Can Scotland reach it's target of generating 50% of it's electricity Essay

Can Scotland reach it's target of generating 50% of it's electricity from renewable sources by 2020 - Essay Example These areas, should they continue to depend on fossil fuels, they risk the occurrence of being dysfunctional in the future. The problem with using fossil fuels to provide power and electricity is that in addition to not being environmentally friendly, these fossil fuels are easily depleted (Gowdy 1998). In fact, it has been predicted that if the world were to still depend on fossil fuels such as oil, there is a high occurrence for oil to expire in the year 2050. Other fossil fuels have been predicted to deplete within the years 2020 to 2030. Natural gas, on the other hand, has been predicted to not be available in the market anymore by the year 2040. Consequently, coal as an energy resource has also been predicted to expire before the year 2100. Uranium as well, has been said to reach the stage of depletion starting from the middle of the 2030s (Droege 2002). The UK Renewable Energy Advisory Group (REAG) has identified renewable energy to be energy that is produced naturally by the environment to be used by man for his own use and benefit (REAG 1992). In Europe, it has been said that renewable energy resources supply 5.3 percent of the total energy being consumed by the entire continent. In the United Kingdom, renewable resources make up only 1 percent. However, in a green paper presented by the European Commission in the year 1996, it has been revealed that members of the European Commission shall increase its target to 12 percent by the year 2010. This easily translates to a significant decrease in the carbon dioxide emissions to around 250 million tonnes. Of course, over the years, the percentages have increased and according to a report released by the EU, it has been revealed that the target of EU member countries would be to make sure that at least 20 percent of their energy needs are derived from renewable energy resources by the year 2020. Based on the report, it has been mentioned that the

Interior of America Essay Example for Free

Interior of America Essay à lvar Nà ºÃƒ ±ez Cabeza De Vacas epic tales in Adventures in the Unknown Interior ofAmerica is one of the earliest recorded stories of exploration of the Americas. His story begins on April 14, 1528 and continues in great detail for eight long years. His narrative includes his personal experience as well as descriptions of the land he traveled and the native americans that he encountered. The detailed events that are present throughout Cabeza De Vacas adventure transform him into a man completely different than the one we were introduced to at the beginning of the exploration. The superior mindset that Cabeza De Vaca felt over the natives, the challenges that would threaten his faith and religion, and the view he had of his fellow christians would change him tremendously as an individual. The expedition, led by Governor Narvà ¡ez, began with a 600 men crew in Florida. On their journey, they faced many challenges. The men encountered storms, were attacked several times by native american tribes, endured slavery and captivity, suffered starvation and dehydration, as well as several other down falls that eventually contributed to the death of hundreds of the Spanish crew. By the end of the eight years, Cabeza De Vaca was one of only four men who survived the cruel journey. The ability to adapt to their surroundings helped those four men change their views from powerless to acceptance and ultimately resulted in their return to Spain. Cabeza De Vaca was accustomed to a life of higher society before the departure to America. He was born into a wealthy family which contributed to a feeling of superiority over others. This mind set traveled with him as he encountered many Native American tribes during the expedition. Cabeza De Vaca thought of the native americans as barbaric creatures and feared for his life at the thought of an attack from them. They loomed big and naked and from a distance looked like giants. They were handsomely proportioned, lean, agile, and strong. (CH8) He goes on to mention the intimidation of their weapons, Their bows were as thick as an arm. (CH8) Attacks were happening frequently, and after realizing that the circumstances were not promising, the Spaniards began to try a different approach.

Comparing the Synoptic Gospels Essay -- Papers Bible Christianity Jesu

Comparing the Synoptic Gospels Should one fully read the opening four Gospels of the New Testament, he or she can find many similar patterns of literature and themes affording much attention to detail and study. This is what someone such as Merriam Webster would define as the ?Synoptic Gospels?. So, what are and how can we explain the differences and similarities among synoptic authors Matthew, Mark, Luke, and the gospel, John? Which Book was written first? To what extent did the Evangelists depend on oral tradition, written sources, or each other? The phenomenon and mystery of these similar but unique Synoptic Gospels has for centuries challenged some of the best minds of academia and the church, stirring up much scholarly controversy; baffling many New Testament Survey students. To completely understand the similarities and differences between these Synoptic Gospels we must first be acquainted with the authors of them; we ought to discern the background of their life, academic qualifications, experiences, litera ture styles, and occupations. We must also ask the questions: Who? What? When? Where? Why? How? The first very important question I?d like to pose is: Who? Who were these author?s that challenged our hearts and minds and taught us Jesus? life, ministries, and importance? The foremost book of the New Testament is Matthew. It was written by the author, Matthew, to illustrate clearly that the ?King? has arrived. Matthew, a Jew, was very literate. He was a despised tax collector who later changed his life and lived completely for Jesus and became one of His? twelve disciples. Matthew directed this Gospel to his fellow Jews c.60-65 A.D. to prove that Jesus is the Messiah and to explain God?s kingdom that He holds i... ...ner?s Sons, New York, 1932) Stonehouse 1963 Ned B. Stonehouse, Origins of the Synoptic Gospels, (William B. Eerdmans Publishing Company, Grand Rapids, Michigan, 1963) Heim 1947 Ralph D. Heim, A Harmony of the Gospels for Students (Fortress Press, Philadelphia, 1947) Linnemann 1992, ET 1992 Eta Linnemann, English trans. by Robert W. Yarbrough, Is There a Synoptic Problem: Rethinking the Literary Dependence of the First Three Gospels (Grand Rapids, Mich.: Baker Books, 1992). Appleton 1910 Robert Appleton, The Catholic Encyclopedia, Volume IX (Robert Appleton Company, 1910) Koester 1990 Helmut Koester, Ancient Christian Gospels: Their History and Development (Philadelphia: Trinity Press Int'l, 1990). Farmer 1994 William R. Farmer, The Gospel of Jesus: The Pastoral Relevance of the Synoptic Problem (Louisville, Ky.: Westminster/John Knox, 1994).

Chaucers Views on Women: Griselda and the Wife of Baths the Loathly L

Chaucer's Views on Women: Griselda and the Wife of Bath's the Loathly Lady As a man fascinated with the role of women during the 14th Century, or most commonly known as the Middle Ages, Chaucer makes conclusive evaluations and remarks concerning how women were viewed during this time period. Determined to show that women were not weak and humble because of the male dominance surrounding them, Chaucer sets out to prove that women were a powerful and strong-willed gender. In order to defend this argument, the following characters and their tales will be examined: Griselda from the Clerk's Tale, and the Wife of Bath, narrator to the Wife of Bath's Tale. Using the role of gender within the genres of the Canterbury Tales, exploring each woman's participation in the outcomes of their tales, and comparing and contrasting these two heroines, we will find out how Chaucer broke the mold on medievalist attitudes toward women. Chaucer introduces us to several types of women in the General Prologue of his famous work the Canterbury Tales. Among these women are women of rank and social status: the Prioress, the Nun, and the Wife of Bath. Although they are surrounded by various types of men, these women told tales that made men think twice about crossing their paths. As we read about these women in the prologue, we also get a sense of whom they are: they have money, authority, and an air about them that suggests that they are not just on the pilgrimage just to save their own souls (the Wife of Bath definitely shows this trait better than her religious counterparts.) However, it is not just the women who stand for their sisters; the Clerk jumps on the female bandwagon with a tale of his own. Gender provides a way of reading aspects o... ...n, Lesley. (1994). Feminist Readings in Middle English Literature: The Wife of Bath and All Her Sect. Routledge: London. (pgs 72-73, 196-203) Hansen, Elaine Tuttle. (1992). Chaucer and the Fictions of Gender. University of California Press, Ltd: England. (pgs 188-208). Mitchell, J. Allan. (2005). Chaucer's Clerk's Tale and the Question of Ethical Monstrosity. Studies in Philology. Chapel Hill: Winter 2005. Vol.102, Iss. 1; pg. 1, 26 pgs Rigby, Stephen Henry. (2000). The Wife of Bath, Christine de Pizan, and the Medieval Case for Women. Chaucer Review, (pgs 133-165) Stanbury, Sarah. (1997). Regimes of the Visual in Premodern England: Gaze, Body, and Chaucer's Clerk's Tale. New Literary History 28.2, (pgs 261-289) Weisl, Angela Jane. (1995). Conquering the Reign of Femeny: Gender and Genre in Chaucer's Romance. D.S. Brewer: Cambridge, (pgs 2-3, 91-96)

Developing effective communication in health and social care Essay

To make my communication interactions with the service user’s in one-to one interaction and group interactions effective I did not use any slang or jargon with the service user’s because we were having a formal interaction therefore the use or jargon or slang was not suitable there. I had to use good communication skills to get my point across clearly and effectively just to make sure that each of them understood what I was talking about. I feel that there should always be a care worker-service user relationship between people in day care centre’s. Effective communications with the service users is related to positive outcomes. Tone of voice is a type of verbal communication. I had to have an appropriate tone of voice as this would enable the service user to feel comfortable with me while the task was proceeding. I used a clear and calm tone of voice as this helps create a positive atmosphere and assists the service user’s to ask each other or me any questions they have and it helps them to understand what to do, whereas if my tone of voice was loud and aggressive then the service user’s would not felt comfortable with me and they would got scared of me, this may well have led them to getting upset and having to leave the interaction as soon as possible. My tone of voice was normal because I could not speak quietly and slow because the service users would not have got the message but it was not loud either. My tone of voice was very clear and the students who participated in the interaction heard my voice clearly. This tone of voice enabled the interaction between me and the three other service user’s to flow nicely and the message that I was trying to put across was interpreted by the service users in a positive way. I knew that they had received the message of what to do as they began to paint straight after my instruction before they had started the task. I was also being very talkative as when the service users would stop I would just talk to them during each stage of their painting and ask them how they are doing whether or not they are finding the task difficult, I was also making it fun and enjoyable for them to do because I was complementing their hard work and effort which they put in their paintings. Therefore their confidence would have increased enabling them in join in the interaction. If they were having any problems I would help them solve them. If I had not done that then questions may have not been invited, some of the service user’s may not be able to interpret the information and some may not have heard or understood the messages clearly. I encouraged the students to use more eye-contact because when some of the students were talking, they were looking at other distractions like their peers playing or talking. The messages that I gave to the service users in my group were all given objectively and they were factual and informative. I used signs such as thumbs up (meaning good) and open palm (meaning stop) during the interaction, as signs can often promote effective communication and reduce barriers to interactions. One-to-one communication- Reading a book with a service user With the one-to one and communication interaction that I had with Nicky out chairs were put opposite one another so that we were able to see and hear each other clearly. This enabled myself and Nicky to feel comfortable around each other has we had didn’t no each other well enough. If we were to close to one another we may have felt uncomfortable or shy with each other which then would have led to Nicky having a negative experience with me. I used verbal communication when I explained to Nicky what he had to do for the task. There should also be a little proximity between us because if there was not much space between each other, then the atmosphere might have become too hot and unbearable which might have caused Nicky to get bored and tired easily with the reading. Leaving enough proximity, between the both of us allowed us to sit and feel comfortable; this led us to talk properly to each other without anyone interrupting or distracting our conversation as we our personal space. I used good facial expressions and body language with Nicky so that he thinks I am a friendly person and so he becomes more comfortable with me. Most of the time, Each time he read correctly I would complement him on well he was doing and I also would put my thumb put and say â€Å"excellent† to boost his confidence a little more. This helped create more of a positive atmosphere to be in. his tone on voice when he was reading showed me that he was trying his best and was really enjoying it. I used a lot of eye contact which actually showed Nicky that I was listening to him and that I understood what he was reading to me. I used appropriate eye-contact to enable him to listen and understand me properly. Eye-contact help a lot in a one-to-one basis because when listening to someone expressing their point of view, eye-contact is very essential and shows that the listener is listening and understanding what person actually speaking is saying. At the end of the reading session I spoke to Nicky about the level of reading ability he is on and I also asked him to speak to me about any difficulties and anything he is uncertain about in the book, this helped me to him more confidence to speak up loud and it also empowered him. I had to use interpersonal skills when I was telling Nicky he had made a few mistakes during his reading time which is why it lead to him ignoring that and getting embarrassed and wrong -footed. Interpersonal skills are people interacting with each other. Interpersonal skills involve the ability to work with others around.

