Logic exercise hypothesis testing Assignment Example | Topics and Well Written Essays - 250 words

Logic exercise hypothesis testing - Assignment Example Doug disregards Al’s statements as not true and argues that at least one of Charles’ statements is true, further he claims that he does not like to eat game. It is clear that, statements 2 and 3 made by Al are true; Bill’s third statement is the only true statement, and statements 1, 2 made by Charles are also true. Doug also makes two true statements, 2 and 3. Therefore, it can be said that, Bill is the poacher, based on the fact that a guilty party makes only one true statement (Poletiek, 2001), is the guilty one. The Butcher’s first statement that he was not there is entirely false, so is his second and third statements, as well. Given that the Butcher’s first statement is false and the Baker first statement claims to agree with it, it means that, his statement is not also true. The Candle stick maker makes at least two true statements, 1 and 2. The Cobbler’s third statement is not true since it contradicts his first statement. He says that he agree with the bakers third statement, which is in agreement with the Butcher’s second statement, which claims that the Cobbler did it. All of the Blacksmith’s statements are true; therefore, he is the only suspect that makes no false

QUALITIES AND ROLES OF A PRIMARY TEACHER Essay Example | Topics and Well Written Essays - 500 words

QUALITIES AND ROLES OF A PRIMARY TEACHER - Essay Example ents with a sense of imagination, while ensuring that there is enough discipline maintained in the classroom for the pupils to channel their enthusiasm and ideas productively. The teacher monitors the progress of the pupils, while preparing them for their SATs (Standard Assessment Tasks). Thus, his/her role involves nurturing the students as well challenging them to build upon their learnt skills and acquire newer ones at the same time. This is no mean task and, for the teacher to ensure that s/he is able to fulfil it, the teacher must not only be able to build a repertoire with the pupils, but also with the parents of the pupils. The teacher must, therefore, be patient and understanding with regards to the pupils as well as sympathetic when it comes to the parents of the pupils and their expectations. The teacher should also be organised and disciplined, ensuring that the curriculum objectives are met in his/her lessons. S/he should be flexible enough to allow his/her pupils to develop optimally with regard to their ages, abilities and individual aptitudes. Thus, s/he should be someone who can easily identify the strong as well as the weak points of the pupils, and work so that the strengths of the pupils are enhanced, and the weaknesses strengthened. I find that I am a good candidate for the task; I have been trained as a nursery nurse, having had the experience of working with children of various ages. I have acquired enough skills to be able to deal effectively with children as well as their parents. I have also shadowed primary teachers many times, both previously in my home town and recently as well. Moreover, I have also worked for two weeks in a primary school. All these experiences have taught me a lot, and I feel up to the task of becoming a primary school teacher

Ethical neutrality Essay Example for Free

Ethical neutrality Essay In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.

