Plato, Aristotle, Sophism Essay Example | Topics and Well Written Essays - 500 words

Plato, Aristotle, Sophism - Essay Example Plato’s point is that the prisoners would be highly mistaken in that they would be taking terms in their own language to refer to the shadow that comes before their eyes rather than to the real things that bring the shadows. In this manner, Plato meant that the general terms of human language are not names of the physical objects or things that we can see. They are names of objects or things that we are not able to see, objects or things we can only comprehend with our mind. Plato’s aim in the republic is to explain what is important for us to attain this reflective understanding of real world. It remains the fact that our very ability to think and speak depends upon the forms. The terms of the language that people use, we get their real or true meaning by naming the forms that the things we perceive engage in. In addition, Plato tried to illustrate human nature for education and our want for education. For Aristotle, a firm understanding of what a cause is, and how many types of causes there are, is significant for successful explanation of the world around us. Aristotle identifies four kinds of things that can be applied in answer to a why-question: a. The material cause, which Aristotle stated that in every change, something gets a new determination first before undergoing any form of change, which is in potency to a new determination, then after that thing has been acted upon, it gets a new actualization. b. Formal cause, which states that every individual thing is made up not only matter, but also form. Form is the rule of determination, which accounts for the individual thing being the kind of thing it is. On the other hand, matter is the rule of potentiality, with the ability to become other than it is. c. Efficient cause, which states that, in addition to the causes that are aspects of material things, form, and matter, Aristotle, says that there must be a source for any change or motion. This according to Aristotle might be

Plato’s Allegory of the Cave Essay Example for Free

Plato’s Allegory of the Cave Essay Plato’s Allegory of the cave is a written dialogue between his brother, Glaucon and his mentor, Socrates. Socrates asked Glaucon to imagine a cave inhabited with prisoners since childhood, with legs and hands chained fixedly so that all they could see was the wall. They came to believe that the shadows of the cave were real. Socrates then explained that once the prisoners were freed from the cave, the lights from the outside world would first pain their eyes, and hurt them. Some might even hide back into the cave to avoid it. But those who have opened their eyes starts to widen, sees everything and realizes that the sun is the source of all the light. They recognizes that what they see now is truth, and the shadows that they once thought was true was an illusion. What Plato is trying to say is that the goal of education is merely to open up ones sight, drag everyone out of the cave, so that they can see further and be more open-minded. He explains that it’s not to simply be full of knowledge, but to have the right desires. This can be explained by his little analysis of how the man first was blinded by the light and would want to crawl back into the cave, but he slowly was adapted to the light and realizes that everything that he once thought was real was an illusion. He implies that everyone has some sort of an illusion, but to break free from that illusion would result in improvement. He’s implying that in life, we need to keep breaking illusions to be further educated.

Significance of Feet in Plato’s Symposium Essay -- Philosophy Religion

The Significance of Feet in Plato’s Symposium Plato’s Symposium presents an account of the party given at the house of Agathon, where Socrates and Alcibiades are in attendance. The men at the party take turns eulogizing the god Eros. In Agathon’s eulogy, he describes Eros as a soft and tender being. When Socrates speaks, however, he makes a correction of his host’s account, by saying the soft and tender thing is the beloved, and not the lover, as Agathon would have it. When Alcibiades enters the party toward the end of the dialogue, he complains that Socrates is deceiving Agathon. Alcibiades was once the lover of Socrates, and if he knows anything about his beloved, it is that Socrates is a tough man who can drink without getting drunk and wander the streets of Athens day in and day out without shoes to protect his feet. Though it may seem preposterous that feet matter in a dialogue about love, throughout the Symposium, the condition of the character’s feet helps determine who is the lover and who is the beloved, and furthermore, that those who run away from love in shame are cowardly and those who stand still are noble. Alcibiades could love Socrates for the very reason that he is tough and unwavering. At the beginning of the dialogue, when Socrates is on his way to Agathon’s house he "retreat[s] to a neighbor’s porch and stands there, and when [Agathon] call[s] him, he is unwilling to come in" (236).1 Though Agathon and the other men want Socrates to join them, Aristodemus who is "most in love with Socrates at the time" says: " No, no, leave him alone. That is something of a habit with him. Sometimes he moves off and stands stock still wherever he happens to be" (236). Aristodemus shows respect and admiration for... ...that Socrates would never be so weak as to run off or "wander about in distraction" (282) as Alcibiades did when he loved Socrates. Socrates is therefore remarking on the absurdity of his own statement. Throughout the dialogue, the condition of the character’s feet helps determine who is the lover and who is the beloved, just as the tendency to stand firm or to run away helps determine who is noble and who is base. Socrates is noble and firm, as Alcibiades "takes off in headlong flight." And, Socrates is beloved by Alcibiades and Aristodemus for his steadfastness, but tries to be tender before Agathon to win his love as well. Alcibiades assertion that Socrates is deceitful is correct: and Socrates does try to get all the beauties for himself. Work Cited 1. Plato, Symposium, in The Dialogues of Plato, trans. Seth Benardete (New York: Bantam Books, 1986).

Intertestament Period

Exploring the Bible 3 October, 2011 Inter-Biblical Period: 400 Years The Old Testament focuses on God’s covenant with his people and the stories of men of great faith and also men of prophecy, foretelling Christ coming. The New Testament, however, focuses on the redemption side. The Redemption side is Christ’s story here on Earth and his ministry to other people. Malachi, the last book written in the Old Testament, was written around 424 B. C. Then 418 years after, the book of Matthew, the first book of the New Testament, was written.The Intertestamental Period is the period of history between the two testaments. Since God did not speak to his people directly through prophets, this period is also known as the 400 years of silence. Now, what happened in those four hundred years? The Intertestamental Period was a time where many empires came along, new religious groups formed, and where theological and literature pieces were developed that molded Israel going into the tim e of Christ. Politics in a nation help dictate and run the people, in Israel’s case, they had to deal with many empires coming in.During the Intertestamental Period, they had five key periods of leaders and kingdoms. The Persian Empire arrived around 430 B. C. and they ruled until 332 B. C. The Persian rule was recorded as being mild and tolerant. (Scott, 1783) The Persians were taken over by the Greeks. The Greek period went from 331 B. C. to 167 B. C. (Scott, 1783) Alexander the Great, son of King Philip of Macedonia, was given the control of the Greek army around the age of 20. (Halley, 402) With the control of the army, he was able to sweep over and take over Egypt, Assyria, Babylon, and Persia.Alexander the Great was very compassionate towards the Jews and he spared the city of Jerusalem. He established Greek cities in his conquered places and he did it with the plan to spread Greek culture and language throughout the world including Israel. After Alexander’s deat h, his empire was separated to his four generals. (Halley, 402) Egypt and Palestine was given to Ptolemy and under him the conditions of the Jews were at a peaceful state. In Egypt, Alexandria was the influential center of Judaism. In 167 B. C. was the beginning of the Period of Independence also known as the Maccabean period.Mattathias was a priest and he was upset at Antiochus motivation to destroy the Jews, so he gathered Jews and raised a revolt. Mattathias had five sons, Judas, Jonathan, Simon, John, and Elezar. (Halley, 404) The Maccabean period lasted until 63 B. C. and the Romans followed after. Palestine was conquered by the Romans under Pompey. Idumean was the first to be appointed ruler of Judea. His son, Herod the Great, succeeded him. (Halley, 404) Herod was a shrewd politician who wanted to get good with the Jews. He was very cruel and brutal towards his people.Politics and leaders are key roles in establishing a nation. In this case, these five empires helped develop rules and guidelines that led the people and that eventually grew and prepared Israel for the coming of Christ. During the 400 years of silence, religion was another area that grew in Israel. During this time, the religion was not set up was polytheistic or monotheistic but instead it was groups of people. For example the four main groups of the religions groups or parties are Pharisees, Sadducees, Zealots, and Herodians.These four groups followed what they believed and chose to do whatever they wanted to do. The Pharisees is the group most people probably know because of their role in the Gospels and the fact Paul was one. They took the Law and believed it was their job to take it and to put into new conditions. (Hester, 325-326) The accepted both the Torah and tradition. The Pharisees rejected anyone who didn’t live by the standards they did. On the opposite side were the Sadducees. They were the second main group and they had more power than the Pharisees until 70 A.D. whe n their temple was destroyed. (Hester, 325-326) The Sadducees consisted of the wealthy priests. They were a conservative group and they didn’t try to take the Law and put into a new situation but they instead took and limited themselves to the five books of Moses. After 70 A. D, the Pharisees were the leaders of the Jewish people by giving them a religious life aside from the temple. The other two parties were more political than religious groups. The Zealots were a nationalist group that opposed the Romans.Simon, one of Jesus’ disciples, was a Zealot. The other group, the Herodians, basically supported Herod and his dynasty and supported what he did for the nation. These four groups are the religious groups that developed the main teachings and guidelines people believe until Christ’s ministry began. Even though religion and politics are a big part of a civilization, another key role is the literature and writing of a nation. Literature and writing in Israel or any nation is an influential part because it is what the people follow and speak.In Israel, Hebrew was the language of the Old Testament. This was the main language of religion. Latin was the language of Roman and it was commonly spoken among the people. Greek was another language and it was the language that tied the Roman Empire together. The most common language of Palestine in Jesus’ day was Aramaic. (Halley, 410) Most writings are believed to have been written in Aramaic and translated into Greek. (Halley, 410) The Old Testament was written in Hebrew but was spoken in Greek. Septuagint is a translation of the Old Testament into Greek.The Torah was translated first. It was called the Septuagint because of the 70 translators and Septuagint means 70 in Greek. (Halley, 409) Another type of translation was Targums and they are translations of the Old Testament into Aramaic. They were first oral translations, paraphrases, and interpretations these types of languages and writi ng were influential in the development of the social status during the Intertestamental Period. Even though writing is important the question is what was the theology being taught during this period?Theology is important because it is what the people studied and how they viewed God. The Apocrypha, is writings which the writer assumed the name of a hero long since dead, and rewrote history in terms of prophecy. (Halley, 406) Some of this included, Books of Enoch, Assumption of Moses, Ascension of Isaiah, Book of Jubilees, Psalms of Solomon, and more. These books are the books that were written by people in the period of the 400 years of silence, and they preached about the prophecies that the prophets spoke and also the birth of Christ and the end times.This theology is the closest literature that the people had to connect to God and the prophecies that was spoken. All of these books spoke of Christ coming and his ministry that he will live for and preach. The Intertestamental Period consisted of political powers overtaking each other, religious groups, and theological books and literature that preached Christ coming and that developed the nation of Israel. The political side consisted of Persian, Greek, Egyptian, the Maccabees, and the Romans. The eligious side had the Pharisees, Sadducees, Zealots, and Herodians and they all had different views and theories. And the language part consisted of Latin, Greek, Hebrew, and Aramaic. The theology piece was the Apocrypha, which re-emphasized the prophets foretelling. All these pieces and parts put together made up the Intertestamental Period and it formed Israel and it carried over into the ministry of Jesus. The 400 years of silence at last was broken, and God sent his son Jesus Christ to testify the truth and overcome the world.Work Cited Scott, J. Julius Jr. â€Å"Time Between the Testaments. † ESV Study Bible: English Standard Version. Wheaton, IL: Crossway Bibles. 2008. 1783-1789. Print. Halley, Dr. Henry H. Halley’s Bible Handbook: with New International Version. Grand Rapids, Michigan. Zondervan Publishing House. 2000. 402-412. Print. Hester, H. I. The Heart of Hebrew History: A Study of the Old Testestament. Liberty, Missouri, The Quality Press, Inc. 1962. 313-330. Print.