Essay on American Dream

Essay on American Dream The American dream is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position The American Dream: Life, Liberty, Pursuit of Happiness What exactly is this â€Å"American Dream† that seems to stand the test of time? It sounds like a myth, a cheap ploy to trick foreigners into flocking to America in search of â€Å"Life, Liberty and the Pursuit of Happiness.† But many today say it still exists, that it’s a real thing as tangible as the $100 bill – because it is. SAMPLE ESSAY ABOUT HAPPINESS Writer James Truslow Adam, in his book The Epic of America, written in 1931, said: The American Dream is one â€Å"of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position†.   Adam’s description of the American Dream provides insights as to why so many foreigners have immigrated to the United States since the beginning of the country’s history, from the time of English, Spanish, and French colonization to the America of today in the 21st century. They came searching for a better life, and many found it – but not without hard work, the execution of good ideas, and luck. Take a look at people like actor-comedian Jim Carrey, a Canadian by birth. He grew up in a poor, struggling family. For a time the family was homeless, forcing Carrey to drop out of high school at a young age to help support the family. Years later when as an adult he began making a name for himself on the comedy circuit, Carrey then moved to the United States where we would go on standup comedy tours, finally becoming a multi-millionaire through starring in blockbuster films like Liar Liar and Bruce Almighty. It is well documented that Carrey – an adamant believer in the Law of Attraction – would ride his car along the Hollywood Hills imagining he lived there, that he was to be among the rich and famous celebrities. At one time he even wrote a check to himself, when he was a young struggling actor, for $10 million. And sure enough, in 1994, at the age of 32, he was paid $10 million for his work on the hit film Dumb Dumber. Does Carrey exemplify the American Dream? Absolutely! He was a foreigner who came from nothing, then sought a better life for himself in America – and he found it, but not without a lot of discipline, talent, diligence, a hope that borders on stupidity, luck, and a positive, focused mentality. He epitomizes the American Dream. The American Dream goes back, way back to the Declaration of Independence that held certain â€Å"truths to be self-evident: that all Men are created equal †¦ endowed by their Creator with certain unalienable Rights such as Life, Liberty and the Pursuit of Happiness. ESSAY ON YOLO OR CARPE DIEM The mere foundation of this great – though often troubled – country is built upon the quest for a better life. Of course, people can find wealth and happiness in other countries, but many people all around the world associate America with opportunity, freedom, and success. Unfortunately, the American Dream can also be seen as one pursuing material prosperity: big, fancy cars, gigantic mansions, and designer clothes, while others see it as not so much on the financial increase, but a good, healthy fulfilling life. When pursuing the American Dream, whatever that means, people need to first be honest with themselves about what they think the â€Å"American Dream† means to them. That’s the beauty of living in America: people can find a better life in whatever ways they imagine it to be.

Five Ages of Man in Greek Mythology According to Hesiod

Five Ages of Man in Greek Mythology According to Hesiod The classic Greek Five Ages of Man came from an 8th century BCE poem written by a shepherd named Hesiod, who along with Homer became one of the earliest of Greek epic poets. He likely based his work on an unidentified older legend, possibly from Mesopotamia or Egypt. An Epic Inspiration Hesiod was a farmer from the Boeotian region of Greece who was out tending his sheep one day when he met the Nine Muses. The Nine Muses were the daughters of Zeus and Mnemosyne (Memory), divine beings who inspired creators of all kinds, including poets, speakers, and artists. By convention, the Muses were always invoked at the beginning of an epic poem. On this day, the Muses inspired Hesiod to write the 800-line epic poem called Works and Days. In it, Hesiod tells a Greek creation story that traces the lineage of mankind through five successive ages or races including the Golden Age, the Silver Age, the Bronze Age, the Heroic Age, and the present (to Hesiod) Iron Age. The Golden Age The Golden Age was the mythical first period of man. The people of the Golden Age were formed by or for the Titan Cronus, whom the Romans called Saturn. Mortals lived like gods, never knowing sorrow or toil; when they died, it as if they were falling asleep. No one worked or grew unhappy. Spring never ended. It is even described as a period in which people aged backward. When they died, they became daimones  (a Greek word only later converted to demons) who roamed the earth. When Zeus overcame the Titans, the Golden Age ended. According to the poet Pindar (517–438 BCE), to the Greek mind gold has an allegorical significance, meaning the radiance of light, good fortune, blessedness, and all the fairest and the best. In Babylonia, gold was the metal of the sun. Silver and Bronze Ages During Hesiods Silver Age, the Olympian god Zeus was in charge. Zeus caused this generation of man to be created as vastly inferior to the gods in appearance and wisdom. He divided the year into four seasons. Man had to work- plant grain and seek shelter- but a child could play for 100 years before growing up. The people wouldnt honor the gods, so Zeus caused them to be destroyed. When they died, they became blessed spirits of the underworld. In Mesopotamia, silver was the metal of the moon. Silver is softer with a dimmer luster than gold. Hesiods Third Age was of bronze. Zeus created men from ash trees- a hard wood used in spears. The men of the Bronze Age were terrible and strong and warlike. Their armor and houses were made of bronze; and they did not eat bread, living mainly on meat. In Greek and older myths, bronze was connected to weapons, war, and warfare, and their armor and houses were made of bronze. It was this generation of men that was destroyed by the flood in the days of Prometheus son Deucalion and Pyrrha. When the bronze men died, they went to the Underworld.  Copper (chalkos) and a component of bronze is the metal of Ishtar in Babylon. The Age of Heroes and the Iron Age For the fourth age, Hesiod dropped the metallurgical metaphor and instead called it the Age of Heroes. The Age of Heroes was a historical period to Hesiod, referring to the Mycenaean age and the stories told by Hesiods fellow poet Homer. The Age of Heroes was a better and more just time when the men called Henitheoi were demigods, strong, brave, and heroic. many were destroyed by the great wars of Greek legend. After death, some went to the Underworld; others to the Islands of the Blessed ones. The fifth age was the Iron Age, Hesiods name for his own time, and in it, all modern men were created by Zeus as evil and selfish, burdened with weariness and sorrow. All manner of evils came into being during this age. Piety and other virtues disappeared and most of the gods who were left on Earth abandoned it. Hesiod predicted that Zeus would destroy this race some day. Iron is the hardest metal and the most troublesome to work. Hesiods Message The Five Ages of Man is a long passage of continuous degeneration, tracing the lives of men as descending from a state of primitive innocence to evil, with a single exception for the Age of Heroes. Some scholars have noted that Hesiod wove the mythic and the realistic together, creating a blended story based on an ancient tale that could be referenced and learned from. Sources: Ganz T. 1996. Early Greek Myth. Johns Hopkins University Press: Baltimore.Griffiths JG. 1956. Archaeology and Hesiods Five Ages. Journal of the History of Ideas 17(1):109–119.

Tricky Masculine Nouns in German

Tricky Masculine Nouns in German German is a pretty rule-heavy language but as with any rules, there are always exceptions. In this article, well dive into masculine nouns that have irregular endings. Masculine Nouns Ending in e Most German nouns ending in -e are feminine. But there are some very common e-ending masculine nouns - sometimes referred to as weak nouns. Many of them derived from adjectives. Here are a few common examples: der alte: old mander beamte: civil servantder deutsche: male Germander Franzose: Frenchmander fremde: strangerder gatte: male spouseder kollege: colleagueder kunde: customerder junge: boyder riese: giantder verwandte: relative Almost all such masculine nouns ending in -e (der Kse being a rare exception) add an -n ending in the genitive and plural. They also add an -n ending in any case other than the nominative - for example, the accusative, dative, and genitive cases (den/dem kollegen, des kollegen). But there are a few more variations on this ending theme. Some Masculine Nouns Add ens in the Genitive Another small group of German masculine nouns ending in -e requires an unusual ending in the genitive case. While most German masculine nouns add -s or -es in the genitive, these nouns add -ens instead. This group includes​: der  name/des namens: of the nameder glaube/des glaubens: of the beliefder buchstabe/des buchstabens: of the letter, referring to the alphabetder friede/des friedens: of the  peaceder funke/des funkens: of the sparkder same/des samens: of the seedder wille/des willens: of the  will Masculine Nouns Referring to Animals, People, Titles, or Professions This group of common masculine nouns includes some that end in -e (der là ¶we, lion), but there are also other typical endings: -ant (der kommandant), -ent (der prsident), -r (der br), -t (der architekt). As you can see, these German nouns often resemble the same word in English, French, or other languages. For nouns in this group, you need to add an -en ending in any case other than the nominative: Er sprach mit dem Prsidenten. (dative) Nouns That Add -n, -en   Some nouns add an n, en, or another ending in any case other than the nominative.   (AKK.) Kennst du den Franzosen? Do you know the Frenchman? (DAT.) Was hat sie  dem  Jungen  gegeben? What did she give the boy? (GEN.) Das ist der Name des Herrn. Thats the gentlemans name. Other Irregular German Masculine Nouns Endings shown are for (1) the genitive/accusative/dative and (2) the plural. der alte:  old man (-n, -n)der architekt:  architect (-en, -en)der automat: vending machine (-en, -en)der br  bear: (-en, -en) Often  des brs  in informal genitive usage.der bauer:  farmer, peasant; yokel (-n, -n)der beamte:  civil servant (-n, -n)der bote:  messenger (-n, -n)der bursche:  boy, lad; fellow, guy (-n, -n)der Deutsche:  male German (-n, -n)der einheimische:  native, local (-n, -n)der erwachsene:  adult (-n, -n)der Franzose: Frenchman (-n, -n)der fremde:  stranger (-n, -n)der fà ¼rst:  prince (-en, -en)der  gatte:  male spouse (-n, -n)der gefangene:  prisoner (-n, -n)der gelehrte:  scholar (-n, -n)der graf:  count (-en, -en)der heilige:  saint (-n, -n)der held:  hero (-en, -en)der herr:  gentleman, lord (-n, -en)der hirt:  herdsman (-en, -en)der kamerad:  comrade (-en, -en)der  kollege:  colleague (-n, -n)der kommandant:  commander (-en, -en)der kunde:  customer (-n, -n)der là ¶we:  lion; Leo (astrol.) (-n, -n)d er mensch:  person, human being (-en, -en)der nachbar:  neighbor (-n, -n) Often the -n ending is only used in the genitive singular. der junge:  boy (-n, -n)der kse:  cheese (-s, -)  The plural is usually  ksesorten.der planet:  planet (-en, -en)der prsident:  president (-en, -en)der prinz:  prince (-en, -en)der riese: giant (-n, -n)der soldat:  soldier (-en, -en)der tor:  fool, idiot (-en, -en)der verwandte:  relative (-n, -n) A final comment about these special masculine nouns. In common, everyday German (casual versus more formal register), the genitive -en or -n endings are sometimes replaced by an -es or -s. In some cases, the accusative or dative endings are also dropped.