The Adventure of the German Student

The Adventure of the German Student There are multiple ways to analyze a literary work, through the basis of the critical approaches. The reader can select any of them in order to analyze his or her piece of work. Particularly in order to analyze this story I am going to use the Psychological approach. Washington Irving ´s story, The Adventure Of The German Student, was the one that attracted me the most, because of its enrichment content about the functioning of human ´s brain, and also, about the strong influence that an unpleasant environment has in people ´s interpersonal relationships, and how this situation can produce a serious damage in anyone ´s mental health. The Adventure Of The German Student shows us how society and social movements can interfere in peoples normal behavior and personality. As we are by nature a social being, we cannot avoid interactions with others, as well as we cannot avoid being influenced by social events. Irving ´s story tries to focus our attention on a strong socio-political and even religious event which occurred in France between the years (1789-1799) that it is well known as The French Revolution, besides he does not leave behind the reaction of the story ´s principal character Gottfried Wolfgang who was surprised and ready to discover a little more about this new city and that revolution that was on its height. Throughout the story ´s development it becomes evident Wolfgang ´s unreasonable behavior which was accompanied by a degraded state of mind that was increasing at the time the story was developing, finding himself in an awful situation at the end of the story which leads him to spend his life in a madhouse. This story begins giving us a brief orientation about which is going to be the plot in where the story will be developed. This first paragraph gives us important information that will lead us to better understand the story and to be more familiarized with the events that will be involved on it. At the end of this first paragraph the narrator stops the narration, and there is an intervention of the story ´s writer who considers important to reveal the type of life that the principal character of the story Gottfried Wolfgang had before going to Paris, by saying: -but I should first tell you something about this young German. Gottfried Wolfgang is presented as a young German man of good family also as a visionary and enthusiastic character; these qualities are common in young people, especially in those who are studying and throughout the acquisition of knowledge they also acquire new ways to perceive the world. Studies are productive, but is there any possibility to become nuts after studying so hard? The answer might be relative, but it is important to say that the capacity of human ´s brain is endless, and that there is a discipline named Psychology which its principal role is to analyze human behavior, as well as, motivation, personality and interpersonal relationships. We have to consider that Germany ´s education system was and still is considered admirable for its strict and organized strategies toward teaching, and because of this, students should have an intense dedication, if they really want to succeed. But sometimes that intense dedication to something can produce mental break downs. Now days, the term mental breakdowns is not commonly used by experts in this area, in fact, they see this term as a popular term invent by society, but no matter what the real name is, mental breakdowns are considered mental illnesses, that can lead people to a complete mental disorder, if it is not treated properly. We know that under enough pressure, continued over a long period of time, anyone can be overwhelmed, and bend. All of us have a breaking point (Dr. William C. Menninger, 1959 U.S.A) As it is shown in the second paragraph of the story: His secluded life, his intense application, and the singular nature of his studies, had an effect on both mind and body. A secluded life is not good for anybody; people should have time for everything, especially to enjoy being with others and to share. Eventually, a person who since a young age, like Wolfgang, is situated away from people; this will cause di fferent psychological damages, and if we are not okay mentally is reasonable that our body cannot work in a good way. People who are isolated perceive and make their own deductions of the world around them. In the same second paragraph, Wolfgang is compared with Emanuel Swedenborg, like Swedenborg, he had an ideal world of his own around him. Swedenborg was a Swedish inventor and scientist who lived between the years (1688-1772). Swedenborg entered into a spiritual phase in which he experienced dreams and visions. This culminated in a spiritual awakening, where he claimed he was appointed by the Lord to write a heavenly doctrine to reform Christianity. He claimed that the Lord had opened his eyes, so that from then on he could freely visit heaven and hell, and talk with angels, demons, and other spirits. Taking into account the comparison made between Wolfgang and Swedenborg, I can assume that maybe Wolfgang was inspired by Swedenborg ´s literature, and that, if we investigate about this literature we can see that, most of the things that Swedenborg wrote had a strong influence in Wolfgang ´s behavior, at the point that we can find similarities between them. Wolfgang thought that there was an evil influence hanging over him; an evil genius or spirit seeking to ensnare him and ensure his perdition. I am completely sure that, when a person reads something, any literary text, in some way this person is influenced by the text, and psychologically if this person finds something that can be productive or just something that he or she likes, it will be introduced and used by his mind, consciously or not. The truth is that our characters mind started to get weaker rapidly, at the point that Wolfgang ´s friends started to worry about him His friends discovered the mental malady preying upon him, and determined that the best cure was a change of scene. It was evident that Wolfgang ´s friends started noticing his disordered condition, maybe because he was acting differently at the point that his friends could not feel comfortable with him anymore. he was sent, therefore, to finish his studies amidst the splendors and gayeties of Paris. Thinking that the principal problem was the environment in where he was, he was sent to Paris in order to finish his studies, just imagine, to send a young boy to explore a new city by himself without any friends or family. Maybe for him it was a kind of adventure and from what he had heard about that city, it was going to be a fascinating trip for him. Wolfgang arrived at Paris at the breaking out of the revolution The French Revolution (1789-1799) was a period of political and social upheaval in the history of France, during which the French governmental structure, previously an absolute monarchy with feudal privileges for the aristocracy and Catholic clergy, underwent radical change to forms based on Enlightenment principles of nationalism, citizenship, and inalienable rights. > The French Revolution was a time of complete chaos in Paris. Popular, as well as, military confrontations and decapitations where the principal events of the day. Wolfgang ´s expectations about that new and fascinating city were different from reality. Despite, his enthusiasm was strong enough to become amazed with those radical socio-political changes. But then, his perception of those events, started to change, now he was another citizen who disliked those political movements and was against assassinations. He felt in some way trapped and the only way he had to escape of those horrible scenes was through reading. He is described as a literary ghoul. A ghoul by means represents something disgusting that shows morbid interests in things. This description tells us that his mental faculties were in manner unhealthy, as well as his behavior. He was trying to find a safe place between all the horrible things occurring on the street. He shut himself up physical and mentally. Although, he is described as a boy of ardent temperament, was imagination his reigning ability. Imagination works with the unconscious mind, and leaves aside consciousness and reality, in order to help the person to protect himself of an unwanted situation. In the Psychoanalytic world, was Sigmund Freud the one who first explained and developed this theory. Freud postulated that there were a number of defense mechanisms-including repression, reaction-formation, regression, displacement, and rationalization-that protect the conscious mind from those aspects of reality it may find difficult to accept. > In Wolfgang ´s case, was throughout imagination, where he found a way to repress all the events that were happening around him, in order to be in some way calm and focused in something else. he was a passionate admirer of female beauty, is common that a boy of his age starts admiring female beauty, but results difficult to understand, how he might think about something beautiful in middle of such horrifying events?, maybe he needed a couple or just somebody to talk with. I do not know for sure, but it was evident that Wolfgang started to lose his mind little by little. a dream produced an extraordinary effect upon him. It was of a female face of transcendent beauty. So strong was the impression made, that he dreamt of it again and again. We do not know exactly what Wolfgang ´s age really was, but considering the description made by the narrator at the beginning of the story, he was a young man. Is completely natural for young man to be delighted by a girl, maybe for him it was about time to experience to be with a girl, but just because of the kind of life he had and all the things that were happening around him, he could not experienced that at the moment. Dreams are an insight into our emotional preoccupations > .This is just one of lots of definitions about what dreams really are. Experts in the psychiatric area and others still cannot find an exact definition for dreams, and this is because the complexity of understanding human ´s brain has not been reached yet, despite all the scientific advances. The way in which Wolfgang ´s dreamed with this female face again and again, shows his desperation for having a couple and maybe for calming down his sexual appetite, in a manner he was obsessed by her or maybe he was sexually obsessed. Obsessives disorders involves obsessions-unwanted thoughts or images that are unsettling or interfere with an individuals life, followed by compulsions-actions that temporarily relieve the anxiety caused by the obsessions >. The unwanted thoughts and images that Wolfgang was having, shows through different psychological studies, that he had an obsessive disorder. Maybe that disorder started some time ago, before travelled to Paris and maybe it could occurred in his childhood, we are not sure, but what it is sure is that this disorder increased since he started to live and experience all the atrocities that took place during the French Revolution. Our sexual function is an important component and indicator of overall health and well-being; sexual problems or dysfunction may result from, or even cause, physical or mental illness or deterioration in important social relationships. >. According to Dr.: Sadie Sheafe sexual problems can cause mental illnesses, maybe this is what was happening with our character, just imaging, being surrounded with all those horrible scenes of death, with nobody to talk with, and if that was not enough being in some way trapped physically and mentally. It was evident that he was starting to lose his mental qualities. At the time you experience a dream, is your unconscious mind the one which works the most, for this reason Wolfgang could not do anything about those dreams that he was having, in fact they were consuming his life and taking possession of him, by the time that he was passionately enamored of this shadow of a dream, can you imagine yourself being in love of a dream?. Results difficult to think about that, but that was Wolfgang ´s situation, and when the narrator says it became one of those fixed ideas which haunt the minds of melancholy men, and are at times mistaken for madness. Here, the narrator describes Wolfga ng ´s personality as a melancholy man, which means that he was sad, and maybe sank into a prolonged depression that was destroying his mental health. One night when Wolfgang was passing through Place de Graà ¨ve which was the square in where executions were performed, he shrank back with horror at finding himself close by the guillotine A guillotine was a machine used to cut people ´s head off, and was used by the times of the French revolution, that was the political movement our character was experiencing. For a person that does not know what a guillotine is, and it is not informed about what was happening in that city, is not going to shrank back with horror, that is for sure, but as Wolfgang did know what was happening there and the purpose of that scary instrument, he felt in that way, and his first reaction was to feel scared and step aside. Obviously his nerves impulses were extremely sensitive. Wolfgangs heart sickened within him, and he was turning shuddering from the horrible engine he was shaking horrified by this monstrous instrument, here is evident the level of nervousness that he had and how tormented he was by all the horrible things that were happening there, the involuntary action of shaking is common in nervous people. At the same square he found a woman seating on the scaffold, He approached, and addressed her in the accents of sympathy even though he was passing through a bad situation, he never lost his well mannered behavior, remember that he was a man of good family, so he knew how to be a gentleman and how to speak with a lady. His surprise was that this woman was the same that have been haunting his dreams; he was amazed and a little bit confused. the very face which had haunted him in his dreams. Trembling with violent and conflicting emotions here is shown again that Wolfgang was a nervous and insecure person. the student, for the first time, blushed at the scantiness and indifference of his dwelling. When a person blushes, shows that he is feeling embarrassed about something, in this case Wolfgang felt ashamed of his shelter, because he was worried about what his female companion might think or say about it. He was fascinating by her beauty, but still he thought of abandoning his chamber to her, and seeking shelter for himself elsewhere, although, his attraction to her was infinite, he knew what was the right thing to do in that case, he was an educated young man and he felt right to give her his dwelling, and find a new place to live. But her beautifulness and the attraction that he felt about her was strong enough to prevent such thing. She is described as an enthusiast like Wolfgang She was evidently an enthusiast like himself, so maybe we can speculate that she had approximately Wolfgang ´s age. No matter the age, any person can be an enthusiast, but this quality is more observable in young people. our hearts are united; in the eye of reason and honor we are as one. Wolfgang did not believe in the liberal theories of the day, but rather, he had his own theory and even his own way to see marriage. We have to considerate that during the French Revolution, was established a new constitution, where the assembly whished that Catholicism should cease to be the religion of the State and that liberty of worship should be established. The Catholic Church was confiscated by the state. It was a complete religious chaos, mean while people were fighting for their religious rights. So, imaging what could a young couple do amid all that confusion. For Wolfgang, the thing that he was doing was reasonable and honorable, maybe in some way he was criticizing the unreasoned strategies that the state was taking against religious institutions. At the end of the story the mind of our principal character returns to reality, when he finds out that his beautiful bride was dead, and that she was already dead from the first beginning. Horrified and frantic, he alarmed the house. A scene of confusion ensued. The student fell into an uncontrolled behavior, which started to get violent The student burst into a frenzy. The fiend! the fiend has gained possession of me! and again he remarks the presence of an evil spirit that was possessing him, that might be the devil. The story never shows us the physical presence of the devil or some other evil figure. All those thoughts were just in Wolfgang ´s mind. Maybe for protecting his consciousness he was imaging the presence of an evil spirit, but at the end he could not do that anymore and is when his degraded mental state is completely reveal. Many people are used to shut themselves away mentally when they are passing through an unwanted situation, but at the end, when they experience a more difficult situation is when the brain cannot protect them anymore, and is when the person collapses. Is important to maintain our brain in good shape, social as well as personal problems are never going to cease, so an intelligent way out is in the use of healthy techniques to improve our mental faculties.   

