What Difference Did the Renaissance Make to Medicine

What difference did the Renaissance make to medicine? The discoveries of the Renaissance didn’t make a significant difference to medicine for many reasons. The main reasons for this are that the discoveries made were primarily about anatomy and physiology, not about cures and treatments, and that even though people had proven Galen to be wrong about several things, they still wouldn’t let the four humours theory go. This meant that when King Charles II became ill even the best physicians in the country couldn’t save him which just shows that medicine didn’t advance very much from the renaissance.The main reason that the renaissance didn’t make a significant difference to medicine was that the discoveries made were primarily about anatomy, not about treatments and cures. For example, Vesalius dissected bodies and produced a book including pictures of the body drawn by renaissance artists. By doing these dissections and producing his book, he realised that Galen was wrong about several things. He proved that we only have one jaw bone, not two as Galen said, he corrected the scale of our skeleton and he proved that there were no holes in the centre of the heart and therefore Galen’s theory about the heart was wrong.Although Vesalius did all this, he had still only improved the anatomical knowledge; he hadn’t discovered any cures/treatments or anything about our physiology, just that Galen was wrong with his ideas about the heart. William Harvey also did a bit of dissection to prove his theory. He focused on the distribution of blood around the body. He discovered that blood flows only one way around the body, and that blood is reused and not constantly produced by the liver as Galen had suggested.He used many complex diagrams which, when combined with the invention of the printing press, became quickly distributed throughout the world in the form of a book entitled ‘An anatomical account of the motion of the h eart and blood in animals'. Although this was an important discovery, it is still just about anatomy and physiology. Harvey didn’t come up with any new treatments or cures during the Renaissance. As well as this, because they didn’t have very good technology at the time, Harvey had no way of proving that we have capillaries and so some people still didn’t believe what he said.Even though both Vesalius and Harvey had proven Galen to be wrong several times, the people still believed in the four humours theory which was really the underlying problem and the reason that renaissance didn’t make a significant difference, and why medicine didn’t develop during the renaissance. It’s easy to see that medicine hadn’t advanced very much and that the renaissance hadn’t made a significant difference when you look at how they handle the plague and King Charles II’s illness.When the plague returned in 1665, they still had no idea that it was carried by fleas. They also still had no real treatments that worked against the plague. All they knew was that it was contagious. Although this was an improvement on their knowledge from the last plague in 1348, it was still not a significant advancement to medicine. Another example that the renaissance hadn’t really made a difference was when King Charles II fell ill. It is thought, from the symptoms of the King, that he had suffered a stroke.The best doctors and physicians in the country tried to save him with treatments of Bezoars stones, blister agents over his head as well as bloodletting, purging and vomiting – based on the four humours theory. The king died within 4days after being treated by these doctors. It’s thought that it probably would have been better if they had simply left the King alone because it seems that he suffered a stroke. This shows just how bad medicine still was and just how little difference the renaissance had made to medici ne as the best doctors in the country couldn’t save their King.In Conclusion, the discoveries of the Renaissance didn’t make a significant difference to medicine for many reasons. The main reasons for this are that the discoveries made were primarily about anatomy and physiology, not about cures and treatments, and that even though people had proven Galen to be wrong about several things, they still wouldn’t let the four humours theory go. This meant that when King Charles II became ill even the best physicians in the country couldn’t save him which just shows that medicine didn’t advance very much from the renaissance.

Interpersonal Relationship and Paragraph Order

A paragraph by analogy compares two different things on the basis of their similarities in certain aspects. This kind of paragraph development premises its explanation on the familiar or known, so that the logical order (from the familiar to the unfamiliar) is presumed to be the best paragraph order. Falling in love is like skydiving. Skydiving is a risk because you are never 100% certain that you will survive the fall. Likewise, falling in love is also a risk because you never know if your love will survive. As you fall out of an airplane, your adrenalin is pumping, your stomach is in knots and your heart is pounding in your chest. In love you also feel this sense of euphoria and excitement. But like in skydiving, love does not come without its challenges. You must learn to lose control and rely on your partner for help and personal growth. In skydiving you are dependent on the parachute; without it you will dye. In love you are dependent on your partner and must take your partner’s needs into consideration. In skydiving, your first experience determines your love or loathing for the sport. After the first jump, a person is enticed by the sport or else fearful and hesitant to try another jump. So we can argue that in love, a person’s first experience in love can also determine how they approach future relationships. If a person has a warm first love experience, they will be open and willing to engage in other relationships. If, however, the person is badly hurt and burnt so greatly by their first relationship, they will be very hesitant to enter in a subsequent relationship. What are Analogies? An expression of similarity between two unlikethings. They are most commonly used to explainsomething unknown in terms of somethingknownAn analogy is also a comparison which showsthat if two things are alike in one way, they canbe alike in others. Writing Paragraphs withAnalogies? When explaining difficult concepts, usesomething with which the reader is likely to befamiliar and compare it to the concept inquestion. ? Be sure you know enough about both to be ableto carry the comparison out. ? There must be some similarity between the tworelationships. ? Do not try to stretch an analogy too far.