The Arab-Israeli Conflict Term Paper Example | Topics and Well Written Essays - 1250 words

The Arab-Israeli Conflict - Term Paper Example The main reason that triggered them to take this step was their hope to escapediscrimination and outright massacres against Jews in much of Europe. They considered different locations for the establishment of their new state and finally chose the historic Palestine in the Middle East as the Jews hold a religious belief that Palestine is the Promised Land for them.But the problem with their envisioned Jewish state of Palestine that the area was already a home land for around half a million Muslim and ChristianPalestinians. The modern Arab-Israeli conflict has originated since 1881. One has to have aproper understanding of present events in the Middle East and knowledge of the cultural, social, and economic, as well as political, background of these events (Andersen, Seibert, et. al).The most of the Palestinians at that time, almost 90% of the Arabs were Muslim while most of the rest were Christian (Tessler 43 and 124). Â  However, the religious differences are not the cause of the re al conflict. It is basically a struggle over land (Beinin&Hajjar). Theodor Herzl’s Zionist movement and the 1st International Zonist Congress of 1897 declared the establishment of Israel as a Jewish state in Palestine (Patai 2:581). After the defeat of Turkey in World War-I Palestine went under the control of Great Britain, which through the Balfour Declaration of 02 November, 1917 promised the Jews to create their National home in Palestine. During the World War II, the Jews suffered great atrocities in areas under the Nazi control and when the war came to an end and United Nations came into being, it was decided through resolution 181of 29 November, 1947 to partition Palestine into a Jewish and Muslim state. The Jews (comprise 30% of the total population at that time, and previously owning 6% of the land)were to be given 55% of, while Muslim and Christian Palestinians (the majority of the population)got 45% of the total land. The Palestinians’ input was not even take n into this biased conception and development of the partition plan at the UN (Sowers of Hope Factsheet No.5). Later on, when Jews overthrew the British mandate and declared the establishment of Israel on 14 May, 1948; the neighboring Arab states, Syria, Iraq, Transjordan, Lebanon and Egypt attacked it. The West bank came under the control of Jordan and the Gaza strip under the control of Egypt. On the other hand, the Jews snatched some more territory than being sanctioned to them in the UN partition plan of 1947. It was the beginning of the Arab-Israel conflict that caused over 700,000 Palestinians to flee to neighboring countries and become refugees. The UN resolution194 of December, 1948 called for a ceasefire which actually took place in the start of 1949 and the return of the refugees but Israel refused to allow the return of the refugees (Smith 1). In 1964’s Arab League annual summit, it was decided to create a unified organization as the sole representative of the Pale stinian people. It resulted in the origination of the Palestinian Liberation Organization (PLO). And Yasir Arafat, whose Fatah party was already merged with PLO was chosen as its president. In 1967, the efforts of Egypt, Syria and Jordan to settle scores with Israel resulted in a six days’ bloody war of 5 June, 1967. It resulted in the capturing of Gaza, Sinai Peninsula, Golan Heights, Jerusalem and the West Bank by Israel. UN resolution

Week 2 project Essay Example | Topics and Well Written Essays - 750 words

Week 2 project - Essay Example Systematic Strategies: for this lesson, the value added approach will be most efficient. This is a blend between the emergent literally approach and the explicit systematic instruction. In emergent literally approach, the child learns primarily from environmental stimuli for instance a print rich classroom. In explicit systematic instruction, the student is deliberately exposed procedures that enable them to acquire knowledge, for instance, the teacher can do a picture walk of the book while introducing key concepts and vocabulary. Closure: at this point, the teacher does an in-class evaluation to determine the success of the instructions thus far. The students group themselves depending on whether their names start with a vowel or end with a vowel. Extended Follow-up Activities: the teacher will later divide the class into unbiased groups where the students will place into different colored baskets sequencing cards depending on whether the word on the card starts with a vowel or ends with a vowel or both. Placing the students in groups makes it easy for ELL students to get help from native English speaking students in the given tasks. The teacher should ensure that the group is intellectually heterogeneous so that the students with a higher ability can help the other challenged students such as those with autism. There is a lot to learn about phonemes and this lesson is just but an introduction. While the chosen text is not custom made to fit the needs of a teacher intending to teach vowel phonemes it is an exciting read for the children and this is what any instructor need to capture the students

New World Order Essay Example | Topics and Well Written Essays - 750 words

New World Order - Essay Example The continuous struggle for the natural resources, and going about to different places in the name of intervention for democracy and establishing the people’s elected government all amass to the real motives and agendas that are set forth in the New World Order. Apart from the ongoing elements and incidents, there are areas that have been subjected to political motives and interests which speak of the entire conspiracy against the free mankind.The usage of satellites networks and the functions fulfilled by the surveillance systems in the form of the Drone and other notable actions leave the ordinary citizens void of their basic rights and privacy that is promised to them under the charter of human rights. The presence and establishment of governments that are pro imperialistic superpowers is another motive and move that is in place.The subsequent output of these actions come in the form of the starvation, hunger, inequality, lack of true democracy, religious values distortion, religion being used as a subject of extremism and exploitation. The natural resources have become a trouble for a number of states on account of the interests that are shown by the imperialistic superpowers.If the trends keep going this way, the world may well see further deterioration and direct damages being suffered by the different people in the different parts of the world.Under the New World Order, the media has been used as a tool for the propagation of agendas and conspiracy has been done so through this process.

Development of Prostitution Essay Example | Topics and Well Written Essays - 1000 words

Development of Prostitution - Essay Example s â€Å"profession† vary greatly among those involved, the most common of which relate to poverty and destitution, although according to an unnamed Google-sponsored informative website (2010), other reasons such as a desire for drugs and/or alcohol, also exist. Despite its controversial nature, it is sometimes pondered whether its legalization would do greater harm than good. Thus, this article aims to discuss the pros and cons if ever prostitution were to be legalized, and to come up with a stand. Asia, America, Europe, wherever one goes, a very much active sex industry is sure to exist. Most industrialized nations have cities with their own red-light district, complete with clubs with neon signs, where those interested can experience a close encounter of the carnal kind. But regardless of where it occurs, prostitution is an issue worthy of note. Where it started, why it goes on, and why anyone would be drawn to it in the first place are just some questions people ask pertaining to this subject. An article by Iris Hickenbottom (2002) states that this particular trade dates back to ancient Mesopotamia, emerging in Victorian-era America in the middle of the 19th century. Public perception of the sex industry and of prostitutes in general varied greatly within this period, ranging from understanding and sympathy to indifference and finally to flat, outright rejection. While they had hitherto been thought of as life-draining demons in human guise, early feminists instead viewed them as victims of a male-dominated society – a viewpoint which slowly but surely altered the status of women all over. The same site goes on to note Dr. William Sanger, whose research on the topic was highly regarded due to being both accurate and detailed. Among the most important things he discovered was the general profile of a prostitute: they were said to mostly be in their late teens or early adulthood, and usually came from a background of poverty and illiteracy. Since at the time,

Global Marketing Strategy and Practice Essay Example | Topics and Well Written Essays - 1750 words

Global Marketing Strategy and Practice - Essay Example It was founded in the year 1981 in the city of New York (Buffalo Wild Wings, Inc, n. d). Within 2009, the restaurant spread across 652 locations. The organization recently changed the headquarter form Cincinnati to Minneapolis (Buffalo Wild Wings, n. d). The most famous products of the organization are Buffalo wings and various sauces. The organization is popular all over the world as BW3 (Company history, n. d). Over the years, the organization have increased the variety of products with the introduction of more than dozen unique dipping sauces which are served with the special Buffalo style chicken wings. Besides specializing on the Buffalo wings, the restaurant chains have included various appetizers, burgers salads, desserts and refreshment in their menu (menus, n. d). More than 250 units of the restaurant are directly under the operation of the organization and the rest are operated by the franchisees (Franchise info, n. d). Reason for the primary choice of the markets of India , Japan and China could be attributed to the fact that the markets are hugely diversified and the preference of the customers for the fast foods in this part of the world are always at an increasing rate. Another factor which has guided behind the selection of the organization is the fact that the economies in the market of three countries are much more stable among the Asian countries and the organization is expected to deliver its best in the region. Process for the selection of the chosen market: The process of screening of the international market is undertaken by the analysis of the internal and external environment of the potential markets and finally coming to a conclusion regarding the choice of the country. Below is the diagrammatic representation of the screening process Internal environment Size of the market Amount of resource Degree of knowledge External environment Competitive environment Structure of industry Consideration of social, cultural and economic factors. Ana lysis of the market in China for international expansion Market Size: China is the most populous country in the world with a present population of nearly 1.341 billion. The vast population of china attracts business from all industries to invest in Chinese market. Market growth: The substantial growth in the market makes China as the second largest economy of the world after United States (CSR report for congress, 2007). Risk of investment: Initial research regarding the economic conditions interprets the market in china is stable and is capable of facing economic downturns. So any change in the global market scenario will not cause any huge loss for the marketers in China. Internal factors: In China the overall condition of the fast food industry is also very stable and the market keeps going in a rapid rate. China also the presence of various multinational fast food organizations and their figures reflect the fact that adoption to correct business strategies can yield favorable re sults for them (Fast food battle heats up in China, n. d). Market in Japan: Market size: The fast food market in Japan has been one of the most competitive markets in Japan’

