The Whole Foods Company Essay Example | Topics and Well Written Essays - 500 words

The Whole Foods Company - Essay Example With regard to the Company's five main classes of property and equipment, the overall balance for 2005 was $1,054, 605. A slight Depreciation and amortization costs totaled $129.8 million for the year. Accumulated accelerated depreciation and other asset impairments came to an estimated $5.9 million, and interest capitalized during the fiscal year was an estimated $3 million. Further, development costs of new stores approximated $207.8 million. In November of 2005 leases were signed for an additional 65 store developments. As to business combinations, the Company acquired assets from "Select Fish" in October 2003, and from "Fresh and Wild" in January 2004. Select Fish is a seafood processing and distribution factory based in Seattle, Washington. Fresh and Wild operates seven natural and organic food outlets in London and Bristol in England. Both stock acquisitions made use of the "purchase method" so that the purchase price was made on tangible and identifiable intangible assets, which was based on their estimated fair values at the date of acquisition. The estimated losses from Katrina justify this partial-disclosure that; informs stakeholders of the losses incurred due to the unexpected event in New Orleans; provides an estimate for insurance costs; lists losses; and highlights strategies to adapt to the change (e.g., costs written off as store expenses).

Development from birth †19 years Essay Example for Free

Development from birth – 19 years Essay The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy reading books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the childs own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to people please and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the terrible twos They have trouble understanding the concept of sharing and believe that everything is mine They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2s or 3s, sharing ideas and being friendly to other children. They may also have best friends. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about fitting in and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the childs intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when its basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) freeze when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carers voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as goo ga ga and aah-aah They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as baba mam-mam and dad-dad They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as pick up your toy or pass me your cup At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of P Levels which is a programme that gives me information on the varying categories of the developmental processs. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Ecological Hermeneutics Essay -- Science Technology Ecology Papers

To what extent does Hans-Georg Gadamer’s theory of science provide a basis for the articulation of an ecological hermeneutics? As "hermeneutics" is the art of interpretation and understanding, "ecological hermeneutics" is understood as the act of interpreting the impact of technology within the lifeworld. I consider the potential for ecological hermeneutics based upon Gadamer’s theory of science. First, I outline his theory of science. Second, I delineate ecological hermeneutics as an application of this theory. Third, I discuss what can be expected from the act of ecological hermeneutics. Finally, I make some general comments about the affinity between ecological hermeneutics and brute common-sense. Our question is: to what extent does Hans-Georg Gadamer’s theory of science provide a basis for an articulation of an ecological hermeneutics? As "hermeneutics" is the art or activity of interpretation and understanding, "ecological hermeneutics" is to be understood as the activity of interpreting the impact of uses of technology within the context of the lifeworld. (1) Our considerations of the uses of technology (2) include the spheres of scientific research on one hand and industrial production processes on the other, specifically capitalism. The similarity which makes these two spheres felicitous to ecological hermeneutics is their respective detachment from the lifeworld, a detachment which characterizes each of their decision procedures. Gadamer’s hermeneutic enterprise is modeled on a retrieval of the Aristotelian model of science which calls into question the modern notion of ratiocination detached a priori from experience, from the lifeworld. Through this hermeneutic enterprise Gadamer develops a theory of science whic... ...g strategy designed to stimulate sales? (15) Op. cit., trans. David Ross (Oxford: Oxford University Press, 1984), p. 3. (16) Reason in the Age of Science, p. 8 (17) Ibid., p. 105. Italics mine. (18) In passing it is interesting to note that from the perspective of ecological hermeneutics, such attempts such as Julian Simon’s to discount any aspect of human life which cannot be quantitatively measured are exceedingly tenuous. As he sees it, the "simplest and most accurate measure of health is length of life, summed up as the average life expectancy." But in an effort to remain objective, Simon blatantly overlooks the possibility that life expectancy might have nothing to do with quality of life, as in the cases of terminally ill patients kept alive on respirators. See The Ultimate Resource (Princeton, New Jersey: Princeton University Press, 1981), p. 130.