Integrated case study Example | Topics and Well Written Essays - 4000 words

Integrated - Case Study Example The problem statement is significantly appropriate for the paper. During the course of this case one thing is significantly clear i.e. newspaper industry was going through turmoil. A major shift was necessary. Different technological advancements were putting the future of the printed newspapers in danger. Revenue of The Times as well as the whole industry was declining significantly. It brought about urgency in the newspaper industry. Pay wall was a result of that urgency only. But unfortunately, the new concept of pay wall was not free from criticism. Among all the other newspapers The Times was most proactive as far as the introduction of the pay wall is concerned. It created lots of speculations. People in the industry have raised lots of questions regarding the pay wall and its contribution to the industry. People are confused regarding the future growth perspective of the idea. Some people are considering it as the death nail for the printed newspaper. The people are significan tly confused related how the new idea can impact the editorial process and the content of the traditional newspaper. Research objectives are significantly important for any paper. All the objectives and aims guide whole research paper. The research objectives and aims for this paper are significantly clear. Aims of this research are to evaluate the future growth perspective of the pay wall system. The research will focus towards the system very closely it will focus towards the different trends of the newly appointed idea by The Times. The main aim of this research paper is to analyse the effectiveness of the pay wall system. This research paper will focus how the new system can impact the future of the traditional newspaper. In simple terms the research paper will analyze whether the new approach can be detrimental for the traditional newspaper or not. This research will check the permanency of this new system of pay wall. This research

Process Centered Management Model in the Health Care Industry Setup Essay

Process Centered Management Model in the Health Care Industry Setup - Essay Example For him, the specialization of labor bannered by the Industrial Age, served as a reason of American business inefficiency and ineffectiveness. Individual tasks brought about by individual people or a group of people that form a department delimits their flexibility needed in optimizing the output of the whole company. Instead of focusing on the company's overall performance value on customer's viewpoint, they are more concerned on the productivity of a particular task of an individual person or a department. Though we can say that the tasks assigned to the department is performed productively, it does not still discredit the fact that many of the tasks done by each department in the traditional corporation are useless and/or hampered by the delay of the preceding unit in the production flow. These factors contribute to the inefficiency and unwanted costs that haunted even the largest of American corporations. Hammer blamed the lack of concern for processes or "how the units (tasks) fit together into a whole." With this in mind, he formulated the process-centered model, a management paradigm that revolves around business processes. Process centered management aims to divide a company by processes, not by function based departments.

Imperialism Essay Example | Topics and Well Written Essays - 1250 words - 1

Imperialism - Essay Example Like many other terms in the popular lexicon, imperialism is one that finds its use in bolstering the emotional appeals of populist arguments. Rarely are the words â€Å"imperial† or â€Å"imperialism† found in rational debate about political life and moral obligations; this is because these terms have grown to adopt connotations that hold purely emotional value for those who use them. That is, an accusation of imperialism is an accusation of civic viciousness: the will to destroy native cultures and to bind indigenous populations commercially to Western capitalism, itself an enslaving and demeaning force in the world, according to the worldviews of those of who use â€Å"imperialism† as an all-encompassing emotional plea. However, the meaning of the term is quite different from how it is used in public discourse, reflecting a changing philosophical attitude of the history from which the world has seemingly emerged and actually causing a fundamental misunderstand ing of one’s own social history in which â€Å"imperialism† referred to something concrete and not just purely theoretical. Regardless of what imperialism means to most people who use the word in common speak, its actual historical definition is quite clear: it is the belief in empire-building, the policy of extending the rule or influence of a country over other countries or colonies (Schurmann). As such, a belief is not a terrible thing in the world; it is only a mental idea, much like the idea of murdering someone ought not to be a crime. Of course, this belief in empire-building can, in some cases, be inspired by a best-intentions philosophy: that it is the moral duty of strong, capitalist nations to bring their way of life to primitive, warn-torn cultures in order to modernize these groups. This belief, known as the White Man’s Burden, has become associated with Eurocentric racism and the Eurocentric aspiration to dominate the

