Their Eyes Were Watching God Essay -- essays research papers

Love and Marriage   Ã‚  Ã‚  Ã‚  Ã‚  Their Eyes Were Watching God by Zora Neale Hurston is a novel about a Southern black woman and her experiences through life. Janie, the main character, is forced at a young age by her grandmother, into an arranged marriage with a man named Logan. Janie is told to learn to love Logan, but the love never comes for Logan in Janie's heart so she leaves him. She meets a man named Joe. Soon after they are married. Joe was sweet at first, then his true feelings about women come out and Janie looses her love she thought she had for him. He soon dies after their separation. Janie then falls in love with a man named Tea Cake. He is the man with whom she has a wonderful, loving, happy marriage. Janie, through youth and lack of empowerment, is mislead to believe other people's definitions of love and marriage until she is strong enough to find a relationship on her own which satisfies her personal definitions of love and marriage.   Ã‚  Ã‚  Ã‚  Ã‚  Nanny, Janie's grandmother, leads her to believe that love comes after marriage though love is secondary to the security marriage provides. Nanny feels marriage was simply for security and to start a family. 'Taint Logan Killicks Ah wants you to have baby, it's protection.';(pg. 14). Nanny says this to Janie before her arranged marriage to Logan. Nanny wants Janie to be financially set with her life before she dies and leaves Janie to fend for herself. Nanny wants her to start a f...

Majority-Minority Question in the Writings of Gandhi and Jinnah Essay

Two major political leaders stand out in early twentieth century history of India. These two men are Mahatma Gandhi and Mohammed Ali Jinnah. In the lead up to the demand of Indian political leaders for independence from British colonial rule, a major political party was formed, and named ‘The Indian Congress Party’. All areas of British colonial India was represented in the Congress party. British colonial India was made up of people of many religions; the two major ones being Hinduism and Islam. Hindus were in the majority, while Muslims were in the minority, though a sizable minority. Both Gandhi and Jinnah were members of Congress Party. The initial push for independence from British colonialism was supported by people of all religions and from all regions. Of the main actors in the Indian independence movement, Mahatma Gandhi advocated a single united India composed of people of all religions in a secular constitutional democracy. Mohammad Ali Jinnah on the other hand, wanted an India made up of two states of equal parity, Pakistan and Hindustan. Hindustan would be ruled by the majority Hindus while Pakistan would be ruled by the minority Muslims, not as a democracy, but as an Islamic state. His difference of opinion with other Congress Party leaders like Gandhi, led Jinnah to leave Congress Party and to join ‘The Muslim League’. The inability of the two different and extreme positions to reach a consensus, eventually led to the division of British colonial India into two different countries at independence in 1947: India and Pakistan. Gandhi’s Position on Indian Independence Mahatma Gandhi was first and foremost a Hindu. When Gandhi entered Indian politics by joining the Indian Congress Party, he had three major objectives in view. The first was to unite all the people from diverse regions and religions into one united, indivisible India. The second was to awaken in all Indians a sense of nationalism and moral rearmament. The third was to use non-violent civil disobedience to force the British colonialists to grant India both political and economic independence. His speeches and writings were tailored towards these three objectives. Prior to Gandhi’s entry into Indian politics, there had been agitations for political autonomy by Indians. Many of these agitations had turned violent. The British on their part forcefully put down these violent protests, with consequent heavy loss of life of protesting Indians. Gandhi institutionalized non-violent protests as an effective method of forcing British colonialists to grant, first economic concessions and later political self determination to Indians. One of Gandhi’s most quoted famous speeches is one address to all Britons and given in 1942. â€Å"Leave India to God. If that is too much, then leave her to anarchy. † (Gandhi, May 1942) ‘†During the struggle for freedom, Gandhi had written this speech as an appeal â€Å"To Every Briton† to free their possessions in Asia and Africa, especially India†Ã¢â‚¬â„¢ (Philips and Wainwright, 567). In order for both Gandhi’s Indian Congress Party and the Muslim League to present a common front to the British for a unified Indian independence, Gandhi had meeting with Jinnah on many occasions. However, because of their diametrically opposed positions on the majority/minority issue, their talks yielded no positive results. While Gandhi and his Congress party wanted a unified India with a secular constitutional democracy, Jinnah and his Muslim League wanted a two state structure with the Muslim minority being granted political parity with the Hindu majority. Thus the stage was set for division of India into two separate political entities, one secular and the other religious. Jinnah’s Position on Hindu/Muslim Parity The stance of the Muslim minority of British colonial India was articulated by Jinnah in his speeches and talks with British colonial administrators and Gandhi. ‘In 1940 Jinnah said â€Å"So far as I have understood Islam, it does not advocate a democracy which would allow the majority of non-Muslims to decide the fate of the Muslims†Ã¢â‚¬â„¢ (Quaid-e-Azam, Vol II) ‘†Also in 1940 Jinnah spoke of how the Muslims constituted not a mere minority, but a nation and must have their own homeland. (Gwyer and Appadorai, 1957) Hence from his speeches and writings, Ali Jinnah left no room for meaningful compromise with those like Gandhi, who wanted a unified independent India, with a secular democratic constitution. Jinnah and the Muslim minority in India feared that the Hindu majority would dominate them and subjugate them in reprisal for the way the Muslim rulers of pre-colonial India had subjugated the Hindu populace which they ruled. In the words of Burke, ‘†At best, Jinnah and his colleagues were apprehensive of the intentions of the Hindu-dominated Congress towards the Muslims, and its ability and willingness to provide for and facilitate the progress and well-being of the minorities. In short, they were seeking to â€Å"escape the yoke of the more numerous Hindus. †Ã¢â‚¬â„¢ (Burke, 1973) NOTES 1. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 2. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 3. Speech at Lahore Session of the All India Muslim League, March 22, 1940,’Speeches and Documents on the Indian Constitution 1921-47†²,Vol II, Gwyer and Appadorai, 1957 4. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p. 65. Bibliography 1. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p.65. 2. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 3. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 4. Speech at Lahore Session of the All India Muslim League, March 22, 1940,’Speeches and Documents on the Indian Constitution 1921-47†²,Vol II, Gwyer and Appadorai, 1957 Internet Sources 5. Gandhi, May 1942, quoted in â€Å"The Partition of India† http://www. english. emory. edu/Bahri/Part. html