Development of Prostitution Essay Example | Topics and Well Written Essays - 1000 words

Development of Prostitution - Essay Example s â€Å"profession† vary greatly among those involved, the most common of which relate to poverty and destitution, although according to an unnamed Google-sponsored informative website (2010), other reasons such as a desire for drugs and/or alcohol, also exist. Despite its controversial nature, it is sometimes pondered whether its legalization would do greater harm than good. Thus, this article aims to discuss the pros and cons if ever prostitution were to be legalized, and to come up with a stand. Asia, America, Europe, wherever one goes, a very much active sex industry is sure to exist. Most industrialized nations have cities with their own red-light district, complete with clubs with neon signs, where those interested can experience a close encounter of the carnal kind. But regardless of where it occurs, prostitution is an issue worthy of note. Where it started, why it goes on, and why anyone would be drawn to it in the first place are just some questions people ask pertaining to this subject. An article by Iris Hickenbottom (2002) states that this particular trade dates back to ancient Mesopotamia, emerging in Victorian-era America in the middle of the 19th century. Public perception of the sex industry and of prostitutes in general varied greatly within this period, ranging from understanding and sympathy to indifference and finally to flat, outright rejection. While they had hitherto been thought of as life-draining demons in human guise, early feminists instead viewed them as victims of a male-dominated society – a viewpoint which slowly but surely altered the status of women all over. The same site goes on to note Dr. William Sanger, whose research on the topic was highly regarded due to being both accurate and detailed. Among the most important things he discovered was the general profile of a prostitute: they were said to mostly be in their late teens or early adulthood, and usually came from a background of poverty and illiteracy. Since at the time,

Cell Theory Assignment Example | Topics and Well Written Essays - 2250 words

Cell Theory - Assignment Example The paper describes all the peculiarities of the cell theory. A cell organelle is the part of a cell that has a specific function. Organelles are usually located inside the cytoplasm of a living cell, and are typically enclosed in a membrane called plasma membrane. They are called "organelles" because their importance to a cell is analogous to the importance of organs of to a body. Both prokaryotes and eukaryotes have cell organelles; however, there are some important differences between the two. The organelles in prokaryotic cells are not organized or enclosed in plasma membranes. Major cell organelles include chloroplasts, endoplasmic reticulum, golgi apparatus, mitochondria, nucleus and vacuoles. Chloroplasts have double membranes as well as their own DNA, and perform photosynthesis. They are present in plants and some algae. Endoplasmic reticulum (ER) has a single membrane and is responsible for transport as well as synthesis of proteins. It is of two types – rough ER, who se surface appears to be rough because of the presence of ribosomes, and smooth ER, whose surface appears to be smooth. Golgi apparatus is also singe-membraned and is responsible for protein sorting and modification.... Both prokaryotes and eukaryotes have cell organelles; however, there are some important differences between the two. The organelles in prokaryotic cells are not organized or enclosed in plasma membranes. Major cell organelles include chloroplasts, endoplasmic reticulum, golgi apparatus, mitochondria, nucleus and vacuoles. Chloroplasts have double membranes as well as their own DNA, and perform photosynthesis. They are present in plants and some algae. Endoplasmic reticulum (ER) has a single membrane and is responsible for transport as well as synthesis of proteins. It is of two types – rough ER, whose surface appears to be rough because of the presence of ribosomes, and smooth ER, whose surface appears to be smooth. Golgi apparatus is also singe-membraned and is responsible for protein sorting and modification. The mitochondrion is also called as the powerhouse of the cell because it is responsible for energy production, and like chloroplasts, it also has a double membrane and its own DNA. The nucleus has both Deoxyribonucleic acid (DNA) and Ribonucleic acid (RNA) and is responsible for maintenance and proper distribution of DNA during cell division. Vacuoles function as storage reservoirs of the cell. Minor organelles of the cell include autophagosomes that collect material from the cytoplasm for degradation, centrioles that enable cell division, ribosomes that help in the production of proteins, lysosomes that are responsible for processing or breakdown of large molecules into simpler ones, nucleolus that produces ribosomes, and vesicles that function as material transporters in the cell. Many other organelles exist based on the type of organism.

Things impact on the effectiveness of the communication process Essay Example for Free

Things impact on the effectiveness of the communication process Essay 1.Needs Expectations Needs and expectations help people predict the action of ourselves and other people under different environment. If an employee does not complete a work on time, the manager must be disappointed. Also, if the manager does not communicate clearly with an employee when the manager give the employee his expectations, then the person will have some problems on meeting his needs. However, if the manager communicates clearly expectations, then the employee can do works productively and minimize problems. 2.Technology Most people now use e-mail to communicate with each other. E-mail is really a useful and convenient communication method in the world. However, it also can bring some troubles. If X send an e-mail to Y but there are many mistakes in grammar and spelling, this e-mail must leave a bad impression on Y. As we lack of fact-to-face communication, the impression of someone is from using electronic communication mode such as e-mail, but sometimes this mode will influence the effective of communication progress. 3.Cultural Differences Culture differences in language, customs, behaviors and so on. Sometimes, culture may set a barrier to communication between individuals. People with different cultural backgrounds may think their culture is the best. This thought may affect the communication between individuals from different cultural backgrounds and set barrier to our stable and harmonious society. 4.Attitude Bad attitude will affect the effective of communication with another person. The bad attitude can lead to mistrust or nervous or fears which will set barriers to communication. These feelings will make people lack of interest in the topic that they are talking now. Good attitude can make communication effectively. For making a good communication, people need to use â€Å"I†¦Ã¢â‚¬ ¦Ã¢â‚¬  and find the point of other people.

Programming Independence Essentially Protects The Auditor S Ability Accounting Essay

Programming Independence Essentially Protects The Auditor S Ability Accounting Essay Programming independence essentially protects the auditors ability to select the most appropriate strategy when conducting an audit. Auditors must be fair to approach a piece of work in whatever manner they consider best. As a client company grows and conducts new activities, the auditors approach will likely have to adapt to account for these. In addition, the auditing profession is a dynamic one, with new techniques constantly being developed and upgraded which the auditor may decide to use. While investigative independence protects the auditors ability to implement the strategies in whatever manner they consider necessary. Basically, auditors must have unlimited access to all company information. Any queries regarding a companys business and accounting treatment must be answered by the company. The collection of audit evidence is an essential process, and cannot be restricted in any way by the client company. Reporting independence protects the auditors ability to choose to reveal to the public any information they believe should be disclosed. If company managers have been misleading shareholders by falsifying accounting information, they will strive to prevent the auditors from reporting this. It is in situations like this when auditor independence is most likely to be compromised. Independence is fundamental to the reliability of auditors reports. Those reports would not be credible, investors and creditors would have confidence with them, if auditors were not independent in both fact and appearance. To be credible, an auditors opinion must be based on an objective and disinterested assessment of whether the financial statements are presented fairly in conformity with generally accepted accounting principles. On the other hand, Frank claimed that Auditor independence helps to ensure quality audits and contributes to financial statement users reliance on the financial reporting process. An auditor who is independent in fact has the ability to make independent audit decisions even if there is a perceived lack of independence or if the auditor is placed in a potentially compromising position.(2007) Nonetheless, even when the auditor is in fact independent, one or more factors may lead the public to believe the auditor does not appear independent. This may cause u sers of financial statements to believe they cannot rely on financial information. At mean time, auditor should take responsibilities for detecting material errors and material fraud. Because in Xerox, they are many accounting manipulations can easily cause fraud, the audit should find out those fraud, identified and reported those fraud risk. Q6: The first questionable accounting manipulation is acceleration of lease revenue recognition from bundled leases. This manipulation will affect revenues account, because Xerox accelerated the lease revenue recognition by allocating a higher portion of the lease payment to the equipment instead of the service or financing activity. By reallocating revenues from the finance and service activity to the equipment, Xerox was able to recognize greater revenues in the current reporting period instead of deferring revenue recognize to future periods. There are two auditor procedures can suit for this environment. First is use internal procedure, recalculation: checking the mathematical accuracy of documents or records. Second it external procedure, confirmation: the process of obtaining a representation from a third party. For questionable accelerated of lease revenue from lease price increase extensions, increase in the residual values of leased equipment and acceleration of revenues from portfolio asset strategy transactions. All those three manipulation will increase revenue account and income statement. Because in short term it will immediate increase reverse, but it sacrifice the long term profit. To protect company long term profit, auditor should observation all the processes and procedure the performed. On the other hand auditor should re-performance, it means the auditors independence execution of procedures previously performed by entity staff. For questionable manipulation of reserves. This manipulation will affect equity account. Because Xerox established an acquisition reserve for unknown business risk and unrelated business to the reserve account to inflate earning. It means Xerox put money in equity account to prevent potential risk, but it unrelated to expenses. It easy causes fraud. Auditor can use observation procedure, to looking at processes and procedures being performed or use inquiry procedure, to seeking information from knowledgeable persons. For questionable manipulation of other income. This manipulation will affect cost and expenses account. Because Xerox elect to recognize most of the interest income during period years. The cost and expenses account will reduce in period years, and meantime make that years report look better. To appropriateness of this practice, audit should use analytical procedure. Compare the date with similar prior-period date, to keep the report justice. For questionable failure to disclose factoring transactions. This manipulation will affect revenues account and asset account. From material, we can know Xerox sold future cash from receivable account to local banks for immediate cash. It made Xerox have a strong cash position in the present year, like the revenues account will increase, on the other hand sold receivables to bank must take some lost. The asset account must decrease. It also easy cost fraud. Audits can use inspection of tangible assets and analytical procedures. Inspection of tangible assets can find out the total asset increase or decrease. Xerox company failure to disclose factoring transaction should record in annual report, so use analytical procedure will disclose this problem. REF: Arens.,Best., Shailer.,Fiedler.,Elder.,Beasley. (2010). Essentials of Auditing, Assurance Services Ethics in Australia. Chris Richardson Frank D. (2007). CPAs Views on Auditor Independence. Society of Certified Public Accountants

The Presentation of Education in Hard Times by Charles Dickens Essay ex

Examine the presentation of Education, chapters 1 to 4 in Hard Times by Charles Dickens Charles Dickens wanted to attack the failings of education and the wrong-headedness of the prevailing philosophy in education. He believed that many schools discouraged the development of the children’s imaginations, training them as â€Å"little parrots and small calculating machines† (Dickens used this phrase in a lecture he gave in 1857). Nor did Dickens approve of the recently instituted teacher training colleges. These had been set up in the 1840s, after the British government acknowledged the need to raise the standard of education in schools. The first graduates of these training colleges began teaching in 1853, a year before the publication of Hard Times. M’Choakumchild, the teacher in Gradgrind’s school (which was a non fee-paying school that catered to the lower classes), is Dickens’s portrait of one of these newly trained teachers. Many educators agreed through time-sharing Dickens’s view of what were wrong with the schools. They believed there was too much emphasis on cramming the children full of facts and figures, and not enough attention given to other aspects of their development, for example â€Å"'NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!'† Dickens chooses to begin the novel in the classroom, which he depicts as a microcosm of the inhuman world ou... ...e in the moon; it was up in the moon before it could speak distinctly. No little Gradgrind had ever learnt the silly jingle, Twinkle, twinkle, little star; how I wonder what you are! No little Gradgrind had ever known wonder on the subject, each little Gradgrind having at five years old dissected the Great Bear like a Professor Owen, and driven Charles's Wain like a locomotive engine-driver. No little Gradgrind had ever associated a cow in a field with that famous cow with the crumpled horn who tossed the dog who worried the cat who killed the rat who ate the malt, or with that yet more famous cow who swallowed Tom Thumb: it had never heard of those celebrities, and had only been introduced to a cow as a graminivorous ruminating quadruped with several stomachs.† This shows a bit more about Gradgrind's views on education and the way he raises his children.

