Free Essays on Individualism In Literature

Individualism In Literature The Book of Exodus in the Bible and Sophocles’ play, Antigone are two pieces of literature in which a relationship between the individual and the community can be closely examined. However, the societies that Antigone and Exodus are set in are two completely different societies that follow different kinds of laws. Although these societies are sharply contrasted, they are similar in that the individual good that comes from certain characters greatly affects the good of the community they live in for the better. Consequently, the relationship between the individual and the community and the effects this relationship has in both Antigone and Exodus has similar aspects. In the play Antigone the fact that Antigone rises as an individual in her society seems to be quite obvious. Sophocles seems to depict a resolute and heroic female protagonist, who pits her individual free will against the uncontrollable forces of fate and against the irrational and unjust laws of tyrannical men, such as Creon. Antigone is shown as an individual in the play because of the way she defies the law of Thebes in order to serve a high law, the law of the Gods. Creon’s laws however, sometimes do not follow divine law, and this is where Antigone’s main conflict with Creon occurs. When talking to Ismene, speaking of Creon, she says, â€Å"It is not for him to keep me from my own† (54). Anitgone’s individualism is shown here, due to the fact that she emerges in her community as the only person willing to speak out about Creon’s unjust decision to not bury her brother, Polynices. She knows that this law is wrong for sure because in Gre ek society the Gods guaranteed a proper burial to all people, no matter what a person did during his or her lifetime. Antigone’s sentence to death by Creon shows how the individual is treated in this community. Most of the community, due to fear of Creon’s harsh ideals, are afraid to... Free Essays on Individualism In Literature Free Essays on Individualism In Literature Individualism In Literature The Book of Exodus in the Bible and Sophocles’ play, Antigone are two pieces of literature in which a relationship between the individual and the community can be closely examined. However, the societies that Antigone and Exodus are set in are two completely different societies that follow different kinds of laws. Although these societies are sharply contrasted, they are similar in that the individual good that comes from certain characters greatly affects the good of the community they live in for the better. Consequently, the relationship between the individual and the community and the effects this relationship has in both Antigone and Exodus has similar aspects. In the play Antigone the fact that Antigone rises as an individual in her society seems to be quite obvious. Sophocles seems to depict a resolute and heroic female protagonist, who pits her individual free will against the uncontrollable forces of fate and against the irrational and unjust laws of tyrannical men, such as Creon. Antigone is shown as an individual in the play because of the way she defies the law of Thebes in order to serve a high law, the law of the Gods. Creon’s laws however, sometimes do not follow divine law, and this is where Antigone’s main conflict with Creon occurs. When talking to Ismene, speaking of Creon, she says, â€Å"It is not for him to keep me from my own† (54). Anitgone’s individualism is shown here, due to the fact that she emerges in her community as the only person willing to speak out about Creon’s unjust decision to not bury her brother, Polynices. She knows that this law is wrong for sure because in Gre ek society the Gods guaranteed a proper burial to all people, no matter what a person did during his or her lifetime. Antigone’s sentence to death by Creon shows how the individual is treated in this community. Most of the community, due to fear of Creon’s harsh ideals, are afraid to...

What Is a Research University Complete Definition

What Is a Research University Complete Definition SAT / ACT Prep Online Guides and Tips In many lists of colleges, research universities are listed or ranked separately from other schools that focus exclusively on the undergraduate experience, like liberal arts colleges. Why? What's the point? In this article, I’ll list the main characteristics of research universities, give you some information about what life is like at a few different schools, and help you decide whether a research university is the right choice for you. What Is a Research University? As you may have guessed from the name, research universities are universities where the main focus is on the research of professors and graduate students.These universities may be less oriented towards undergraduate teaching, but they can still provide excellent experiences for students who are willing and able to seek out the resources they offer. Here are some of the main characteristics of research universities: More Interaction with Graduate Students Since all research universities have graduate programs associated with them, you’ll have more opportunities to interact with grad students as an undergraduate.This may give you insight into your future or lead to collaboration on research projects conducted by more advanced students. State-of-the-Art Research Facilities The main mission of a research university is to produce new and exciting research, and to do that it needs to provide the best equipment to its students and professors.This is a big plus for students focused on the hard sciences because large research universities will usually have access to the latest technology. Wide Variety of Majors Research universities, due to their size and diversity,offer a wide range of majors to students.Although it’s sometimes more difficult to change your major or create your own major at these universities due to a large bureaucracy, you’ll have lot of choice in the first place. Larger Class Sizes with Less Individual Attention For most research universities, large class sizes, particularly at the introductory level, are common.You may find yourself in lecture halls with more than 100 students, which means less attention and personalized feedback. However, most of these large classes are split off into discussion sections taught by graduate students, so you'll get a chance to interact with other students and TAs.Also, as you take more advanced classes, class sizes will shrink.Many of these universities also offer honors programs to qualified students where the environment is more like that of a small college. Distinguished Faculty Research universities attract well-known faculty because of the resources and opportunities they offer.You'll have the chance to network with very important people in fields that interest you. You may even be able to work side by side with high profile researchers on lab projects and become a coauthor on published research. International Reputation Research universities have better reputations on a global scale than smaller teaching colleges. Since big discoveries and scientific breakthroughs often take place at research universities, they get more recognition abroad than other colleges that might have excellent undergraduate programs but less robust research capabilities. Advantages for Future Graduate Students Spending four years as an undergraduate at a research university can give you a leg up in the competition for graduate school admissions.You can get letters of recommendation from top researchers in your field that will encourage other universities to accept you based on reputation. Don't let anyone get in the way of your dream to wear the fanciest shapeless sack at the next gathering of silly hats. What Is the Student Experience Like? The learning environment at a research university will be different fromthe learning environment at a small college in most cases.Here are a few examples of research universities along with some details on what the student experience is like. All student quotes are from theFiske Guide to Colleges 2015: Massachusetts Institute of Technology Learning at MIT is based on research and hands-on experimentation.Students in electrical engineering and computer science have the option of pursuing a five-year degree, meaning they obtain a masters upon completion of their studies. One student says, â€Å"The average MIT student can be characterized as having a passion and singular drive for what they really want in life.† The Undergraduate Research Opportunities Program facilitates student/faculty research projects and allows students to earn course credit and stipends for research. There are nine Nobel laureates on the MIT faculty at present. MIT is home to many, many different research facilities. Currently under construction is a $350 million facility called MIT.nano, which will provide resources for students to do research in the exciting new field of nanotechnology. The Pierce Engineering Laboratory at MIT University of Colorado - Boulder At UC Boulder, the 45,000 square foot Discovery Learning Center has 12 labs where engineering students can work on different technological challenges with high-tech capabilities and video conferencing.A student says that â€Å"professors and graduate student instructors alike have taken a keen interest in students’ progress, success, and learning, making themselves available to students as a valuable resource for extra assistance with class concepts and assignments.† Programs such as the Special Undergraduate Enrichment Program and Presidents Leadership Class give high-performing students the ability to stand out from the crowd.Students say that â€Å"It’s such a large, broad campus that just about any sort of student can be found† andâ€Å"every student, teacher, and department always has something new and exciting going on. It would be very hard to get bored here.† Beautiful scenery at UC Boulder! Washington University in St. Louis Students say that Washington University in St. Louis is â€Å"a place to grow and learn while having an unbelievably fun time.†Undergraduates enroll in one of five schools: arts and sciences, architecture, art, business, or engineering, and the University also accommodates interdisciplinary majors and double majors. The medical school runs a faculty exchange program with the undergraduate biology department, giving biology majors the opportunity to conduct advanced lab research.A program called the University Scholars Program allows students to apply for both undergraduate and graduate admission before entering college. Unlike some research universities, Washington University in St. Louis gives students the chance to have one on one mentoring relationships with impressive faculty members.According to one student, â€Å"one of my classes was a 150-person lecture class, and another was a 12-person seminar...despite these disparate class sizes, I was on a first-name basis with both of the professors.† A reading room at the Library at Washington University in St. Louis Should You Consider a Research University? You may still be unsure about whether a research university is the right choice for you.If these characteristics apply to you, you should consider research universities as options in your college search: You Plan to Go to Grad School As mentioned above, many research universities have programs that will put you on track for a strong graduate school application or even provide extended five-year programs that allow you to graduate with a masters.These schools offer a more streamlined path to graduate school considering their reputable faculty and research opportunities. You’re Interested in the Sciences The advanced facilities and resources at research universities will make the most difference to students who are interested in the sciences. The most cutting-edge scientific discoveries are occurring at these universities, so you'll have many opportunities to meet people who are leaders in their fields (and even collaborate with them on projects). Libraries at research universities are excellent, but at most colleges you'll be able to get the resources you’re looking for in the humanities. If you’re interested in science, however, other colleges might not give you access to the same high tech equipment available at research universities. You Want to Do Research as an Undergraduate It should come as no surprise to you that research universities are the best places to do research!This goes hand in hand with a desire to continue your education past an undergraduate degree.If you plan on going on to grad school (particularly in the sciences), you will almost certainly be expected to do research as an undergraduate for your thesis and other projects. If you fit these characteristics, a research university may be the right choice for you, but it’s not necessarily the only good choice.There are many small colleges that will afford you similar opportunities on a slightly smaller scale and may give you more one-on-one time with professors and a stronger advising system.Students sometimes have to be very independent at research universities since the focus is not explicitly on undergraduate teaching.However, these schools offer great opportunities to gather hands-on experience in the subject areas that interest you and connect with the brightest minds in any field. Your brain on research. What's Next? Still trying to decide what type of college you want to attend? One factor you might consider besides a school's research capabilities is its status as a public or private institution. Read this article to find out which is a better fit for you. If you're thinking of attending a research university, you may be looking at schools that are far from your home town. Learn more about the pros and cons of going to school out of state. Not sure whether a large university is the right choice for you? Take a look at this article to see whether a big or small college will be a better fit for you. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The role of insurance Essay Example | Topics and Well Written Essays - 1000 words