The Theory of the Canadian Politics

Power and control is what the Canadian government try†s to establish. Government engagement in business is becoming too strong as â€Å"in 1992, 6 of Canada†s 100 largest corporations were operated by, government or government agencies throughout Canada†, (Canadian Democracy pg. 88). The problem with government control in business is that it restricts sole proprietors from investing in certain aspects of business such as Ontario†s liquor industry. In order to restrict government control of business three issues need to be taken into consideration; laws allowing privatization on crown corporations, more government attention establishing social issues that are out of reach to Canadian entrepreneurs for example education and health care. Furthermore incorporated laws need to be developed in order to minimize government control. As Canada moves into the 20th century economic policies are becoming too government controlled and as a result of this Canada is leaning towards a government run bureaucracy. Minimal government control of Canada†s business will contribute significantly to a more prosperous Canadian economy. Which is why it is important for government control to be minimal and allow for privatization of crown corporations. In Ontario liquor sales are down 22% compared to a provinces such as Quebec who have a privatized liquor industry. Since Ontario currently has a greater population than Quebec, obviously liquor sales are higher due to privatization of the industry, which allows more business to be established which makes it more convenient for the consumer to buy because there are many more liquor stores. However the liquor industry is only one of the primary companies that are government controlled. â€Å"Canadians who buy their gas at Petro Canada who watch CDC, TVO or Radio Quebec or who watch other provincial educational T. V networks, who travel Via rail or who pay electricity bills†(Canadian Democracy), are all contributing to government run alliances. To prove privatization has been successful the Quebec liquor industry, as well as the MBA programs at Universities such as Queens and McMaster are both that privatization is a success. Since the government was unable to fund such programs to it†s potential, privatization was an obligation in order to have an efficient program (statistics shown on Queens and McMaster university web pages). Students in the MBA programs at these schools agree that privatization was effective as they now have more advanced resources to work with. Clearly facts have proven that a privatized business/program/industry, is more beneficial not only a Canadian economy but as well as society. Another problem that Canadian†s face is that the government doesn†t focus enough of his attention on social issues concerning Canadians such as; education, health care, environment, welfare, foreign inspections on imports and Income tax. Many of Canada†s collage and university students are moving to the United States because the job opportunities are more abundant and income taxes are much lower. â€Å"Because the bulk of the education is paid for by the government (taxpayers) we are effectively subsidizing US industry by providing skilled labor. Many conservative people argue that this is one reason why students should bear the entire cost of their education. This alternative would close the post-secondary door on many poor people in this country† (www. watleo. ca/~cdsmith/txs/education). An alternative is that the government should turn aside the money that they are currently paying colleges and universities into student loans. Once the student graduates and receives employment this loan could be paid back in the form of income taxes. However if the student decides to work in the US their income tax will no longer compensate for the student loan, as they will have to pay off the loan personally. This method of educational funding would increase the number of students attending post secondary education because finance is a capital reason why some students do not attend collage or university. Another issue facing the Canadian education system is private schools vs. public schools. Canadian statistics prove that students attending private schools are more likely to attend university compared to people enrolled in the public system. The government needs to offer better educational funding in order to provide additional teachers to cut class sizes, as well as more resources. These changes will decrease class size, which will offer more one on one student to teacher attention that will help students prepare for a higher education. Healthcare is another major social issue that the government needs to establish; it is important for Canada to reduce the cost of basic healthcare services. Although Canada†s healthcare administration costs are low compared to the US, the US is associated with higher levels of medical research and development as well as increased amounts of advanced equipment i. e. â€Å"the city of Philadelphia has more MRI machines than all of Canada combined†(www. watleo. uwaterloo. ca/cdsmith. health. html. com). In Canada there are many people who abuse the healthcare system, in order to stop this, government should stop charging a basic fee for medical services and offer a tax refund for those who do not use the medical service provided. This would increase the efficiency of the current universal medical system in Canada and wouldn†t cost the government any money, as the refund would be proportional to the savings, because not as many people would then use the medical system. In addition to social issues in need of government assistance, environmental funding is needed to research issues such as air pollution, water conditions, the ozone and animal habitat which is always an on going environmental issue. On the topic of environment and health, the Toronto Star reported that inspection laws associated with NAFTA need to be stricter as poisonous strawberries imported form Mexico are currently being sold in the Canadian market. The National Post is reporting that 85% of Canadians are upset by the amount of money they pay in tax. StatsCan figures released on April 14th state that Canadians incomes are not keeping pace with economic growth. â€Å"We†re all working harder than ever and we†re not seeing our take home pay rise. It†s got to stop. Governments must take action to cut taxes and increase real take home pay†(Ontario PC Party). The government also needs to flatten income taxes because each province in Canada pays a different income tax rate Quebec than BC being the highest. We could also lower our income taxes if we were to be like the US and impose income tax on inheritance and lottery winnings, which would allow government to reduce personal income tax. A further social government issue that needs to be worked on is welfare. Welfare laws need to be modified because people on welfare have no incentive to look for a job or enroll in training. Welfare fraud is a big issues in some provinces of Canada (fraud and welfare abuse cost Ontario taxpayers an estimated $100 million last year), as well Canada needs to eliminate welfare payments to jail inmates as this is contributing to the millions of dollars wasted each year. It is made clear through the facts and evidence stated why the government needs to focus more upon social issues such as welfare, taxes, education, healthcare and foreign import laws. These government run programs are out of reach to entrepreneurs. Thus Canada needs the government to concentrate and control theses issues, rather than infringing upon Canadian business and economy. Lastly Since research has proven no laws limiting legitimate government control over large companies these laws need to be established and enforced because the government already has to much control over the Canadian economy. Laws need to be created in order to monitor government control and creation of monopolies. Trough extensive research currently there were no laws found that entail government control of business. Government already has a big impact on the pass of laws so this could be why there are no laws limiting their control of business i. e. Ontario liquor, CBC, Via rail, TVO, Petro Canada etc. However the part of business the government must stay in charge of are companies that produce money, the mint, nuclear power plants, army, police forces etc. These are all government run agencies that can not be privatized due to obvious reasons. If anyone could produce money than the Canadian dollar would have no value and the Canadian economy would crash, i. e. the Russian economy. The issue concerning too much government control over business that can be run by entrepreneurs can be resolved by passing â€Å"fair† laws concerning government control over business. This law would limit the amount of control and what the government can control in the Canadian economy. In conclusion as facts have proven above Canadian economic policies are becoming too government controlled, which is resulting in a government run bureaucracy. As government monopolies are becoming to strong it begins to decrease entrepreneurial opportunities for Canadian citizens and is why all business should be privatized. If the government were to allow privatization of some industries it would allow for more job opportunity, profit and a better Canadian economy. As well the government should concentrate more on social issues concerning Canadians such as healthcare, education, taxation etc, these issues could be emphasized on more by privatizing some crown corporations. Lastly law issuing limiting government control is allowed will result in a more prosperous economy. Therefore if all of these issues are handle more efficiently as outlined than Canada†s economy will be booming and it will create more opportunity in the job market for Canadian citizens.

a orange essays

a orange essays Just saying the name Agent Orange gets the attention of every Vietnam veteran, and I dare say most of the Australian and American public, not to mention the Vietnamese. It has been argued about, written about, researched and debated, published in magazines and newspapers, talked about on radio and television. It was the subject of documentaries, legal battles, and in Australia a Royal Commission that lasted some two years and cost 3.8 million dollars. Agent Orange was the code name for a herbicide developed for the military, primarily for use in tropical climates. Although the genesis of the product goes back to the 1940s, serious testing for military applications did not begin until the early 1960s. The purpose of the product was to deny an enemy cover and concealment in dense terrain by defoliating trees and shrubbery where the enemy could hide. The product Agent Orange (a code name for the orange band that was used to mark the drums it was stored in) was principally effective agai nst broad-leaf foliage, such as the dense jungle-like terrain found in Southeast Asia. The product was tested in Vietnam in the early 1960s, and was brought into ever widening use during the height of the war in 1967-68, though its use was diminished and eventually discontinued in 1971. Agent Orange was a 50-50 mix of two chemicals, known conventionally as 2,4,D and 2,4,5,T. the combined product was mixed with kerosene or diesel fuel and dispersed by aircraft, vehicle, and hand spraying. An estimated 19 million gallons of Agent Orange were used in South Vietnam during the war. The earliest health concerns about Agent Orange were about the products contamination with TCDD, or dioxin. TCDD is one of a family of dioxins, some found in nature, and are cousins of dibenzofurans and PCBs. Dioxin is formed by burning chlorine-based chemical compounds with hydrocarbons. The major source of dioxin in the environment (95...