Discuss about the perils and promise of pluralism in America Essay

Discuss about the perils and promise of pluralism in America - Essay Example In such a plural state as America is, every individual have the right to choose â€Å"what part of the multiplicity he wants to have or to belong to† (Johansson and Lynoe, 2008, p.245). In such a circumstance the stability of society depends on a ‘power balance’ (Johansson and Lynoe, 2008, p.245). Although this pluralism tries to ensure the greatest good, it is not a totalitarian principle and it has certain negative effects for individual and for society at large. The first effect of pluralism is that it gives rise to deferent interest groups in the politics. As America is probably the largest democracy in the world, the pluralistic view poses the question of whether having various interest groups is good for creating a policy. One of the major challenges that have arisen in the wake of this century is ensuring the national security from terrorist attack. America’s democracy promotion policy in the Muslim countries has been resisted by the Muslim Americans. Even a lack of clear definition of democracy allowed the Muslim Americans to question the basic presumption of democracy. The Judeo Christian tradition of America made it possible to create a society based on the shared values of catholic, protestant and Jewish religion. It was possible because certain denominations of the values of these religions were supported by the American life style. The 1965 Immigration Act was pivotal in creating a congregating identity of Muslims, Hindus, Buddhists and Sikhs. With the widening of democracy, these culturally diverse groups have been able to lobby the administration and influence the social and cultural life of America. Within the diversity, there are cultural groups who feel marginalized and it is due to the tension between cultural groups who are struggling to monitor the values and institution for desired reformation (Machacek: 2003, p.1) Cultural pluralism in America tends to denigrate certain social groups in regards to language,

Logics and Supply Chain Management Essay Example | Topics and Well Written Essays - 2000 words

Logics and Supply Chain Management - Essay Example Most of its large and well established centers are located in the UK, Germany and Italy among other large developed nations (Frazelle, 2001, p. 54). The company has a large and able management team that has is motivated by the desire to propel the firm to great profit margins. For example, a Manager who is answerable and reports to overall regional managers head each of its magnificent plants (Great Britain, 2011, p. 37). In an effort to ensure excellence and efficiency in Euro Cast’s supply chain, the management of the company has managed to place a lot of emphasis on the improvement of the distribution networks within the company. The company has established a number of bureaucratic procedures aimed at enhancing efficiency in its supply chain networks (Jonsson, 2008, p. 145). To start with, the top management is concerned with the company’s supply department and has to report directly to the CEO (Ketz & Schwartz, 2006, p. 145). Other professionals lower in the supply ladder are supposed to respond to other superior executives within the firm. The entire supply team and the organization as a whole are committed to expanding the company’s operations (Long, 2004, p. 123). ... 356). Another supply strategy was the sales and operations planning strategy. The strategy has been lengthy but effective in the long run to those companies that have had their hands on it. A beverage company that had tried on the strategy advised that the company intending to adopt the strategy required implementing organizational and cultural changes first (Christopher, 2005, p. 100). Demand creating and product shaping strategy is the other strategy that characterizes the supply chain (Jonsson, 2008, p. 45). The chain is complex in the numerous ways and all are in place to ensure that the desired performance attained (Asumang & Astill, 2002, p. 67). Euro Cast has other complicated ways of increasing the chain’s efficiency (Moreno, Pichler & Quesada-Arencibia, 2012, p. 145). For instance, the company has outsourced its supply chains in order to increase its relations. Third party relations in the supply chain are encouraged give as they insights into new ideas (Bowersox, Coo per & Closs, 2007, p. 356). Euro Cast’s chain of supply is effective also due to delegated roles and duties. Breakdown duties and responsibilities ensure that each worker is allocated responsibilities according to capabilities. All this measures form a complex but effective and productive system (Great Britain, 2011, p. 104).Supply chains at Euro Cast are better defined as by the smooth flow of information and currency exchange. The supply chain managing has achieved milestones for it to achieve its present status (Mothobi, 2002, p. 99). Integration of technology in the supply chain management at Euro Cast In the modern world, internet has played a great role in changing people’s life and

SMA (Smooth Muscle Antigen) Research Paper Example | Topics and Well Written Essays - 1000 words