The role of insurance - Essay Example Broadly defining the term, it is the transfer of risk from one owner to another. This exchange from one entity to another is done by paying a premium to one party who is undertaking the contingent risk. In return, the person who is giving up on the loss and paying the premium gets the benefit of knowing either the extent of risk that is present and or preventing the loss at all.Insurance is one of the basic forms of risk management. In terms of position, an insurer is the person who undertakes the risk of loss; the policy holder is the person who buys the insurance and let's go of the risk that is associated. There is another term that is present, called the insurance rate; this factor is used to determine the charge that is charged for a certain kind of insurance. This extra charge is called the premium that the policy holder has to pay to let go of the risk that is present. All in all, the field of insurance and related risk management has evolved as a science. Insurance, along wit h risk management goes hand in hand. In other words, insurance is a product that is used to manage the risk that is associated with an expected event such a death, or an accident in which the prospective risks associated with the death and the accident would be the risk of the family losing a family member and the income that he or she brings. Also, the damage of the car in the accident will have to be paid. In such a case, where one knows the prospective hazards of something, it is better to insure the event so that the weight of paying for that risk at a later stage decreases. The risk premium that the policy holder has to pay depends upon the kinds of risk that the insurance company is covering. In short, the higher the risk, the higher the premium is to be paid to the insurance company and the events with a lower risk have to be adjusted with a lower premium. In evaluating the risk of an event, the insurance company makes sure that they take into account every quantifiable and qualitative factor that is present in the environment to come at a compensation that can be good enough today in order to cover the expenses in the future, if the event happens. Therefore, they insurance company greatly increases its value when the event that is being insured doesn't happen at all. For all this to take effect, the insurance providers undertake massive research regarding the insurance holder and the event that might take place. They insurance company also makes sure that they use statistical tools to evaluate the occurring of the events that may be insured, for exam ple the loss of an earning family member or an illness. Risk profiling is another major aspect of insurance. Companies who provide insurance makes sure that they do adequate risk profiling and consider it an important part. According to research and the Pareto principle, more than 80% of insurance claims arise from less than 20% of the profiles that are present. Thereofre, risk profiling helps the insurance companies understand which areas provide them greater risks of claims and which don't. Insurance providers' major aim is to develop an understanding regarding the subject that is being insured and gathering maximium possible and relevant knowledge so that they are able to better evaluate the potential risks that are present and also the likelihood of the occurrence of such events. Co-relations between different events, different factors, and summaries are presented to help the insurance providers with sound conclusions. Today, even artificial intelligence is being used in order to understand the correlation that is present between even ts that would help the insurance providers gauge the risk of an event happening. For example, the correlation between people having high amounts of alcohol everyday and

Planning to expand MGM Resort international to the United Arab Term Paper

Planning to expand MGM Resort international to the United Arab Emirates, Dubai - Term Paper Example Expanding in Dubai comes with new challenges in terms of the set-up, necessary resources and management expertise to enter the new market successfully. MGM has also noted that since the expansion carries with it new challenges if not handled skillfully, it can do more harm than good. Since MGM has decided to expand its market in Dubai, UAE, it has gone ahead and explored Dubai market, the potentiality of growth, the set-up procedures and issues that may crop up unexpectedly. This way MGM can minimize risks as well as optimize profits. Even though, MGM has a property in Abu Dhabu, UAE, it felt that it should increase its market share in this fast growing economy. This planning paper first seeks to explain in details what MGM entails; its background, services, properties, employees, organizational structure, staffing, training and compensation procedures as well as Customer Relation Services (CRS). In addition, the discussion takes a deep research on the country of expansion, which is Dubai. Furthermore, it will look into the business set-up procedures in Dubai, the reasons for the choice of market, the legal, political, environmental, social, technological and social environment in Dubai. In addition, it explains the role of culture in terms of facilitation and hindrances as well as communication difficulties that will be encountered and how to mitigate it. In the same case, it will explain the change in the organizational structure, approaches to staffing, types of training and lastly, explain the strategies to be used in the expansion and reasons for strategy as well as the issues that may arise while implementing the chosen strategies. Discussion The company profile MGM Resort International is one of the world’s leading and most respected companies that own and operates some of the most prestigious hospitality properties in the USA. It not only has holdings in hospitality but also has shares in gaming and entertainment sector. It owns 17 properties pos itioned in Michigan, Nevada and Mississippi and has 50% investments in other four properties in New Jersey, Illinois, Macau and Nevada. The City Centre, an extraordinary urban metropolis on the Las Vegas Strip that opened in late 2009 is a joint venture between MGM Resort International and Infinity World Development Corp., a Dubai World’s subsidiary. MGM is in future partnership with casino and non-casino resorts in the United States, Abu Dhabi, UAE, Vietnam and People’s Republic of China has sealed a treaty to dispose its Treasure Island property on the Strip of Las Vegas. MGM is famous for responsible gaming and has even implemented the American Gaming Association’s code of Conduct for Responsible gaming at its properties. It has also received several awards and recognition for being up front in Diversity Initiative and community compassionate programs. In Las Vegas only, MGM properties include Bellagrio, Mirage, Monte Carlo, Excalibur, Luxor, Mandalay Bay, MG M Grand, Circus Circus, New York-New York and the great and unique CityCentre, which comprise of Crystals, Vdara and Aria. Out of Las Vegas properties include MGM Grand Detroit, Beau Rivage, Gold Strike Tunika, Gold Strike Casino and MGM Resort, Sanya China (www.mgmresorts.com, 2012). Organizational stru

