Who Killed Jfk Essay Example For Students

Who Killed Jfk? Essay Who Killed JFK?Who Killed JFK? You may ask why I say this, but it’s something you really needto know. If you believe that Lee Harvey Oswald killed him then you are taking part inprobably the biggest government conspiracy known to man. This massive cover-up willlast for years and probably violate every single law known to man. Well, when the people started to get suspicious about the mystery involving themurder, the government dispatched the Warren Commission to investigate and silence alldoubts concerning the mystery around the murder of President Kennedy. The warrencommission established a single bullet theory, which stated that two of PresidentKennedy’s wounds and all five of Governor Connally’s were caused by the â€Å"magic†bullet, to back up all claims that Lee Oswald was the only person shooting at thepresident. In September 1964 the Warren Commission stated that they could find noâ€Å"credible† evidence that there was a conspiracy. We will write a custom essay on Who Killed Jfk? specifically for you for only $16.38 $13.9/page Order now The Warren Commission also wanted the people to believe the fatal head shot thatkilled JFK was fired by Oswald. That means that the exit wound must be in the front ofthe head and the entrance wound in the back of the head. All of the eye witnesses,doctors, and nurses that saw the presidents head would of said that the exit of the bulletwas in the back of the head, which means that there was another shooter who was in frontof JFK. All of the real autopsy photographs of the presidents head showed that the exitwound was in the back of the head, hard proof that there was another shooter whichmeans conspiracy. Lee Oswald had no apparent motive to murder President Kennedy. There is not asingle known instance in Oswald’s life where he expressed even a slight negativecomment in reference to President Kennedy. Right after the shooting Patrolman MarionBaker headed straight to where he thought the shots came from, The Texas School BookDepository, 105 seconds after the first shot, when he reached the second floor cafeteria bystairs, he saw Oswald sitting down drinking a coke, after a positive check to see ifOswald worked there he headed up the back stairs on pursuit. While in jail the policeinterrogated Oswald for twelve straight hours and failed to keep any written, tape, orvideo record of the interrogation. Before Oswald had any chance to consult a lawyer hewas killed by Jack Ruby when being transferred by police. Was Oswald a cover-up guyfor the government to place blame on?According to Robert Groden since November 1963, there have more than 400deaths of witnesses to the assignation of President Kennedy, witnesses to Lee Oswald’sactivities, Jack Ruby’s associates, those involved in the medical procedures at ParklandHospital, and the autopsy at Bethesda Naval Hospital. The causes of these deaths aresometimes quite bazarre. Death by karate chop, gunshot, and slit throat are not exactlynatural causes of death, yet many obvious murders were deemed natural. The mostfamous person to die was news reporter, Dorthy Kilagallen, who was the only personallowed to interview Jack Ruby in jail. She stated that she would fly to New Orleans andbreak this mystery wide open. On November 8,1963 she was found dead of a massivebarbiturate overdose. Was this murder or not?Some people and groups who are possibly involved in the murder and cover-upare people at odds with JFK or who had something to gain over his death. One possibilityare tyrannical and ego-centric head of FBI J. Edgar Hoover, who was also at war withJFK. Some others are several powerful factions of the CIA a nd the Anti-Castro Cubancommunity over the Bay of Pigs fiasco. .udbe77178c42184a8715e03a9df67ebba , .udbe77178c42184a8715e03a9df67ebba .postImageUrl , .udbe77178c42184a8715e03a9df67ebba .centered-text-area { min-height: 80px; position: relative; } .udbe77178c42184a8715e03a9df67ebba , .udbe77178c42184a8715e03a9df67ebba:hover , .udbe77178c42184a8715e03a9df67ebba:visited , .udbe77178c42184a8715e03a9df67ebba:active { border:0!important; } .udbe77178c42184a8715e03a9df67ebba .clearfix:after { content: ""; display: table; clear: both; } .udbe77178c42184a8715e03a9df67ebba { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udbe77178c42184a8715e03a9df67ebba:active , .udbe77178c42184a8715e03a9df67ebba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udbe77178c42184a8715e03a9df67ebba .centered-text-area { width: 100%; position: relative ; } .udbe77178c42184a8715e03a9df67ebba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udbe77178c42184a8715e03a9df67ebba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udbe77178c42184a8715e03a9df67ebba .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udbe77178c42184a8715e03a9df67ebba:hover .ctaButton { background-color: #34495E!important; } .udbe77178c42184a8715e03a9df67ebba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udbe77178c42184a8715e03a9df67ebba .udbe77178c42184a8715e03a9df67ebba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udbe77178c42184a8715e03a9df67ebba:after { content: ""; display: block; clear: both; } READ: Hemophilia 4 EssaySo who really killed JFK, well no one really knows because the governmentburied all evidence deep within secret files for the protection of us. I believe that Oswaldis innocent and just a cover-up man, and it was high powered government officials whohad something to gain from his death. So who killed him, I will leave that to you. Social Issues