Compare the heights of girls and boys in year 8 and the sixth form Essays

Compare the heights of girls and boys in year 8 and the sixth form Essays Compare the heights of girls and boys in year 8 and the sixth form Essay Compare the heights of girls and boys in year 8 and the sixth form Essay The purpose of this exercise is to compare the heights of girls and boys in year 8 and the sixth form, in an attempt to show the following. That in year 8, girls and boys will have more similarities in height, but girls are more likely to be taller than the boys. In sixth form there will be greater differences between the heights of boys and girls and the boys are more likely to be taller. That there will be a much greater difference in the heights of boys between year 8 and sixth form than between the girls. I will attempt to show this by measuring the heights of boys and girls in year eight and the sixth form. In each case a sample size of fifty will be used in order to produce statistically valid results according to the central limit theorem. This will be done, by obtaining a sample that accurately represents each group. Firstly a list of boys and a list of girls in year eight and the sixth form will be formulated giving each student a number. Then a random number generator will be used to select fifty boys and fifty girls from each year group. I will measure the selected groups independently using the measuring device illustrated below. This device includes two, one meter rulers fixed against the wall, the mark for 0 cm is in line with the floor, and the second ruler is fixed alongside the first so that its 0 cm mark is in line with the firsts 100cm mark. Then two, 30cm rulers with millimetre measurements are fixed, one either side of the second meter ruler, at 140-170cm and 170-200cm, again the 0cm marks for each of these rulers were fixed in line with 140cm and 170cm respectively. This will help to ensure accurate measurements. Students will be asked to remove their shoes, stand up straight, flat on their feet, with their backs against the wall. The setsquare will be held against the wall and the individuals head. The height will be read and recorded. Each height will be measured to millimetres to ensure obtaining a reading that is as accurate as possible. The results were as follows. RESULTS OF THE SIXTH FORM BOYS HEIGHTS GIRLS HEIGHTS 1 175.1 26 181.2 1 153.5 26 155.4 2 178.5 27 186.7 2 169.8 27 162.7 3 187.6 28 180.0 3 156.6 28 152.0 4 175.6 29 185.2 4 157.5 29 160.2 5 178.8 30 184.9 5 174.8 30 155.5 6 180.7 31 182.2 6 175.1 31 153.5 7 172.4 32 160.3 7 160.8 32 160.2 8 175.0 33 179.8 8 168.2 33 170.2 9 180.9 34 167.6 9 167.7 34 158.0 10 167.9 35 171.3 10 159.0 35 162.7 11 170.6 36 178.9 11 157.1 36 168.2 12 175.6 37 170.0 12 171.2 37 165.1 13 177.7 38 161.6 13 164.3 38 149.2 14 184.8 39 169.2 14 165.3 39 158.1 15 176.6 40 166.2 15 163.4 40 172.6 16 185.3 41 173.1 16 148.9 41 173.3 17 187.5 42 183.2 17 153.9 42 168.7 18 186.4 43 167.0 18 157.2 43 162.5 19 180.3 44 171.1 19 159.3 44 157.6 20 165.3 45 174.8 20 169.2 45 158.0 21 176.8 46 181.2 21 153.5 46 164.7 22 175.7 47 179.0 22 169.9 47 152.3 23 179.2 48 165.9 23 166.7 48 160.8 24 190.3 49 183.0 24 147.5 49 161.8 25 190.8 50 176.4 25 157.5 50 156.7 RESULTS OF YEAR EIGHT BOYS HEIGHTS GIRLS HEIGHTS 1 149.4 26 149.9 1 158.7 26 164.1 2 146.0 27 165.2 2 160.6 27 148.9 3 145.0 28 150.2 3 170.2 28 166.1 4 164.8 29 151.2 4 159.6 29 153.5 5 163.7 30 141.9 5 163.6 30 156.0 6 165.2 31 156.2 6 157.4 31 161.9 7 161.1 32 166.2 7 159.0 32 160.2 8 153.7 33 141.9 8 166.8 33 160.0 9 162.2 34 144.8 9 162.8 34 164.2 10 159.7 35 148.6 10 148.2 35 150.8 11 161.6 36 152.7 11 143.0 36 150.1 12 147.1 37 160.3 12 165.1 37 148.9 13 143.4 38 146.8 13 170.2 38 157.3 14 146.2 39 145.9 14 160.9 39 168.2 15 148.2 40 154.6 15 154.3 40 165.8 16 155.8 41 153.2 16 154.8 41 159.0 17 165.0 42 162.1 17 167.3 42 156.7 18 168.2 43 160.0 18 143.5 43 148.9 19 150.6 44 147.2 19 156.6 44 154.9 20 148.8 45 160.9 20 160.6 45 161.3 21 161.9 46 151.4 21 145.0 46 154.9 22 146.8 47 147.1 22 159.6 47 158.7 23 153.0 48 166.8 23 162.5 48 167.9 24 150.0 49 150.0 24 151.3 49 165.8 25 164.4 50 147.3 25 153.2 50 157.0 STEM AND LEAFS THE MEAN AND STANDARD DEVIATION First calculate the mean of each group. This will be done by adding together all of the heights in one group and dividing it by 50 (the sample size). This will be repeated for each of the remaining groups. This calculation is represented by the following formula. Next calculate the standard deviation, which is found by taking one group e.g. Year 8 boys and subtracting the mean from one of the scores. The result of this is squared. This is repeated for every score and the mean of the squared differences is worked out. This is the variance. To find the standard deviation you must square root the variance. This calculation is represented by the following formula. USEFUL BACKGROUND INFO THE CENTRAL LIMIT THEOREM If the sample size is large enough then the distribution of the sample means is approximately normal, irrespective of the distribution of the parent population. The mean of the distribution of the sample means is approximately equal to the parent population. The variance of the distribution of sample means is approximately the variance of the parent population divided by the sample size. These approximations get closer as the sample size gets bigger. These results are known as the Central Limit Theorem. Symbolically if, X ~ (unknown)(?, ?à ¯Ã‚ ¿Ã‚ ½) then ? n ~ (?, ?à ¯Ã‚ ¿Ã‚ ½/n) Provided n is sufficiently large. (n ? 30 is usually a good size). Standard error The standard deviation of the distribution of sample means is called the standard error. 1 s.e = ?à ¯Ã‚ ¿Ã‚ ½/n (variance of the distribution of x = ?à ¯Ã‚ ¿Ã‚ ½/n) In previous calculations I have only worked out the mean x and variance sà ¯Ã‚ ¿Ã‚ ½ of my sample. I cannot calculate confidence intervals for population mean à ¯Ã‚ ¿Ã‚ ½ because I do not know ?à ¯Ã‚ ¿Ã‚ ½. Unfortunately sà ¯Ã‚ ¿Ã‚ ½ is not an unbiased estimator of ?à ¯Ã‚ ¿Ã‚ ½ (i.e. the mean of the distribution of sà ¯Ã‚ ¿Ã‚ ½ is not equal to ?à ¯Ã‚ ¿Ã‚ ½). However Is an unbiased estimator of population variance, and I can use this as an estimate of ?à ¯Ã‚ ¿Ã‚ ½ when calculating standard error in order to produce confidence intervals for à ¯Ã‚ ¿Ã‚ ½. So in order to calculate the standard errors for each of my groups I must first calculate an estimate for ?à ¯Ã‚ ¿Ã‚ ½, using the above formulae. CALCULATIONS FOR THE ESTIMATES ?à ¯Ã‚ ¿Ã‚ ½ AND STANDARD ERRORS I have previously calculated the mean (x) and standard deviation (sà ¯Ã‚ ¿Ã‚ ½) for each of my groups. I will now calculate an estimate for ?à ¯Ã‚ ¿Ã‚ ½ in order to calculate the standard errors and formulate confidence intervals for each of my groups. To estimate ?à ¯Ã‚ ¿Ã‚ ½ I will use the previously stated formula. And then using these estimates for ?à ¯Ã‚ ¿Ã‚ ½ I will calculate the standard errors using the formula. CONFIDENCE INTERVALS If we have one sample mean x then P(à ¯Ã‚ ¿Ã‚ ½ 1s.e x à ¯Ã‚ ¿Ã‚ ½ + 1s.e), but this can be rearranged à ¯Ã‚ ¿Ã‚ ½ 1s.e x x à ¯Ã‚ ¿Ã‚ ½ + 1s.e == à ¯Ã‚ ¿Ã‚ ½ x 1s.e à ¯Ã‚ ¿Ã‚ ½ x + 1s.e So P(x 1s.e à ¯Ã‚ ¿Ã‚ ½ x + 1s.e) = 0.68 I.e. There is a 68% chance that à ¯Ã‚ ¿Ã‚ ½ lies within ? 1s.e of my x. This is known as a confidence interval for the population mean. In this investigation I am going to calculate confidence intervals for each of the individual groups. I am going to use 95% confidence intervals so I will have to calculate a z score for 95%. The z score is the number of standard deviations units away from the mean value. Using numerical methods, accurate tables have been constructed for the area under the normal curve. The table gives the area to the left of (or below) any given z- value. The area under the Standard normal curve that is to the left of z is denoted by ?(z).This is represented by the following diagram. I will obtain a z score for 95% as follows. The area to the left of the z = ?(z) = 0.95 + 0.25 = 0.975 Using the normal distribution table z = 1.96.This will be used in calculating the confidence intervals for each group. CALCULATIONS OF CONFIDENCE INTERVALS. Using my previous calculations for the z score for 95%, the mean of each sample and the standard errors. I will now formulate confidence intervals for each of my groups. YEAR EIGHT BOYS x = 154.1 s.e = 1.19 z score 95% = 1.96 (this will be used for all the groups) P(à ¯Ã‚ ¿Ã‚ ½ 1.96s.e x à ¯Ã‚ ¿Ã‚ ½ + 1.96s.e) = 0.95 P(x 1.96s.e à ¯Ã‚ ¿Ã‚ ½ x + 1.96s.e) = 0.95 P(154.1 1.96 x 1.19 à ¯Ã‚ ¿Ã‚ ½ 154.1 + 1.96 x 1.19) = 0.95 95% C.I for à ¯Ã‚ ¿Ã‚ ½ is (151.8 156.3) . YEAR EIGHT GIRLS x = 158.3 s.e = 0.94 P(à ¯Ã‚ ¿Ã‚ ½ 1.96s.e x à ¯Ã‚ ¿Ã‚ ½ + 1.96s.e) = 0.95 P(x 1.96s.e à ¯Ã‚ ¿Ã‚ ½ x + 1.96s.e) = 0.95 P(153.8 1.96 x 0.94 à ¯Ã‚ ¿Ã‚ ½ 153.8 + 1.96 x 0.94) = 0.95 95% C.I for à ¯Ã‚ ¿Ã‚ ½ is (156.5 160.1) SIXTH FORM BOYS x = 176.7 s.e = 1.08 P(à ¯Ã‚ ¿Ã‚ ½ 1.96s.e x à ¯Ã‚ ¿Ã‚ ½ + 1.96s.e) = 0.95 P(x 1.96s.e à ¯Ã‚ ¿Ã‚ ½ x + 1.96s.e) = 0.95 P(176.7 1.96 x 1.08 à ¯Ã‚ ¿Ã‚ ½ 176.7 + 1.96 x 1.08) = 0.95 95% C.I for à ¯Ã‚ ¿Ã‚ ½ is (174.6 178.8) SIXTH FORM GIRLS x = 161.4 s.e = 0.99 P(à ¯Ã‚ ¿Ã‚ ½ 1.96s.e x à ¯Ã‚ ¿Ã‚ ½ + 1.96s.e) = 0.95 P(x 1.96s.e à ¯Ã‚ ¿Ã‚ ½ x + 1.96s.e) = 0.95 P(161.4 1.96 x 0.99 à ¯Ã‚ ¿Ã‚ ½ 161.4 + 1.96 x 0.99) = 0.95 95% C.I for à ¯Ã‚ ¿Ã‚ ½ is (159.5 163.3) These results are represented by the following graphs. ANALYSIS OF RESULTS The first set of box plots shows the 95% confidence intervals for à ¯Ã‚ ¿Ã‚ ½ for the year eight boys and the girls. They show that the majority of girls and boys in year eight are very similar in height, but girls are more likely to be taller. The second set of box plots shows the 95% confidence intervals for à ¯Ã‚ ¿Ã‚ ½ for the sixth form boys and girls. They show that there is a great difference in the heights of the girls and boys, and it is the majority of boys that are taller. The third set of box plots shows the 95% confidence intervals for à ¯Ã‚ ¿Ã‚ ½ for the boys in year eight and sixth form. They show that the majority of boys are a lot taller in the sixth form. The fourth set of box plots shows the 95% confidence intervals for à ¯Ã‚ ¿Ã‚ ½ for the girls in year 8 and the sixth form the majority of girls in both years are much more similar in height than the boys. The majority of girls in sixth form are more likely to be taller. CONCLUSION AND ANALYSIS My results have shown my hypothesis to be correct. They show that: In year 8 girls and boys have more similarities in height, but girls are more likely to be taller than the boys. In sixth form there are greater differences between the heights of boys and girls and the boys are more likely to be taller. There is a much greater difference in the heights of boys between year 8 and sixth form than between the girls. I believe these results are fairly reliable, as I would say that I obtained my samples of girls and boys in year eight and the sixth form as accurately as I possibly could have given the facilities and amount of time that was available. I also think that using these samples I fairly accurately estimated the confidence intervals for the population mean of each group. I dont think there is much I could have done to improve the method of obtaining the sample or the method I used to measure the heights. The accuracy of my results would improve by using a larger sample size e.g. 100 girls and boys from each year group, according to the central limit theorem. However, this was not possible due to the amount of people available to measure and the amount of time allocated. I could have improved the sample further by taking groups of students from different schools in different areas, this may have given a more accurate representation of the population, as the ranges of heights in different areas for each group may be more varied. However this would have been very difficult to do and would have taken too long, also I dont think it would have shown any great difference in my findings, as the heights of boys and girls in each group throughout the region are most likely to be fairly similar to those I measured. If I had had more time it would have been interesting to find out where exactly the changes in the heights of boys and girls actually occurs. This could have been done by taking a sa mple of fifty girls and fifty boys from each of the years in between year eight and the sixth form, and again calculate confidence intervals to see when the boys go from being the same height or shorter than the girls to being much taller than them.