Coca Cola Essay -- essays research papers

Coca Cola was created by Pharmacist Dr. John Styth Pemberton. He developed the formula for the famous soft drink in his backyard on May 8, 1886. Dr. Pemberton’s bookkeeper, Frank Robinson, came up with the idea for the unique cursive logo that has been the trade mark ever since. On May 29, 1886 the very first ad appeared in the Atlanta Journal: Coca-Cola. Delicious! Refreshing! Exhilarating! Invigorating! The New and Popular Soda Fountain Drink, containing the properties of the wonderful Coca plant and the famous Cola nuts. For sale by Willis Venable and Nunnally & Rawson. Dr. Pemberton died shortly after this ad and sales plummeted. Robinson didn’t want the business to fail and decided advertising was at fault- â€Å"people did not know what they were missing.†   Ã‚  Ã‚  Ã‚  Ã‚  After the Coca Cola trademark had been patented, Asa G. Candler, an Atlanta businessman, purchased the rights to the product and formed the corporation, â€Å"The Coca-Cola Company.† He began the push on Coca-Cola advertising by giving thousands of tickets away for free glasses of Coca- Cola, and advertising on outdoor posters, calendars, soda fountain urns, and wall murals and making Coke available everywhere. The invention of bottling in 1894 increased availability of the soft drink.   Ã‚  Ã‚  Ã‚  Ã‚  The company hired William D’Arcy in 1906 to head up advertising and he believed that advertising should show that Coca-Cola is a part of happy times in everyday life. This type of advertising was used for decades. One of the first newspaper ads showed a picture of Ty Cobb, a baseball star up at bat and said: Something’s bound to happen—nerves a tingle—head whizzing. Crack!! Good boy Ty!! Safe!! And then you shout yourself hoarse. When it’s all over you’re hot, thirsty and limp. A cold, snappy drink of Coca-Cola will put you back in the game- relieve the thirst and cool you off. D’Arcy found this baseball ad to be a success because everyone loves baseball. He felt as though it affected the reader’s senses which made him or her feel thirsty for a Coca-Cola. Other ads that appealed to the consumer’s sense of pleasure in associations with Coke included an ideal American girl drinking Coke, business men drinking Coke aboard an American Pullman train car and young people enjoying Coke out on a boat ride. In 1929 Coca-Cola’s most famous slogan, â€Å"The Pause That Refreshes... ...ecial featuring Edgar Berger and Charlie McCarthy. Shortly after this came the sponsorship of Walt Disney’s TV premiere on Christmas Day of the same year. After fifty years D’Arcy closed its account with Coca-Cola and responsibilities for advertising was transferred to McCann-Erickson. They used everything that TV offered such as animation, stop motion and live action ads and coined the nationally known slogan â€Å"Things Go Better With Coke.† The first color ad was called the â€Å"Refrigerator-Man† and other famous TV ads were the â€Å"Hilltop† commercial, â€Å"Mean Joe Green†, and the â€Å"Northern Lights† which used the famous polar bear. In 2000 Coca-Cola launched an ambitious new international campaign using the slogan â€Å"Coca-Cola. Enjoy.†   Ã‚  Ã‚  Ã‚  Ã‚  After ninety nine years Coke had become such a part of American life, that when the company tried to introduce â€Å"new Coke† the public protested so strongly that the company had to bring back the original renamed â€Å"Coca-Cola classic.† Coca-Cola and its â€Å"Red, White and You† theme and its pleasant associations with people’s everyday happy family life made it a classic symbol of America. â€Å"Unmistakably Coca-Cola. Unmistakably American.†

Jazz Concert Review Essay -- Music Jazz Musical Review Essays

Jazz Concert Review I enjoy and listen to variety of music from classical music to rap music. I have attended many concerts, mostly symphony bands concerts. However, interestingly, through whole my life, I have never experienced jazz music and I have never been to jazz concert. Therefore, it was hard for me to decide which jazz concerts would give me most pleasure and exciting experience. I researched for jazz concerts listing and I have decided to go to the Ron Eschete Trio Concerts because it was held closed to my house and was free. Compared to all the other concerts that I have gone to, the Ron Eschete Trio concert was a definite change in atmosphere. On February 23, 20001 I attended a concert held at Ahmnson Building in Los Angeles County Museum of Art, featuring Ron Eschete on seven string guitar, Todd Johnson on six string bass, and Paul Humphrey on drums. It was three hours long, from 5:30 to 8:30. I arrived there little late because it said to be held on times mirror central court but it was actually playing at lower level of Ahmnson Building. As soon as I walked in, I realized that it has totally different atmosphere from what my expectations were for the music concerts. Unlike all the other concerts I attended, this concert intended for small audience, probably around a hundred people. Also, this jazz concert seemed very relaxed and comfortable. Most of people were dressed very casual, wearing jeans and shirts. But the musicians were dressed in suit, which seemed quite awkward to me. There was a good diverse group of people, from young children to senior citizens. There was also a pretty even mix of different cultures, too. While the musician?s were playing, I was surprised how the audience was. Most of the audience was talking loud, drinking alcohol and eating snacks. Some audience was even clapping hands and humming along with the song. This was quite an opposite environment compared to the concerts I went to. Sometimes the audience was so loud that I could barely hear the songs. It was interesting that even though the crowd was so loud, the musicians seemed very comfortable with it. They played the song as if the audience?s voice was also part of their song. When audience was loud, they would play loud and when audience became quite, they played very soft and tender. It might be to get audience?s attention. But, it seemed the m... ...nt from lower pitch sound to high pitch, showing various pitches they can make. They differed in style when they went solo. Ron Eschete mixed high and low pitch sound very irregularly and each tone seemed very distant like Monk?s style. Todd Johnson rhythm and tone was more smooth and close to each other, giving impression of cool jazz style. The other element is a swing feeling. This can be described as a feeling that makes you want to dance, clap your hands, of tap your feet. During the concert, as I looked around in the audience, I could see people bobbing their heads, and tapping their feet. Due to the fast tempo, the Ron Eschete Trio?s music just made people want to dance even though it sounded smooth and mellow. Going to jazz concert gave me an opportunity to experience new atmosphere of the concert. I enjoyed the informal and casual style of concert?s atmosphere. However, I disliked how people were too loud while the musicians were performing. The Ron Eschete Trio?s music style was not quite what I have expected. Although it was totally different from the jazz I was used to listen in class, I really like it. It was very modern, but also had the elements of early Jazz.