An Inconvenient Truth Summary 3

An Inconvenient Truth In An Inconvenient Truth, Albert Gore presents us with a thought-provoking oration by employing three persuasive appeals. He utilizes the elements of ethos, logos, and pathos in order to better achieve the goal of notifying the severity of global warming as well as awakening people’s environmental consciousness. An appeal to ethos deals with credibility and what makes the author qualified to speak on a particular subject, Al Gore does this in both selections. The entire film is presented in the context of a lecture hall in a university, which gives the audience a sense of seriousness.Additionally, Gore suggests his persistency and commitment by pointing out his political career as the Vice President, worldwide travel experience and abundant research on environment which as well can substantiate his qualification to be a spokesman on the mainstream issue of global warming. Moreover, Gore calls on expert testimony for a number of times, including that of hi s Harvard professor, who first promoted measuring carbon dioxide in the earth atmosphere which effectively establishes Gore’s credibility.Albert Gore appeals to logos by piling up deliberate evidence to further convince people about the crisis of global warming. Dynamic graphs and charts, one of which indicates the rapid change in temperature associating with the escalation of carbon dioxide, are displayed with movement owning to the multi-media. Also, by using time-lapse photography, striking changes in places, such as Argentina and Grinnel Glacier, are shown in photographs to prove the scientific theory that the earth has been severely affected by global warming.Gore, in addition, mentions other effects of the global warming in an alarming tone, which comprise species lost, natural disasters, and new-found diseases; displayed footages of news about hurricanes, primarily Katrina, pictures of extinct creatures, and discoveries of viruses leading to illness, such as Avian flu, West Nile flu etc. By these methods, Gore effectively makes the audience aware of the significance of preventing global warming from being aggravated. Yet, in this seemingly pure-scientific presentation, Gore targets the audience’s emotions several times in appeal of pathos.By recalling his son’s car accident which nearly took him away from Gore, he not only provokes the listeners’ sentiment of sympathy, but also emphasizes the point that we often fail to value what is precious until we are in danger of losing it. Gore makes a profusion of projections which startle the audience with the effect of alerting them to the crisis. For instance, he employs a concerned tone by predicting the devastating future of mankind when hundreds of millions of people are killed due to global warming. On the other hand, Gore’s sense of humor alleviates the solemn atmosphere.His occasionally self-deprecating jokes (â€Å"I am Al Gore. I used to be the next President of the United States. †) and sarcastic comments ease the listeners’ mood and exert a pull on their attention. What is more, the use of comical cartoons not only gives the audience a laugh but also provides them with a more comprehensible view of global warming. By analyzing Al Gore’s well-organized steps to proving his main idea, we can ascertain that Al Gore has adroitly utilized the three above-discussed appeals, ethos, logos, and pathos when imparting his viewpoints on global warming to people.