Coping Skill and Lazarus Stress Theory Essay Example for Free

Coping Skill and Lazarus Stress Theory Essay Each individual experiences stress and problem in life. These will serve as measurement to know how emotionally stable individuals are and how they will handle everything that come their way. The ways of coping from stress, anxiety, and problems are the basis of how well-adjusted an individual is. Coping with difficulties of life is hard especially when the situation is complicated. It is a natural reaction that everyone will be experiences at one time or the other. As cited by Luthans (2005), Ivancevich and Matteson see stress as â€Å"the interaction of the individual with the environment†- an adaptive response mediated by individual differences and or psychological process, that is consequences by any eternal (environmental) action, situation or even that places excessive psychological and or physical demand on a person. Stress in college will comes in many forms. You will become essentially responsible for yourself: doing laundry, preparing your own meals, cleaning your own rooms. This will of course in addition to studying hard to achieve good grades. You will also have to deal with peer pressure, dating predicaments and drinking situations. Coping with stress will prove to be a daunting task. Every trying moment that you will encounter in college is only temporary. Coping with stress in college will be part of life, if you can hurdle over your stress, you will surely become as stronger and tougher person. Such that when you will absorb by the workforce, your will be better equipped to face the challenges of your job. Students will deal with stress differently. If you are one of these students who will have a hard time coping with stress, you should not be ashamed to seek the help of others, especially your counsellors who will be there for you for a reason. Stress will seem to be an especially common feature of college student life, particularly at highly competitive colleges and universities. Stress-coping mechanisms are behaviors and thoughts people employ to calm themselves when they will feel upset, angry, overworked, or otherwise overwhelmed by tension. Being under stress will affects your heart rate, blood pressure, mood, and contributes many diseases such as obesity and asthma. Coping mechanisms can be described as the sum total of ways in which we deal with minor to major stress and trauma. Some of these processes are unconscious ones, others are learned behaviour, and still others are skills we consciously master in order to reduce stress, or other intense emotions like depression. Not all coping mechanisms are equally beneficial, and some can actually be very detrimental. One may have various ways of coping with stress, anxiety and problems. Acceptance may be one by which individual wholeheartedly accepts the situation, the persons will learn to understand the things on the way it should. Others, on the other hand, may still look on the good side, putting more attention and emphasis on the things that could be better and would bring better to them. This study will determine what the most prevalent sources of stressors among our students are, and to evaluate the coping mechanisms adopted by them. Background of the Study Stress (2000) is generally defined as the body’s nonspecific response or reaction to demands made on it, or to disturbing events in the environment. It is a process by which we perceive and cope with environmental threats and challenges. Personal environmental events that will cause stress are known as stressors. Therefore, stress is simply defined as emotional disturbances or changes caused by stressors. Stress which promotes and facilities learning is called good stress. An optimal level of stress can enhance learning ability on the other hand; stress which inhibits and suppresses learning is call bad stress. The bad stress must be prevented and avoided. It is noteworthy that the same stressors may be perceived differently by different students, depending on their cultural background, personality traits, experience and coping skills. The purpose of this study is to gather data on the stress prevalence, stressors and coping strategies among second year students of Bachelor of Science in Entrepreneurial Management, hence it will provides valuable information for future study in such students and teachers to understand better about this common problem. The second year students of BSEM are prone to pressure for the reason that they are the last batch of this said degree and because of that they are threatened to study hard, to give a good image and expected to build a better name for their degree. Though college may put you under a lot of stress, most students accept this as a given something one should just learned to deal with. And although work overload is a constant in all schools, many students notice discrepancies among different universities and colleges. Theoretical Framework The study will focus on the stress and coping mechanism among the Second year students of BSEM in regarding to their demographic profile. Coping with stress in college just like any other stress coping mechanism is seeing past the negativity of the moment and embracing the potential for good in it. Numerous theoretical provides sufficient background on the nature of stress individuals encounter and a multiple functions of coping for the optimum development and adjustment. The foremost theories represented in the study are enumerated, (a. ) Systematic Stress: Selye’s Theory, states that stress is a state manifested by a syndrome which consists of all the non-specifically induced changes in a biologic system. (b. Psychological Stress: The Lazarus Theory, states that two concepts are central to any psychological stress theory: appraisal, individual’s evaluation of the significance of what is happening for their well-being, and coping, individual’s efforts in thought and action to manage specific demands. Since its first presentation as a comprehensive theory the Lazarus stress theory has undergone sev eral essential revisions. In the latest version, stress is regarded as a relational concept; stress is not defined as a specific kind of external stimulation or a specific pattern of physiological, behavioral, or subjective reactions. Instead, stress is viewed as a relationship between individuals and their environment. Psychological stress refers to a relationship with the environment that the person appraises as significant for his or her well-being and in which the demands tax or exceed available coping resources. (c. ) Resource Theories of Stress: A Bridge between Systemic and Cognitive Viewpoints. Unlike approaches discussed so far, this theory of stress is not primarily concernedwith factors that create stress, but with resources that preserve well-being in the face of stressful encounters.