The Early Development of the Nazi Party

The Early Development of the Nazi Party Adolf Hitler’s Nazi Party took control of Germany in the early 1930s, established a dictatorship and started the Second World War in Europe. This article examines the origins of the Nazi Party, the troubled and unsuccessful early phase, and takes the story to the late twenties, just before the fateful collapse of Weimar. Adolf Hitler and the Creation of the Nazi Party Adolf Hitler was the central figure in German, and European, history in the middle of the twentieth century, but came from uninspiring origins. He was born in 1889 in the old Austro-Hungarian Empire, moved to Vienna in 1907 where he failed to get accepted at art school, and spent the next few years friendless and drifting around the city. Many people have examined these years for clues as to Hitler’s later personality and ideology, and there is little consensus about what conclusions can be drawn. That Hitler experienced a change during World War One - where he won a medal for bravery but drew skepticism from his fellows - seems a safe conclusion, and by the time he left the hospital, where he was recovering from being gassed, he already seemed to have become anti-Semitic, an admirer of the mythic German people/volk, anti-democratic and anti-socialist – preferring an authoritarian government – and committed to German nationalism.   Still a failed painter, Hitler searched for work in post-World War One Germany and found that his conservative leanings endeared him to the Bavarian military, who sent him to spy on political parties they considered suspect. Hitler found himself investigating the German Workers Party, which had been founded by Anton Drexler on a mixture of ideology which still confuses to this day. It was not, as Hitler then and many now assume, part of the left wing of German politics, but a nationalist, anti-Semitic organization which also included anti-capitalistic ideas such as workers rights. In one of those small and fateful decisions Hitler joined the party he was meant to be spying on (as the 55th member, although to make the group look bigger they had started numbering at 500, so Hitler was number 555.), and discovered a talent for speaking which allowed him to dominate the admittedly small group. Hitler thus co-authored with Drexler a 25 Point program of demands, and pushed through, in 1920, a change of name: the National Socialist German Workers Party, or NSDAP, Nazi. There were socialist-leaning people in the party at this point, and the Points did include socialist ideas, such as nationalizations. Hitler had little interest in these  and kept them to secure party unity while he was challenging for power. Drexler was sidelined by Hitler soon after. The former knew the latter was usurping him and tried to limit his power, but Hitler used an offer to resign and key speeches to cement his support and, in the end, it was Drexler who quit. Hitler had himself made ‘Fà ¼hrer’ of the group, and he provided the energy – mainly via well-received oratory - which propelled the party along and bought in more members. Already the Nazis were using a militia of volunteer street fighters to attack left-wing enemies, bolster their image and control what was said at meetings, and already Hitler realized the value of clear uniforms, imagery, and propaganda. Very little of what Hitler would think, or do, was original, but he was the one to combine them and couple them to his verbal battering ram. A great sense of political (but not military) tactics allowed him to dominate as this mishmash of ideas was pushed forward by oratory and violence. The Nazis try to Dominate the Right Wing Hitler was now clearly in charge, but only of a small party. He aimed to expand his power through growing subscriptions to the Nazis. A newspaper was created to spread the word (The People’s Observer), and the Sturm Abteiling, the SA or Stormtroopers / Brownshirts (after their uniform), were formally organized. This was a paramilitary designed to take the physical fight to any opposition, and battles were fought against socialist groups. It was led by Ernst Rà ¶hm, whose arrival bought a man with connections to the Freikorps, the military and to the local Bavarian judiciary, who was right-wing and who ignored right-wing violence. Slowly rivals came to Hitler, who would accept no compromise or merger. 1922 saw a key figure join the Nazis: air ace and war hero Hermann Goering, whose aristocratic family gave Hitler a respectability in German circles he had previously lacked. This was a vital early ally for Hitler, instrumental in the rise to power, but he would prove costly during the coming war. The Beer Hall Putsch By mid-1923, Hitler’s Nazis had a membership in the low tens of thousands  but were limited to Bavaria. Nevertheless, fuelled by Mussolini’s recent success in Italy, Hitler decided to make a move on power; indeed, as the hope of a putsch was growing among the right, Hitler almost had to move or lose control of his men. Given the role he later played in world history, it is almost inconceivable he was involved with something that failed as outright as the Beer Hall Putsch of 1923, but it happened. Hitler knew he needed allies, and opened discussions with Bavaria’s right-wing government: political lead Kahr and military leader Lossow. They planned a march on Berlin with all of Bavaria’s military, police, and paramilitaries. They also arranged for Eric Ludendorff, Germany’s de facto leader throughout the later years of World War One, to join in. Hitler’s plan was weak, and Lossow and Kahr tried to pull out. Hitler wouldn’t allow this and when Kahr was making a speech in a Munich Beer Hall – to many of Munich’s key government figures - Hitler’s forces moved in, took over, and announced their revolution. Thanks to Hitler’s threats Lossow and Kahr now joined in reluctantly (until they were able to flee), and a two thousand strong force tried to seize key sites in Munich the next day. But support for the Nazis was small, and there was no mass uprising or military acquiescence, and after some of Hitler’s troops were killed the rest were beaten and the leaders arrested. An utter failure, it was ill-conceived, had little chance of gaining support across German, and may even have triggered a French invasion had it worked. The Beer Hall Putsch might have been an embarrassment and the death knell for the now banned Nazis, but Hitler was still a speaker and he managed to take control of his trial and turn it into a grandstanding platform, aided by a local government who didn’t want Hitler to reveal all those who’d helped him (including army training for the SA), and were willing to give a small sentence as a result. The trial announced his arrival on the German stage, made the rest of the right wing look to him as a figure of action, and even managed to get the judge to give him the minimum sentence for treason, which he in turn portrayed as tacit support. Mein Kampf and Nazism Hitler spent only ten months in prison, but while there he wrote part of a book which was supposed to set out his ideas: it was called Mein Kampf. One problem historians and political thinkers have had with Hitler is that he had no ‘ideology’ as we’d like to call it, no coherent intellectual picture, but a rather confused mishmash of ideas he had acquired from elsewhere, which he melded together with a heavy dose of opportunism. None of these ideas were unique to Hitler, and their origins can be found in imperial Germany and before, but this benefitted Hitler. He could bring the ideas together within him and present them to people already familiar with them: a vast amount of Germans, of all classes, knew them in a different form, and Hitler made them into supporters. Hitler believed that the Aryans, and chiefly the Germans, were a Master Race which a terribly corrupted version of evolution, social Darwinism and outright racism all said would have to fight their way to a domination they were naturally supposed to achieve. Because there would be a struggle for dominance, the Aryans should keep their bloodlines clear, and not ‘interbreed’. Just as the Aryans were at the top of this racial hierarchy, so other peoples were considered at the bottom, including the Slavs in Eastern Europe, and the Jews. Anti-Semitism was major part of Nazi rhetoric from the start, but the mentally and physically ill and anyone gay were considered equally offensive to German purity. Hitler’s ideology here has been described as terribly simple, even for racism. The identification of Germans as Aryans was intimately tied into a German nationalism. The battle for racial dominance would also be a battle for the dominance of the German state, and crucial to this was the destruction of the  Treaty of Versailles  and not just the restoration of the German Empire, not just the expansion of Germany to cover all European Germans, but the creation of a new Reich which would rule a massive Eurasian empire and become a global rival to the US. Key to this was the pursuit of  Lebensraum, or living room, which meant conquering Poland and through into the USSR, liquidating the existing populations or using them as slaves, and giving Germans more land and raw materials. Hitler hated communism and he hated the USSR, and Nazism, such as it was, was devoted to crushing the left wing in Germany itself, and then eradicating the ideology from as much of the world as the Nazis could reach. Given that Hitler wanted to conquer Eastern Europe, the presence of the USSR made for a natural enemy. All this was to be achieved under an authoritarian government. Hitler saw democracy, such as the struggling Weimar republic, as weak, and wanted a strong man figure like  Mussolini  in Italy. Naturally, he thought he was that strong man. This dictator would lead a Volksgemeinschaft, a nebulous term Hitler used to roughly mean a German culture filled with old fashioned ‘German’ values, free of class or religious differences. Growth in the Later Twenties Hitler was out of prison for the start of 1925, and within two months he had started to take back control of a party which had divided without him; one new division had produced Strasser’s National Socialist Freedom Party. The Nazis had become a disordered mess, but they were refounded, and Hitler started a radical new approach: the party could not stage a coup, so it must get elected into Weimar’s government and change it from there. This wasn’t ‘going legal’, but pretending to while ruling the streets with violence. To do this, Hitler wanted to create a party which he had absolute control over, and which would put him in charge of Germany to reform it. There were elements in the party which opposed both these aspects, because they wanted a physical attempt on power, or because they wanted power instead of Hitler, and it took a full year before Hitler managed to largely wrestle back control. However there remained criticism and opposition from within the Nazis and one rival leader,  Gregor Strasser, didn’t just remain in the party, he became hugely important in the growth of Nazi power (but he was murdered in the Night of the Long Knives for his opposition to some of Hitler’s core ideas.) With Hitler mostly back in charge, the party focused on growing. To do this it adopted a proper party structure with various branches throughout Germany, and also created a number of offshoot organizations to better attract a wider range of support, like the Hitler Youth or the Order of German Women. The twenties also saw two key developments: a man called Joseph Goebbels switched from Strasser to Hitler and was given the role of  Gauleiter  (a regional Nazi leader) for the extremely difficult to convince and socialist Berlin. Goebbels revealed himself to be a genius at propaganda and new media, and would assume a key role in the party managing just that in 1930. Equally, a personal bodyguard of blackshirts was created, dubbed the SS: Protection Squad or Schutz Staffel. By 1930 it had two hundred members; by 1945 it was the most infamous army in the world. With membership quadrupling to over 100,000 by 1928, with an organized and strict party, and with many other right-wing groups subsumed into their system, the Nazis could have thought themselves a real force to be reckoned with, but in the 1928 elections they polled terrible low results, winning just 12 seats. People on the left and in the center began to consider Hitler a comic figure who wouldn’t amount to much, even a figure who could be easily manipulated. Unfortunately for Europe, the world was about to experience problems which would pressure Weimar Germany into cracking, and Hitler had the resources to be there when it happened.