The Most Important Day of My Life Essays

The Most Important Day of My Life Essays The Most Important Day of My Life Paper The Most Important Day of My Life Paper In The Most Important Day of My Life, Helen Keller narrates how her patient and loving teacher inspired and enabled her to learn despite her disabilities. The essay is a narrative account of her blossoming from a seven year old girl facing the difficulties of learning with her disabilities to someone who is passionate for learning and discovering things. She begins the story of her educational journey on the day she meets her teacher, Anne Mansfield Sullivan, for the first time. She is just about to be seven years old and has never experienced formal education, largely due to the fact that she is blind, mute and deaf. She describes the anxious moment with luscious detail, capturing her sense of hope and anticipation. Being disabled, Keller thinks of herself as a â€Å"great ship† in a â€Å"dense fog,† desperate to find light and direction (Keller, 1998, 8). She believes that on that day, the â€Å"light of love† begins shining on her life (Keller, 1998, 9). Keller then proceeds to tell the early stages of her education with Sullivan. She describes Sullivan’s simple yet uncanny method of finger play in which Sullivan spells the word doll after giving the young Keller one. Sullivan’s instruction begins to be more complex as she teaches Keller small words and word association to enable Keller in identifying objects around her. Keller’s blindness makes it difficult for her to appreciate the words associated to things because she has not seen any of it. But Sullivan is patient and persistent. She thinks of creative ways to help Keller appreciate the things she is learning. After breaking the doll she got from Sullivan, Keller is taken by her teacher to the garden where she teaches her the meaning of water, a concept Keller could not understand at first. Sullivan’s creativity pays off and Keller’s mind opens up to the rich world of language. She says that the â€Å"living word awakened [her] soul† and that her new found ability to name things has given her hope and light in darkness. She begins to see how she is connected to the world (Keller, 1998, 10). The passion for learning ignites her mind and heart, and things around her suddenly â€Å"quiver with life† (Keller, 1998, 10). She develops sentiment and tenderness as a result of discovering her connection to things. Realizing what she has done to the doll, she tries to put back its pieces together. Besides discovering the passion of learning, Keller also becomes an eager student. She grabs every opportunity to learn what she can. Sullivan widens Keller’s perspective by relating her thoughts to nature and teaching her its beauty and wonder. Despite the absence of sight, Keller sees and appreciates the works of nature and feels one with it. However, Keller learns that nature is not as kind as she thinks. After getting trapped on top of tree in a thunderstorm, Keller learns fear. It takes her a while to regain her trust in nature and the irresistible charm of the mimosa tree to feel once again her connection to nature. As she climbs the tree by herself, her curiosity for â€Å"doing something unusual† is revived in her heart (Keller, 1998, 12). Keller realizes that learning language is gradual and for the deaf child, difficult and challenging. But the fruits of discovering language is always rewarding. As she gains more words, her ideas become more complex and her questions incessant. Upon hearing the word love from Sullivan, Keller encounters abstract ideas and begins to grapple with their meaning. Sullivan’s ingenuity enables Keller to associate the abstract with the concrete as Sullivan connects love with familiar concepts such as clouds, rain and flowers. Keller believes that Sullivan’s treatment of her as a normal child has helped her enormously. As Sullivan augments Keller’s disability through patient repetitions and training, Keller gains confidence to participate in conversations. She is able to overcome the difficulties of her disability by learning from life itself- a life enriched by her gracious teacher. Sullivan has molded her and fulfilled her potential. She has given her hope and â€Å"breathed†¦love, joy †¦and meaning† to everything around Keller (Keller, 1998, 14). It is Sullivan’s genius as a teacher, grace for Keller’s disability and vision for the young girl that has widened the depth and breadth of Keller’s mind. Keller describes Sullivan’s vision for her student through an image of nature which she has learned from the great teacher. From Sullivan, Keller learns that education is beyond the classroom and beyond the routine teaching of skills and concepts. A teacher must instill in his student’s mind the freedom he has from learning because this will enable him to face its challenges. Keller concludes by giving homage to Sullivan, pertaining to her as an extension of herself, a person who is in union with her being. It is impossible for her to have the imagination and intelligence she has without the guidance of Sullivan.