SMA (Smooth Muscle Antigen) - Research Paper Example The name smooth muscle comes from the fact that these muscles do not have the banded appearance of skeletal or cardiac muscles. The third group is the cardiac muscles that serve to pump blood through the human body. Cardiac muscles, like the smooth muscles, are controlled involuntarily (Zimmermann, 2014). Several forms disease could affect smooth muscles as shown in the charts below (Elgaddar, 2013). When antigens such as bacteria or viruses attack smooth muscle, the body’s immune system produces antibodies to counter the antigen. Every antibody produced is unique, to defend against one type of antigen. In rare cases, antibodies are produced to attack the body’s own healthy cells. These are called auto antibodies and the person has an autoimmune disorder (Blocka, 2012). The most common smooth muscle disease is hepatitis or inflammation of the lever. Hepatitis types A and B are usually self-limiting. Most cases that require clinical studies are of hepatitis C. When a physician diagnoses smooth muscle problems, the first test he recommends is a test for hepatitis. The hepatitis virus itself cannot be detected in a test. When the virus is present, the human system produces antibodies which can be identified and serve as an indicator for presence of the infection. The Anti-Smooth Muscle Antibody or ASMA test is performed on a blood sample drawn from a vein in the arm of the person (Blocka, 2012). Smooth muscle antibodies were first identified in patients with chronic hepatitis, other liver diseases, viral infections, certain cancers and female infertility. SMA is a heterogeneous group of antibodies reactive with different smooth muscle auto antigens. Different SMAs give different immunofluorescent staining patterns which help the laboratory to identify the SMA (Toh, 1979). The history of the person for whom ASMA test is being administered is of relevance in the conduct of tests and interpretation of results. Hepatitis C is often associated

Truman's Doctrine Containing Soviet Expansion Essay

Truman's Doctrine Containing Soviet Expansion - Essay Example The relations between Soviet Union and the United States were driven by an interaction of socio-economic, political and ideological differences which led to the deterioration of relationships between the two superpowers of the world. The alliance between the two countries was purely strategic because there was a remarkable difference between the ideologies followed by the two countries. USA was the flag bearer of Capitalism whereas USSR was the country who gave birth to the communist ideology so a clash of interest always existed between the two nations leading to an eternal distrust (Kegley & Blanton, 2011). During the War, the Nazi forces in France, Italy and lower countries of Europe were defeated by the US and British forces whereas the Russian forces defeated the Nazis in Germany and Eastern Europe. The Soviet army continued to occupy the Eastern European states during the wartime and the US or the other Western powers were not in a position to do anything about it at that time. Communist governments were imposed on the Eastern European countries by USSR and Stalin started controlling these states directly and made no secret of it during the various postwar conferences. Germany was also divided into four zones controlled by USSR, USA, Britain and France. USSR considered Germany as a threat to its Communist state because of the past experiences and did not want to create a strong Germany therefore it continued to weaken Eastern Europe by taking equipment and materials (Sulzberger, 1985). The Soviet leadership was afraid of the rapid improvement in the lifestyle of people in the capitalist nations and feared that the expanding capitalism will pose a threat to the communist ideology. As a counter policy USSR started imposing communist governments in the countries controlled by the USSR after the war and communism took hold of most of the Eastern Europe and a few countries in the Far East. Harry S. Truman became the 33rd President of the United States after th e death of Franklin Roosevelt in 1945. Truman had to face a lot of challenges at the very beginning of his days in the office of the President of US and he managed to devise some very efficient policies to put an end to a number of internal and external crises (McCullough, 2003). Truman’s days in the office were marked by the end of the Second World War and he soon became aware of the expansionist expeditions of the Soviet Union. He considered the expansion of the USSR and the conversion of a considerable number of countries to communism a threat to the global peace, security and freedom. Truman set forth a policy in 1947 which clearly stated that the US will give economic and military aid to the countries which were under a threat of falling into the Soviet sphere. In one of his speeches he stated that US would support Greece and Turkey with economic and military aid to prevent USSR to establish a communist government in these countries. This policy of containing the expansi on of communism in the world was later termed as Truman’s Doctrine (Calvocressi, 2001). Truman clearly stated the objectives of the Doctrine and made it part of the foreign policy of the United States, in fact the various important decisions of future like the Marshall Plan and the creation of the NATO were also based on the principles laid in the Truman’s Doctrine. The purpose of the doctrine was to support free