ideal families essays

ideal families essays Have you ever been walking down the street and seen the perfect family? Do you think that other people ever look at your family in this way? Ever since there have been families, there have been images of the perfect family and the Ideal American Family. This image is described as: a mom, a dad, two and a half kids, a white house, green grass, and a white picket fence. Everything is perfect about this family. They are always happy and never get into fights. Every member of the family has utmost respect and love towards the other members of the family. Do you think your family is perfect and fits into this category? I know that my family doesnt fits this description. It might seem like that from the outside, but being part of the family, I know this is not true. From my personal experience I feel that the image of the Ideal American Family is wrong for society to have because it questions the concept of family, causes a lack of closeness between family members, and allows peo ple to make assumptions about other people based on their family. What is family? Family can be considered blood-related kin. Some people might consider members of his or her family being: friends, co-workers, pets or relatives. Who a persons family is depends entirely on that person. The idea of the Ideal American Family includes blood-related people. What happens to those people who, for some reason or another, dont have the Ideal American Family? Possibly one of the members of their family has left for some reason. Maybe someone died. There might have been a divorce. All of these situations are very common in todays society. Many times it is not anyones fault for it is out of his or her control. There is nothing that could have been done to prevent such an occurrence. Now this family doesnt fit the whole image of Ideal American...