Cybersecurity Personal Statement Example | Topics and Well Written Essays - 500 words

Cybersecurity - Personal Statement Example My academic objectives can be divided into two sections, long term and short term objectives. My general objective at the moment is the acquirement of additional knowledge that would serve me in my career operations. Taking cyber security classes would increase my basis of knowledge in IT and related subjects thus allowing me to not only expand my area of expertise, but improve on the existing ones as well. The overall objective mentioned above can be seen as the leading long term objective in my academic path. I am aware that this would require my whole concentration on the achievement of these objectives in order to progress in this particular aim. I believe that my previous experiences, however, will serve me in successfully achieving this endeavor. My previous studies in India concerning web programming languages enabled me to develop a steady and applicable approach to new academic challenges in my life. This was because apart from the study of the various languages (which inclu ded PHP, MySQL and asp.net), I also enrolled for an online course on DB analyzing on www.coursera.com. This was at the same time as my web language courses that helped develop my personal organization and prioritization skills. My research interests lie in the world of E-commerce, and my main career plan is growing the business that I established with two other partners after my studies. This company offers web solutions for any company with (or in need of) an online platform. This business will be able to achieve this growth through the additional expertise I will gain from the cyber security classes. About my qualifications, I have a number of past achievements that I believe puts me in the driver’s seat for additional success should I continue to apply myself. As a student, my graduation project was able to win first place in Salman bin Abdulaziz University in the

Contemporary issues in marketing Essay Example | Topics and Well Written Essays - 3000 words - 1

Contemporary issues in marketing - Essay Example Organizational knowledge is enhanced through effective use of the information collected. Knowledge management hence rests on two foundations - utilizing and exploiting the organization’s information and application of people’s skills, talents, thoughts, and imagination (Broadbent, 1998). Human expertise is utilized for business advantage. Customer relationship management (CRM) focuses on the needs of the customer and integrates technologies and business processes (Bose, 2002). The process is the same as KM where knowledge about the customers is captured, analyzed and utilized to enhance the product or services to the customer. CRM thus revolves around marketing and deep analysis of customer behaviour. The knowledge acquired about the customer can be a powerful tool in not only acquiring new customers but even for the retention of the existing customers. It can help segment the customers based on their lifestyle and purchasing habits (McKim & Hughes, 2001). Thus, KM enha nces customer relationship and hence to serve the customers better, knowledge of the customers is vital. Therefore, an integration of Km and CRM has led to the development of the customer knowledge management (CKM) model (Gebert, Geib, Kolbe & Brenner, 2003). 1b. ICT is very vital for the successful implementation of CRM. ICT ca help extract huge amount of information on the customer and it enables measuring the relationship value at each stage of the relationship. For effective implementation, there must be a customer database, a communication channel and an application of relationship management (Park & Kim, 2003). This can convert one-time buyers into loyal customers. In the digital economy, ICT has changed the way businesses function. There is increased transparency of information even though this has also led to new competitors and new products in every field of business (Koerner & Zimmermann, 2000). With the help of ICT, new industry structure and business models