Escaping an Ever Pressuring Society Essay example -- Essays Papers

Escaping an Ever Pressuring Society James Joyce author of Dubliners, is a book which examines the everyday life of people who live in Dublin. In this intimate portrayal of Dubliners, Joyce writes short stories about the individuals in Irish society. In Dubliners many characters feel the pressure of society, and show their desires to escape. In the stories â€Å"Eveline†, â€Å"Counterparts† and â€Å"The Dead†, the themes of individuals v. society and journey through escape are present. In each story there is a powerful person present that controls a particular person or situation. In Dublin jobs are very important, since they control the social standing in their society. Dublin itself is a major issue to the characters in Dubliners; they wrestle with the ideas of being able to escape. In the story â€Å"Eveline†, a young woman gets the chance to escape from her hard life in Dublin, when a young man named Frank sweeps her off her feet and has plans to move to Buenos Ayres. In â€Å"Counterparts†, a man is faced with the unbearable aspects of his life, when he gets scolded by his boss, humiliated at the pub and when the pressure it too much he takes it out on his son and beats him. â€Å"The Dead† is a story about the realization that even though a couple might be together, they might not necessarily know everything about their significant other. Gabriel gets hit with a realization when he comes to find out that his wife was in love with another man at a young age, and the information is almost disheartening to Gabriel when he hears it. In each of the stories there is a dominant person in their lives. Eveline a young woman struggles with having the responsibility of having to take care of her father a... ...he story is very symbolic to the coldness that is now shared between the couple and the whole town of Dublin, â€Å"his soul swooned slowly as he heard the now falling faintly through the universe and faintly falling, like the descent of their last end, upon all the living and the dead† (225). James Joyce has pointed out many thoughts throughout writing Dubliners. The theme of journeys and escape are present in everyday life living in Dublin, and show how people are unhappy in their current lives and strive to escape through other activities. Reading Joyce he includes many themes that tie into the daily routine of Dubliners. Many references to fire vividly illustrate the point that they live life in a hell. Dubliners is a creative portrayal of individual people living in Dublin, all the while not giving too many facts surrounding a character or story.

Is Hamlet Mad

Is Hamlet Mad (His Indecisive Soliloquies)? A controversy occurs over whether Hamlet’s behaviour displays craziness or planned insightfulness when deciding on his revenge on King Claudius. Prince Hamlet’s life unfortunately spirals out of hand when his father mysteriously dies. Suspicion of the possible murder of the king rises when his mother immediately marries King Claudius. Hamlet becomes extremely skeptical believing that his father did not die of murder and concludes that King Claudius could be held as a suspect. He contemplates his plans on revenge on many occasions alone, in literature, known as soliloquies. major purpose f Shakespeare’s use of Soliloquies in Hamlet is to provide views of the prince at crucial moments in the course of his experience†(Newell 134) His pursuit to find out officially causes Hamlet’s change of behaviour, a crazy behaviour in which he claims he acts on purpose. Yet many in the story claim Hamlet’s rash decis ions, sudden hatred towards Ophelia, and the killing of Polonius, emerge out of a mental disease he developed naturally after his father’s death. The reader makes their own opinions when observing how he acts by himself reflecting on his journey towards revenge.Hamlet progresses from indecisiveness and confusion when handling the matters of revenge towards King Claudius observed in Act 2, Scene 2; Act 3, Scene 1 and Act 4 Scene 2. This is due to his religious morals sometimes, and other times he’s so blinded by revenge that he wants to i the king when he’s in a position of unholiness. Firstly, in act 2, scene 2, Hamlet shows vengeful confusion demonstrating himself as an avenger. The scene begins with Gertrude inviting Guildenstern and Rosencrantz to Elsinore in hopes to help Hamlet recover from his sudden change of behaviour.Since they have grown up with him, they know his personality the best, thus Hamlet, Gertrude’s â€Å"too much changed son† ( 2. 2. 36) contains fondness solely for his comrades, opening the gates for Rosencrantz and Guildenstern to investigate secretly. Hamlet seems pleased about the arrival of his best friends, yet becomes skeptical over their reason for the sudden appearance. When they claim they came merely to revisit Hamlet, he strictly declares that he knows the king and the queen sent for them. After the players perform, giving an enlightening speech regarding the fall of Troy, Hamlet leaves his comrades, standing alone.Here, he formulates a plan to find out whether Claudius indeed killed his father. Forcing Claudius to watch The Murder of Gonzaga, a play which may r may not resemble Claudius’s own very life, Hamlet will scout his reaction of potential guilt written on his face- proof that Claudius did indeed murder the king. â€Å"Hamlet’s fourth soliloquy may be seen as a link between the emotional turmoil f his previous soliloquy, after his encounter with the ghost and the level of intellectuality of the â€Å"to be or not to be soliloquy† shortly after it. (Newell 56) In other words, this soliloquy could be considered as a bond connecting with chaos, his previous soliloquy, and intuitiveness, his subsequent soliloquy.Unfortunately, Hamlet displays illogicalness throughout his soliloquy. He uses contradicting analogies showing lack of commitment and certainty to act n revenge. line reads that he prevails â€Å"with eyes like carbuncles, the Hellish Pyrrhus old grandsire Priam seeks. So proceed you. †(2. 2. 466-468) Hamlet relates himself to Pyrrhus. Therefore, if â€Å"Hamlet is like Pyrrhus, then Priam is in avoidably an analogue for Claudius against whom Hamlet seeks revenge. (Newell 59) If Hamlet committed to his quest for revenge, he would further his commitment by similar analogies supporting his classification as the avenger. Instead, he then propels himself in the opposite direction, by using words â€Å"peasant slave† for himself and â€Å"kindles villain† in the rhetoric way† (Newell k). This also creates a controversy f prospective. First he calls himself a revenger like Pyrrhus. â€Å"But it comes from Aeneas pint f view creating sympathy f Hamlet† (Newell 58) In addition, Hamlets scheme he reveals in his soliloquy subsists as a flawed plan.Firstly, Hamlet claims â€Å"The rugged Pyrrhus, like the Hyrcanian beast† (2. 2. 453). â€Å"He compares Pyrrhus as a â€Å"Hyrcanian beast† a mistake because it reveals Hamlets subconscious views of Pyrrhus as an avenger acting mindlessly with bestial ferocity† (Newman 57) Secondly, Hamlet’s plan to â€Å"catch the conscience of the king† (2. 2. 610) is t trap the king by bringing out an emotional response. he plans to catch Claudius connecting emotionally with an actor who plays killer, therefore revealing Claudius as the killer.However, this idea starts to become unsound because Claudius’ feeling about the play could never have become a reliable source f truth t killing Hamlet’s father. Many connect with movies because of the engaging actors and actresses, the angle of lights, and the overall atmosphere the director creates without actually going through the same situation the character did in the movie. Emotional responses should not be one’s ticket to killing. Obviously, Hamlet’s declaration â€Å"I am but mad north-north-west: when the wind is southerly I know a hawk from a handsaw† (2. 2. 81-382) could prove itself at such a crucial moment, questioning the truthfulness or reliability in this quote. If Hamlet chose to act â€Å"mad† at nerve-wrecking times in his life, then he would have turned off his â€Å"performance† and demonstrated sanity and intrusiveness when alone, developing a significant plan that may alter his life. Consequently, Hamlet’s soliloquy reveals carelessness and illogicalness, pushing his reflections n a ne gative note upon his act towards revenge. Secondly, Act 3 of Hamlet opens with Guildenstern and Rosencrantz meeting with Gertrude and Claudius, discussing Hamlet’s behavior.The trio has come to the conclusion that no one can explain his bizarre change, so Claudius dismisses the other three, saying that he and Polonius intend to spy on Hamlet’s confrontation with Ophelia. While Polonius and the king walk a1round the lobby, they hear Hamlet coming and decide to hide behind the tapestry. Not detecting their presence, Hamlet wrestles with the decision to commit suicide. â€Å"To be or not to be, that is the ques2tion† (3. 1. 56) He believes suicide will end the pain of his existence for good. â€Å"Between the sick soul and the knowledge and of love here are interstellar spaces that divide Hell from Heaven. (Bloom 56) This means to the ordinary eye, Heaven and Hell stand tremendously far away from each other. However, when considering into account a question like t his, one can make the gap seem much smaller. Although the consideration of suicide from any character is daunting at the very least, Hamlet still approaches the question with eloquence and logical thinking. Initially, Hamlet attempts to pose one such a question in a rational, logical way. He ponders why or how the â€Å"slings and arrows of outrageous fortune† (3. 1. 58) can be borne out since life after death is so uncertain.Ha1mlet considers that suicide would not seem as big of a deal if one knows his death or her afterlife. because Ha1mlet believes one does not know what happens after death, he or she would rather â€Å"bear those ill we have, then fly to others that we know not of† (3. 1. 81-82) Many struggle with this issue of what happens after people die, and even base many decisions upon it. For Hamlet to recognize this uncertainty as a significant fact in the idea of suicide rather than ending some sort of â€Å"everlasting† pain, shows complete logica l reasoning.In fact, by the time most conclude that their life must end, they too senile have become already mentally unstable and crazy to even formulate why suicide remains a controversial issue. Hamlet explains that if everyone knew about his or her afterlife, most suicides will indeed occur and the issue would not seem contentious. Furthermore, Hamlet shows his intelligence in depicting his decision about suicide in his â€Å"to be or not to be† soliloquy. Although at this moment, Hamlet realizes that many choose life over death because of the inability to know one’s afterlife, the speech remains a deep contemplation about the nature and reason for death.After posing this complex question and wondering about the nature of the great sleep, Hamlet goes on to list many sufferings which men are prone to in the midst of life’s rough course of life, which makes it seem as though he is moving toward death yet, again. By the end of this soliloquy, however, he finall y realizes â€Å"But the dread of something after death, the undiscovered country form whose bourn to no traveler returns, puzzles the will, and makes us rather bear those ills we have†. (3. 1. 78-81) Additionally, the way Hamlet even poses the question of suicide as a matter of Philosophical debate shows intuition.He does not express himself at all during the soliloquy, never uses the words â€Å"I† or â€Å"me† in the entire speech, setting it up as a controversial question upon which people can voice their opinions. â€Å"When we shuffled off this mortal coil must give us pause† (3. 1. 67) †¦ â€Å"when he himself might his quietus make† (3. 1. 75)†¦Soft you now! † (3. 1. 88) Instead, Hamlet purposely uses words such as we, us, you, he, and his to disguise what he is really thinking about, acting cautiously but very smartly. His words at the end of the scene are indeed ‘wild and whirling’† (Bloom 87) towards Op helia. As a result, Hamlet shows confusion to end his life or not, yet in a very intellectual manner, presenting his saneness to the audience. Lastly, act 4 scenes 4, focuses back to Hamlet’s pursuit to revenge Claudius officially. Hamlet encounters with the Norwegian captain who shows forcefulness and courage in taking action. This discourages Hamlet and his commitment to revenge. Hamlet stands awestruck by the willingness ofFortinbras’ devotion and energy towards his entire army. When left alone, Hamlet the moral doubt of Fortinbras’ deed, but his dynamism impress him to a point of a firm decision on one last attempt. Here he analyzes his patience yet forcefulness like Fortinbras’ and his patch of land, toward King Claudius. Actually, â€Å"His previous two soliloquies provide clarifying context for the defective working of his mind in the present one, for his reason is in fact, no less subjected by passion here than in the other two. (Newell 134) Here , Hamlet utters great emotion towards his stagnant plans on revenge and expresses them in this soliloquy. To begin with, Hamlet’s logical reasoning becomes apparent in his last soliloquy because he develops dramatically indeed in the play-â€Å"The subjugation of Hamlet’s reason by his passion for revenge† (Newell 133) For one, Shakespeare reestablishes Hamlet’s preoccupation with revenge as tragic.It subsists as a â€Å"Necessary soliloquy after accidentally killing Polonius by mistake in pursuit of revenge; unlike the last two, people sympathize with him and view him tragically. (Newell 134) Sympathizing with Hamlet’s confusion and distress compels the reader to classify him as a logical person, not as a mad man, who needs support when going through a very upsetting time in his life. In relation to this, it helps that Hamlet uses â€Å"the language of Elizabethan spirituality of the mind, the engaging of thought and unlike before, finding him r epulsive by the close scene with Gertrude, hide and seek with school fellows and the interview with Claudius. (Newell 135) Next, the audience believes he displays logical reasoning because his thinking and reasoning correspond. He reveals jealous rage while simultaneously, finally planning his overdue act of revenge on Claudius. â€Å"My thoughts be blood, or be nothing worth! † (4. 4. 66). In other words, Hamlet exclaims my thoughts be bloody, my deeds be bloody also, giving some consistency with his preparation. His logical thinking steer him onto the right path of revenge.Moreover, Hamlet exposes his brilliance through his soliloquy of â€Å"discursive reasoning, in a way that heightens one’s tragic view of the character before he leaves† (Newell 133) Firstly, his â€Å"soliloquy makes him less vengeful and more patient for an opportunity for revenge† (Newell 135) showing personal growth in the matter. He knows revenge lies as his only option, yet inst ead of rushing it with a quick spontaneous plan like before; he takes a different approach and develops patience revolving around the issue. â€Å"Of thinking too precisely on the event- A thought which, quartered hath but one part wisdom and even three parts coward. (4. 4. 41-43) This means, if he thinks too long and critically, he will become anxious and a coward, but if he waits patiently and stop the rash aggressiveness clouding his mind, revenge will fall into place. Secondly, â€Å"the reoccurrence of â€Å"beast† and â€Å"discourse† and â€Å"reason† in a cluster brings to mind the forceful phrase â€Å"a beast that wants discourse of reason† from the first soliloquy† (Newell 133) This presents Hamlet intelligence, relating his last soliloquy with his first because a confused madman could not possibly remember what he reflected upon by himself, many times ago, this gives Hamlet some credit of existing as normal.Therefore, Hamlet shows logi cal thinking and intuitiveness in his last soliloquy, ending his reflections on a positive note on his pursuit towards revenge, also presenting himself as not a completely crazy man. Hamlet progresses from indecisiveness and confusion to logic when handling the matters of revenge towards King Claudius observes in Act 2, Scene 2; Act 3, scene 1; and Act 4, Scene 2 soliloquies. The opinions on where he really developed a mental disorder if he played it off towards only his friends, remains debatable; for in three main soliloquies he acts either wise or cultivated.An act or not, nobody should judge someone after going through a loss like Hamlets’. Even if one’s behaviour changed for the worse after a parent’s death, many should sympathize and support him or her through his or her loss. A loss of a close family member is one of the most difficult situations one goes through. One must remember that everyone is a unique individual. Therefore, many cope with the traged y of death differently.Works Cited Bloom, Harold. The Embassy of Death: An Essay on Hamlet. Hamlet. 1990 ed. Print. Lamb, Sidney ed. Shakespeare’s Hamlet. Hoboken: Wiley Publishing, Inc. 2000. Print. Levin, Harry. Interrogation, Doubt, Irony: Thesis, Antithesis, Synthesis. Modern Critical View William Shakespeare: The Tragedies. 1959 ed. Print. Newell, Alex. Passion and Reason. The Soliloquies in Hamlet 1935 ed. Print. Newell, Alex. The mind O’erthrown: Reason Pandering Will. The Soliloquies in Hamlet. 1927 ed. Print.