Tis Pity Shes A Whore by John Ford Essay -- John Ford Tis Pity Whore

"Tis Pity She's A Whore" by John Ford In this play it would be impossible to accurately assess this idea commenting on Annabella and Giovanni as a single entity. They are extremely different characters with their only common ground being the love they have for each other, and even this is expressed in distinctly different ways with subsequently different consequences. These consequences build up to the conclusion referred to in the question, and so it would also prove hard to answer it directly without having previously discussed what has come before and created such conclusion. At the beginning of the play, I believe that the audience is intended to sympathise with Giovanni. Although his actions are described as 'devilish atheism', this is counterbalanced by his modest language which contrasts greatly to later on in the play. He refers to the Friar as 'Gentle Father' and this humble way of addressing him gives the audience the impression that Giovanni is genuinely asking for help and wants to be 'cured'. Although he argues against much of what the Friar says, his respect for him is obvious as he agrees to take his advice. This may not have carried much weight for the Caroline audience for which this would have been performed, however, as the religion of the English at this time was Protestant, making Catholicism not the favoured denomination. It has even been stated that Ford presented the characters in this play so faulted because of their religious beliefs and nationality, both of which were seen as the enemy. Throughout this scene, Giovanni is attempting to justify his actions and convince the Friar that what he is doing is right, by playing on the religious idea that there is one father, and ... ...how compassion about the consequences of this distorted self-image. (I know I've missed out a bit here, but I think 4 pages is enough and I don't think I could sit here for another  ½ hour.) In conclusion, at the beginning of the play sympathy is possible for both characters. Annabella earns more than this during the course of the play, and is likely to be admired by the audiences from both eras, though would probably have been seem as more promiscuous in the time of writing than would be perceived now. Giovanni on the other hand, through use of apocalyptic figurative language shows a too high opinion of himself and is presented as too self-absorbed to induce anything other than contempt. This is accentuated by the death of Annabella being caused by such traits and highlighted by the irony that she had remained to true to him just to die by his hand.

Defining the Purpose of Education

I believe the purpose of education is to provide children with a wide range of knowledge that will lead them into the future. The journey through education should be an enjoyable experience that they will always remember. The more fun a child has learning the more they will want to learn and the more they will want to be in the classroom. Students should be provided with an environment that is bright, happy, uplifting, and most importantly safe. Students should feel like their classroom is the safest place for them to be. Teachers should make sure that the classroom is equipped with all the essential safety materials. Teachers should set safety rules for the students and make sure they are always followed, to keep physical harm in the classroom from happening. Accidents do happen, so both teachers and students should know what to do incase of an emergency. Students should also feel mentally and emotionally safe. Students should not be afraid to answer a question, express ideas and opinions, or present a project. The teacher should provide the child with confidence to express his or her opinion with out being ridiculed by others. I believe that students should have fun while in the classroom. School is a place where many children make their friends and playmates. Students enjoy doing things with their peers, so I believe that working in groups is a great way to let students† individual intelligence†s add to someone else†s ideas so they end up learning from one another. It†s a great way for students to accept their peers† ideas and incorporate everyone†s ideas in to one finished project. I also believe that children learn though playing. This especially is true for pre-school and kindergarteners. There should be activities in the classroom that caters to every student†s different interests. Such activities center around art, books, music, building blocks, kitchen sets, computers, science activities, sand and water, and toys that will be familiar to them like the ones they would have at home. Through these activities and subjects that are focused on, students should leave the classroom with new knowledge everyday. Teachers should set rules for the classroom to keep the class in order. The student should know the rules on the first day of class and follow them everyday throughout the year. If a rule is broken, the student must face the consequences. This goes for homework assignments also. A child should know when homework assignments are do and if they are not turned in on time they will not be able to turn them in. It is the teacher†s responsibility to have control over the classroom and be in charge. It is also the teacher†s responsibility to make sure all of the students are learning the set curriculum. Assessment will be given sporadically to make sure that the students are learning what is being taught and that they are on the same level as everyone else. Assessments can be oral or written to test the student†s skills. Progress reports should be sent home regularly to let parents know the students† strengths and weaknesses. Parents should be encouraged to work with the children at home on the subject that the child is having trouble with. I hope that my students will remember my classroom and take along the lessons they have learned and use them throughout their lives. Teaching to me is the most rewarding occupation. Teaching children information that can affect their lives forever and to be able to reward them for the accomplishments is going to be the most fulfilling experience that I may ever experience in this life time. I hope that students walk out of my classroom satisfied with themselves and what they have learned in my class.