Overview of Famous Mathematicians

Overview of Famous Mathematicians Mathematicians’ Manifesto A young man who died at the age of 32 in a foreign land he had travelled to, to pursue his craft. A clumsy eccentric who could visualize his complete work in his head before he put it to canvas. A Russian who shuns the limelight and refuses recognition for his work. A traveller who went from country to country on a whim in order to collaborate with others. A man whose scribblings inspired the life work of hundreds. A woman, who escaped the prejudices against her gender to make a name for herself. A recluse who spent close to ten years working on one piece. A revolutionary child prodigy who died in a gun duel before his twenty-first birthday. What do you picture when you read the above? Artists? Musicians? Writers? Surely not mathematicians? Srinivas Ramanujan (1887-1920) was a self-taught nobody who, in his short life-span, discovered nearly 3900 results, many of which were completely unexpected, and influenced and made entire careers for future mathematicians. In fact there is an entire journal devoted to areas of study inspired by Ramanujan’s work. Even trying to give an overview of his life’s work would require an entire book. Henri Poincare (1854-1912) was short-sighted and hence had to learn how to visualise all the lectures he sat through. In doing so, he developed the skill to visualise entire proofs before writing them down. Poincare is considered one of the founders of the field of Topology, a field concerned with what remains when objects are transformed. An oft-told joke about Topologists is that they can’t tell their donut from their coffee cup. A conjecture of Poincare’s, regarding the equivalent of a sphere in 4-dimensional space, was unsolved till this century when Grigori Perelman (1966- ) became the first mathematician to crack a millenium prize problem, with prize money of $1million. Perelman turned it down. He is also the only mathematician to have turned down the Fields Medal, mathematics’ equivalent of the Nobel Prize. Have you heard of the Kevin Bacon number? Well mathematicians give themselves an Erdos number after Paul Erdos (1913-96) who, like Kevin Bacon, collaborated with everybody important in the field in various parts of the world. If he heard you were doing some interesting research, he would pack his bags and turn up at your doorstep. Pierre de Fermat (1601-65) was a lawyer and ‘amateur’ mathematician, whose work in Number Theory has provided some of the greatest tools mathematicians have today, and are integral to very modern areas such as cryptography. He made an enigmatic comment in a margin of his copy of Diaphantus’ ‘Arithmetica’ saying: ‘It is impossible to separate a cube into two cubes, or a fourth power into two fourth powers, or in general, any power higher than the second, into two like powers. I have discovered a truly marvellous proof of this, which this margin is too narrow to contain.’ Whether he actually had a proof is debatable, but this one comment inspired work for the next 300 years. In these intervening 300 years, one name has to be mentioned Sophie Germain (1776-1831). Germain remains one of the few women who have broken the glass ceiling and made significant contributions to mathematics. She was responsible for proving Fermat’s scribblings for a large amount of numbers. I apologise to Andrew Wiles (1953- ) for calling him a recluse, but he did spend close to 10 years on the proof of Fermat’s Last Theorem, during most of which he did not reveal his progress to anybody. Saving the best for last, Evariste Galois (1811-32), a radical republican in pre-revolutionary France, died in a duel over a woman at the age of 20. Only the night before, he had finished a manuscript with some of the most innovative and impactful results in mathematics. There is speculation that the resulting lack of sleep caused him to lose the duel. Galois developed what became a whole branch of mathematics to itself Galois Theory, a sub-discipline which connect two other subdisciplines of abstract algebra. It is the only branch of mathematics I can think of which is named after its creator (apart from Mr. Algebra and Ms. Probability). This might appear to be anecdotal evidence of the creative spirit of mathematics and mathematicians. However, the same can be said about the evidence given for Artistic genius. In fact there is research which shows that the archetype of a mad artistic genius doesn’t stand on firm ground. So, lets move away from exploring creative mathematicians, to the creativity of the discipline. Mathematics is a highly creative discipline, by any useful sense of the word ‘creative.’ The study of mathematics involves speculation, risk in the sense of the willingness to follow one’s chain of thought to wherever it leads, innovative arguments, exhilaration at achieving a result and many a time beauty in the result. Unlike scientists, mathematicians do not have our universe as a crutch. Elementary mathematics might be able to get inspiration from the universe, but quickly things change. Mathematicians have to invent conjectures from their imagination. Therefore, these conjectures are very tenuous. Most of them will fail to bear any fruit, but if mathematicians are unwilling to take that risk, they will lose any hope of discovery. Once mathematicians are convinced of the certainty of an argument, they have to present a rigorous proof, which nobody can poke any holes in. Once again, they are not as luck as scientists, who are happy with a statistically signific ant result or at most a result within five standard deviations. As a result of this, once you prove a mathematical theorem, your name will be associated with it for eternity. Aristotle might have been superseded by Newton and Newton by Einstein, but Euclid’s proof of infinite primes will always be true. As Hardy said, â€Å"A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas.† The beauty of mathematical results and proofs is a fraught terrain, but there are certain results, great masters such as Euler’s identity and Euclid’s proof, which are almost universally accepted as aesthetically pleasing. So, why are people so afraid of mathematics? Why do they consider it to be boring and staid? Well, the easy answer is that they are taught shopkeeper mathematics. In school, you are taught to follow rules in order to arrive at an answer. In the better schools, you are encouraged to do so using blocks and toys. However, basically the only skills you are getting are those which help you in commercial transactions. At the most, you get the skills to help you in other disciplines like Economics and the Sciences. There has been a huge push in the recent past for the Arts to be taught in school ‘for art’s sake.’ There would be uproar tomorrow amongst artists and the liberal elite if art class turned into replicating posters (not even creating them). There would even be a furore if the only art students did was to draw the solar system for Science class and the Taj Mahal for Social Studies. What good art classes involve is teachers introducing concepts such as particular shapes and then encouraging students to experiment and create based on those concepts. What about ‘maths for maths’ sake?’ Students should be encouraged to come up with their own conjectures based on concepts introduced by the teacher. This class would have to be closely guided by a teacher who is conceptually very strong, so that they can give examples in order to get students to come up with conjectures. They would also be required to provide students with counterexamples to any conjecture they have come up with. I am not suggesting completely doing away with the current model of mathematics education involving repeated practice of questions. Just as replication probably helps in the arts and the arts can serve as great starting points for concepts in other disciplines, repetition is important in mathematics as it helps you intuit concepts and certain mathematical concepts are important for the conceptual understanding of other disciplines and for life. So, there needs to be a blend of mathematics classes (those which teach mathematics) and shopkeeper classes (those which teach mathematical concepts for other disciplines and for life). These would not work as separate entities and might even be taught at the same time. This requires a complete overhaul of the mathematics curriculum with a much lighter load of topics so that teachers can explore concepts in depth with their students. It also requires a larger emphasis on concepts such as symmetry, graph theory and pixel geometry which are easi er to inquire into and form conjectures in than topics like calculus. Now we come to the logistics. How many teachers are there in the country who have a strong enough conceptual understanding required to engage with mathematics in this manner? I would be pleasantly surprised if that were a long list, but I suspect it isn’t. In order to build up this capability, the emphasis at teacher colleges and in teacher professional development has to move from dull and pointless concepts like classroom management and teaching strategies, to developing conceptual understanding, at least in Mathematics. The amount of knowledge required to teach school mathematics is not all that much. All that is required is a strong conceptual base in a few concepts along with an understanding of mathematics as an endeavor, and a disposition for the eccentricities of the discipline. Even so, this will not be easy to accomplish and will take time. In the meanwhile, wherever possible, professional mathematicians could come in to schools and work with teachers on their lesson plans. In other cases, these mathematicians could partner with educationalists and come up with material, which can more or less be put to use in any class (this is not ideal as lesson plans should be created by the teachers and evolved based on their understanding of their class, but this will have to do in the interim). Not only will this help in developing a disposition for mathematics and hopefully churn out mathematicians, but it will also help in the understanding of shopkeeper mathematics. Pedagogy and conceptual understanding are not separate entities. In fact a strong conceptual understanding is a prerequisite for effective pedagogy. Mathematics is unfortunate in its usefulness to other disciplines and the utility it provides for life. In the meanwhile, the real creative essence of the discipline is lost. I don’t blame students for hating mathematics in school. In fact it is completely justified. Mathematics is missing out. Who knows, one of these students would have proved the Riemann Hypothesis in an alternate reality. Artists have been very successful in campaigning for the creativity of their discipline to be an integral part of schools. Mathematicians, on the other hand, really need to pull up their socks and join the fight for the future of mathematics. In the spirit of Galois, Mathematicians of the World Unite! You have nothing to lose but the chains of countless students!