The Big, The Bad, and the Monopoly Essay Example | Topics and Well Written Essays - 750 words

The Big, The Bad, and the Monopoly - Essay Example In the ADM case, its size may have been to the detriment of the consumer and taxpayer, while Berkshire may have been an innovator that saved jobs and created economic opportunity. The motives behind the move toward large-scale corporate entities may be suspect, but big business is not the fault. In fact, big business can be a boon and is essential in promoting a healthier economy in today's global marketplace. Without big business, the world economy could not operate. Take the case of Intel and the development of the microprocessor. Certainly Intel dominated the market for years and has continued to do so. However, the product could not have been developed and manufactured by several smaller companies with the same expertise and cost factor that was available to Intel. Microsoft operating systems and PC manufacturers were quick to limit their source of goods and self promoted a product that consumers demanded. As the decades passed, consumers were treated to greater computing power and greatly reduced cost. Along with these benefits came the necessity of standardization. Though it seems the threat of monopoly existed, the results indicate otherwise. In the end, manufacturers were dedicated to selling products and not exploiting the marketplace. As Carson, Thomas, and Hecht contend, "Few can deny that product progress and relatively falling prices for most consumer and goods [...] have resulted only from the great capital concentration and large scale marketing strategies of big enterprise" (96). Few consumers would be happy to return to the early days of computing with its multiple operating systems, non-standardization, and inability to transport data across operating system formats. The concentrated big business effort has made the US computing industry one of the world's dominant industries. The downside of big business shows its force when price and production rates are regulated such that profits are maximized at the cost to the consumer. This, in reality, rarely occurs. The OPEC cartel was an attempt to stem production and raise prices based on a shortage of supply in the 1970s. However, market forces have a way of dealing with monopolistic actions. The North Sea began production and the Soviet Union peaked at 12 million barrels per day making it, a non-OPEC member, the world's top producer ("Supply"). The high price also made new technologies feasible that would have not been economical at the lower prices. These forces combined to increase supply and ultimately reduce prices. Cutthroat competition is often viewed as a predatory and monopolistic practice. Larger firms, with more capital, may undersell their competition at a loss in an effort to run them out of the marketplace. However, depending on the situation, it is often the smaller and more flexible companies that are able to compete in this environment. "[...] the smaller, more mobile firm, not burdened with heavy investments, that is able to "cut its costs" [...] and outcompete the larger firm. In such cases, of course, there is no monopoly-price problem whatever" (Rothbard). The government has the power to limit monopolistic practices, though tends to express its power at the political whim of the administration currently holding office (Carson, Thomas, and Hecht, 97). Add to this the factor that there are several government-protected monopolies in existence. The postal service may be

Definition of Idioms and Collocations Essay Example for Free

Definition of Idioms and Collocations Essay A phrase which has a meaning that is commonly understood by speakers of the language, but whose meaning is often different from the normal meaning of the words is called an idiom. Of the various definitons of ‘idiom’, therr criteria, both semantic and syntactic, emerge as predominant. The first is semantic opacity, or what has come to be known as ‘noncompositionality’, the fact that the meaning of an idiom cannot be deduced from a sum of the meanings of its parts: in this sense, the meaning of an idiom is not ‘motivated’(bussmann 1996: 316). Thus, the meaning od ‘die’ cannot be produced from the sum of ‘kick’ + ‘the’+ ‘bucket’ , or ‘be patient, slow down’ from ‘hold’+ ‘your’+ ‘horses’. No constiluent os an idiom carries independent meaning. The secon criterion relates to the apparent morphological and transformational deficincies od idioms, in not permitting the syntatic variability displayed in other, freer sequences of words; operations such passive ( * the bucket was kicket by Sam), international modification ( * Hold your restless horses), and topicalization ( *The bucket Sam kicked) cannot occour with the idiomatic meaning being retained. The third criterion is the lack of substitutability in idioms, their ‘ lexical integrity’ (Fernando and Flavell 1981:38); synonymous lexical items cannot be substituted in an idiom, as in have a crush on , but not *have a smash on (Bussmann 1996: 216), nor can elements be reversed or deleted. Idioms are, therefore, syntagmatically and paradigmatically fixed (Nuccorini 1990: 418). In addition to these criteria, it has beed observed that idioms belong to an informal register, are figurative or metaphorical in meaning, have homonymous literal counterparts, are often â€Å"instutionalized† (Fernando and Flavell 1981: 17) or proverbial in nature (describling situations of common social interest), and have an affective quality (implying a certain affective stance) ( Nunberg, Sag, and Wasow 1994: 492-93). They are frequentlu nontranstable (Fernando and Flavell 1981 : 81) The term ‘collocation ‘ seems to date back toFirth, who discusses the collocation of ass with silly, obstinate, stupid, and awful (1957: 190-215); in defining the term , Crystal( 1997: 69-70) refers to the habitual cooccurrence of auspicious with occasion, event, sign, an so on, while Carter ( 1987: 57) contrasts the collocation {have, get} pins and needles, which is always plural and nonrever ible, with the free combination pin and needle. Like idioms, collocations are groups of lexical items which repeatedly or typically cooccur, but unlike idioms, their meanings can usually be deduced form the meaning of their parts ( but cf. Bussmann 1996: 81). Collocations are predictable to a greater or lesser degree, with some words having a very narrow collocational range ( e.g., spick, which may occur olny in spick and span) and others having a very wide collocational range ( e.g. , clean, which can occur in a wide variety of strrucures and phrases). Carter notes that the (near) synonymus putrid/rancid/addled/rotten have restrictions on the range of their collocability ( putrid fish and rancid butter, though not the reverse), but he also obseres that ranges are not entirely fixed but can be extended ( rotten fruit,though also perhaps rotten fish/eggs).