Convenience Store and Causeway Bay Essay

My favourite shopping centre is Times Square. It’s in Causeway Bay. I usually go there with my family on the weekends. I like to go with my family because I like to spend time with them, so we can know each other even better, make our love and care deeper too. Weekends are the best time to go because we don’t have to go to school and neither does our father need to go to work. It has a lot of facilities like a cinema, 4 floors of restaurants and photo sticker machines to remember that beautiful moment!! It also has shops with the newest and trendy brands like clothes, jeans, mobile phones and even toys. The also have some jewellery and bag shops which I like to buy. They have some convenience stores, like 7-eleven and circle k. Where we can find snacks after shopping because you do get tired holding those bags. I usually take the 8P bus because it’s convenient and cheap. They also hold some concerts or parties for special occasions like: Halloween, Christmas or Easter. I think it opens around 8 or 9 in the morning and closes at about 12 or 1 at night. I like it because it’s fun to shop although it could be expensive! Or just come to watch the movies and have dinner with your family or friends. I remember I was around 3 years old when I first went there, because at that time I lived in Causeway Bay, just next to the Times Square!

The future of natural medicine Essay Example | Topics and Well Written Essays - 2500 words

The future of natural medicine - Essay Example The future of helth cre nd medicine cn not be predicted, but it will certinly be developing into n Informtion ge, evolving in itself. Prticulrly, the medicl services will be delivered through the Internet nd other innovtive mens of communiction providing qulity nd cre whenever nd wherever needed. E-medicine refers to the use of telecommuniction tht provides medicl informtion nd services. It my be s simple s two helth professionls discussing cse over the telephone, or s sophisticted s using stellite technology to brodcst consulttion between providers t two distnt loctions, using videoconferencing equipment." (Gustke et l., 20000) The simplest definition of E-Medicine is tht it uses multimedi technology (voice, video nd dt) to deliver medicl services. The lower cost of bnd- width nd improvement in video nd dt compression stndrds hve incresed the number nd types of medicl services tht cn be delivered from distnce to include virtully every specilty. E-Medicine is n ppliction nd not technology. It uses hybrid technology incorporting elements of television, telecommuniction, computers, engineering nd medicine. Services cn be delivered on combintion of technologies with vriety of equipment. The objective of E-medicine "is not n evolutionry concept but revolutionry concept nd t the hert of every revolution, there is the need for sudden mssive chnge, t the core of which is the humn mind." (Merrell, 2004). E-medicine in the future will bring mny benefits to helth cre system, will fcilitte the work of helth cre employees nd improve the response time for ptients. Prticulrly, the benefits of e-medicine include: higher qulity helthcre vilble to trditionlly under privileged popultion. For lrge rurl bsed popultion seprted by lrge distnces the ccess to regulr qulity medicl cre is needed nd cn be provided by e-medicine. E-medicine cn enhnce citizen's equlity in the vilbility of vrious medicl services nd clinicl helth cre, despite these economic nd geogrphic brriers. E-medicine will sve the time wsted by both providers nd ptients in trveling from one geogrphic loction to nother to vil services on time. The ptient who requires immedite specilist consultncy, nd there is no specilist vilble to cter to him, could be utilized for effective helthcre delivery. E-medicine will reduce costs of medicl cre since the rising cost of helthcre is becoming prime concern. The costs relted to ptient cre, i.e. the cost ssocited with fctors other thn the ctul medil cre such s trvel, ccommodtion for reltives, food etc lso contribute substntilly to the overll cost of tretment. In country where helth insurnce is yet to ctch up, ll these re borne by ptients, in mny cses by selling property nd livestock. If hospitls cn reduce these costs ssocited with tretment, it would go long wy in reducing the burden of cre on the ptient. E-medicine seems to be the nswer. dvntges of E-medicine Providing helthcre services vi Internet nd other telecommuniction services gives mny dvntges. It cn mke specilty cre more ccessible to underserved rurl nd urbn popultions. Video consulttions from rurl clinic to specilist cn llevite prohibitive trvel nd ssocited costs for

