use Babbage’s plans or ideas, and it was only in the seventies that his work was fully understood. Computers Today It took over a century, but modern computers have exceeded the power of the Analytical Engine. Now experts have created a program that replicates the abilities of the Engine, so you can try it yourself. Sources and Further Reading Bromley, A. G. Charles Babbages Analytical Engine, 1838. Annals of the History of Computing 4.3 (1982): 196–217. Cook, Simon. Minds, Machines and Economic Agents: Cambridge Receptions of Boole and Babbage. Studies in History and Philosophy of Science Part A 36.2 (2005): 331–50. Crowley, Mary L. The Difference in Babbages Difference Engine. The Mathematics Teacher 78.5 (1985): 366–54. Hyman, Anthony. Charles Babbage, Pioneer of the Computer. Princeton: Princeton University Press, 1982. Lindgren, Michael. Glory and Failure:  The Difference Engines of Johann Mà ¼ller, Charles Babbage, and Georg and Edvard Scheutz. Trans. McKay, Craig G. Cambridge, Massachusetts: MIT Press, 1990.