Generally speaking, judicial activism is the opposite of judicial restraint in that when a judge is especially "active," he or she imposes more of his or her own will in the case, whereas if a judge is more "restrained," they rely more on precedent.
Early modern philosophy in Europe and Great Britain is awash with discussions of the emotions: they figure not only in philosophical psychology and related fields, but also in theories of epistemic method, metaphysics, ethics, political theory and practical reasoning in general. Moreover, interest in the emotions links philosophy with work in other, sometimes unexpected areas, such as medicine, art, literature, and practical guides on everything from child-rearing to the treatment of subordinates. Because of the breadth of the topic, this article can offer only an overview, but perhaps it will be enough to give some idea how philosophically rich and challenging the conception of the emotions was in this period. Most attention will be devoted to the familiar figures of early modern philosophy and how they conceived of the emotions as valuable, even indispensable aspects of embodied human life, which were largely constitutive of the self and identity that matter to us practically.
A word of caution is in order: there is a plethora of source material, and this entry is offered as a survey for organizing that material. Alas, much worthy material must be excluded here. This article and its supplements are designed for readers browsing for specific information, as well as those hardy souls who may wish to read it straight through. The main document offers a thematic overview of early modern discussions of the emotions. Separate links lead to documents devoted to the pre-history of the topic, as well as to some of the most important individual figures in early modern philosophy. Hope this helps! Mark brainly please this took me a lot of time!
Answer: all of the above
Most times in history the answer is all of the above.But they all applied to the effects of the homestead act .
GCU's (Grand canyon university) aim is to educate from a Christian perspective and the staff and professors have made a commitment to upholding Christian beliefs, practices, and values in their lectures, it differs from other non-faith-based universities in this regard.
Analysis of how GCU adds a difference to the educational experience.
A big reason to opt for GCU was because of the style of life, attitude, and behavior, but also because of the manner that which the school integrates faith in every part of their study.
- GCU's rich history is distinguished by its adherence to biblical principles. This freely expressed belief system provides staff and students with a learning objective to work toward.
- The doctrinal declaration and even just the founding documents provide a robust foundation that is significantly superior to that of any university that is not religiously based.
- The goal of GCU is for graduates to use what they have learned about God, work, faith, and knowledge of the universe in their value system, discipline, vocation, and ethical decision-making.
To learn more about GCU, (refer to-
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