Antigone Conflicts Essay -- essays research papers

Conflicts in Antigone   Ã‚  Ã‚  Ã‚  Ã‚  There were three basic conflicts that caused Antigone and Creon to clash as violently as they did. First, was the conflict of the individual versus the state, in which Antigone represented the individual and Creon the king, the state. The second conflict can be described as following ones conscience and ideals versus following the law strictly. In this conflict Antigone makes decisions based on her conscience and ideals while Creon is the strict law abiding king. Finally, the main and most important discord, which is similar to the second conflict, is the debate of moral and divine law versus human law. In this most important contention Creon strictly observes human laws and Antigone follows the divine or moral laws. Creon’s beliefs and his unwillingness to change ultimately cause the downfall of Creon and everyone that he cares about.   Ã‚  Ã‚  Ã‚  Ã‚  Through the three roughly related conflicts we are given a picture of why and for what causes Creon and Antigone combat. Creon represents the laws of the world, while Antigone represents the laws of the soul. This creates obvious conflicts in the course of life. There are certain human laws that are for one reason or another unfair under certain circumstances. One such circumstance presented itself after Polyneices Eteocles, brothers to Antigone, are killed in the Thebes’ civil war. In the eyes of Creon Eteocles chose the noble and correct side in the war while ...

Case Study Nissin Essay

I. Synopsis (summary of the case including theoretical context of the problem) II. 2nd part A. Time Context (the time when the problem was noted) B. Case Viewpoint (indentification of the real owner of the problem) C. Statement of the Problem (in a gap or difficulty that deter or prevents the company from achieving its objectives D. Statement of the Objectives (ends or results that you would like to accomplish) E. Statement of the Areas of Consideration (Facts of the case in outline form) F. Statement of the Alternative Courses of Action (A choice between two or more possible solution to solve the problem.) (minimum acad requirements should be two with advantages and disadvantages for each alternative). G. Statement of Conclusion (the Final decision) H. Statement of Recommendation (Plans of action presented in Tabular form indicating activities, assigned person or department and target date of completion) Case Study I. Synopsis The Study is about the company, Monde Nissin where all of the heads of the department comprising the said company were gathered to reiview and discuss the year’s performance for its instant noodle line. The said meeting was initiated by the demand analyst of the said company. He/She reported that their sales growth over that past year has been a single digit from years 2006 to 2008, with respect to the previous years which was year 2003 to year 2005. They discussed the problem as to how did their sales growth decline, some of the department heads reported that the decline was due to increase in price of their product. The increase in product price was due to the increase of imported wheat, the price of dollar is still unstable, and the addition of the brand new warehouse. They also said the population in the Philippines  decreased consumption of instant noodles and other staples due to increase in prices of goods. Some also said that the population in the country today is more concerned with their health and wellness, some people are also environmentally conscious and some people also want products that has variability. With these constraints, the department heads concluded that they should produce a new product which features health and wellness but the introduction of a new product in the market will require high cost, because they will recalibrate their facilities because their facilities are not flexible therefore incurring high cost. II. A. Time Context The problem was noted in year 2008. B. Case Viewpoint The main problem of the Case Study is why the sales growth of the Company declined and how to make their sales growth rise again. C. Statement of the Problem The company is faced with many problems or challenges, these are: a. The imported wheat price is rising b. The dollar remains to be unstable c. The costs they are incurring because of the new warehouse d. The decreasing consumption of the public with their product due to increase of the prices of goods e. The increasing demand for products that has Health and Wellness benefits, products that are good for the environment and products that has variability D. Statement of the Objectives f. To help the company increase its sales growth E. Statement of the Areas of Consideration g. The company has to consider the increase in price of imported wheat h. The dollar that is still unstable i. The decrease of the public in buying their product due to increase of price of goods j. The increasing demand for products that has Health and Wellness benefits, products that are good for the environment and products that has variability.

Evolution of Health Care Policy Essay

This chapter discusses the political and economic aspects that have taken both Canada and the US in different paths which is ultimately shaped by the organization and delivery of care with its recent restructuring efforts. The US health care system is a system of private health insurance where most of the population gets benefits through employment or other benefit plans such as those for veterans. There is public health insurance for those on social security called Medicare and those that require social assistance called Medicaid. But, 45 million people are still uninsured and millions are underinsured. Unlike the US, Canada has a universal system of public health insurance where contracts with private non-profit health care institutions such as hospitals and health practitioners deliver care. The national health insurance represents a sense of clarity between â€Å"free market† liberalism and the â€Å"planned economy† socialism. Public financing is considered the optimal form of health care financing due to the fact that insurance is affordable to all citizens no matter how ill, effective cost control over health care services, and there’s universal coverage. With such a system, those that are healthy that do not need many treatments support those that require health care service which ultimately offer good cost control and good equity. Canada and the US have different perspectives in access to their pharmaceuticals. Canada has a public health insurance where people over the age of 65 and those on social assistance are covered. Unlike Quebec that has a drug benefit program for everyone, Ontario has created programs to those that have a large amount of drug costs and the rest of the population has access through private insurance through employment. This causes issues with those that are in low paying or have part-time jobs. Pharmaceuticals here in Canada are regulated by the Patented Medicines Prices Review Board unlike in the US. However, access to medicines for the treatment of cancer is getting more and more expensive and only few that are covered. This material is consistent with what I believed prior to this course with some new knowledge attained. It’s great to look at our health care in depth. As of right now since I just started back at York University this summer, I did not have any health benefits for quite some times so I avoid going to the doctor’s and getting medication because as a student I cannot afford it. If people like myself have better access to coverage, a number of health issues could be avoided. I appreciate what Obama administration is implementing so that the uninsured have access to health care as well.

Did Racism Precede Slavery?