A Seven Day Cyclical Menu Planinig for a Hospital Patient Research Paper

A Seven Day Cyclical Menu Planinig for a Hospital Patient - Research Paper Example The technician would then make a decision on whether there should be adjustments to the already prescribed diet. An initial assessment may assimilate data including nutrition related to food history; medical tests, biochemical data and procedures, nutrition focused physical findings, client history and anthropometric measurements. There might be a number of questions that may loom in one’s mind as one makes a visit to his physician. These may range from weight gain or loss, abnormal lab values, trouble in swallowing food, tube feeling or even appetite loss. The dietician may then make his diagnosis to the patient and recommend an appropriate diet order suggesting the probable corrective solutions to the nutrition issue. The process that sees the determination of a patient’s diet might be called the Nutrition Care Process thus may be implemented within several hospitals. The extensions may include low sodium, renal diets, low fat, pureed and low phosphorous. In case oneà ¢â‚¬â„¢s diet fails to appear into the existing menu extensions, there would be a notification to the nutrition associates who would then make a report to the diet technicians. Thesis statement Within the past recent years, there might have been a considerable increase in health issues within patients in hospitals as a result of inappropriate diet given to them by the hospital administration. It may be crucial to note that an aspect of nutrition might not just be significant for growth and enjoyment but for the nourishment of the body organs and tissues together with their nourishment too. The question that might hover within everybody’s mind would be; would it be possible to determine a diet for a specific patient? If so, how best would it be done? Why wouldn’t every patient be served the same food within the entire hospital? Objectives To obtain a means of determining a patient’s diet. To make use of appropriate diets in assisting patients attain quick recover y. To plan a menu for a hospital patient. It might be extremely crucial to note that there might be a couple of varying choices to make as regards menu for patients within a hospital. Selections, however, may be made possible so as to make sure that all the parameters within the diet are effectively fit. So as to make a determination of the appropriate food required within a menu, nutrient analysis would be used for every item. The palm pilots may often be utilized by nutrition associates in order to check and ensure that every meal is compliant and appropriate to the specific, restrictive diet. In case, a hospital fails to have a specific supplement or food required, it may often opt to make visits to the nearby grocery stores e.g. whole foods, stop and shop, fairway, etc so as to purchase food. It might be appropriate for the nutritionists to consider the fact that patients may differ in religion, status and culture hence the need to come up with steps that may aid in the food pro vision for each of them. Well educated nutrition associates would be more efficient than the quack type. This may be because they may be considered the first contact with patients as regards their diet. The cultural practices may be typically determined upon patient arrival thus even the first meal

Growth Management vs. Growth Control Research Paper - 1

Growth Management vs. Growth Control - Research Paper Example The community has for years faced poor infrastructure especially in the suburban areas. In its effort to overcome this problem, the mayor invited Dr. Freilich of the London School of Economics to advise him on Growth management policies. This enabled the transport network of the suburban areas to improve. The growth management policy has eased traffic in San Diego. The current and future generations of this community will benefit, and this will foster growth in other sectors (Levy, 2011). In addition, the community uses a tiered system of separating the rural and urban areas. This is as opposed to the old growth boundary line that was in place before implementation of growth management policy. The tiers help the authorities to identify the areas that need more resources in development (Levy, 2011). This ensures that there is balanced growth in the region. Apart from transport sector, growth management has focused on other areas in San Diego. These include housing, sanitation, industrial and commercial sectors. This has made San Diego a conducive environment for its residents and generations to

Impact of Tourism on the Quality of Life on the Citizens of the Essay

Impact of Tourism on the Quality of Life on the Citizens of the Historic Center of Venice, Italy - Essay Example To achieve this primary objective, the first step is to survey and record the present distribution of retail shops and the type of primary goods such as food and other daily commodities sold therein. The number of shops that predominantly sell tourist-oriented goods would be recorded and a â€Å"touristization index† would be formulated to estimate the prevalence of tourist-oriented shops in the region. Another index, viz. â€Å"shopping comfort† would also be formulated to measure the quality of life based on the importance and necessity of products sold in these retail shops, the accessibility of the stores, the number of people of different age groups in each shop’s vicinity, average price of basic goods etc. Once these indices are computed, the shopping landscape of Venice from the time of World War II (1945) to 2005 would be recreated. This will facilitate the study of the evolution of the retail landscape of Venice in 60 years, and will also equip the resea rchers with enough data to help in identifying the trends in its evolution. The research problem that this study wishes to address is whether tourism has influenced the quality of life of people living in Venice, by affecting its retail sector. The study wishes to ascertain whether shops selling basic and daily commodities have been replaced by tourist-oriented shops selling artifacts and souvenirs, thereby affecting the common people’s daily lives. Access to shops selling foodstuff and other necessities, the age of individuals living in the shop’s vicinity and the distances travelled to procure goods for daily needs will thus be assessed by the study. research problem that this study wishes to address is whether tourism has influenced the quality of life of people living in Venice, by affecting its retail sector. The study wishes to ascertain whether shops selling basic and daily commodities have been replaced by tourist-oriented shops selling artifacts and souvenirs, thereby affecting the common people’s daily lives. Access to shops selling foodstuff and other necessities, the age of individuals living in the shop’s vicinity and the distances travelled to procure goods for daily needs will thus be assessed by the study. The study also intends to propose alternatives, and public and private interventions to stop or even reverse the trends, in case they are found to have a negative impact on the people’s quality of life. II. Research Paradigm The proposed research aims at challenging popular claims that increasing tourism in Venice has led to the replacement of shops selling goods of basic necessity with shops selling tourist-related goods such as souvenirs and apparel. Although this has been the common perception of local citizens since the past 30 years, the belief is largely anecdotal and is not backed by quantitative or qualitative evidence. Moreover, no investigation has been done until date on the type of local stores t hat have been running and those that have been shut down since the second World War. Therefore, the belief that tourism has negatively impacted the people’s quality of life by changing the retail scene is based on unconfirmed assumptions. The researchers thus wish to challenge the hypothesis that â€Å"Venice is becoming a harder and more costly place to live in, where souvenir shops have displaced stores providing primary necessities to the aging local population†. It is expected that this hypothesis will either be confirmed or decried after the successful completion of the proposed study. If the hypothesis is confirmed, potential solutions will be proposed. However, if the hypothesis were disproved, it would result in a paradigm shift in the local perception

Work Placement Journal Essay Example | Topics and Well Written Essays - 1250 words - 1

Work Placement Journal - Essay Example It involved a test of character, commitment and the ability to listen to the instructions set by the Director. Some skills are not acquired at school, they boil down to morals and etiquette. In my new job, some responsibilities were delegated to me, and without certain skills I would not be able to deliver as expected. Communication skills were some of the vital skill I was expected to have. According to the University Of Kent (2013) effective communication involves the ability of expressing views and ideas confidently. As exhibited for the first practice, I had to approach the staff and ask for help with some tasks. Charlotte. L and Kidd. J (2000) and communication skills must persuading and this went a long in convincing the residents to take the alcohawk. It is expressed that for communication to be effective, one must be able to communicate as a team which was sometimes put into test when I was required to interview a new resident with a member of staff. Within a number of days my communication skills had improved, which considerably improved my telephone communication skills. Treuer. P (2011) explains that effective communication without the ability to listen leads to instructions being misunderstood. Effective listening skills involve avoiding distractions when being spoken to. Mark Twain (1898) quoted that we are supposed to listen more than we talk since we have two ears and one mouth. When listening to someone, the listener should be at ease, since which it shows the speaker, that you are keen to listen and it is also expected that the listener will be patient and willing. As illustrated by Treuer. P (2011) the speaker should not get the impression that there is

Write a summary of the movie William Kunstler Disturbing The Universe, Review

Write a summary of the William Kunstler Disturbing The Universe, please include connections with the law and how it is used - Movie Review Example For instance, while presenting the freedom riders, he presented the case critically leading to success. Through circumstantial evidence, Kunstler presented several cases during then activism period with a higher rate of success. In the speech presented about racism, he illustrated the power of segregation by white and considered himself a racist because he was white. The movie highlights the life of Kunstler and addressed several legal issues including The Bill of Rights which is pertinent with regard to racism. The defending of the Roman Catholic Activists including Daniel and Phillip Berrigan illustrated support of freedom of expression. Therefore, Kunstler was known for defending the activist groups notoriously. However, after ascending to stardom he lost focus and lived a life filled with self-importance and loss of perspective. The brilliance in legal issues led to several successes with the lowest point being in the failed negotiation in 1971 for the inmates at Attica Correctional facility in New York. The movie expresses the character of Kunstler succinctly and