All over but the shoutin

Over but the Shoutin' In the excerpt from the memoir All Over but the Shoutin' , the author Rick Bragg highlights the moment when he paid a final visit to his father's deathbed. In the excerpt, Bragg briefly described his childhood, saying his father abandoned his wife and sons, and left them to beg, and scrap for food and money. He saw his father as a drunken monster, not caring for anyone but himself. Initially when Bragg arrived he was hesitant.He did not know the person his father had become and worried the erson he still was. Bragg was perplex about the state of his father. His father was physically unrecognizable and was not the man he had remembered. Bragg thought his father would be young, dressed nice and cleaned up very well. This was not the case. Bragg described his father as â€Å"the walking dead†, damaged and poisoned. He was no longer the man and monster Bragg had despised. Instead, a brittle snake skin of a man.In the end Bragg left with three gifts; a rifle, case full of books from his ather and a sense of somewhat forgiveness towards his father. After reading All Over but the Shoutin', there was a lack of acknowledgement father to son. Although his father was fragile, Bragg wanted so badly to question his manhood; make him feel the pain he once felt because of him. He wanted his father to say he was sorry and admit to his wrongdoings. Braggs needed his father to acknowledge his mistakes. I sensed Bragg knew a coward could and would never do so.

Is Time Real Essay

Is Time Real The aspects of time that we can understand are only based on what we can perceive, observe, and calculate. Every day we look at our watches or clocks. We plan our day around different times of the day. Time tells us when to eat, when to sleep, and how long to do things for. Is time real? To answer this question, let me explain what time is first. Time is defined as a measured or measurable period, a continuum that lacks spatial dimensions. This broad definition lacks the simple explanation that humans are searching for. There are many scientists, philosophers, and thinkers who have tried to put time into understanding terms. In the following paragraph, I will discuss the meaning of time perceived and theorized by two of the greatest minds of human kind ? Einstein and Kant. Albert Einstein’s theory of relativity (study guide, 53) came up with the idea that both space and time were relative to the observer, or the state of motion of the observer (Broadcast). If there are two chairs, and you see someone sitting in one, when you turn away, you can not be sure that he or she is still there. You also can not be sure that they are not in two chairs at the same time, or what point in time they are in them. This all leads up to Einstein’s theory that time is relative. What Einstein’s theory seemed to tell us was that time is not absolute and universal. It can be changed by motion. Each observer carries around his own personal scale of time and it does not absolutely agree with anybody else’s. However, some philosophers have argued that all time is unreal. Kant, for example, claimed that time both the subjective time we experience as flowing, and objective time as the fixed series of all events ? is a construct of the human mind (Manuel Velasquez, 244). For Kant space and time are not real things, but are modes of experience. Kant’s solution was to say that there is something in our mind, that makes everything that we experience to our sense be located in time so that the physical world is simply bound to be temporal because of the way our minds works (Broadcast). From my point of view, time is definitely real, only our experience of time is subjective. For example, we see a train with blue color followed by yellow color followed by blue and so on. We will at first be able to distinguish the blue from the yellow as the train starts moving. After a while, the train moves very fast that the sequence appears to be simultaneous to our eyes and mind and we see green. We can see time is real because blue follows yellow, but our perception of time is subjective because we don’t see a sequence of blue following yellow, but something else entirely. In conclusion, time is not easily explained or understood by anyone. Einstein and Kant have expanded their minds by coming up with possible theories for the unknown. We can theorize, and calculate our own, but I think it will always be an unknown. The mysteries of the universe will in my opinion be just that, a mystery. Resources: Manuel Velasquez. â€Å"Introduction: What is philosophy† Philosophy: A text with Readings. New York: Wadsworth, 2005. 244.