ESSAY There have been debates among scholars over whether racism preceded slavery or vice versa. Present an argument on this question using course materials (lectures, readings, film) While some argue that racism preceded slavery, I firmly believe that racism did not precede slavery. Before examining the reasons behind my opinion, it is important to note how race feeds into racism, and how slavery then latches on to racism. Race is a socially constructed idea through which a hierarchy largely stemming from the fairness of skin color is formed.As a result, different racial groups are formed with the White race occupying the top position of this hierarchy. Because of this skin-color based hierarchy, White people developed a sense of superiority and dominance over the Black people who lie at the bottom of this hierarchy. This perception of being superior and dominant over another race based on this hierarchy is racism. A connection between slavery and racism can then be formed when the White elites decide to only enslave the Black people when they feel their dominance and superiority is jeopardized in one way or the other.Therefore, the components of racism and slavery together form racialized slavery. Holistically speaking, a three-part system involving race, racism and slavery is effectively formed. While keeping components of this system in mind, it is also necessary to consider how money, productivity and social relations influence my view. When British settlers entered the New World, among their priorities was to hire relatively inexpensive slave labor to generate profits for them. While the freely available, local Native Americans were auditioned, the White settlers realized they had to look elsewhere.Native Americans died via diseases contracted by White settlers, and as a result were neither fully adaptable to slave labor nor productive. Instead, White settlers turned to indentured servitude. As discussed in lecture, indentured servitude saw White settlers import fellow British people and ordered them to work like slaves on cheap, 5-7 year contracts. However, this method of labor was not entirely successful since indentured servants too contracted diseases from settlers and died in numbers, while settlers also couldn’t dictate work conditions once their contracts expired.At this point, the frustrated White settlers wanted to bring in a people on whom they could place unlimited workloads to maximize productivity. This was when the British settlers turned to the African market. While the first British colonialists arrived in 1607, the first Africans were not brought in until 1619. (Week 3 powerpoint, â€Å"slavery-1†, slide 7) It is thus wrong to say that racism prompted and preceded the enslavement of Africans, since it was instead the failure of the Native Americans along with high mortality rates and contract laws of indentured servants that preceded and induced the enslavement of Africans.Moreover, the desire to becom e wealthier, not racism, convinced White settlers to enslave Africans. After failing with indentured servitude, White settlers imported Africans in pursuit of maximizing productivity and consequently receiving higher profits. As we discussed in class, planters in Virginia were aware of the rewards they could reap by enslaving Africans. Unlike the indentured servants contracts that limited the duration of work summoned by White settlers, enslaving Africans meant that planters could put no limits on the amount of work and time they ordered of them.Therefore, the more work you assign to slaves for much longer periods, the more productivity you get, and the more money your plantation gets you. On top of this though, planters also wanted more slaves to increase the supply of money they ultimately received. Accordingly, â€Å"state laws adopted the principle of partus sequitur ventrem- the child follows the condition of the mother regardless of the race of the father. † (Cannon, 19 93, p. 415) Thanks to this law, enslaved mothers gave birth to enslaved children who went on to become extra pairs of hands on plantations.In the case of children being enslaved because of their enslaved mothers, racism once again does not precede slavery. Since child enslavement holds â€Å"regardless of the race of the father†, (Cannon, 1993, p. 415) it is the mother’s status as a slave and not race that precedes and assigns the same title to her children. White settlers wanted enslavement to be cyclical, and it is for this reason why enslaved women were valuable; they produced and reproduced. Although African enslavement eventually became slavery as torture only applicable to Africans, racism does not precede slavery here.As more Africans were imported for enslavement purposes, the White elites’ fears exacerbated. Even though African enslavement was the principal answer to increased wealth for White planters, indentured servitude was not extinct. Friendships between Africans and lower-class Whites existed, and the White elites were concerned these alliances would undermine their summoning powers and provoke a class insurrection. It was at this juncture in 1660 that racialized slavery in Virginia (Week 3 powerpoint, â€Å"slavery-1†, slide 7), a product of components in the system, was only specific to the Africans.Not only did racialized slavery prevent a class conflict between Whites, but also brought racism to the fore. As a system component in this case, racism is a perception of superiority and dominance from the White elites’ to the Africans. Hence, racialized slavery again supports my view since it was the enslavement of Africans and their interactions with lower-class Whites that preceded and incited racism. One can easily get confused by racism and slavery, and claim that slavery would never have occurred without an onslaught of racism.However, the series of events involving White settlers, Native Americans, indent ured servants and imported Africans are most logical when we argue that racism did not precede slavery. If the White settlers were racists ever since they arrived in the New World, indentured servitude would never have existed. Without the interaction of Africans and lower-class Whites, racialized slavery would not have been legitimatized, and Black people would not have been historically associated with slavery the most.