Nursing assigment Essay Example | Topics and Well Written Essays - 2000 words

Nursing assigment - Essay Example Bearing these in mind, the significance of evidence-based practice is highly valuable in proving that health practices are safe for the public and cost-effective. In this paper, barriers and possible resolution of gaps between nursing research and their application are tackled, as well as their utilization through standardized clinical guidelines in relevantly managing smoke cessation in clinical settings. Discrepancies in Evidence-Based Practice Despite the long emergence of concepts in evidenced-based practice in health care sectors, success in fully translating research outcomes into care practices seemed lagging in progress. At large, four main sectors contextually represent the barriers to research employment: â€Å"health-care professional related, organizational-related, research related, and presentation-related† (Chau, Lopez, & Thompson, 2008, p.640). Each division indicates specific areas of clinical problems that probably weaken health professionals in fully respond ing to the positive sides brought about by solid research results. Health-care associated factors may range from personal demographics (educational level, social and economic status), personal characteristics and values, such as knowledge seeking behaviors to further one’s practice. With organizational barriers, these comprise viewpoints of affiliated institutions on its commitment to research adaptation and dissemination, facility maintenance, hierarchical culture and authority for change, administrative support, and lack of opportunities to develop and acquire research resources. As of research-related interference and presentation, types and comprehensiveness of research contents affect professional perceptions, including comparison of previous and present research for results and conflicting thoughts. As such, there is increased tendency to reject research composition and presentation should data fail to meet practical health needs of clinical personnel that research team s aim at satisfying. In more ways, the concerted results of practical nursing barriers create disparities that may unintentionally provide nurses with concrete excuses not to change their old ways. Common among perceived nursing barriers to full research application are said to be generated from organizational, and professionally-related factors. Funk, Tornquist and Champagne (1995, p.397) emphasized â€Å"insufficient authority to (clinical practice) change...and insufficient time to implement new ideas† as primary sources of research to practice discrepancies. The prevailing culture of inflexible organizational structures in most clinical institutions restricts the attitude of change and resource availability in such settings. Elaborately, it also affects sufficiency of time required to search, read, and substantially absorb relevant information from research journals and related materials. To top these off, Cummings, et al. (2007, p.S33) revealed the nature of occupation n urses suffers, where most of the time, exhaustion in both physical and emotional aspects reduce their quality of professional care. There is difficulty, then, to acquire suitable skills in search for relevant studies due

Write a summary of the movie William Kunstler Disturbing The Universe, Review

Write a summary of the William Kunstler Disturbing The Universe, please include connections with the law and how it is used - Movie Review Example For instance, while presenting the freedom riders, he presented the case critically leading to success. Through circumstantial evidence, Kunstler presented several cases during then activism period with a higher rate of success. In the speech presented about racism, he illustrated the power of segregation by white and considered himself a racist because he was white. The movie highlights the life of Kunstler and addressed several legal issues including The Bill of Rights which is pertinent with regard to racism. The defending of the Roman Catholic Activists including Daniel and Phillip Berrigan illustrated support of freedom of expression. Therefore, Kunstler was known for defending the activist groups notoriously. However, after ascending to stardom he lost focus and lived a life filled with self-importance and loss of perspective. The brilliance in legal issues led to several successes with the lowest point being in the failed negotiation in 1971 for the inmates at Attica Correctional facility in New York. The movie expresses the character of Kunstler succinctly and

Protecting Young Children's Welfare Essay Example | Topics and Well Written Essays - 1000 words

Protecting Young Children's Welfare - Essay Example Although there is no indication that she has any health problem (in other words, nothing is revealed about her health status). Sarah will have the problem enjoying her studies based on her inability to sustain her interest in a person (her mother or friends) for a longer period of time (Weis 221). And Sarah’s mother seems to be clueless about how to successfully handle the situation. Though this does not necessarily mean that the child is in dire need of protection outside her home, periodical visits of social workers could help her mother understand what her daughter needs (Rowe 25). Sarah’s mother is also have been affected by her sudden break from her husband, which may have weighed heavily on her psychological power to control her emotion and help her daughter overcome her own psychological stress. Theoretically, the absence of her father may be partly responsible for Sarah’s unfriendly disposition to people, friends or relatives she doesn’t like (Emer y 163). My first actions as a practitioner: As an early childhood practitioner, it would amount to mere speculations if I should make my decision without first of all undergo the assessment of Sarah’s behavior. Therefore, the first step is to closely and carefully monitor Sarah for revelations of any strange manners or symptoms that could show that she may have been suffering from psychological/mental, social and physical abuse by her depressed mother (Carr 202). With reference to National Society for the Prevention of Cruelty to Children NSPCC, a multi-professional approach is needed to offer believable consultation and assessment of any child in need. This modality will produce well-rounded assessment using professionals from the educational, social and health fields to monitor Sarah and document their findings to help map out the best strategy required to solve the girl’s problems (NSPCC 3-25).

Financial Crisis and Brazil Essay Example for Free

Financial Crisis and Brazil Essay The economic crisis that has swept the world since 2008 has wrought havoc in national economies all over the world. As a group, one of the more particularly hard-hit groups of nations has been the Latin American countries of Central and South America. One notable exception to this trend appeared to be the nation of Brazil. The gloomy projections appeared not to apply to Brazil. According to Mauricio Cardenas of the Brooking institute: This doom and gloom has not infected Brazil, however, where President Luiz Inacio Lula da Silva is showing unprecedented self-assurance. Speaking in Madrid, Lula said somewhat rhetorically that this idea that markets can do everything is over,† and more fundamentally â€Å"The times in which emerging countries depended on the IMF are over. † This is not Hugo Chavez speaking, but the president of Latin America’s largest economy, who enjoys 80 percent popularity in his country. (Cardenas, 2008) Although Brazil weathered the early months of the financial crisis better than its Latin American neighbors, the longer the crisis has continued, the more the Brazilian economy has weakened. One of the factors that prevented an immediate collapse of the Brazilian Economy in the wake of the 2008 Crisis was the relative lack of foreign banks in the country. (Cardenas, 2008) Unlike many Latin American nations that have a high percentage of foreign banks (i. e. Mexico: 80% foreign banks), Brazil has only 30% foreign banks. (Cardenas, 2008) In the short term, this allowed Brazil to assume that a contraction in foreign lending would not have as deep an impact on their economy than that of other nations. Brazilian banks, in times of previous economic prosperity, had built reserves, rather than engaging in profligate loaning, leading to the hopes that these reserves were sufficient against the day that foreign banks severely restricted credit. (Cardenas, 2008) By September of 2008, this theory seemed to erode in the face of certain economic indicators. The Bovespa index, a market indicator similar to the Dow Jones industrial Average, lost half of its value from May to September of 2008. (Cardenas, 2008) 10% of that drop occurred in the second half of September. More strikingly, the value of Brazil’s currency, the Real, fell 32% against other world currencies. (Cardenas, 2008) These factors show that Brazil may still be prone to suffer in the economic crisis. Other analysts, such as John Williamson of the Peterson Institution of international Economics, have been less sanguine about the prospects of Brazil’s economy. Wiliamson stated: Moreover, the markets decided that while many of the emerging economies might no longer have any need for an inflow of loans, many (like Brazil) are still significant net debtors to the rest of the world and therefore still vulnerable to a sudden withdrawal of foreign credit. Compounding this is the fact that one may have a balanced overall position and still be vulnerable because debts are concentrated at short maturities. Hence one read, for example, of the Bovespa index falling by over 10 percent in a day (it has cumulatively halved in value since the peak in May). Likewise, the real has fallen by a cumulative 32 percent in the past month. The markets clearly do not believe that Brazil has been made invulnerable†¦ (Williamson, 2008) The world market contraction has had a significant effect on Brazil’s foreign trade. (Williamson, 2008) The export economy has relied upon raw materials for 50% of exports, and the prices of these materials have dropped dramatically in the face of world-wide declines in demand. (Williamson, 2008) The other half of Brazil’s exports, differentiated manufactured goods have also decreased in the face of reduced demand. Ironically, the weakness of the real against foreign currencies has softened the negative effect of these factors. (Williamson, 2008) The soft real will inspire increased purchase of manufactured goods from Brazil. This will soften, but not eliminate, the negative effects of low demand. The decrease in foreign capital that these commodity price decreases have reflected, will rapidly eat through Brazil’s trade surplus, and put strain on lending institutions in Brazil. (Williamson, 2008) The future of Brazil’s economy has been reported with varying degrees of optimism. The GDP of Brazil is projected to contract anywhere from 1. 5 to 20% in 2009 after growing 5% in 2008. (Williamson, 2008) An increase in the shift of agricultural exports to China has also contributed to the overall positive projections of the Brazilian economy. (Xinhua, 2009) The increase from March of 2008 (8. 5%) to March of 2009 (12. 5%) amounts of agricultural exports to China reflect this phenomenon. (Xinhua, 2009) The president of Brazil claims that the crisis has passed, and that Brazil has weathered the worst part of the economic crisis of 2008. (Xinhua, 2009) The longevity of the world-wide recession will determine if this is in fact a true prediction. (Xinhua, 2009) Brazil weathered the economic crisis of 2008 comparatively well, but suffered great financial repercussions late in the year. The economy seems to be in a stage of recovery, but its continued well being will rely on the recovery of other nations that control lending power and demand for Brazil’s exports. Work Cited Cardenas, M. (2008) â€Å"Global Financial Crisis: Is Brazil a Bystander? † Retrieved June 4th, 2009 from Brookings Institution website: http://www. brookings. edu/opinions/2008/1015_financial_crisis_cardenas. aspx Williamson, J. (2008) â€Å"The Impact of the Global Financial Crisis on Brazil† Retrieved June 4th, 2009 from Peterson Institution of international Economics website: http://www. iie. com/publications/papers/williamson1008. pdf Xinhua (2009) â€Å"Brazils agricultural exports to China up 52. 5 percent in March† Retrieved June 4th 2009 from China’s people’s Daily website: http://english. people. com. cn/90001/90778/90857/90861/6634356. html