Prisoners of War in World War II :: World War II History

Prisoners of War in World War II If you have never been a Prisoner of War (POW), you are extremely lucky. The prisoners of war during the World War II, (1939-1945) were treated poorly with no respect or consideration and were given the living conditions worse than animals. It was an extremely bad situation that no human being could survive. They were mistreated, manhandled, beat and even shot defending their country. No one wanted to go to war, but for those men who did, and for those who survived as POWs will always regret it. The Prisoners of War were kept in concentration camps, where it was day to day constant dying and suffering and separation of the family with unconditional weather. 1 They had no real shelter, and kept busy by working, and the odd time even got a chance to play baseball, soccer or some athletic game to stay in shape. 2 They were surrounded by twenty-four hour guard surveillance in the middle of nowhere, so it would be quite useless to attempt to escape, especially at the risk of being gunned down at any given time. The POW were always having to turn their back and keep an eye out for one another. They were considered to be "hostages" and were treated like the enemy. The concentration camps were not very large but were numerous. They contained about 500-600 warriors and were divided into groups of under sixteen, older than sixteen, and of course by gender (Male and Female). 3 This caused many problems with the POWs as they were split from their families, and in a lot of cases, never saw one another again. The Prisoners of War were killed by the hundreds as malnutrition and hygiene eventually caught up with them. They were put to work for lengthy periods of time, and we treated harshly for volunteering to go to war. Once caught, they were taken and placed in a camp, and it was the beginning of the end for the ally. It is not like a prisoner in today's society. The prisoners had to live with leftover scraps of food, dirty water, and no hope of exiting, plus the constant shooting. They were not prisoner whom had committed a crime, rather brave warriors whom stood up to defend us. 4 It is a life no one wants to encounter, and we pray no one does, and we

Problem Solving Essay: Cigarette Smoke

Shay Orial English 112 10am Professor Kate Belknap February 24, 2013 Cigarette Smoke Stinks Growing up many of my family members were smokers. I remember the horrible smell that stuck to their breath, clothes, and lingered around their house. It has been roughly eight years since I have smelled that nasty stench and I would like to continue to not smell these harmful fumes while here at Colorado Mesa University.In 2006, Colorado’s Clean Indoor Air Act was passed, limiting smoking in numerous work and public places, including restaurants and bars. Millions are now free from the dangerous toxic tobacco smoke at work. However, many are still exposed to tobacco smoke where they live and learn like students at Colorado Mesa University. In the Colorado Mesa University Annual 2012 Clery Security/Fire Safety Report, it states that â€Å"the State of Colorado has a smoke free building policy and Colorado Mesa residence halls are also smoke free.You cannot smoke within any residence ha ll or apartment†¦if you want to smoke you can only do so in designated areas outside the halls and/or apartments and more than forty feet away from the residence halls and apartments† (20). Although this keeps students that live on campus in the residence halls, or in apartments, safe from the harmful fumes inside their dorms there isn’t any rule that protects them when they are outside the campus. A solution to this problem would be to make Colorado Mesa University a completely smoke-free campus. That means smoking anywhere on campus is prohibited.This protects the non-smokers from secondhand smoke. Amanda Talbert the author of the article The Effects of Secondhand Smoke says â€Å"non-smokers exposed to secondhand smoke increase their risk for lung cancer by 20 to 30 percent, and the heart disease risk increases by 25 to 30 percent. † By making this school a smoke-free campus we are shielding thousands of people from numerous people. For those smokers who have to have their smoke break they would need to go off campus somewhere to smoke so that they are not contaminating the air of the students and staff on campus.Another solution which is connected to my first is to only allow electronic cigarettes on campus but have the same regulations as cigarettes. An electronic cigarette is a substitute to smoked tobacco merchandises. Jack Stone the author of the article Electronic Cigarettes-No Smoke says â€Å"this is the best for those who have an urge to smoke regularly and also do not want to annoy the other people who are sitting near or close by or even passers-by. † There is no nasty smell.Stone explains â€Å"when a consumer inhales through the gadget, air flow is perceived by a feeler, which activates a heating part that vaporizes a nicotine solution amassed in the mouthpiece†¦ the consumer must press a switch to turn on the heating part to generate vapor which is then breathed in by the consumer. † In Stone’ s article Electronic Cigarettes Vs. Tobacco he says â€Å"the only things you are forfeiting are the toxics and tar, and you will be saving a lot of funds too. † A starting kit costs start from thirty dollars up to sixty dollars depending on which pack you want.Stone says â€Å"nearly all electronic cigarettes are reusable devices with disposable and refillable elements. † The refills start at fifty cents and go up to a dollar in price. Also because you are only inhaling nicotine it eliminates a lot of health risks that are present with regular cigarettes. I understand that a habit is hard to break. My grandma was a smoker for twenty five years before she quit eight years ago. However, if she was still smoking today I would recommend that she switch to electronic cigarettes. It is less harmful because there isn’t tar just nicotine and cleaner for the air.There is no awful smell that sticks to your clothes and your body nor secondhand smoke. Electronic cigarettes benefit the smokers and non-smokers. Technology has taken over our lives in many aspects, now it’s changing the way people smoke and not affecting the people who don’t. Work Cited Talbert, Amanda. â€Å"The Effects of Secondhand Smoke. † ehow. N. p.. Web. 24 Feb 2013. . Stone, Jack. â€Å"Electronic Cigarettes-no smoke. † Electronic Cigarettes Web. N. p. , 22 Nov 2010. Web. 24 Feb 2013.