Step-by-Step Approach to Astronomy Term Paper Writing

Step-by-Step Approach to Astronomy Term Paper Writing Astronomy is the branch of science that studies celestial objects such as planets, sun, and moon. Writing a term paper helps improve the writer’s knowledge as it promotes critical thinking, organization, and the use of proper structure to effectively provide a quality paper. Some of the integral parts of an astronomy term paper are an excellent structure and a detailed plan (both should be done before the actual writing). Laying out sections in order in which they relate to each other guarantees a smooth flow to the astronomy term paper. One should understand that an astronomy term paper should have an original concept around which all arguments should coalesce. The following is the astronomy term paper guide you can’t ignore. Pre-Writing Tips First, it is essential to understand what ‘pre-writing tips’ are before proceeding to use them. These are the first actions of the writer before he/she actually produces content for an astronomy term paper. These tips help you to improve the quality of the work, build comprehensive content, as well as provide a clear outline of the topic being discussed. It is true that the writers that spend a lot of their time at this phase tend to produce better works in contrast to those who directly tackle the content. Good pre-writing tips should assist the writer to gather adequate information and pieces of evidence before writing the paper. The following are the examples of prewriting tips. Choosing the Topic When writing an academic term paper, it is essential to have a good topic as it helps the author to choose the right direction that his content will follow. Often, professors provide their students with the questions to choose from, and when this happens, it is vital for one to select an appropriate theme based on the background of information one has on the topic. If the writer has to choose the subject, it is advisable to select a theme that attracts his/her interest, is trending or controversial, and that the writer has rudimentary knowledge on. It is also important to pick topics that appeal to the critical thinking of the readers. Examples of these topics are the following: Space Exploration and Its Effects on the Modern Man Influences of Celestial Bodies on the Earth and Its Atmosphere Human Milestones in Space Exploration among Others Dark Matter and Dark Energy Nebulae: What Are They and Where Do They Come from? When one has successfully chosen a topic, it’s time to move to the second pre-writing phase. Brainstorming Brainstorming involves jotting down of topics and issues that are directly or indirectly related to the astronomy term paper topic. This process involves a flow of thoughts and critical thinking. It’s about stringing ideas together to create active content that will be later polished and implemented while writing the astronomy term paper. It is also important to note that some of the points listed down when brainstorming will appear repetitive at this point during the process of writing the article. But there is no problem with that. The reason for this is that they assist the writer in finding other correlated topics before the drafting process where any recurrence is eliminated. Quality Research This point is the most crucial part of writing any academic term paper as it is the part where most content related to the topic is being attained. When conducting research, it is essential to realize that quality trumps quantity. Therefore, all gathered information should be the material contributing to a solid case. All points and topics that were listed down at the brainstorming phase are then used at this stage to create the most convincing evidence for the writer. Research also helps to understand whether the chosen topic is related to the points acquired while brainstorming and whether they are worth proceeding with evidence and content. All information attained while conducting this research should be strictly scholarly and from recent literary and online sources that can be trusted. It is crucial to avoid historical, personal or any other content that might weaken one’s case while conducting research. When researching for the astronomy term paper, other astronomy term paper writing tips greatly assist the writer to produce quality material, for example, thorough note taking and planning. Quality Note Taking This refers to the process of jotting down short notes that remind you of a particular topic or material. Thorough note taking entails the identification of an essential element within an extensive subject and highlighting them for later drafting and/or writing. These points should be readable as well as easy to understand. They may be appearing scattered between different topics and themes and/or lacking a strategic flow at this point of the term paper. But when you arrange them into a paragraph, they should be clear, sensible and precise to the end. As these notes are used after the prewriting phase, it is also crucial to write them with legible handwriting, or they may beat the intended purpose for this step. Detailed and Solid Plan A quality plan refers to the general outline of the paper. This is the final stage of the prewriting phase, and you should carefully adhere to. Otherwise, the term paper will lose its direction. Once you are done with the note taking, the organization of these points and topics into paragraphs commences. When planning for a quality paper, start with your thesis statement that consequently leads to an introductory paragraph. Set aside the information that will constitute to the central part of the article (which is the body), and end with some convincing argumentative sections that complete your term paper. Topic Selection for the Astronomy Term Paper: Lifehacks from Our Experts Astronomy can also be summed up as the study of objects and space beyond the earth atmosphere. Therefore, picking a proper term paper topic should motivate one’s passion for the discipline. A typical astronomy term paper is based on how the space beyond the earth atmosphere interacts with the universe directly or indirectly. Keep in mind that choosing the right topic requires several steps which involve: Searching for the most appropriate subject from a list of possible topics. Most people tend to focus on the controversial astronomy topics or other trending topics within the discipline and forget other issues like how astronomy affects the society, advancement of technology in the field. It is advisable to refer to other sources like magazines, journals as well as Google, and other online sources. Eliminating other topics. Often, the writer is encouraged to take up the most exciting topic. However, it is also important to identify its strength in argument as well as its supporting evidence. The success of the term paper depends on the power of the argumentative narratives with ample evidence and reasons to take the particular stand. Therefore, topics with little or no research content should be eliminated together with any item with weak arguments. Highlighting the most appealing subject. Appealing topics are the ones in line with your passion and have adequate resource materials. However, in identifying which one falls in this category, it is important to ask the following questions: Is the topic modern or dated? What do I know about the topic? Is the subject too extensive or too narrow? When is the topic suitable for discussion? How does the theme fit into the term paper’s objective? Do I have sufficient resource material? After picking and settling on a subject by answering the questions mentioned above, it is acceptable to commence the paper. Formulating a Strong Thesis Statement When the topic of the discussion is obtained, one can formulate a claim that creates a debate within the paper, that is, the thesis statement. A thesis statement is a claim that represents the emphasis of the term paper, commonly slotted as the last sentence of the introductory paragraph. The selected thesis statement must capture the paper’s initial concept while relaying your position on this notion. Depending on the objective of the term paper, the thesis statement usually includes two sentences where the first one presents the topic of the article and the second one communicates a writer’s claim on the specific subject in sentence one. After the formulation of the thesis statement, you can pass it through the following series of questions to identify its relevance. Is the thesis statement original? Is the thesis statement specific or general? Is it evident when I’m presenting my position on the issue of discussion? How does the thesis statement create room for supporting or disputing the claims presented? A thesis statement should be refutable, allowing room for the target audience or other writers to present their arguments. Appropriate Outline to Serve as an Action Plan In an astronomy term paper, a good outline offers a smooth flow of the article due to the organization and presentation of the content. The central part of an academic paper can usually comprise three core parts, which are the introduction, the body, and the conclusion. These divisions are strategically provided to ensure focus on the presentation of arguments, counter-arguments, and replies to the raised protestations. The Introduction This is the opening paragraph of an astronomy term paper, and it serves as the overview of the content. It should successfully present the topic, an argument to be discussed, the intended goal of the writer and should lastly contain the thesis statement as well as its explanation. When organizing the paper, one can choose to write the introductory paragraph first or after writing the main content of the document. This process assists the writer to effectively organize the structure of the paper as well as helps you with reflecting the primary ideas of the article. Depending on the format of the document, it is also advisable to highlight and explain the key terms that are widely used in the paper in this first paragraph. The Body The body of the term paper should effectively present your argument as specified in your introduction. For clear and comprehensive term papers, one should submit cases in separate paragraphs, where each focuses on the main point. There should be the topic sentences needed to introduce these paragraphs, which also indicate the claim or topic discussed in the specific section. All topic sentences should be aligned with not only the paper’s argument but also the thesis statement formulated. The other sentences in the paragraphs are used to provide solid evidence to support the topic sentences. In the documents that comprise subheadings, it is crucial to cluster all themes that are connected comprehensively and systematically for easier analysis and understanding. Presenting Arguments about the Thesis This is also an essential part of the body section. Present and deliver arguments to either support or object the thesis statement in paragraph form with each discussed separately and with sufficient evidence to accompany it. You can provide both experimental and hypothetical support when supporting the thesis. When you choose to oppose the thesis statement, it is important to adequately articulate the original concept first. Each argument should illustrate and prove that you have excellent knowledge and understanding of the topic selected. The Conclusion The conclusion is not only the part where you end your term paper but also an assignment section where you indicate your recommendations for the future research that should be performed. It is also essential to give a brief overview of the arguments in the paper as well as restate the thesis statement while concluding your astronomy term paper. Avoid introducing any new ideas or points in this paragraph as it is the summary of the paper. Post-Writing Tips This part refers to the stage when the term paper is accomplished. This is when the proofreading and the referencing of the term paper should be done. First, ensure the structure, and the organization of the piece is appropriate before you proceed to check the document for the most substantial points of the subject. One should then go through the paper again to ensure there are no grammatical errors and sentence structure issues. When going through the piece, ensure to confirm that the sentences are well-articulated, logical and placed in the correct tense. A systematic arrangement of ideas is essential! Hence, copy editing should involve ensuring there is a smooth flow of ideas and arguments throughout the text. Depending on the instructions, one can offer a list of the sources used while conducting the research. References Abbott, B. P., Abbott, R., Abbott, T. D., Abernathy, M. R., Acernese, F., Ackley, K., Adya, V. B. (2016). GW150914: Implications for the stochastic gravitational-wave background from binary black holes. Physical Review Letters, 116(13), 131102. Belczynski, K., Bulik, T., Fryer, C. L., Ruiter, A., Valsecchi, F., Vink, J. S., Hurley, J. R. (2010). On the maximum mass of stellar black holes. The Astrophysical Journal, 714(2), 1217. Coleman Miller, M., Colbert, E. J. (2004). Intermediate-mass black holes. International Journal of Modern Physics, 13(01), 1-64. Narayan, R. (2005). Black holes in astrophysics. New Journal of Physics, 7(1), 199. Shastri, P. (2017). Black holes in our universe. Resonance, 22(3), 237-244. Ferrarese, L., Merritt, D. (2002). Supermassive black holes. Physics World, 15(6), 41.

The Youth Control Complex and Social Ambush Essays

The Youth Control Complex and Social Ambush Essays The Youth Control Complex and Social Ambush Paper The Youth Control Complex and Social Ambush Paper The Youth Control Complex and complex network of crystallization, surveillance, and punishment label and treat youth as serious criminal offenders. Garcia discusses how The Social Ambush portray African Americans and Latino are filling the jails as fast as they can be built, making this view that young African Americans and Latino are likely to to end up in the criminal justice system. This stereotypical images of reclaimed youth is prolonged and promoted through various forms of media, which can create this Idea that people of this ethnic race are going to end up in the justice system. African Americans and Latino face a lot of crystallization because of the social inequalities in America. This can stem from unequal opportunity to find jobs, government resources and equal justice because of their skin color and this idea that they are violate individuals. So when poor black and brown youth make bad choices in life, they are more likely to face criticism more harshly than other ethnicity like White or Asians. Iris and Garcia both discusses, with perceived perception of poor black and brown youth, they become targets of searchers, law enforcement and the justice system. With the help of media, it help shapes a certain image of who African American and brown youth are. This stigma affect the youth today who fill our jails because second chances are less likely to be given to these two important race due to the fact that they are high risk and the state want to control their future from this point on.