History of Management

History of Management Introduction Management is a profession as well as an art that has developed for a long period. Management has a long history that can be traced back to over a hundred years ago. It is important for any manager to understand the history of management to be able to steer an organization forward.Advertising We will write a custom essay sample on History of Management specifically for you for only $16.05 $11/page Learn More Managers need to understand where management started and how it has developed to reach where it is today. It is said that a country should have a memory; otherwise such a country is better referred to as ‘a nation of mad people’. Applying this to the management profession, it can be said that management that does not have memories is a management for ‘mad people’ (Smith, 2007). Not many scholars are interested in history. Most students are just interested in knowing how to manage, with only a few being interested in knowing where management came from and how it developed. This creates managers who do not have deep knowledge in management (Daft Marcic, 2013). In addition, most training institutions today do not give much emphasis on the history of management. It is still important to understand the origin of management, despite the fact that management is not a new term. The purpose of this essay is to explain why managers and management students should understand the history of management. Managers and management students need to study the history of management critically so that they can know where the profession is headed to in the future. Importance of studying history of management One of the major challenges that trainers face in teaching their managements students is taking them through the journey of the past management practices. Modern students seem not to understand much beyond their timeframe. It, therefore, becomes a mountain task for managers to explain anything that is outside w hat students have come to know as reality (Waddell, Jones George, 2011). As a result, too much of the context that management students require to understand the art of management is non-existent. Students fail to understand the contemporary importance of past theory and practice. It is important to note that the current theory has evolved from past theories. Therefore, managers and students might not understand the real context of theories and their applications if they have no idea of how the theories evolved. Understanding past theories would enable managers to compare the current practices in the organization with past theories.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This would make managers and management students understand where they go wrong and when they go wrong. The past theories have been constantly improved as the economic environment changes to make them rem ain relevant. Therefore, if managers understand these theories they are able to avoid practices that are contrary to the theories. As a result, managers are in a position to execute their duties in a manner that would take the organization forward (Wren, 1987). According to Smith (2007), understanding the history of management has the ability to add value to the curriculum of management. If management trainers and students spend more time exploring and studying the history of management, it will have a number of benefits to their practice. Most students often dismiss the importance of the history of management thought, and they claim that the events of yesteryears cannot be applied in today’s practice. Smith (2007) writes that educators need to ask themselves how students would fair if they were asked to explain the history of their profession. As a matter of fact, many of these students and to some extent even the educators would not be in a position to explain that history. There is an important point that is missed by dismissing management theory. The missed point is that, â€Å"development of any theory must be viewed in the context of its time† (Smith, 2007: 12). As a result, management students are likely to miss a lot because they fail to have a grip on historical events. If students cannot learn management right, then it means that they will not be able to execute their roles in the right way once they take up management roles. Managers are likely to lead the organization in the wrong direction. Decision making might become a problem to such managers since they are not able to set the right strategies for the organization. The value of their management will be low since they are likely to achieve little success. Understanding the history of management is like acquiring wisdom. It is only when one has wisdom that they are able to improve on their knowledge. The growth of knowledge is related to the attainment of knowledge. Therefore, it is only when one understands the history of management that they are able to improve their knowledge and learning of the same. When one has the history, it acts as the cornerstone on which they can expand their knowledge. Consequently, one is able to develop their judgement, and decision making ability improves significantly. For instance, the contributions by Frederick Winslow Taylor on ‘The Principles of Scientific Management’ have remained relevant to date. Taylor is today referred to as the father of modern management. He made his contributions in the early 20th century, but these contributions have remained effective to date.Advertising We will write a custom essay sample on History of Management specifically for you for only $16.05 $11/page Learn More Therefore, any manager or management student who does not understand the principles of management as contributed by Taylor is likely to lack the idea of current management practices. According to Giannantonio and Hurley-Hanson (2011), the ideas of Taylor have continued to dominate the management literature in the current management thought. The arguments that Taylor made in the year 1911 in his book, ‘The Principles of Scientific Management’ remain relevant even today. It is not possible for one to debate an issue that they do not know its origin. One cannot contribute to a debate that they do not know where the topic came from. It is also not possible to join a debate in the middle and make a relevant contribution. If a manager is to make any relevant contribution to the issues raised by Taylor, then they must understand how these principles have developed since 1911 when they were first brought forward. This further highlights the importance of managers and management students to critically learn and understand the history of management (Giannantonio Hurley- Hanson, 2011). If managers spend more time studying about