Social Stratification and Class

Social Stratification and Class Discuss what is meant by social stratification and evaluate the different ways that social class has been defined and measured. The term social stratification refers to the grouping of social classes within a society. This is a specific form of inequality, and the effect of this is that certain groups in society are seen as having a higher status or rank than others based on power and wealth. Social stratification works by society ranking which is based in four sections. Social stratification can be passed from one generation to the next, i.e. royalty, it is universal but varies over time and place, it is a trait of society not individual differences and lastly social stratification also goes on beliefs and not just inequality (Wikipedia, 2014). Sociologists argue that some form of social stratification occurs in every society in the world despite that everyone claims to want an equal society (Burton, 2013). Sociologists consider there to be three main systems of stratification in today’s societies. These are slavery, the caste system and the class system. Slavery has legally been abolished in many countries but there is still evidence of at least 400 million people living under conditions that amount to slavery. For those living in Sudan, Ghana, India, Pakistan, and many other countries with similar ideals, slavery is a common thing to happen and in certain parts of Asia sex slavery is also common. A caste system is a social system built on ascribed status. This is a status based on characteristics a person is born with, such as race, gender, religion, age etc. In a caste system there is no chance to change from one caste to another and marriage outside of a person’s caste is not generally permitted. Often in a caste system the marriages are pre-arranged between parents rather than a choice of the individual. A class system is a social system built on achieved status. This is status that a person either earns or chooses so is not dependent on where a person was born or a person’s parentage. Those born in a class system c an choose their education, career and partner. A person in a class system may also start off in one class but can move between classes (Spark Notes, n.d). For many sociologists the focus is on the caste and class systems of stratification and the amount of social mobility within that system. This social mobility is the ease of which a person can move up or down the class system and will be based on a person’s wealth or power. In modern western societies, stratification is organised by class and divided into three main layers, upper class, middle class and lower class. Each of these classes can then be broken down into further categories determined by things such as housing locations (Wikipedia, 2014). A person’s social class will depend on where they are from, what they do for a living, where they achieved their education, who they are connected to and how powerful them people may be, how much wealth they have and their position in society. When a person’s social class is being considered their education will not generally be considered, unless of course they attended a high ranking education facility. This person will also need to have some high connections to be considered for upper class status. If a person is lacking any of these factors they will be considered as middle or even lower class, depending on their postcode or bank balance, within a western society. In modern western societie s there are different categories for social stratification such as age, race, gender, class, race or disability and in some places there will be even more categories (Wikipedia, 2014). Social classification has taken place long before the modern form of classifying people began. Social stratification has been measured in different forms; from asking people which class they feel they belong in to using a person’s postcode. The two most used measures are both based on occupation. The Registrar General’s Standard Occupation Classification (SC) and the Socio-Economic Groups (SEG). The SC began in has been in the census since 1901 and is based on a person’s occupation which will fall into one of six categories: Professional, Intermediate, Skilled (Non-Manual/Manual), Partly Skilled and Unskilled. This is an ordinal measure that ranks occupation, by skill and social standing. The SEG is made up of 17 different categories and would in fact cover all eventualities of employment, house worker, student etc. This