Identify the factors that influencing young consumers' online purchase Essay

Identify the factors that influencing young consumers' online purchase behaviour towards fashion garments - Essay Example The research methods will include questionnaires. The aim is to allocate 160 research questionnaires within different locations. Different location distribution will allow for a wide and varied opinions and outcomes of the research components. In different set-ups, many young members of the community are fascinated with the idea of online shopping. It has led to believe that online shopping or online information on fashion and design contributes greatly to the factors that affect consumer decision on purchases. Fashion information that is available online creates positive impacts and develops positive relationship with young consumers. It influences their purchases behavior towards fashion garments. A study of the factors contributing to online shopping among young people is an important factor towards learning more about online marketing and e-commerce. The author intends to give a brief description of the importance of the study, its aim and purpose. As a researcher, personal intentions for handling the project are to analyze the various motives, which attract young consumers to buy items online. The literature review provides empirical evidence based on historical research that involved the same hypothesis. Online purchasing behavior, marketing, product viewing, fashion information online, delivery, social influences, consumer characteristics, online merchants and intermediaries, fashion and celebrity endorsement The purpose of the research proposal is to lay out a foundation for carrying out the actual research and explaining the basic steps that will be used in the research. It identifies the internet experience elements that facilitate interaction between the customer and fashion garments in an online forum. Many researchers stipulate that the online experience is the best in terms of fashion and garments. Online marketing is designed in a way that it creates a gripping and influential experience (Mccornic and

Public defense Essay Example | Topics and Well Written Essays - 250 words

Public defense - Essay Example East District of Virginia The East District of Virginia federal, public defender service was established in 2001. This service is organized and governed according to the Criminal Justice Act 18 USC Â § 3006A. The service provides adequate, legal representation for defendants in criminal cases. West District of Virginia The public defender service for the West District of Virginia appoints private attorneys, full time public defender attorneys, and pays for court ordered cases. The Circuit Judge reviews these cases. Public Defenders who are full-time are employees of the Public Defender Corporation. This corporation is organized at the Circuit Court level, a separate legal entity, and funded by the Public Defender Services. Conclusion The Virginia Public Defense System is designed to monitor the needs of indigent individuals and provides adequate, legal counsel for representation. The system that I would implement for the public defense system would ensure the proper legal counsel fo r defendants. I would ensure that the attorneys’ credentials are reviewed before assignment to a given case. Works Cited Virginia Indigent Defense Commission.

CELL BIOLOGY Essay Example | Topics and Well Written Essays - 500 words

CELL BIOLOGY - Essay Example In the first set, all hybrids with thiolase residue 100 intact have been imported into the peroxisome, and those lacking residue 100 or more remain in the cytosol. In the second set, all hybrids with residue 125 or greater have been imported into the peroxisome, and those lacking residue 125 or lesser remain in the cytosol. 3. In the absence of hormones, protein B binds to protein A in the cytosol (immediately after translation of protein A in the cytosol). This binding prevents access to the nuclear transport machinery. This can happen in many ways, two of which are described here: protein B may mask the nuclear localisation signal (as in the case of the hsp90 - steroid hormone system), or protein B may anchor protein A in the cytosol. In each case, the binding of the hormone to either protein causes dissociation of the two proteins, and protein A has access to the nuclear transport machinery. Thus, in normal cells, protein B is always found in the cytosolic extract, whereas the presence of hormone causes protein A to be found in the nucleus, rather than the cytosolic extract, where it is seen in the absence of hormone. 4. A. The protein enters the ER and goes through the default pathway (ER->Golgi->Cell Surface). This is because ER import is co-translational, whereas nuclear import is post-translational. Thus, before the nuclear import signal can be recognized, the protein is already within the ER lumen. B. The protein is imported into the mitochondria. This is because the nuclear export signal is different from the nuclear import signal, therefore the protein never enters the nucleus, and the mitchondrial import signal is recognized in the cytosol ii) The chances of fusion are increased, whenever the same protein (either Y or Z) is present on both donor and target membranes. Thus, when none of the two are present on both, the chances of fusion is 50% of the maximal, when either Y or Z is present on both membranes, chances of fusion increases

To what extent does leadership research support the idea that there is Essay - 1

To what extent does leadership research support the idea that there is one best way to lead people in organisations - Essay Example This paper touches upon these key areas to establish where leadership reigns supreme, be it a democratic form of leadership or autocratic one, and how that ‘one best way’ to lead the employees within organizations is made proper. Both democratic and autocratic forms of leadership can give rise to motivation which is the basis of knowing that employees will time and again fall down and then get up to make sure that they are positively driven to achieve the organizational objectives through research, analysis and evidence. This is bound to happen because there are times when frustration runs high and people need support from a number of directions. However, on the same token, what is most important is the self-motivation construct that wins many favors for the employees who are looking to solve a problem (Axley, 1996). Motivation is therefore dependent on the people for whom it is coming into play. An employee who is not motivated enough will perform worse off than a person who is motivated to go out there and do something on his own (Fulton, 1998). Under leadership, the seniors also enforce their say through different programs and teamwork exercises. When employees feel that they are being properly led by, jo b satisfaction is bound to happen. When job satisfaction is ensured, leadership comes about in full circle and hence the leaders are able to lead people easily. When employees are satisfied with their jobs, the task of the leader becomes easier. The leadership knows where to instill confidence and in what quantity this has to be done to derive sound results. Also what needs to be understood is the fact that more productivity will be achieved once leaders are able to do their jobs well (Butkus, 1999). Leaders are inclined to exercise restraint over employees who are motivated enough to perform their respective tasks, thus coming directly under the authoritative leadership realms. What this implies is the fact that since they

Xlas ais syllabus Essay Example for Free

Xlas ais syllabus Essay I. COURSE DESCRIPTION A general survey of scholarship practiced within three broad cultures of inquiry: the Humanities, Social Sciences and Natural Sciences. Through a cross-disciplinary framework, this course explores the diverse ideas, values, and practices used by various disciplines to investigate and organize their subject matter and create knowledge. Students will consider and compare the assumptions, methods, ethics, and impact of inquiry and scholarship within these three broad cultures of inquiry. Students will examine, compare, and contrast the intellectual endeavors that influence society and human experience. II. GOAL PURPOSE One of the primary purposes of all universities is to produce and share knowledge. Thus, the overall goal of this course is to provide incoming students with a general introduction to academic cultures of inquiry and the ideas, values, and beliefs inherent in its varied disciplinary perspectives. The specific purpose of this course is to provide an overview of academic inquiry and to guide student discovery of how various disciplines produce knowledge. This course begins with the premise that processes of inquiry differ by academic tradition, and thus represent distinct cultures of knowledge-making. Extending beyond simple rote memorization, the course will emphasize deep understanding and application of concepts. Hence, the course examines academic cultures of inquiry within the Humanities, Social Sciences and Natural Sciences and provides students a brief introduction to: (1) how different disciplines formulate and investigate questions; (2) how specialized disciplinary language influences inquiry; (3) how context and community influence inquiry; and (4) how each discipline uses different means, materials, and methods of inquiry to produce knowledge. A common theme â€Å"Food Matters† is used to organize the course readings and discussions. 1 III. LEARNING OUTCOMES This course contributes to the following measurable outcomes: LEARNING OUTCOME Upon completion of this course, the student will be able to: COURSE AND/OR CORE ASSESSMENT LEARNING OUTCOME CORE CURRICULUM OBJECTIVE 1. Compare and contrast how scholars from the Humanities/Fine Arts, Social Sciences, and Natural Sciences ask questions and seek answers. Course and Core Assessment Learning Outcome Critical Thinking 2. Categorize disciplines within the Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 3. Generate examples of appropriate research/inquiry questions in the  Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 4. Identify key research/inquiry terms and concepts used in the Humanities/Fine Arts, Social Sciences, and Natural Sciences. Course Learning Outcome 5. Explain similarities and differences in communication conventions in the Humanities/Fine Arts, Social Sciences, and Natural Sciences, using oral presentation, visual representations, and writing. Course and Core Assessment Learning Outcome Communication Skills 6. Identify credible resources and elements of scholarly work in the Humanities/Fine Arts, Social Sciences, and Natural  Sciences Course Learning Outcome 7. Identify components of ethical research and inquiry germane to the Humanities, Social Sciences, and Natural Sciences (e. g. , avoiding misrepresentation and distortion of information, academic dishonesty, and personal bias). Course and Core Assessment Learning Outcome Personal Responsibility 2 8. Explain how academic inquiry and various communities (local to global) influence each other. Course and Core Assessment Learning Outcome Social Responsibility IV. COURSE GRADING Final Class grades will be based on the following weights: Assignment Percent of Course Grade  Class Attendance 5% Weekly Assignments, Homework, Quizzes 40% Exams/Assessments (4 X 10%) 40% Group Presentation/Individual Response Paper 15% Total 100% V. COURSE REQUIREMENTS A. ATTENDANCE Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors will NOT drop or withdraw students because of non-attendance. B. WEEKLY ASSIGNMENTS, HOMEWORK, QUIZZES Student learning will be regularly assessed using a combination of weekly in-class assignments, homework, and/or quizzes designed for class participation. These will help students keep up with the assigned reading as well as provide a context for students to work through and reflect on class material. These cannot be replicated outside class sessions. If a student is absent (or late), he/she clearly cannot participate in the activity that occurred during the absence or tardiness. Students may not make up missed in-class activities without providing a medical excuse or verification of participation in official UTSA activities, e. g. : representing UTSA in approved events such as  debate or athletic events. The lowest in-class assignment grade will be dropped. C. EXAMS/ASSESSMENTS There will be four exams, each covering approximately one fourth of the course material. The exams will consist of objective items and short-answer essay questions. Student essay responses will be graded for grammar, punctuation, sentence-structure, etc. 3 D. GROUP PRESENTATION/INDIVIDUAL RESPONSE PAPER Students will be required to participate in a group presentation. Instructors will assign 3 students per group based on their identified major/area of interest (one Humanities/Fine Arts, one Natural  Sciences, and one Social Sciences). Each group will develop a narrowed topic, statement of the problem, and discipline-specific approaches related to a â€Å"Food Matter. † Students may be provided a list of pre-approved topics or they may identify their own topic, subject to instructor approval. Each group member will follow detailed instructions specific to his/her area of inquiry (instructions and grading rubric provided at later date). The group will work collaboratively to create a poster that includes (1) an overall statement of the problem, (2) a Natural Science disciplinary approach to the problem, (3) a Social  Science disciplinary approach to the problem, and (4) a Humanities/Fine Arts disciplinary approach to the problem. Groups will present a 6 to 7-minute summary of their exploration of inquiry in three broad areas of learning to the class by stating their problem and describing the three approaches to addressing their problem. Each group member is required to participate in the oral presentation and is expected to orally present his/her discipline specific approach. In addition, each group member is expected to provide an individual response paper detailing his/her portion of the presentation. Specific guidelines for the group presentation and indivdiual response paper will be provided at a later date. Reflective Evaluation. Each student may complete a reflective evaluation rubric for each group member and one self-evaluation. Criteria will include the extent to which each group member helped move the group forward, completed tasks effectively and in a timely fashion, supported a constructive team climate, and addressed destructive group conflict. These evaluations may count as a homework grade. Group Presentation Evaluations. Each student in the class will critically evaluate their classmate’s group presentations. A rubric of the presentation evaluation will be provided at a later date. The evaluations may serve as a graded assignment. VI. CLASS POLICIES. Attendance. Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors may NOT drop or withdraw students because of non-attendance. Participation Preparation. This course is designed to engage class members in a thoughtful, on-going conversation about the nature of research and various academic cultures. Many of the  class activities are based on readings and group work completed prior to and during class. It is, 4 therefore, a student’s responsibility to keep up with the readings and assignments and come to class ready to participate. Electronic Devices. †¢Cell Phones. Ringing cell phones disrupt the learning environment. Please set to vibrate during class. †¢Audio-Taping. It is permissible to record class lectures if you so desire. However, recording the class while going over an exam is prohibited. †¢Laptops and/or Tablets. If you have one, bring it. We may use them during class to access the Internet. Do not use them unless assigned. Makeup Exams, Late Work, Extra Credit, Incompletes. Make-up exams and late work will not be allowed unless PREVIOUSLY cleared with the professor. IF a makeup exam is permitted, the student must take the exam prior to or during the next scheduled class meeting. Late work will be allowed at my discretion. IF late work is accepted, points will be deducted at a rate of 5 percentage points per day, excluding weekends and holidays. No late work will be accepted more than 1 week after the due date. No work for extra credit will be allowed for any individual student for any reason. Course incompletes will be given only in EXTREME cases. Course Evaluation. Professors use feedback provided by students in course evaluations to improve their teaching. Additionally, course evaluations are a strategy used by the University as one factor in evaluating an instructor’s effectiveness. As a faculty member I encourage you to complete the course evaluation during the availability period later in the semester. One extra credit point will be added to the average of participating students at the end of the semester. Students with Disabilities. Students with documented exceptionalities should register with Disability Services (MS 2. 03. 18, 458-4981 or – Downtown BV 1. 302, 458-2945). For more information regarding the Office of Disability Services, consult the following link: http://www. utsa. edu/disability/students. htm Tomas Rivera Center. I encourage you to utilize the academic support services available to you through the Tomas Rivera Center (TRC) to assist you with building study skills and tutoring in course content. These services are available at no additional cost to you. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the web site at www. utsa. edu/trcss or call (210) 458-4694 on the Main Campus  and (210) 458-2838 on the Downtown Campus. Cheating. Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the 5 possibility of failure in the course and dismissal from the University. According to The Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2, Subdivision 3. 22, Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another  person, taking an exam for another person, and act designed to give unfair advantage to a student or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information regarding the UTSA Student Code of Conduct, consult the following link: http://www. utsa. edu/infoguide/appendices/b. html 6 Roadrunner Creed The University of Texas at San Antonio is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. As a Roadrunner, I will: †¢Uphold the highest standards of academic and personal integrity by practicing and expecting fair and ethical conduct; †¢Respect and accept individual differences, recognizing the inherent dignity of each person; †¢Contribute to campus life and the larger community through my active engagement; and †¢Support the fearless exploration of dreams and ideas in the advancement of ingenuity, creativity, and discovery. Guided by these principles now and forever, I am a Roadrunner! 7.