Drama In The National Curriculum Education Essay

The purpose of this study is to understand where Drama stands in instruction within England at present. It searches for its ‘ reference within the National Curriculum and interprets what this means for the instruction of the topic. It looks at primary and secondary schools ‘ current tendencies towards Drama as a discrete topic, and argues the benefits and disadvantages of it holding its ‘ ain topic heading within the National Curriculum. The grounds will be evaluated and a decision formulated.1. Play in the National Curriculum.The National Curriculum website provides the most up to day of the month information on how Drama is placed within the course of study. At first glimpse Drama is absent but reference of it can be located, chiefly within the topic of English. [ See Appendix One for a description of the demands and activities for Key Stages ( KS ) 1 & A ; 2. ( National Curriculum, 2011a ) ] . Whilst there are purposes and aims published for KS1 & A ; 2, at KS3 & A ; 4 there is reference of selected dramatists as topics to be studied and the outlook that at least one Shakespearian drama will be explored in deepness at each phase ( National Curriculum, 2011b & A ; degree Celsius ) . References to the usage of Drama appear under Literature [ See Appendix Two ] ( National Curriculum, 2011d ) . For England the Teachernet ( Teachernet, 2011 ) , DFES Drama Objectives ( DFES, 2011 ) and QCDA ( QCDA, 2011 ) resources have been/are being decommissioned with emended high spots looking in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education web site for English are no more ( ITE, 2011a ) . The Department of Education web site is replacing it, but the lone suited stuff found for Drama is an point for the Speaking and Listening component at KS1 & A ; 2 dated 2004 ( Department of Education, 2011 ) . In Ireland play is within the ‘arts ‘ sector, alongside ocular humanistic disciplines and music. The strand is â€Å" Drama to research feelings, cognition and thoughts, taking to understanding. † They expect that when this topic is taught right it can assist kids at a immature age to understand/relate and cover with life state of affairss that can happen ( Irish Curriculum, 2011 ) . Whilst Drama is placed steadfastly in Arts Education as a three with the ocular and aural mediums, there is small support to be found in their Curriculum Planner as good ( NCCA, 2011 ) . Compare this to 52 resources for Drama in the Scots Curriculum ( Scottish Curriculum Resources for Drama, 2011 ) . In Northern Ireland Drama is mentioned in Language & A ; Literacy and has its ain topic within The Humanistic disciplines and resources are good provided ( N. Ireland Resources, 2011 ) . At KS1 & A ; 2 the statutory topics that all students must analyze are art and design, design and engineering, English, geographics, history, information and communicating engineering ( ICT ) , mathematics, music, physical instruction and scientific discipline. Religious instruction must besides be provided at KS 1 and 2 ( National Curriculum, 2011e ) , although there is a non-statutory plan of survey. From the National Curriculum ( 2011e ) for Religious Education there are the following two points: 1 ) . Research how spiritual beliefs and thoughts can be expressed through the humanistic disciplines and pass on their responses. 2 ) . Using art and design, music, dance and play to develop their originative endowments and imaginativeness. Art and design does non advert play until KS 2 as follows from the National Curriculum ( 2011f ) : Researching a scope of get downing points for practical work [ for illustration, themselves, their experiences, images, narratives, play, music, natural and made objects and environments ] . Yet doing marionette theaters, and besides making atmosphere in sounds, illuming, backgrounds and costumes for full size dramas would do the topic more merriment whilst specifying a practical intent for the work. Drama in a similar manner should be a fertile land for scenery and particular effects within Design and Technology yet it is non mentioned at all ( National Curriculum, 2011g & A ; 2011h ) . Music and Physical Education in a similar vena have a relationship to Drama through Dance but there is no recognition for it. History could conceivably utilize period play to exemplify points and the grasp of truth in the texts and authors ‘ prejudice would so be covered in Drama. Stenhouse ( 1981, p.29 ) is against the thought that Drama is for learning other topics in the course of study and rejects the imagined worlds of Drama for the attested worlds of pure history. ICT could supply a multi-media back bead similar to that of exhibition trade bases and modern public presentations that use computerised effects and elephantine screens. When the National Curriculum was being formulated instructors were vocal in their disapproval of the many course of study topics being loaded into the National Curriculum, such that topics were curtailed following Music and Art ( Baldwin, 2011 ) . As the ( NCCCE, 1999, p.75 ) study provinces ‘ †¦ there are more than 10 topics in the universe. † It besides notes that Dance is non found with athletics, games and sports after instruction and that Drama is non merely verbal. ( NACCCE, 1999, p.76 ) points out that of all the states in the QCA/NFER INCA archive, England was alone in holding 10 distinct topics from KS 1-4. â€Å" When the National Curriculum was introduced, specialist play practicians thirstily awaited the National Curriculum for Drama. They are still waiting. â€Å" A ( Baldwin, 2011 ) .Drama as portion of English in the National Curriculum.One of the on-going arguments about the nature of English Centres around its relationship [ sic ] the originative humanistic disciplines. â€Å" Is English an Humanistic disciplines based, originative subject, or a much more functional, competence led capable? â€Å" , and â€Å" Is Drama itself an Humanistic disciplines based subject or a method of instruction, a signifier of larning? † ( ITE, 2011b ) The function of play in the course of study remains in pattern really much in uncertainty. It is believed that future employers have been unhappy with general educational criterions of school departers. A contributionary factor to this low appraisal ( for the topic ) has been the political displacement from a broad position ( of the centrality of aesthetic and artistic experience in instruction ) towards a more vocationally – orientated position in which the secondary course of study is seen instead as a feeder of commercial, industrial and post-industrial demands as they have been immerging in recent old ages. ( Morton, 1984, p.56 ) . The Arts Council England ( 2003, p.6 ) explains that all students ‘ minimal statutory entitlements for the survey of Drama are acknowledged within the National Curriculum for English. Harmonizing to Ashcroft & A ; Palacio ( 1995, p. 196 ) , â€Å" The national course of study steadfastly places play within the English sphere. † Neelands ( 2008, p.1 ) refers to the National Curriculum as the English Model where, â€Å" Drama was foremost introduced into the secondary course of study through the English course of study and timetable † . He divertingly cites the fact that Shakespeare was English to explicate how we arrived at this alone place, which has non been followed elsewhere in the universe except possibly Wales ( Welsh Curriculum KS 1 ( 2008 ) & A ; Welsh Curriculum KS 2-4 ( 2008 ) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a topic in its ‘ ain right is non present in the primary course of study, but as a portion of English or R.E, or supplying other countries and cross curricular subjects. Even though Drama is absent from the course of study for primary schools, it is still present through the activities and lessons which are taught utilizing play, â€Å" †¦ many primary schools already include plaies in their course of study, without recognizing that the activities the kids are involved in are really drama. † ( Humanistic disciplines on the move, 2010 ) . For High School instructors, it can be a job for them to cognize what to anticipate of students come ining KS 3, this is because of the deficiency of continuity in Drama across all the Primary Schools, hence merely an educated conjecture can be made on the students ‘ anterior play experiences. Neelands ( 2004, p.9 ) offers 6 points of common mention which can be found in Appendix Three. Harmonizing to Neelands ( 2008, p.2 ) statistics show that, aˆÂ ¦many schools in England do offer play as a separate timetabled topic in Key Stage 3 and this makes play the lone ‘subject ‘ in the English system which is ‘unregulated ‘ in footings of a nationally agreed course of study beyond the mentions to talking and listening in the Orders for English † . So merely at KS 3 do some students get the chance to take Drama as a separate topic but it is still an unofficial 1. Whilst this offers a complete freedom in how the topic is taught and presented [ see Neelands ( 2004, p.5 ) for three different attacks at secondary degree ] , it besides means there is small in the manner of a safety cyberspace for its practicians that criterions, appraisals, guidelines and official support can supply. So it would look that Drama has become a Cinderella topic that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the recognition.1.2 How we got to where we are now.