Herman Melville essays

Herman Melville essays Herman Melville was an American novelist. He was a major literary figure whose exploration of psychological and metaphysical themes foreshadowed 20th-century literary concerns but whose works remained in obscurity until the 1920s, when his genius was finally recognized. Melville was born August 1, 1819, in New York City, into a family that had declined in the world. He was the third child of eight. The Gansevoorts were solid, stable, eminent, prosperous people; the (Hermans Fathers side) Melvilles were somewhat less successful materially, possessing an unpredictable, erratic, mercurial strain. This difference between the Melvilles and Gansevoorts was the beginning of the trouble for the Melville family. Hermans mother tried to work her way up the social ladder by moving into bigger and better homes. While borrowing money from the bank, her husband who died when Herman Melville was only 12, was spending more than he was earning. It is my conclusion that Maria Melville never co mmitted herself emotionally to her husband, but remained primarily attached to the well off Gansevoort family. Allan Melville was also attached financially to the Gansevoorts for support. There is a lot of evidence concerning Melvilles relation to his mother Maria Melville. Apparently the older son Gansevoort who carried the mother's maiden name was distinctly her favorite. This was a sense of alienation that Herman Melville felt from his mother. This was one of the first symbolists to the Biblical Ishamel. He attended Albany Classical School in 1835. He left the school and was largely autodidact, devouring Shakespeare as well as historical, anthropological, and technical works. From the age of twelve, he worked as a clerk, teacher, and farmhand. In search of adventures, he shipped out in 1839 as a cabin boy on the whaler Acushnet. Upon returning to the U.S. he taug...

Describe several major changes that you expect to have a major impact on the remote, industry, and operating environments of Petro Canada

Describe several major changes that you expect to have a major impact on the remote, industry, and operating environments of Petro Canada With the immense competition between firms in the global industry, managers have to be creative and be able to adapt to changes in the environment. To be the leader in the industry, there must be clear objectives and goals, which need to be followed precisely. Strategic planners must factor not only on the domestic market but also the global one because many emerging economies are located outside of North America as illustrated in the Constructwell case. Some critical issues in the strategic planning process to be examined include: the importance of having a keen knowledge of one's internal and external environment; the value of proper implementation and execution of the strategic plan; and the significance of maintaining flexibility in the face of challenges in an ever-changing business environment.A key element in forming a strategic plan is the evaluation of a company's position both individually and relative to the marketplace.Marine Institute Ireland, Strategic_Planning_Symbo... Self-evaluation will include a SWOT analysis incorporating all aspects of the business including financial and intellectual capital, external threats, and future opportunities. The importance of environmental scanning is paramount as it serves as the foundation from which action plans and goals are formed. As illustrated in the simulation, the decision-maker in this case sets out key objectives for the business from which the management team and strategic planners must endeavor to achieve. In short, a business must first comprehend its business; understand where it must go, then define strategies to reach those goals.In the Constructwell case, the planning team had to create a strategic roadmap to guide the company into global markets and become the leader.. Irrespective of the size and objective of the company, strategic planning requires the business to gather the "right" information to base its decisions. Data must be pertinent and address key questions in order...

Physical Property Definition and Examples

Physical Property Definition and Examples A physical property is a characteristic of matter that may be observed and measured without changing the chemical identity of a sample. The measurement of a physical property may change the arrangement of matter in a sample, but not the structure of its molecules. In other words, a physical property may involve a physical change, but not a chemical change. If a chemical change or reaction occurs, the observed characteristics are chemical properties. Intensive and Extensive Physical Properties The two classes of physical properties are intensive and extensive properties. An intensive property does not depend on the amount of matter in a sample. It is a characteristic of the material regardless of how much matter is present. Examples of intensive properties include melting point and density. Extensive properties, on the other hand, do depend on sample size. Examples of extensive properties include shape, volume, and mass. Physical Property Examples Examples of physical properties include mass, density, color, boiling point, temperature, and volume.

These five techniques will transform your technical writing - Emphasis

These five techniques will transform your technical writing These five techniques will transform your technical writing Here is the gist of a conversation I had with a scientist a few years ago. I was teaching a one-day technical-writing course that she was (reluctantly) attending. ‘What do you write?’ ‘Mainly records of experiments and field trials.’ ‘And do you enjoy writing?’ ‘No, I absolutely loathe it.’ ‘Why?’ ‘Because it’s just going to sit in a dusty folder somewhere and no one will ever read it.’ My first thought was that it was going to be a long, hard day. Happily, I was wrong. In this short post, I wont go through the protocols and conventions unique to technical writing, as thats not necessary to get results (although you may find this article on  how to write a paper useful). No, the key is to approach it from first principles – the disciplines every writer, technical or otherwise, should be aware of and practise. 1. Be clear and logical I usually enjoy training scientists. They have one essential quality that’s gold dust for a writer – they’re trained to think logically and clearly. While their PhD may be in low-temperature physics or fluvial dynamics, they bring a rigorous way of thinking thats incredibly helpful when it comes to writing up their work. Refreshingly, they’re also often among the most enthusiastic and intelligent students. When I’m training, the one thing I want people to take away is the power and importance of writing. It obviously helps if you have a love and respect for language as well, but that’s a personal thing. If I could instil in the scientist a sense of pride in her writing, at least, I thought, that would be a start. 2. Focus on the audience For some 15 years, I was the lead writer for Jaguar. I wrote the launches of their cars and all the company’s major conferences and speeches, some of which were highly technical. But the first question any writer has to ask, regardless of the material, is always the same – who is going to read this? Or, if it’s a speech, who is going to listen to it? An automotive engineer, for example, will have a clear understanding of terms such as ‘horsepower’ and ‘torque’ and how they influence a car’s performance. They will also be familiar with the host of abbreviations and acronyms that are common parlance in the engineering community. (Is there a sector that doesn’t have its own jargon or buzzwords?) If a piece of writing is peer to peer, it’s generally fine to use these terms without explanation (but sparingly, please). An engine’s performance may simply be expressed in measurements, graphs and charts – if the information is simply and clearly presented, the knowledgeable reader will be able to extract what they want and interpret it. The writing will have served its primary function, which is to communicate. 3. Consider every word Most drivers, however, would struggle to explain ‘horsepower’ and ‘torque’, let alone the difference between them. Unless they’re fully paid-up petrolheads, all they may know is that a powerful car will have a lot of both. Car manufacturers know this, of course, and that’s when (supposedly sexy) language starts creeping into the writing. ‘Effortless’ and ‘refined power’, for example, are words Jaguar often use to describe torque delivery for the layman. (I fought long and hard to suppress the truly awful ‘waftability’, but it seems to have crept into the marketing.) The point is that you use the appropriate language for the audience. The engineer writing the technical report isn’t selling the car, so they don’t need to use adjectives and adverbs (modifying words) to communicate performance – they can let the stats do the talking. In fact, if they submit their findings to scientific journals, they’ll find that most editors delete modifiers anyway, because at best they’re subjective, and at worst vague and confusing, especially for an international audience. Editors encourage authors to ‘unpackage’ concepts – to present them in simple, clear sentences. 4. Keep it brief Most people have a lot of things they could be doing rather than wading through 50 pages of turgid, unfocused waffle. Know your reader, know what you want to say and know why you’re saying it. Is it relevant to your reader? If not, why are you making them read it? And although you may have spent ages writing something, be aware of ‘Mr Skippy’ – the person who will just skim through the text. He may only read the sub-heads, so make sure they tell the story clearly. 5. Be active and engaging Get people into your writing. The passive voice (‘the trials were conducted †¦Ã¢â‚¬â„¢) may be the default in most technical writing, but the active voice is more direct (‘we conducted the trials †¦Ã¢â‚¬â„¢). You dont have to do it all the time: a balance between passive and active is best. But we’re people and we like to read about ourselves, even if it’s just a humble pronoun (‘we’). Incidentally, a surprising number of journals recommend the active voice in their instructions for authors, including Nature. And the reluctant scientist on my course? I saw her for a follow-up class a couple of months later and her writing had improved immeasurably, largely because she was now thinking clearly and writing short, clear sentences. Most importantly, she was taking pride in her writing and even starting to think of publishing her work. It had been a day well spent. Jack can help you improve your team’s technical writing. Call us on  +44 (0)1273 732 888 for a chat to explore how.