Old English

Old English ‘Without Latin, English would have an impoverished vocabulary Latin is one of the languages that has most influenced English since its birth as a language. In this essay we are going to approach the Latin influence in vocabulary along the periods of the English language to see if, without the Latin influence it would be as rich as it is now with it and if the language would be impoverished or not. Development In its beginnings, Old English did not have the large number of words borrowed from Latin and French that now form part of English vocabulary. Old English was a very flexible language capable of using old words and giving them new uses. Latin has been the second great influence on English. It was the language of an educated and sophisticated civilization from which the Saxon peoples wanted to learn. The contact between these people was at first commercial and military but then it also became religious and intellectual. Before going to England the Germans had already had contact with the Romans and of course, from this contact they acquired some Latin words. When Christian was introduced in England, the people living there adopted many Latin elements. English borrowings from Latin came in three waves that extended the resourced of their vocabulary. â€Å"A connection between Latin and English is indicated by such correspondences as pater with English father, or frÄ ter with brother, although the difference in the initial consonants tends somewhat to obscure the relationship† (Baugh, Cable 1993:18) Albert Baugh and Thomas Cable, in their book ‘A history of the English language divide the Latin influences in the vocabulary in three stages: The continental borrowing, the Latin through Celtic transmission and the Latin influence of the second period and the norman conquest. We are going to see three occasions in which borrowings from Latin occurred  ¿Ã‚ ¿Ã‚ ¿before the end of the old English period: During the continental borrowing, the words were introduced because of the contact the German tribes had had with the Romans on the continent. Some of the words introduced were already present in the early Germanic dialects because of the trading contact. The Germans coming back from the empire brought with them words apart from goods. The words they adopted indicated new conceptions related with things they did not know or for which they did not have terms. The germans in the empire dedicated themselves to agriculture and war, as some words like camp (battle), segn (banner), weall (wall), pytt(pit), strÅ“t (road, street), mÄ «l (mile) and miltestre (courtesan) show. Owing to the commercial relationship most words are related to trade. One of the things they traded was wine and we can observe words like wÄ «n (wine), eced (vinegar). They also traded domestic and household articles plus clothing as in cytel (kettle L.Catillus). In the art of buildings and construction there were words like copor (copper), pic (pitch) or tigele (tile). The words the Germans borrowed reflected the kind of relationships they had. In the Celtic transmission, which had a poor influence on old English made the Latin influence be limited too during the roman occupation. The extent to which the country had been Romanised and the use of latin by the population were not influential. Some terms could be found in placenames but a direct contact between latin and old English was not possible during this period because the Latin words came thought the transmission of the celts and their interaction with old English was weak. Words like ceaster ( L. castra. Camp) which today forms English place names as Manchester or Doncaster or words like port (harbour, gate, town) from Latin portus and porta; munt (mountain) from latin montem were introduced. The influence of the language in the first period was the slightest of all. The Latin influence of the second period and the greatest of all was the Christianizing of Britain that started in 597. From this moment until the end of the old engliush period around 500 years later words made their way into English thanks in most cases to monasteries. It is needless to say that most of the terms introduced had to do with the new religion. Some words like church or bishop already belonged to the language because they had been introduced before but the vast majority of terms having to do with churches and their services were introduced in this period. Some examples are abbot, deacon, disciple, angel, althar, anthem, pal, pope, psalm. But the church did not only influence religiously speaking. Some terms related to the domestic life of people, clothes, food, trees, plants, education, miscellaneous things or literature were introduced. Words like cap or silk, lentil or caul (cabbage), pine or lily, the word plant itself, school, master, grammatic(al), meter, notary, a nchor, sponge or elephant or calend or talent. There was a great influence in the early years of Christianity in England. As the Latin influence always came and went hand in hand with the church new words when with the Benedictine reform. The imports were different now and they expressed scientific and learned ideas. But some words were still related to religious matters antichrist, apostle or demon. The words that predominated in this period were the literary and learned ones. Some examples are accent, history, paper, title. Plant names like coriander, cucumber, ginger. Trees like cypress or laurel, some terms related to medical matters like cancer, paralysis and some others related to animals like scorpion, tiger. Despite the introduction of all these words English did not always adopt them to express a new concept. An old word was generally applied to a new object or thing with a small adaptation in order to convey new meanings. The Anglo-Saxons, for example, did not borrow the words for which they already had a meaning. According to Baugh, as a result of the Christianizing of Britain some 450 Latin words appear in English writings before the close of the English period (Baugh and 1993:86) In spite of this, some words did not make their way into general use until later, when they were reintroduced but others were fully accepted and incorporated into the language. Before the Norman Conquest Latin was the language used by the church and the one of scholarship, international communication and administration but then, after the conquest, it was replaced by French. But the Norman Conquest was the period in which a larger number of Latin borrowings were introduced. In this period we include the words borrowed from French (derived from Latin) and those directly borrowed from Latin itself although they were less popular that the French and usually obtained their admission through written language. In the 13th and 14th centuries England could have spoken three languages English, French and Latin. Latin was also the principal channel through which Greek words reached English. The fourteenth and fifteenth centuries were really prolific in Latin borrowings. Some of them were conspiracy, distract, frustrate or history among many other common terms used in everyday speech. (Asiq teniendo en cuenta esto sin el latà ­n el ingles seria un idioma pobre porq no tendria ni la influencia griega que llego a travà ©s de à ©l ni la francesa que procede del latà ­n). As Barbara Strang mentioned in her book ‘A history of English it remains to note that from this super abundant wealth English has discarded a number of items picked up, jackdaw-wise, more for glitter than for use and that this was particularly noticeable among the Latin words of the 16c. (Strang 1989:129) The Renaissance in the 16th century and the revival of classical learning made the number of Latin borrowings increase. Many of these words came by means of French because in Middle English, Romanic elements were Gallicized but in Modern English they came directly from Latin. Related to this Barbara Strang said that â€Å"we cannot always be certain whether a word is a direct loan from Latin or mediated by French† (Strang 1989:186). In the 17 th and 18 th centuries there was a Latin diction. The writers that had been brought up in the tradition of the classics provoked a reaction in which the Saxon element of the language was glorified and made stronger. For them, the Latin and French words were very literary and abstract and they rejected them Cassidy says that English has been exposed to Latin influence throughout its history but the Latin borrowings found in our days are far smaller than might have been expected (Robertson 1954:152) To know how many exact Latin words have been borrowed into English is impossible. In our days it is important to mention that the most part of the modern and technique words in English, those related to computers, derive from Latin roots and not from Germanic. For example the word computer is a derivation of the Latin verb computare which means count or calculate. The word delete, which means ‘to erase what is written in a computer, comes from the Latin verb delere, which means to erase. Curiously, those people who have studied Latin know that the second person of the imperative of the verb delere is delete. Robertson also recognises this influence and says that â€Å"in present day technical and scientific English, Latin shares with Greek the source of a host of new coinages, or of few applications of words already adopted† (Robertson 1954:155) â€Å"This is not a matter merely of the number of words borrowed, for in that respect, Latin, at least, is ahead of French. What it means is that far more of the French words have become a part of the essential core of modern English† (Robertson 1954:155) Coger algo de la 187 a la 189 de Barber!! Y se acabà ³ Conclusion Ver pags 173 y 174 para la conclusià ³n en nà ºmero. English would be in some kind impoverished. BIBLIOGRAPHY AND SOURCES Albert Croll Baugh,Thomas Cable A history of the English language ELECTRONIC RESOURCES http://www.orbilat.com/Influences_of_Romance/English/RIFL-English-Latin-The_Inflluences_on_Old_English.html http://en.wikipedia.org/wiki/Latin_influence_in_English http://www.wordinfo.info/words/index/info/view_unit/4197/?letter=Espage=4

Another Canada Essay -- essays research papers

When people think of Canada and then compare it to the United States of America, they always tend to think it is similar. At least I did until I started this project. I always thought that Canada was a clone or mirror of America, but I was wrong. About 99.75% of the Canadian people consider ice as something that they use in a drink or something that is always on the road that needs salt. For the rest of the Canadians, ice is a major barrier of life. The ice can be used as a helpful thing to. It could be crafted into a refrigerator. It could also be used as a racetrack for snowmobiles. Now how many ice refrigerators do you find in America? I don’t think the climate in America and support something like that. Eighty percent of Canada is in a subartic zone. While America sits comfortably in the tropical wet-dry to continental humid climate zone. The main population in Canada is rested in between the January temps. of -2Â °F and 14Â °F. Whereas Americas’ main population is in the 41Â °F to 32Â °F range. For Canada, the climate reaches the extremes during winter. About 95% of Canada is 14Â °F and below. America’s winter is about 23Â °F-41Â °F. The dramatic difference may have affected the difference of population. The average population in Canada is 26 people per mi. Â ², compared to 128 people per mi. Â ² in America. I think that the people are more densely populated in the US because the weather is more tolerable. The weather also affects what is grown and produced in the two countries. Canada g...