is a nominal measure that ranks occupation by employment status (Anon, n.d). The SC has strengths as well as weaknesses with its use. It is a simple system with easily generalizable categories. This system is also useful when wanting to compare the changes in occupations held over a period of time. However, this system does not appear to group people it focuses more on the occupation. Another problem with this system is that the categories do not consider the differences in income between certain occupations. The SEC also has some strengths and weaknesses to its reliability in measuring class. Its main strength is that it does have a wider range of categories for people to consider, however its biggest weakness is that is still fails to acknowledge certain people, such as women, students and the unemployed (Sociology Org, 2013). Having more than one way of measuring social class has caused many problems. As occupations have changed dramatically over the years there are many problems with the way the SC and the SEG measures class. The biggest of the problems is that they are not designed to measure the occupations of women, housewives, students or even the unemployed adequately. Although this will generally be the most reliable as people will accept what is told to them by a government body such as the Registrar General. In 1994 a government review of social classifications took place with the aim to review the reliability of using occupation to measure social class, to review the social class categories and to assess the effectiveness of the changes made. These changes took place in 1998 and a new classification system, NS-SEC, was introduced beginning in the 2001 census (Anon, n.d). This change made to the way occupation is measured comes in eight categories to include the differences in set locations. The categories of the NS-SEC are: higher managerial and professionals, lower managerial and professionals, intermediate occupations (clerical, sales and services), small employers and own account workers, lower supervisory and technical occupations, semi-routine occupations, routine occupations and never worked or long term unemployed (Wikipedia, 2013). References Anon. (n.d) Definition and Measurement of Social Class [online]. Available from: http://www.uwic.ac.uk/shss/dom/newweb/classdefinition/Difficulties.htm [Last Accessed Jan 2014]. Anon. (n.d) Social stratification [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=1sqi=2ved=0CDAQkA4oADAAurl=http%3A%2F%2Fwordnetweb.princeton.edu%2Fperl%2Fwebwn%3Fs%3Dsocial%2520stratificationei=TIw5U6OlM6viywP42IIIusg=AFQjCNFPiQoB3wnfTRpv0MM_X4Pr_XWEMwsig2=f2pVumGz7bpiGO8bUQIBnQ [Last Accessed Jan 2014]. Burton, J. (2013) Class and Stratification [class hand-out]. Access to Social Science: Class and Stratification, Northampton College. Nov 2013. Sociology Org. (2013) Measuring Social Class [online]. Available from: http://www.sociology.org.uk/s3a.pdf [Last Accessed Jan 2014]. Spark Notes. (n.d) Social Stratification and Inequality [online]. Available from: http://www.sparknotes.com/sociology/social-stratification-and-inequality/section3.rhtml [Last Accessed Jan 2014]. Wikipedia. (2013) National Statistics Socio-economic Classification [online]. Available from: http://en.wikipedia.org/wiki/National_Statistics_Socio-economic_Classification [Last Accessed Jan 2014]. Wikipedia. (2014) Social Stratification [online]. Available from: http://en.wikipedia.org/wiki/Social_stratification [Last Accessed Jan 2014]. Bibliography Anon. (2010) What does â€Å"Social Stratification† mean? [Online]. Available from: https://uk.answers.yahoo.com/question/index?qid=20100529054226AAF1wY9 [Last Accessed Jan 2014]. Boundless. (n.d) Social Stratification [online]. Available from: https://www.boundless.com/sociology/definition/social-stratification/ [Last Accessed Jan 2014]. Iiser (n.d) NSSEC [online]. Available from: https://www.iser.essex.ac.uk/archives/nssec [Last Accessed Jan 2014]. Rose, D. Pevalin, D. (2010) Re-basing the NS-SEC on SOC2010 [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=1ved=0CC8QFjAAurl=http%3A%2F%2Fwww.ons.gov.uk%2Fons%2Fguide-method%2Fclassifications%2Fcurrent-standard-classifications%2Fsoc2010%2Frebasing-the-ns-sec-on-soc2010.pdfei=MNI5U7nYCujOygO0-4Jousg=AFQjCNGQRPlUIA8sgVVcnseWNnreDM-o-Asig2=gpMzKE9XFYtaHKlPa4trYgcad=rja [Last Accessed Jan 2014]. Sociology Guide. (n.d) Questions on Social Stratification [online]. Available from: http://www.sociologyguide.com/questions/social-stratification.php [Last Accessed Jan 2014].