â€Å" Most of what immature people know of the universe, they know through representations of it. † ( Neelands, 2008, p.9 ) , proposing that schools have a moral duty to assist determine the citizenship of their stundents. â€Å" There is small clip allotted in the day-to-day modus operandi for play in early childhood instruction scenes, due to the force per unit area that many instructors feel to cover excessively many stuffs in excessively small clip. † ( Jones and Reynolds, 1992, p.7 ) . This suggests that caput instructors and instructors are forced to concentrate their concentration and resources on the topics the ‘really affair ‘ For illustration, those topics that are recorded as National statistics, demoing how many A* – Degree centigrade pupils have obtained ; in peculiar on Maths, English and Science. Drama being mentioned in the course of study saw a assorted reaction. Some celebrated the â€Å" fact † that Drama would now hold to be taught. Others were speedy to indicate out that there was a cardinal defect here. There were few trained Drama instructors left. The world has been, that barely any Drama is go oning ( in Primary ) A despite the fact that it is deemed statutory. ( Baldwin, 2011 ) . Yet Neelands ( 2008, p.1 ) states that, â€Å" In the English instruction system, all pupils in the 5-16 age scope have an entitlement to drama within the National Curriculum Orders for English. † Baldwin ( 2011 ) the president of the International Drama/Theatre & A ; Education Association provides a background to how Drama fell from grace, how a timely reaction to the stiff course of study being built capable by topic stopped it being included at the 11th hr and so, as it was no longer a topic, support for it fell off. Practitioners were left high and dry, as Drama was no longer portion of Ofsted unless a fee was paid to measure it, which in one instance ended up being marked as a ‘Satisfactory ‘ P.E. lesson. Dearing tried to soften the course of study but so came the restraints of the National Literacy Strategy which concentrated on reading and composing for the ‘Literacy Hour ‘ at the disbursal of speech production and hearing. However Winston & A ; Tandy ( 2001, p.75-86 ) in their chapter entitled ‘Drama and literacy ‘ supply some thoughts for including Drama within the hr. Then at Secondary degree we find a menu blanche where anything goes with Drama either as a separate topic taught by a Drama specializer or as a go oning add-on within English or as another entity, which possibly suits the more marked different watercourses of ability. Neelands ( 2004, p.5-6 ) noticed that the assorted beginnings of national counsel for Drama, for illustration the specific mentions to Drama in the Programs of Study for English showed a general understanding for the purposes and aims for Drama, such as: Play as personal, societal and moral instruction Drama as English Drama as a topic in its ain right. As stated earlier he cites three really different secondary schools each exemplifying one of these points as their single attack to Drama. The demands of a nationally prescribed course of study put considerable force per unit area on instructors to â€Å" suit everything in † ; each topic has it ain outlooks and makes its ain peculiar demands. Finding the clip for Drama, nevertheless extremely you and your category may value it in its ain right, can be difficult- the more so if we are traveling to give the Drama clip to develop, intensify the kids ‘s engagement and apprehension, and make a satisfactory decision. ( Winston & A ; Tandy, 2001, p.54 ) Ashcroft & A ; Palacio ( 1997, p.6 ) infer that longer functioning instructors will happen the prescribed nature of the National Curriculum and all its alterations to be a bone of contention. On the other manus – The deficiency of nucleus counsel for Drama, the parallel development of Drama within English with its development as a distinct Arts topic, together with the diverseness of theoretical accounts of course of study and appraisal to be found in schools make it a peculiarly debatable country of English learning for trainees. ( ITE, 2011c ) Particularly as: School Drama Co-ordinators disappeared about nightlong, as did LEA Drama Advisers and consultative teachers.A Drama courses became few and far between, trusting more and more on professional administrations, which were and are run voluntarily, by progressively stretched full clip instructors and lectors. ( Baldwin, 2011 ) .Chapter TWO – Arguments FOR DRAMA BEING ADESCRETE SUBJECTâ€Å" As portion of a wide and balanced course of study, play has a important part to do † ( Winston & A ; Tandy, 2001, p.73 ) . â€Å" Drama, more than any other topic in the course of study, mirrors life as it is lived and experienced † ( Winston, 2004, p.18 ) . Please see Appendix Five for some positive consequences Winston ( 2004 ) notes as being seen in kids ‘s composing due to their engagement with Drama. â€Å" At least a national understanding provides some external, comparatively nonsubjective and seeable stuffs to discourse † ( Neelands, 2004, p.6 ) . However, the absence of a nationally agreed model for Drama gives two points of concern ; The single Drama instructor has no external model to follow, therefore the success of the Drama category is wholly at the clemency of the ability or deficiency thereof of the instructor ; How Drama is perceived at the school may good be based on the caput instructors ‘ preferences and biass. To exemplify this point I found at X High School, where the writer has experienced Drama via a teaching preparation twenty-four hours arrangement, it was noticeable that Drama is thought of as a high precedence topic. This was thanks to the Head realising that in a catchment country of high poorness Drama provided involvement and look for kids that found reading and composing hard. The school used Drama besides as a selling tool to advance itself to the wider community and its governors. It held one-year Drama productions, school assemblies were punctuated with Drama in the signifier of amusing studies or more serious pieces designed to entertain and inform, it supported fund-raising activities etc. Drama here is a timetabled topic throughout all the twelvemonth groups, and is offered as an A-level topic. As Ashcroft & A ; Palacio ( 1995, p. 196 ) advocator, â€Å" Primary school students can develop through play an extended scope of linguistic communication utilizations, including the bulk of those referred to in the national course of study. † â€Å" aˆÂ ¦drama is a societal procedure of doing meaningaˆÂ ¦the model and method of play provides a alone context for developing a sense of individuality and productivity. † ( Morton, 1984, p.37 ) . â€Å" All Our Futures † had already clearly recognised the importance of Drama, both as a originative instruction and larning medium and as the most powerful pupil incentive: A † OFSTED informations on student response to larning indicates play to be at the really top in actuating acquisition † ( NACCCE, 1999, p.77 ) . Drama in instruction can assist pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to kids who are natural dramatic participants. †Chapter THREE – ARGUMENTS AGAINST DRAMA BEING ADESCRETE SUBJECTâ€Å" aˆÂ ¦drama is a procedure that can non be divided into a series of distinct and accessible results in the sort of manner that course of study theoreticians have managed to make with many other topics in the course of study † ( Young, 1981, p.94 ) . Baldwin ( 2011 ) provinces: Trainees are likely to meet a diverse scope of agreements for play within schools. In the absence of national orders and a statutory capable model, schools are free to plan their ain local fluctuations of a play course of study based on the specific value given to drama in a peculiar school. Cynics were heard to mumble, that with an appraisal driven course of study emerging, procedure based play would be excessively debatable for SCAA ( as it was so ) to cover with.A Appraisal in Drama has ever been slippery as so much goes on cognitively and emotionally during the Drama procedure that is non easy or even possible to assess.A It is noted that this statement appears amongst many professionals, but no suggestions as to what standards could be used is suggested. Is this because they believe there is to be none. Baldwin, ( 2011 ) continues. â€Å" Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easy discernible, extrinsic results † proposing that Drama specializers were non certain they wanted such a meaningful and aesthetic art signifier measured and graded in this way.. Neelaands appears to belie his issues by saying The local course of study can be based on a extremely idiosyncratic and ideologically motivated choice. What is taught may be left to the caprice of an single instructor and may reflect personal biass and involvements instead that the comprehensiveness of deepness of survey which is a student ‘s entitlement ( Neelands, 2004, p.6 ) . Yet harmonizing to Neelands on the Initial Teacher Education web site ( ITE, 2011d ) , The non-statutory Framework play aims might usefully organize the footing of the programme of survey for play at KS3. However, these specific aims are improbable to be considered sufficient as nucleus aims for play as a discrete topic because they do non cover physical, ocular, design and proficient facets of play. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined construction and specific aims, the importance of Drama could be overlooked. This point of position is rejected by Way ( 1967, p.12 ) who points out, â€Å" If we make drama another topic, so we make another ‘progressive heterosexual line ‘ – in fact many consecutive lines, one for babies, one for juniors, and so on through the different age groups. † Again, because of its ‘uniqueness ‘ there is a concern over how Drama can be ‘measured ‘ i.e. marked. Way ( 1967, p.3 ) wrote, â€Å" Education is concerned with persons ; play is concerned within the individualism of persons, with the singularity of each human kernel. Indeed this is one of the grounds for its intangibleness and its immeasurability. † As Drama is non in the National Curriculum as its ain topic, it might be seen as unimportant. With the force per unit areas on schools to be ranked via conference tabular arraies on the nucleus topics of English, Maths and Science, it is possibly non surprising that schools focus on these topics to the hurt of all else. However, the topic still has its ain written scrutinies and an external tester is called in to tag public presentations. It is hence ill-defined as to the grounds behind why the topic is deemed by some to be hard to measure.Decisionâ€Å" Ultimately, play is a valuable tool, but foremost the tool itself must be fashioned. † ( Way, 1967, p.7 ) . There appears to be a divide in international pattern over whether Drama should be used across the course of study or as a topic within its ain right and/or as portion of the humanistic disciplines docket. There were those who thought that if appraisal was traveling to be the name of the game, so play could and should be made to suit, in order to guarantee its topographic point in the new curriculum.A And there were those who breathed a suspiration of alleviation that play did non suit and had been left outside the new course of study, where at least it would let a greater freedom of pattern and content, within the broader course of study ( Baldwin, 2011 ) . Therefore, unless the person schools value Drama, and promote Drama instructor preparation, the concern is that the degree of learning Drama will non be sufficient to add any value to learning within the school as a whole. Harmonizing to Ashcroft and Palacio ( 1995, p.203 ) there are two types of Drama within the National Curriculum spectrum, one being public presentation based activities, such as assemblies and school dramas, and the other being educational Drama, which involves kids in the active creative activity and geographic expedition of state of affairss based on fact or fiction. â€Å" †¦ it is regarded by many instructors as a larning method instead than a capable country because it can be employed to present many facets of the course of study really efficaciously. † ( Ashcroft and Palacio, 1995, p.204 ) . Art is utile, non because it is true but because it is genuinely enlightening. It is because play – as – art maps in this manner that a dramatic work can non be explained, paraphrased or deconstructed into essays. Like any other art signifier, play is alone and non – convertibleaˆÂ ¦ it resists crassly useful attempts to corral it into the service of geographics, history or direction preparation every bit much as it refuses to be the biddable retainer of personal, societal, or political instruction. In a secular age, the utility of play lies in its ability to joint significance in peculiar direct and accessible ways so that we, in bend, can do better sense of the universe in which we live. For these grounds, play is an indispensible portion of the humanistic disciplines course of study. ( Hornbrook, 1991, p.40-41 ) . Whilst we can non anticipate the committedness of the National Theatre at every Primary School ( Turner et al. , 2004 ) they offer a theoretical account of best pattern that can be used within the topic of Drama to truly convey out the assurance and mind of immature kids and this should be the ultimate end whether Drama is housed within English or is a topic in its ain right. Does this so mean that play is yet another topic that has to be fitted into an already overcrowded course of study? No. Drama is non another topic ; theater might be, with its land work in history and its survey of dramatists and their plants but non drama. Drama is every bit intangible as personality itself, and is concerned with developing people. Indeed, it is every bit necessary to fling educational conventions as to ignore theatre conventions ( Way, 1967, p.7 ) . The statements will ramp on but merely the will of the authorities can do a difference to the place Drama as a topic or non-subject is in. The decision drawn from all the grounds in this study is that Drama should be included as a topic in its ain right in the National Curriculum, but non as the course of study presently stands. There appears to be deficient construction and no unequivocal manner that the success of students taking Drama can be measured. To seek and ‘fit ‘ it into the current course of study could curtail its utility as a holistic well being tool for the personal growing of students. How could this be measured in academic footings? There could be students who come alive as histrions and give fantastic public presentations, but can non interpret this successfully into a written piece of work. How does one step personal growing? How can we tag a pupil who has grown in assurance, can show themselves better than before the debut of the Drama lesson, and inter acts good with other pupils in the category? Whereas before the usage of Drama they may hold been counter, covering with personal issues which had no voice except in eruptions of violent behavior. One can put trials to mensurate the cognition of the literacy greats, the hunt for significance in the plants of the dramatists but should this prevarication here or within the kingdom of English Literature, such that it can non be used as a grade of success or failure for Drama pupils. The decision gathered is that this testing should be left within the English topic, therefore leting pupils of Drama more freedom to show themselves through this fantastic medium. It has been shown that Drama is a utile tool in the apprehension of other topics, but it should foremost be enjoyed and understood in its ain right. The greatest job for Drama being included in its ain right in the National Curriculum appears to be the manner the success of topics are presently judged. There does non look to be current processs that can reasonably mensurate the true success and positive impact Drama can hold on a pupil ‘s life. For illustration with a Mathematics test there is a definite right reply with Markss available for demoing your workings out, but what is the ‘right ‘ reply in Drama? The division between the instruction professionals as to the inclusion or non of Drama in the National Curriculum can be understood after researching and look intoing this inquiry. The concerns are that the importance of Drama within the schools is presently dependant on the will of the caput instructor and the ability, passion and committedness of the Drama staff. Drama instructors ‘ sing schools who category Drama as a ‘fill-in ‘ topic and non that of import will hold experienced first manus the statement that Drama should be included. It could be really corrupting to the Drama instructor who feels that their work, nevertheless committed they are, possibly seen as unimportant. However those Drama instructors sing and basking a school that appreciates Drama and uses it throughout school life for illustration in assemblies, community assemblages and the one-year school public presentation may bask the freedom of the topic non being included in the National Curriculum, as they do non experience threatened about the cogency of their instruction accomplishments. There appears to be no straightforward decision over Drama ‘s inclusion in the National Curriculum, nevertheless it must be pointed out that other parts of the British Isles make Drama a topic in its ain right and supply first-class support for it. Possibly there are lessons to be learned from the manner they have gone about this by an exchange of thoughts on best pattern. For illustration what standards are they utilizing to mensurate Drama ‘s success as a topic ; are more or less pupils taking Drama as a topic at Secondary degree ; has its position had a positive or negative consequence on the instructors? Without cognizing the replies to these inquiries and many more besides we can non keep these states up as reflecting illustrations. There needs to be a manner of seeking to take the best from the statements for and against Drama ‘s inclusion in the National Curriculum. For illustration this research has shown that most of the Drama professionals feel that both the topic and they benefit from its inclusion to set them on a flat playing field with other topics. They believe that they may be taken more earnestly and have more support from developing being given. The concern of its inclusion appears to be that it could smother the really creativeness and freedom of look some professionals believe Drama should be. They all appear to hold that Drama can non be measured in academic footings as easy as other topics as no ‘marks ‘ are awarded for pupils personal development. Therefore after research and probe into this inquiry, the concluding decision is that Drama should be included in the National Curriculum as a distinct topic but merely after the creative activity of relevant success standards is added. Once there is an acceptable measuring expression in topographic point Drama would so profit from inclusion. As it stands at present at that place does non look to be sufficient stairss in topographic point to recognize Drama pupils ‘ success.