The effect of motivation on behavior

In everyday conversation, the question â€Å"What motivated you to do that?† is a way of asking, â€Å"What caused your behavior?   Why did you act that way?†Ã‚   To psychologists, a motivation is a need or desire that serves to energize behavior and to direct it toward a goal.   Psychologists consider motivation as a hypothetical concept.   Hence, they infer motivation from behaviors observe.But in a broader sense, motivation pertains to the purpose for responding.   The term comes from the Latin verb movere, which means, â€Å"to move,† and it is what causes movement (behavior) that concerns this paper.   The idea of movement is reflected in such commonsense ideas about motivation as something that gets us going, keep us moving, and helps us get jobs done.   Conversely, a person is not motivated when s/he cannot seem to get out of bed or off the sofa (Pintrich, 2001).Despite these commonly held ideas, definitions of motivation are numerous and varie d, and there is much disagreement over the precise nature of motivation.   Motivation has been conceived of in such varied terms as involving inner forces, enduring traits, behavioral responses tom stimuli, and sets of beliefs and affects (Schunk, D.H. 2003).Although motivation has many facets, psychologists have been especially concerned with those influences that energize and direct responses.   Simply stated, motivation determines how strong a behavior will be and the form it will take.   Moreover, much of what is known about motivational processes comes from research on how people respond to the difficulties, problems, failures, and setbacks encountered as individuals pursue goals over time.  Ã‚   Various theories contend that motivation underlies much human behavior (Weiner, 2005).Psychologists have different theoretical perspectives on motivation.   At present, there are four motivational strategies that are influential on how psychologists have understood  motivat ion, namely, flow theory, stress and coping theory, and intrinsic and extrinsic theory.Flow theoryCsikszentmihalyi (2005) studied individuals who engaged in intrinsically motivating activities and found that their experiences reflected complete involvement with the activities. This involvement, is known as the flow theory, and is defined as â€Å"the holistic sensation that people feel when they act with total involvement† (Csikszentmihalyi, 2005).According to Csikszentmihalyi, the flow is very much related to other human motives and has shown that the dimensions in this two-by-two classification are closed-versus open-system goals and intra- versus interindividual processes.   Closed goals are those that determined by genetics (needs, hunger, thirst, safety, optimal activation) or socialization; open goals develop as a result of experience and cannot be explained by pre-existing factors.   Interindividual processes are social in nature, whereas intraindividual processes refer to the person.   Flow is a personal process and reflects open systemic goals (Csikszentmihalyi & Rathunde, 2003).Moreover, individuals experiencing flow are so intensely involved with a task that they may lose awareness of time and space.   They also seek a flow experience for itself rather than for anticipated rewards.   Although flow can be experienced with any activity, it is more likely to occur with activities that allow for free expression and creativity such as games, play, and art.   De Charm’s origin state shares many elements with flow.   In extreme form, individuals forsake a traditional lifestyle and most contingent material rewards to engage in activities that provide flow (de Charms, 1996).There are a number of researches on the flow theory.   These researches have proven that despite being nebulous, the flow theory makes intuitive sense.   Csikszentmihalyi (2002)  describes a research study in which the Experience Sampling Method was emplo yed.   Adults carried beepers that sounded several times a week, at which time subjects rated themselves on two dependent variables:   Affect (comprising items â€Å"happy,† â€Å"cheerful,† â€Å"sociable†) and activation (comprising â€Å"active,† â€Å"alert,† â€Å"strong†).Subjects also judged their situation for challenges present and skills available.   The amount of time individuals judged themselves to be in flow (defined as challenges and skills present and equal to one another) was related positively to affect and activation (Csikszentmihalyi,2002).Mayers (reported in Csikszentmihalyi, 2002) had high school students’ rate school subjects and activities on challenge and skill.   Favorite activities fell into the flow are (challenge= skill): TV and music listening (low on each); friends (moderate); and arts, such as drama or ballet, and sports (high on each).   Skills were judged to exceed challenges in humanities a nd social sciences, resulting in boredom.   Challenges were rated as exceeding skills in mathematics and the sciences, resulting in anxiety.Other research compared the flow experiences of three groups of adolescents.   One group attended a select public school in Italy, a second group attended a typical suburban high school near Chicago, and a third group comprised talented math students from a top Chicago public school.   Students used the Experience sampling Method.   The Italian teens reported more flow experiences than U.S. teens, especially those talented in math.   Among the U.S. teens, those attending the typical school reported the most amounts of boredom (skills exceed challenges) and anxiety (challenges exceed skills).Interestingly, the talented group scored significantly lower than the other two samples in apathy, defined as skills and challenges in sync but below average (e.g., watching TV, listening to music).   In sum, experiences are comparable for average and above average students across cultures, whereas for talented U.S. teens, flow and apathy are rarer and boredom and anxiety are common (.Csikszentmihalyi, 1995)These researches implied that motivation affects the behavior of people.   The flow theory concluded that there is a state of equilibrium between the amount of challenge in activities and an individual’s capabilities.   People feel bored when their perceived skills exceed their opportunities for using them; they become anxious when they believe that challenges exceed capabilities.   Flow can vary intensity, with the critical variable being the ratio of challenge to skill.   The portrayed relations presumably hold for peak as well as everyday experiences (Csikszentmihalyi, 2003).Intrinsic and Extrinsic theory Deci & Ryan believes that intrinsic and extrinsic motivational forces govern behavior.   Extrinsic forces are preprogrammed biologically (e.g., food, sleep) or derive from the reward structure in whic h the individual is socialized (money, prestige).   Intrinsic forces grow out of the individual’s belief that a given outcome is worth striving for (Deci & Ryan, 2001).Deci and his colleagues (Rigby, Deci, Patrick, & Ryan, 2002) have recently conceptualized motivation along both intrinsic and extrinsic dimensions.   Intrinsic motivation concerns activities that are autotelic – engaged in for their own sake – which by definition are self-determined.   Extrinsic motivation involves a progression from behaviors that originally were extrinsically motivated but became internalized and now are self-determined.   The first level includes what Deci and his colleagues call external regulation.   In their research, they cited the example that students initially may not want to work on math but do to obtain teacher rewards and avoid punishment.There is very little self-determination in this situation.   At the next level of extrinsic motivation, students may en gage in a task (e.g., study for an exam).   Deci and his colleagues call this introjected regulation because the source of motivation is internal (feelings of â€Å"should,† â€Å"ought,† guilt) to the person but not self-determined since these feelings seem to be controlling the person.   The third level is called identified regulation and here individuals engage in the activity because it is personally important to them.The example they cited is that, a student may study hours for a test in order to get good grades to be accepted into college.   This behavior represents the student’s own goal, although the goal has more utility value (Wigfield & Eccles, 2002) than intrinsic value such as learning.   The final level of extrinsic is integrated regulation, whereby individuals can integrate various internal and external sources of information into their own self-schema and engage in behavior because of its importance to their sense of self.This final level is still instrumental, rather than autotelic as in intrinsic motivation, but integrated regulation does represent a form of self- determination and autonomy.   As such, both intrinsic motivation and integrated regulation will result in more cognitive engagement and learning than external or introjected regulation (Rigby et al., 2002).Deci and his colleagues` (Rigby et al., 2002) position is thought –provoking, has generated much research, and has important implications for the field.   Many points in the self-determination model are not clearly specified, but researchers increasingly are conducting studies that are adding to the understanding of how this theory explains how behavior changes through motivation.Stress and Coping Theory Richard Lazarus` stress and coping theory was developed from his several research on stress and its effects to humans, and it emphasizes psychological variables, namely, the cognitive processes of perception and thought.   Lazarus   (197 6, 1982, 1996) argues that it is neither the process (e.g. stressor) nor the response that best defines motivation.   Rather, it is the individual’s perception and appraisal of the situation that is a significant determinant of whether or not motivation will be experienced.   He cited that an individual may enjoy public speaking, whereas another individual finds it terrifying.   According to Lazarus, events in and of themselves do not produce motivation; it is the individual’s appraisal of the event that creates the motivation (Lazarus, 2001).Lazarus` theory of motivation states that when an individual is confronted with challenge, primary appraisal occurs.   During primary appraisal the individual attempts to determine how the event will affect her or his behavior.   Some events are perceived as positive and beneficial and thus are likely to create a motivation.   However, other events are viewed negatively and thus are perceived as harmful or threatening such as stress.   This appraisal of the event also generates different coping emotions such as fear, anger, or excitement (Lazarus, 1995).The next stage, secondary appraisal, involves determining whether one’s coping capacities are sufficient to meet the demands of a potentially harmful event.   An important part of this stage is a review and analysis of the response alternatives available to the individual.   This secondary appraisal can also lead to the acquisition of new coping responses (Lazarus, 2002).Although the two models of stress and coping theory of motivation are quite different, they are not necessarily antagonistic.   It is easy to see how a biological system to cope with stress would have obvious evolutionary advantages in enhancing survival.   Yet the nature of the human cerebral cortex allows for decisional process in dealing with stress, rather than autonomic biological reactions that are characteristic of lower organisms.   A synthesis of this t heory provides for an immediate, probably nonspecific, preparation for dealing with stressors; it is followed by an intelligent appraisal of the situation that may redirect the physiological reactions and institute motivation.  Ã‚   It is because humans have behavioral options, even though they may not always make intelligent decisions in dealing with stressors (Lazarus, 2001).In conclusion, motivation is an important quality that affects all behavior because the different theories presented have proven that it can influence both learning of new behaviors and performance of previously learned behaviors.   Behavior is related in a reciprocal fashion to motivation because how one behaves can be changed through one’s subsequent task motivation.ReferencesCsikszentmihalyi, M. (2002).   Emergent motivation and the evolution of the self.   In D.A.Kleiber & M.L. Maehr (Eds.), Advances in motivation and achievement (Vol. 4, pp. 93-98).   Greenwich, CT: JAI Press.Csikszentmih alyi, M. (2003). Intrinsic rewards and emergent motivation.   In M.R. Lepper &D. Greene (Eds.), The hidden costs of reward:   New perspectives on the psychology of  human motivation (pp. 205-206).   Hillsdale, NY:Erlbaum.Csikszentmihalyi, M., & Rathunde, K. (2003).   The measurement of flow in everyday life:   Toward a theory of emergent motivation.   In J.E. Jacobs 9Ed.), Nebraska symposium on  Ã‚  motivation 1992 (Vol. 40, pp. 57-97).   Lincoln: University of Nebraska Press.Csikszentmihalyi, M. (2005).   Toward a psychology of optimal experience.   In L. Wheeler (Ed.), Review of personality and social psychology   (Vol. 3, pp. 13-16).   Beverly Hills,  CA:Sage.Csikszentmihalyi, M. (2005).   Beyond boredom and anxiety.   San Francisco: Jossey-Bass.  de Charms, R. (1996).   Enhancing motivation.   New York: Irvington.   Deci, E.L. (1995). Intrinsic motivation.   New York: Plenum.  Deci, E.L. (2000). The psychology of self-determination.   Lexington, MA: D.C. Heath.  Deci, E.L., & Ryan, R.M. (2001).   Intrinsic motivation and self-determination in human  behavior.   New York: Plenum.Deci, E.L., & Ryan, R.M. (2002).   The support of autonomy and the control of behavior.   Journal of Personality and Social Psychology, 53, 1024-1027.Deci, E.L., & Ryan, R.M. (2003). A motivational approach to self: Integration in personality.   In R.A. Dienstbier (Ed.) Nebraska symposium on motivation 1990(Vol. 38, pp.237-238.  Lincoln:University of Nebraska Press. Lazarus, R.S. (1996).   Psychological stress and the coping process.   New York: McGraw-Hill.  Ã‚  Lazarus, R.S. (1995).   Thoughts on the relation between emotion and cognition.   AmericanPsychologist, 37, 109-111.Lazarus, R.S. (2001).   Emotion and adaptation.   Oxford: Oxford University Press.Lazarus, R.S. (2002).   Little hassles can be hazardous to your health. Psychology Today,  pp.82-85.Pintrich, P.R. (2001).   Current issues and new directions in motivational theory and research.   Ã‚  Educational Psychologist, 26,199-201.Rigby et al., (2002).   Beyond the intrinsic –extrinsic dichotomy: Self-determination and  learning.   Motivation and Emotion, 16, 165-167.  Rigby, Deci, Patrick, & Ryan, (2002).   Beyond the intrinsic –extrinsic dichotomy: Self-determination and learning.   Motivation and Emotion, 16, 165-167.Schunk, D.H. (2003).   Goal difficulty and attainment information:   Effects on children’sAchievement behavior.   Human Learning, 2, 107-117.Weiner, B. (2005).   Human motivation.   New York: Springer-Verlag.Wigfield, A. & Eccles, J. (2002).   Expectancy-value theory of motivation: A developmental perspective.   Educational Psychology Review, 6, 49-52.