Free Essays on Roman Religion Vs Todays Religion

Roman Religion in A Romans Everyday Life vs. Religion's Effects on Today "We Romans", said Cicero, "owe our supremacy overall other peoples to our piety and religious observances and to our wisdom in believing that the spirit of the gods rules and directs everything." Roman rites and observances took two main forms. One was the domestic reverence of the spirit or genius of the family. The other was the public attitude to the gods and goddesses by whom the destiny and welfare of the Roman people as a whole were supposed to be guided and controlled. During the Classical period, religious observance accompanied all important private and public events and transactions and, no successful outcome went without a vow of thanks or public dedication. Temples, priests and sacred rites were provided by the State. Nothing in the nature of religious services as we know them, in which the body of worshipers as a whole were able to participate, seems to have been celebrated in the temples. Any set forms of prayers, hymns or chants were performed solely by the official pr iests whose secrets they remained. The ordinary Roman man or woman had little personal part to play in such rites (Handbook To Life In Ancient Greece). While they were being undertaken and fulfilled it was the duty of the ordinary citizen not to interfere or make any disturbance and to refrain from any business affairs. When religiously minded Roman dropped in to a temple in order to worship the god or goddess whose house it was , they had some practical object in view : some personal favor or advantage. They came and perhaps burn incenses. When praying they stood with upturned palms. Sometimes they got as close to the image of the god as they could in order to whisper their pleas; the feet of some of the images were worn by the kisses of generations of worshipers. In addition to paying a fee for admission, the grateful petitioner for divine aid also brought sacrifices and thankful off... Free Essays on Roman Religion Vs Today's Religion Free Essays on Roman Religion Vs Today's Religion Roman Religion in A Romans Everyday Life vs. Religion's Effects on Today "We Romans", said Cicero, "owe our supremacy overall other peoples to our piety and religious observances and to our wisdom in believing that the spirit of the gods rules and directs everything." Roman rites and observances took two main forms. One was the domestic reverence of the spirit or genius of the family. The other was the public attitude to the gods and goddesses by whom the destiny and welfare of the Roman people as a whole were supposed to be guided and controlled. During the Classical period, religious observance accompanied all important private and public events and transactions and, no successful outcome went without a vow of thanks or public dedication. Temples, priests and sacred rites were provided by the State. Nothing in the nature of religious services as we know them, in which the body of worshipers as a whole were able to participate, seems to have been celebrated in the temples. Any set forms of prayers, hymns or chants were performed solely by the official pr iests whose secrets they remained. The ordinary Roman man or woman had little personal part to play in such rites (Handbook To Life In Ancient Greece). While they were being undertaken and fulfilled it was the duty of the ordinary citizen not to interfere or make any disturbance and to refrain from any business affairs. When religiously minded Roman dropped in to a temple in order to worship the god or goddess whose house it was , they had some practical object in view : some personal favor or advantage. They came and perhaps burn incenses. When praying they stood with upturned palms. Sometimes they got as close to the image of the god as they could in order to whisper their pleas; the feet of some of the images were worn by the kisses of generations of worshipers. In addition to paying a fee for admission, the grateful petitioner for divine aid also brought sacrifices and thankful off...

Free Essays on What Makes A Political Theory A Classic

This is a review and analysis of the journal article â€Å"What Makes a Classic in Political Theory†, dated September 1973. In the beginning of the article the author mentions that there are a select few books that he believes are a measure of classics. Even the favored authors he lists are admittedly obscure in their rise to classic standing. He believes that classics are what you were taught as a student, yet it is a rather unsatisfactory reason. Levin suggest five criteria for which a book might be justified as a classic. Using these criteria he undoubtably believes that John Locke’s Two Treatises of Government is a political classic. The work was published in a defense of the 1688 Revolution. The fact that it is still on political students recommended reading leads to a particularly high philosophical quality, yet some do not agree. Levin touches on Locke’s Two Treatises as classic with the consideration of the five questions: 1. Philosophical quality. 2. Original content. 3. Influence on events or other political theorists. 4. The foremost example of a certain category of thought. 5. Extended relevancy beyond their own time of publication to the present, or even to provide judgments of universal application. He admits that there is a lack of originality but that can be associated with other great theorists. His influence is far outweighed by his reputation. He wrote for the people who were not as educated, helping him be more understandable. He concludes with the assessment that Locke relies on the timing of publication rather than his originality. The second part of the article by Michael Levin starts with the idea that Locke’s fame rest on the timing of his views and that he expressed them in a partly new form. So Locke’s ideas were only socially significant due to good timing. His reputation is what seems to catapult his Two Treatises into classic status because of previously written works by Locke on... Free Essays on What Makes A Political Theory A Classic Free Essays on What Makes A Political Theory A Classic This is a review and analysis of the journal article â€Å"What Makes a Classic in Political Theory†, dated September 1973. In the beginning of the article the author mentions that there are a select few books that he believes are a measure of classics. Even the favored authors he lists are admittedly obscure in their rise to classic standing. He believes that classics are what you were taught as a student, yet it is a rather unsatisfactory reason. Levin suggest five criteria for which a book might be justified as a classic. Using these criteria he undoubtably believes that John Locke’s Two Treatises of Government is a political classic. The work was published in a defense of the 1688 Revolution. The fact that it is still on political students recommended reading leads to a particularly high philosophical quality, yet some do not agree. Levin touches on Locke’s Two Treatises as classic with the consideration of the five questions: 1. Philosophical quality. 2. Original content. 3. Influence on events or other political theorists. 4. The foremost example of a certain category of thought. 5. Extended relevancy beyond their own time of publication to the present, or even to provide judgments of universal application. He admits that there is a lack of originality but that can be associated with other great theorists. His influence is far outweighed by his reputation. He wrote for the people who were not as educated, helping him be more understandable. He concludes with the assessment that Locke relies on the timing of publication rather than his originality. The second part of the article by Michael Levin starts with the idea that Locke’s fame rest on the timing of his views and that he expressed them in a partly new form. So Locke’s ideas were only socially significant due to good timing. His reputation is what seems to catapult his Two Treatises into classic status because of previously written works by Locke on...