History Essay Example | Topics and Well Written Essays - 1000 words - 7

History - Essay Example On the other hand, the issue of religious conflicts is also on the rise. Historical Perspective of Terrorism and Religious Conflicts 1. Terrorism Terrorism refers to the acts of warfare staged by a group of enemy combatants who usually targets a clique of people or institution in a bid to make the victim to give in to certain demands (Cole 2011). Take a case of the September 11, 2001 attack; the al-Qaida claimed responsibility for the attack and demanded that the United States desists from attacking Iraq. In the past, terrorists’ actions were quite predictable and as such, it was easier to thwart, there acts. However, terrorists have taken a new twist; they have gone viral to say the least. Terrorist of the 21st centuary have the most sophisticated weapons, which makes it hard to fight them. The Middle East has been the traditional territory of the terrorist where all the plans of terrorists are executed. Lutz & Lutz (2011) say that lately, the terrorists exits everywhere even in the place you least expect them. It is no longer a surprise to find that Native Americans have been assimilated into terrorism. Moreover, they execute terror attacks against their own country. Take a case of the September 11 bombing; some of the culprits were the Americans. The terrorist have taken terrorism a notch higher. They have incorporated nuclear weapons, biological weapons, and chemical weapons. Several attempts through both diplomatic and military intervention have been put in place to thwart the growth of such dangerous weapons (Cole 2011). These weapons are very dangerous and possess threat to the entire humanity. The nuclear, chemical, and biological weapons can wipe out man out of the surface of the earth. 2. Religious Conflicts Religious conflicts are rife in the society today owing to the religious intolerance among the various religious groups. A perfect example of religious conflict is the one pitting Christians against Muslims. Arab-Israeli conflict has dragge d on for decades and there is no end in sight. The Arab nations are at war with the Israeli and as such, they use Islam as an avenue to mobilize the Arabs against non-Muslim nations such as Israel. The Islam religion commenced around the 7th centuary in Middle East (Lutz & Lutz 2011). Mohamed, who would later introduce the concept of Jihad, started the religious outfit. The idea of Jihad was to spread Islam religion by the use of force. To date almost all Arab nations in the Middle East and Northern Africa profess the Muslim faith. The Islam have always been associated with the issue of violence popularly known as Jihad which champions for aggression against other religious groups such as Christians. It is worth noting that Islam extremists have gone to an extent of staging war against Christians through terror related attacks. In fact, the September 11 attacks show the extent to which Muslim extremist have taken the conflict between Christian and Muslims. Effects of Terrorism and R eligious Conflicts It is worth noting that terrorism and religious conflicts has adverse social, economic and political effects to the society today. The aftermath of terror attacks or religious conflicts is always greeted with loss of lives, injuries, and loss of property. The September 11 attack was an epitome of the adverse negative impacts to the society. Several people lost their lives resulting to untold metal torture and agony to their friends and relatives. Losing a loved

Innovation and Creativity of Entrepreneurship Commercialisation and Essay

Innovation and Creativity of Entrepreneurship Commercialisation and Innovation - Essay Example With his signature black turtleneck long-sleeved shirt and unpretentious Levi’s jeans, Jobs commands the stage when he speaks of Apple and its products. Fanboys are just about as eager to fall in line in the stores for hours just to get their hands on the company’s new offering. Now comes iPad. The hype and expectation for the product’s launch kept people on the edge of their seat, ready to get up and run to buy it. The name sells itself. The small letter I followed by the capital letter P is a class all on its own. This device is a 9.7 inches diagonal wide weighing in at 1.5 pounds touchscreen tablet that ranges from $499 for the 16 gigabytes memory and up to $829 for the 64 gigabytes enhanced with built-in 3G capability. The technology is nothing new. Back in 2000, it was no less than Bill Gates himself who introduced a keyboardless computer at the Consumer Electronics Show (Comdex). Gates assured everyone that was present that it will be the future of computing. This was the first time Microsoft unveiled the tablet PC. The following year, they showcased it again in the same conference. The lack of keyboard and low specifications contributed to why people never got a hold of the product. It was quite expensive, heavy and flimsy for its exorbitant price (Grossman, p.25). Apple’s iPad is basically the same technology but with the design sensitivity which is their signature. As Grossman it in his article â€Å"Launch Pad. It’s Here. It’s Hot. But What on Earth is iPad for?† aptly puts â€Å"Apple’s engineers knows something those other companies don’t: form has trumped function† (p.25). This reins quite true with Apple’s proverbial products. The iPod first initiated this revolution of an earbud-pressed population slinging the gadget which ranges in size and color and has more generations that you can recall of your own family. The iPod kept getting

Comparison between two franchises - Research Proposal Paper

Comparison between two franchises - Proposal - Research Paper Example The first is assumed to be Quiznos, a fast food sandwich outlet which offers franchising opportunities for an initial investment of only $5000. The other franchise is Pitapit, which has a much more expensive initial investment, i.e, $255,614 in order to start. The time frame which is assumed for purposes of this research project is ten years and both costs and revenues are evaluated over a ten year period, in order to arrive at a conclusion as to which would be the better business opportunity for an investor over a long term period. One of the first advantages of franchising is branding, wherein a franchisee acquiring an interest in the business is able to offer a strategic identity which has a good market impact. In essence, taking up a franchising opportunity such as Macdonalds for instance, means that the brand is already well known to the public; as a result, any new franchise would have the advantage of attracting customers that have already been subjected to previous promotional efforts from the Company. Since customers are already familiar with the brand name, they are likely to avail of the facilities of the business. In the absence of a franchise, a new business owner would be faced with the task of making the business a recognizable entity in the marketplace, which would involve time and monies. The second advantage of franchising is related to the above. Advertising can often be one of the most expensive aspects of running a business and pulling in customers, with a franchise, the franchise owner takes care of all the advertising and the franchisee merely has to deal with the customers from its own local area. Thus, being a franchisee also means that the business name is a recognized one and the new business franchisee would automatically be able to capitalize on a recognizable brand name in the marketplace. Similarly a franchisee would also have access to the reputation that the franchise has. In the event that the franchise has a good