Psuedo Dionysius essays

Psuedo Dionysius essays As the scripture says, anyone who trust in him will never be put to shame. For there is no difference between Jew and Gentile-the same Lord is Lord of all richly blesses all who call on him, for, everyone who calls on the name of the Lord will be saved. This is the prophet St. Paul speaking and Psuedo Dionysius preached and wrote about the word of St. Paul. Dionysius listened and learned from Pauls preaching and applied his knowledge to his everyday writings. This paper is about Dionysius and his writings. Dionysius was a peripatetic who stressed the importance of language. The language that he stressed was proven through the writings that he did. Dionysius influenced the Christian life across the world. The background of Dionysius was quite limited. He was apparently born into a wealthy pagan family in Athens. He was probably Greek. As a young man he went to a place called Heliopolis and witnessed a most unusual event in the skies above, which he describes in detail, in letter 7. He says that this event occurred on the day of the Crucifixion of Christ. He had a famous teacher named "Hierotheus", whose description sounds a lot like Philo of Alexandria. Dionysius lived probably in the late-fifth century, which puts him roughly around the same time as Boethius. He was probably a Syrian monk who, known only by his pseudonym, wrote a series of Greek articles and letters for the purpose of uniting Neoplatonic philosophy with Christian theology and mystical experience. These writings established a definite Neoplatonic trend in a large segment of medieval Christian doctrine and spirituality-especially in the Western Latin Church-that has determined sides of its religious and devotional character to the present time. Historical research has been unable to identify the author, who, having assumed the name of the New Testament convert of St. Paul (Acts 17:34), could have been one of several Christian writers famili...

Null Hypothesis and Alternative Hypothesis

Null Hypothesis and Alternative Hypothesis Hypothesis testing involves the careful construction of two statements: the null hypothesis and the alternative hypothesis. These hypotheses can look very similar but are actually different. How do we know which hypothesis is the null and which one is the alternative? We will see that there are a few ways to tell the difference. The Null Hypothesis The null hypothesis reflects that there will be no observed effect in our experiment. In a mathematical formulation of the null hypothesis, there will typically be an equal sign. This hypothesis is denoted by H0. The null hypothesis is what we attempt to find evidence against in our hypothesis test. We hope to obtain a small enough p-value that it is lower than our level of significance alpha and we are justified in rejecting the null hypothesis. If our p-value is greater than alpha, then we fail to reject the null hypothesis. If the null hypothesis is not rejected, then we must be careful to say what this means. The thinking on this is similar to a legal verdict. Just because a person has been declared not guilty, it does not mean that he is innocent. In the same way, just because we failed to reject a null hypothesis it does not mean that the statement is true. For example, we may want to investigate the claim that despite what convention has told us, the mean adult body temperature is not the accepted value of 98.6 degrees Fahrenheit. The null hypothesis for an experiment to investigate this is â€Å"The mean adult body temperature for healthy individuals is 98.6 degrees Fahrenheit.† If we fail to reject the null hypothesis, then our working hypothesis remains that the average adult who is healthy has a temperature of 98.6 degrees. We do not prove that this is true. If we are studying a new treatment, the null hypothesis is that our treatment will not change our subjects in any meaningful way. In other words, the treatment will not produce any effect in our subjects. The Alternative Hypothesis The alternative or experimental hypothesis reflects that there will be an observed effect for our experiment. In a mathematical formulation of the alternative hypothesis, there will typically be an inequality, or not equal to symbol. This hypothesis is denoted by either Ha or by H1. The alternative hypothesis is what we are attempting to demonstrate in an indirect way by the use of our hypothesis test. If the null hypothesis is rejected, then we accept the alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the alternative hypothesis. Going back to the above example of mean human body temperature, the alternative hypothesis is â€Å"The average adult human body temperature is not 98.6 degrees Fahrenheit.† If we are studying a new treatment, then the alternative hypothesis is that our treatment does, in fact, change our subjects in a meaningful and measurable way. Negation The following set of negations may help when you are forming your null and alternative hypotheses. Most technical papers rely on just the first formulation, even though you may see some of the others in a statistics textbook. Null hypothesis: â€Å"x is equal to y.† Alternative hypothesis â€Å"x is not equal to y.†Null hypothesis: â€Å"x is at least y.† Alternative hypothesis â€Å"x is less than y.†Null hypothesis: â€Å"x is at most y.† Alternative hypothesis â€Å"x is greater than y.†

Foreign Policy of North Korea Essay Example | Topics and Well Written Essays - 4250 words

Foreign Policy of North Korea - Essay Example The intention of this paper is North Korea, or the Democratic People’s Republic of Korea (DPRK), as a country under the authoritarian rule of the military and the KWP, or the political party of Kim Jong-Il. Since the government and the military regulate every domestic institution in North Korea including the media and the schools, there is no known freedom of speech in the country. Moreover, according to the Amnesty International, North Koreans who are imprisoned or detained usually suffer from torture and other forms of cruelty and degrading treatment without due process of law. The prisoners are either beaten, forced to exercise, made to sit without moving for several hours, and publicly humiliated. Usually, because of these forms of cruelty as well as forced hard labor, lack of hygiene and inadequate food, prisoners usually fall ill and die some time during custody. As a response to the lack of respect for human rights in North Korea, the Citizens’ Alliance for North Korean Human Rights, or NKHR, was established on May 4, 1996 in Seoul. The purpose is to defend the human rights and defend the lives of North Koreans. The founder and current chairperson, Reverend Benjamin H. Yoon, emphasizes that the goal of the NKHR is for the creation of a peaceful reunification of the North and the South and the formation of a democratic national community that is expected to result from such reunification. The NKHR also seeks to assist North Koreans who have just settled in South Korea in the education of their youth and the protection of their rights. Moreover, the organization seeks to collect and publicize facts and information regarding the status of human rights in North Korea, especially those in political prison camps (â€Å"Citizens’ Alliance,† 2011). Nevertheless, the NKHR, since it is based in Seoul, cannot do much to help North Koreans in North Korea. Nevertheless, the institution of the NKHR is a crucial step and a beacon of hope for North Koreans whose rights are still being violated in their own country. II. Relations with Asian Countries ` North Korea’s relations with South Korea have been â€Å"difficult and acrimonious† since the Korean War and have been a sort of â€Å"mixed† policy since North Korea seeks to develop strong economic ties with South Korea but the former does not stop denouncing the latter’s relations with the United States (â€Å"Democratic People’s,† U.S. Dept. of State, 2011). After the Korean War, both countries actually affirmed their desires for the reunification of the Korean Peninsula but until 1971, there have been no possible way for the two Korean governments to officially communicate with each other (â€Å"Democratic People’s,† U.S. Dept. of State, 2011). The differing ideologies of the two Koreas, where the north assumes a rather communist and conservative role but the south a rather a democratic one, have been responsible for the delay of goals aimed at reunification. Moreover, the intervention of the United States and other member countries to the Six-Party talks and North Korea’s continual violation of international laws against nuclear missiles have also helped put aside and indefinitely postpone reunification. However, South Korea remains as one of the DPRK’s leading partner in trade (â€Å"Korea, North,† CIA.gov, 2011). Aside from South Korea, among the countries with which North Korea has had firmly established ties with was China. China is North Korea’s largest source of food, fuel and arms, and is its biggest trading partner. As to food, China is the leading producer and importer of 45% of North Korea’s food and 80% of the latter’s consumer goods. When it comes to energy resources, China provides North Korea with around 90% of the latter’s fuel. With North Korea’s current volume of imports from China, the economic dependence of the form er on