the history of management and the contri butions that were made by economists and managers who lived many years ago, they would get a positive effect on management in the future (Waddell, Jones George, 2011). There is historical knowledge that students are likely to acquire in the study, and can be highly relevant in today’s business. A good example of this is Fordism. The theory of Fordism has remained effective in the motor industry since it was first described by Henry Ford in the year 1914 (Shioni, 1995). Students are less likely to acquire some of these skills if they fail to study the history of management. Students who study history of management are able to understand the mistakes that were made in the past and avoid them in the future. Such students and managers are also able to come up with ideas on how to improve on those mistakes. Once the students understand how the art of management has changed over time, they are able to think and understand how the current management practices work. For example, the contribution by Max Weber about the issue of bureaucracies in organizations did not bring much success to organizations since it was not motivating most employees. If a student understands the contributions by Max Weber, they are able to rectify bureaucratic procedures in the organization and achieve the success that was not achieved by bureaucratic managers in the past. The student is also able to develop more innovative ways of managing the organization. Failure to teach the history of management cannot be wholly blamed on lack of teachers to teach, but also on the lack of quality teaching materials that can help teachers (Cummings Bridgman, 2011).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another issue that makes the history of management worth studying is that the definition of the term has its roots deep in history. The term management was yet to be defined at the beginning of the 20th century. No one had an idea of what management really is. It is interesting to note that management in practise existed long before the 20th century. However, no one had defined management until a French man known as Henri Fayol, an engineer who lived between the year 1841 and 1925, defined the term for the first time. The definition by Fayol has endured until today, and the current definition is heavily borrowed from Fayol’s definition. A student who has studied Fayol’s contribution is better positioned to define management and understand what the whole idea of management entails (Crainer, 2003). It is Fayol who suggested that a manager’s role is to ‘organize, to plan and to coordinate’ all the activities that take place in the organization. The def inition of the term management states that it management is all about â€Å"planning, controlling, coordinating, organization and staffing†. Everything that exists today comes for what was there in the past. In other words, it is not possible for organizations and the world in general to be where it is today there was no past. According to Bedeian (2004), lack of institutions to teach the history of management has led to production of managers who have doctorates, but are very illiterate. Bedeian (2004) further suggests that all the theories, models and methodologies that are applied today in management have been inherited from the past. Management students today fail in their practice since they do not appreciate a dictum by Isaac Newton in the year 1676: â€Å"that each succeeding generation stands on the shoulders of the giants that have gone before it† (Bedeian, 2004: 21). This means that it is not possible to start from nowhere and succeed in anything. One has to reflect on the works of the people who were there before and then build his or her success from there. This is a call for the current students and managers to critically understand the history of management. Managers will not succeed in their profession unless they have an idea of how the past management practices were and what mistakes were made. This way, managers will be able to correct on those mistakes and capitalize on the strengths of past theories. A manager who understands history is able to know the current position of the organization they are managing.They will then determine whether the events currently in the organization have any relation with the past events in the history of management. That way, managers will be able to understand the reason for the failures that occur in the organization and then rectify them. Generally, studying the history of management helps students and managers to integrate management with the current knowledge and consequently make very effe ctive managers who have the ability to move organizations forward (Wren, 1987). Conclusion Management is an art and a science that has evolved over time. The past management is strongly linked to the current management. As a result, for one to have a clear understanding of management it is important that they first study the history of management. This will give them a foundation on which they can build and develop their knowledge. Some of the theories and thoughts that were developed in the past are still applicable today, either directly or indirectly. In addition, the current management theories are developed from past theories. Therefore, it is important for managers and management students to study the history of management from a critical perspective. Reference List Bedeian, AG 2004 ‘The gift of professional maturity’, Academy of Management Learning Education, vol. 3, no. 1, pp. 92-98 Crainer, C 2003 ‘One hundred years of management’, Business Strate gy Review, vol. 14, issue 2, pp. 41-49 Cummings, S Bridgman, T 2011 ‘The relevant past: Why the history of management should be critical for our future’, Academy of Management Learning Education, vol. 10, no. 1, pp. 77-93. Daft, RL Marcic, D 2013 Understanding management, Australia: South-Western Cengage Learning. Giannantonio, CM Hurley-Hanson, AE 2011 ‘Frederick Winslow Taylor: Reflections on the relevance of the principles of scientific management 100 years later’, Journal of Business and Management, vol. 17, no. 1, pp. 7-10. Shioni, H 1995, Fordism transformed: The development of production: Methods in the automobile industry, New York: Oxford Univ. Press. Smith, GE 2007 ‘Management history and historical context: Potential benefits of its inclusion in the management curriculum’, Academy of Management Learning Education, vol. 6, no. 4, pp. 522-533. Waddell, D, Jones, GR, George, JM 2011 Contemporary management, 2ndedn, McGraw-Hill Aust ralia Pty Limited, Sydney Wren, DA 1987 ‘Management history: Issues and ideas for teaching and research’, Journal of Management, vol. 13, no. 2, pp. 339-350.