Anonymity and Loss of Self in Crowd Theory

Anonymity and Loss of Self in Crowd Theory Phillip Tyler In locating and explaining the place of anonymity in the behaviour of crowds, and its association with a loss of self (Dixon and Mahendra, 2012), an appeal must be made to crowd behavioral theory and evidence to support these theories. This paper will look to the history of the study of crowds, the process of de-individuation and the theory of crowds based on a theory of social identity to provide a picture of the place of anonymity in crowd theory, and the association with loss of self. The first instance of anonymity being a quality significant to crowd behaviour, can be found in the work of Le Bon. Le Bon laid foundations for the psychological study of crowds with his 1895 text La Psychologie Des Foules, in which he described crowds in generally negative and unfavourable ways. He remarked on their tendency towards impulsive behaviours, to become easily irritated and their seeming inability to use reason to decide action (Le Bon, 1896). This last quality was among the most important for Le Bon, as he believed that the crowd lost any individuals rationality and, therefore, could not be rational in itself. Instead, there existed a group mind that the individual became a part of, and this experience brought to the fore deeply hidden tendencies for aggression, leading to similarly aggressive actions, all of which was made possible by the removal of the rationality of thinking actions through to their consequences. The crowd was highly open to emotional and ideological suggestion, with sentiment able to move through the crowd swiftly as if such things were contagious (Dixon and Mahen dra, 2012). All this was made possible by the key feature of anonymity. Actions could be performed without thought for consequence because it was the crowd, and not the individual, performing the action; the individual remains unseen or anonymous, and hence defers responsibility for said action from them personally, to the crowd. For Le Bon, anonymity and loss of individual self were clearly and strongly associated, as when becoming part of the group the individual gave up their individuality. Le Bons work was based largely on distanced observation and his work was unsupported by evidence as would be required by modern psychology. He also had little experience of being in a crowd himself, this coupled with his belonging to a higher social class, could have led to his negative outlook on crowds. Though, it is mostly the lack of evidence that makes Le Bons case for anonymity less convincing, his was a stepping stone for other theorists and researchers to take the quality of anonymity on to sturdier ground. Anonymity was defined more clearly by Festinger, Pepitone and Newcome in 1952 as a reduction in the individuals perceptions that they are, personally, being noticed and evaluated for responsibility for actions performed (Dixon and Mahendra, 2012). This sense of anonymity was key to their theory that claimed that this reduced perception allowed an individual to stop seeing themselves as singular, but more immersed in the group, which then led to a group or crowd being able to be more uninhibited and impulsive than any one individual, a process they called deindividuation. This theory replaced Le Bons and was able to be formalised for the gathering of evidence by stating requirements for deindividuation to occur, measuring psychological changes in people in the deindividuated state and observing changes in behaviours. The association with loss of self can also be seen here, as the individual stops seeing themselves as singularly responsible, and part of something larger. Zimbardo (1969) put forward that the individual feels less morally culpable for any harm the group may cause. It is for this reason that each member of the group feels less responsible for the actions of the group as a whole that more violent and aggressive behaviour is sometimes exhibited (Dixon and Mahendra, 2012). Zimbardo found that participants in a scenario where some wore masks and cloaks to hide their appearance, gave higher electric shocks to other participants, than those with their appearances un-masked (Zimbardo, 1969). Robert Watson (1973) found that those involved in violent clashes with other groups, who had first altered their appearance with masks or paint, perpetrated more acts of heightened and prolonged violence than those that did not. Some research seeks to take measurements other than violence or aggression as a measure of the effects of anonymity. Participants in a darkened room took to feeling more intimate towards one another other as was evidenced by their conversation, touching and feelings of sexual arousal (Gergen, Gergen and Barton, 1973), over participants in a non-darkened condition. This experiment shows that aggression isnt the only possible outcome of anonymity, and may not be an inevitable one. The anonymity provided by the darkness allowed for curiosity to develop, producing the conversation of a more serious and intimate nature than the other condition produced, allowing for the possibility that its the context of the crowd plus anonymity, rather than anonymity on its own, that influences crowd behaviour (Dixon and Mahendra, 2012). When general social rules are not applicable, such as meeting strangers in the dark, curiosity rather than aggression was the response. This may still represent a loss of self, though not a negatively focused, aggressive or violent one. The loss of self in this example could be seen a s a dropping of usual personal inhibitions, then cued by the context of the crowd to pursue personal conversation rather than the violence seen in the previous examples. If violence is the measurement taken by the experiment, then that feature is present in the crowd context and taken up by deinvididuated participants, when this is not the case, participants are not naturally violent. When masked and told to administer electric shocks to participants, those dressed as Ku Klux Klan members did so with marginally more intensity than those in unmasked Ku Klux Klan costumes. Though, those dressed in nurses uniformed did so significantly less, when masked, compared to unmasked nurses, and both KKK groups (Johnson and Downing, 1979). This suggests, quite strongly that there is a loss of self that comes with anonymity, but that the contextual cues taken by participants , for example, from being dressed as part of a group whos associated qualities involved caring and compassion, are significantly important. If anonymity and a mask produced more violent behaviour in KKK costumes than unmasked, it does follow that there is to be an increase in caring and compassion from those dressed as nurses, in the masked versus the unmasked condition, because the participant relies on the qualities of the group they are associated with, and its these qualities that become exaggerated. T his may be a loss of self through anonymity, but in becoming part of the group, the groups social identity cues become guides for behaviour. An alternate view to the way deindividuation theory looks at crowd behaviour is to say rather than becoming part of a group mind, or losing ones rationality to the crowd through anonymity, crowds are made up of people with similar, if broader, social identities, and that these identities are exaggerated, or brought to the fore, by being a member of this group. Football matches are a good example. People who may have nothing else in common, but support the same football team, for example, may act in unison as a group when at a football game, as the contextual cues bring these in-group qualities to the fore. Anonymous in a crowd in a football stadium and identifying with the social context, rather than losing ones self, crowd members act according to their social identity. It is this social identity that provides guidelines for behaviour, rather than being the cause of breakdown of all social rules, leading to violent or aggressive behaviour (Dixon and Mahendra, 2012). Motivated by the context to act in ways approved by in-group values and to demonstrate in-group membership, behaviour can sometimes be predicted more accurately because the individuals desire to remain as part of the in-group means they tend to adhere more to in-group behavioural norms. Adhering close to ones social identity, when in a social setting, does not necessarily represent a loss of self, as the qualitie s being displayed are part of the individual as a whole, it is simply the context they are in that bring them to the fore. When viewed from an outsiders point of view, crowd behaviour seems to include an inevitable loss of self, stemming from the individuals experience of anonymity that leads to aggression and violent tendencies in behaviour. When violence is not the measurement taken, other outcomes are shown that include intimacy and conversation. The view of social identity theory is that individuals in crowds do not necessarily experience a loss of self, rather it is that social identity informs behaviour and in-group values and behavioural norms are more likely to influence behaviour of the group than individual identity. References Dixon, J., and Mahendra, K. (2012) Crowds in Holloway, W., Lucey, H., Phoenix, A. and Lewis, G. (eds) Social Psychology Matters, Milton Keynes, The Open University. Festinger, L., Peptone, A. and Newcome, T. (1952) as cited in Dixon and Mahendra (2012) p6. Gergen, K., Gergen, M. and Barton, W. (1973) as cited in Dixon and Mahendra (2012) p10. Johnson, R. D. and Downing, L. L. (1979) as cited in Dixon and Mahendra (2012) p8. Le Bon, G. (1896), as cited in Dixon and Mahendra (2012) p5. Watson, R. I. (1973) as cited in Dixon and Mahendra (2012) p8. Zimbardo, P. G. (1969) as cited in Dixon and Mahendra (2012) p6-7.