4 Ways to Use the Passive Voice in Italian

4 Ways to Use the Passive Voice in Italian In a sea of grammar to learn, you might be wondering, â€Å"What is the passive voice (la forma passiva), and why do I have to learn it?† Not sure what we  mean by active vs. passive voice? Active Voice: She rented a room in Bologna.Passive Voice: The room in Bologna was rented by her. In the active voice, it’s very clear who is doing the action, while in the passive, the subject is often cut out, leaving you to ask the question â€Å"by whom (was this action completed)? When is the passive voice typically used? Overall, it’s used when the action is more important than who is doing the action. Criticize the way something was done without blaming someone for itGive the facts of a situation or a story, typically in the newsOutline the way that something is done, like with guidelines, rules, or procedures Now that you’re familiar with the types of situations you would use it in, here are the four formulas. FORMULA #1: Si verb (conjugated in 3rd person singular/plural) Non si possono imparare quattro lingue allo stesso tempo. - One cannot learn four languages at the same time.Sà ¬, infatti, qua si vendono i supplà ¬. - Yes, in fact, here supplà ¬ is sold.Come ci si iscrive all’unversit all’estero? - How does one enroll in a foreign university?È pià ¹ importante quello che si fa o quello che si pensa? - What is more relevant, what one thinks or what one does? In this formula, you take the passive particle â€Å"si† (not to be confused with the pronoun â€Å"si†) and follow it with a verb that’s been conjugated in either the 3rd person singular or plural. FORMULA #2: Essere Past participle Tense: Il presente indicativo ACTIVE: Scrivo un articolo su come si usa la forma passiva.PASSIVE: L’ articolo su come si usa la forma passiva à ¨ scritto da me. Tense: Il passato prossimo Active: La mamma ha regalato un libro al bambino.Passive: Il libro à ¨ stato regalato al bambino dalla mamma. Tense: Il futuro Active: Giulio porter la torta.  Passive: La torta sar portata da Giulio. Tense: L’imperfetto ActiveLei preparava la cena.Passive: La cena era preparata da lei. FORMULA #3: Venire Past participle La scuola viene raccomandata da tutti gli studenti. - The school is recommended by all of the students.Questo libro verr utilizzato come prova nel processo. - This book will be used as evidence in the trial.Luca viene accompagnato a scuola tutti i giorni dalla nonna. – Luca is accompanied to school every day by his grandma. Also, you’ll see this particular construction more often in formal situations, like legal proceedings or when discussing politics and finances. FORMULA #4: Dovere/Potere/Volere/Andare Past participle Dovere - To must, to have to   I pomodori devono essere piantati prima che la primavera abbia inizio. - Tomatoes should be planted before spring begins.Le preposizioni devono essere studiate accuratamente. - Prepositions must be studied very carefully.Il pagamento dovr essere effettuato entro il 31 dicembre. - The payment will have to be made before December 31st. Potere:  To be able to Questo obiettivo potr essere raggiunto soltanto attraverso una serie di compiti specifici. - This goal will only be reached through a series of specific tasks.La carne puà ² essere cucinata sul fornello o al forno. - The meat can be cooked on the stove or in the oven. Volere: To want Il bambino à ¨ stato fortemente voluto dai genitori. - The newborn has been strongly desired by the parents.L’osservanza della legge à ¨ voluta dal governo. - Law observance is required by the government. Andare: To go   In questo corso, i compiti vanno completati ogni giorno. - In this course, the homework must be completed each day.Il modulo va firmato. - The form must be signed.

Philosophy 100 (2) Essay Example | Topics and Well Written Essays - 1000 words

Philosophy 100 (2) - Essay Example There is no way to gain knowledge without something actually being believed, in other words. However, obviously there is not any way to gain knowledge by merely believing something. A viable explanation has to be provided for these beliefs. As an example, if a person who is sick believes that they will get better, this will simply not do a single thing to help the person get better. The person might get better, or the person might not get better. Simply believing something obviously has no real effect in the tangible world. A person who is sick and taking antibiotics to get better has a justifiable reason to believe that they will get better. First, the person has taken antibiotics before, and they got better after taking the antibiotics. Second, the person feels exactly lie the last time that they were sick, and they are being prescribed the same exact dosage of antibiotic. Since the conditions are identical to the last time, the person has a justifiable reason to believe the use of the antibiotics will make them better. Plato’s theory of reality serves to inform and compliment his theory of knowledge. Plato believed in Truth; he believed that it existed somewhere in the universe regardless of whether or not we are able to ever achieve it. Plato held a dualistic view of reality. First, there is the visual, that which is experienced through a posteriori, which is merely just a reflection of Truth. Second, there are the eternal Forms, which is knowledge that is gained a priori. Consider an example of a tree. Somewhere in the universe there exists in some form the Form of Tree, and it is because that we have knowledge of this form that we are able to recognize a tree when we see one, despite the fact that no two trees look alike. When we see trees, they are merely reflections of the Form of Tree. This can be seen in Plato’s allegory of the cave. The prisoners in the cave are merely viewing shadows of objects and naming them.