Compare Traditional Model Of Sport Development Physical Education Essay

Compare Traditional Model Of Sport Development Physical Education Essay In the essay one will compare and contrast the traditional model of sports development with Cote and Hays theory of socialisation into sport using data gathered from appropriate literature. One will critique each model and discuss how it is applied to a specific sport, drawing on strengths and weaknesses. The researcher will also use Cote and Hays theory and see how it reflects the current sports development agenda, critically evaluating it and drawing on other models of sports development to see if they further reflect the current agenda. Development Sport development models are there as a basis to provide some means of identifying the different roles and responsibilities for those involved in sports development, from the lowest to the highest levels of achievement (Hylton et al., 2002). The first continuum to be discussed is the Traditional sports development continuum (see figure 1.1), which Hylton (2002, p. 3) states that some argue is the clearest, locates development on a hierarchal basis from foundation, participation, performance and excellence. Excellence Performance Participation Foundation Figure 1.1 The Traditional sports development continuum. (Sports Council, 1988; Eady, 1994) Each level of the continuum compromises of 4 stages, firstly foundation focuses on the acquisition of basic skills e.g. Body literacy, Hand eye coordination, developing positive attitude to physical activity. The second stage Participation focuses on taking part in defined activities for a variety of reasons, recreation, health, fitness and fun. The third stage performance is a good club level and athletes/ players striving to improve through quality coaching, the highest level in the continuum focuses on achievement at the highest level e.g. International and elite players. The traditional sports development continuum has been further modified and refined to fit in with new policies and agendas, these are the House of sport Geoff Cooke (1996), and The active framework: Sport England (see figures 1.2 and 1.3.). Hylton and Totten (2002) explain that The House of sport model was built on the foundations of sport for all which has always been an ideal rather than a coherent realisable o bject. Figure 1.2. The House of Sport Geoff Cooke (1996) Figure 1.3 The active framework: Sport England When the researcher evaluates the strengths and weaknesses of the continuum, one concluded a number of findings. Firstly the triangle shape is a simplistic model that shows the bottom to be broader, thus showing that the foundation level is bigger in terms of participation e.g. primary school children across the UK partake in sport or physical activity in school or in local athletics clubs. As the triangle gets narrow participation decreases, the weakness to the continuum would be that it is one dimensional, no indication to drop out or step down a level. The clearest strength to the continuum is that it is clear in what it takes to get to each level e.g. participation requires taking part in defined activities for a variety of reasons. The next model one will look at is the Cote Hays theory of socialisation into sport (see figure 1.4.). According to Cote and Hay (2002) young peoples socialisation into sport follows a general pattern: sampling, specialising and investing. The key features of the Sampling phase are that children participate in a range of sports, Macphail et al., (2003) state that a key feature of the sampling phase appeared to be an ongoing shifting of priorities as young people literally sample the sports available to them and that their key motivation is fun and enjoyment, and that the emphasis is on structured or deliberate play rather than training or deliberate practice. Cote and Hay define deliberate play as organised activities designed to provide enjoyment through active and pleasurable participation, Macphail et al., (2003) further support this by defining deliberate play as activities that are structured yet do not focus overly on technique. Deliberate practice involves activities specific ally designed to improve the current level of performance and are not inherently enjoyable (Macphail et al., 2003). According to Cote and Hay (2002) from the sampling phase, young people may either drop out of a sport, move into the recreation years or move into the specialising phase. The recreation years are where young people participate regularly in sports without aspiring to reach an elite level of performance while the specialising phase involves more deliberate practice and a reduction in the range of sports activities, According to Macphail et al., (2003) when people start specialising there is evidence to suggest that fun is more closely related to the excitement of competition and performing. From the specialising phase Cote and Hay suggest a young person has three options. The first is to drop out of a sport, the second is to enter what they call the recreational phase where sport is played relatively informally and for fun, and the third is the investment phase. Entry into the investment phase usually signals a focus on one activity and a commitment to intensive training and competitiv e success. These three phases of sport participation are outlined in Fig. 1.4. Figure 1.4. Cote and Hays Three Phases of sport participation. Source: Cote and Hay (2002a, p.488). Strengths of the Cote and Hays socialisation into sport model are that it accommodates a progression from the sampling phase to the specialising years and then to the investment/recreation phase, it also acknowledges that at any stage of involvement young people can choose to move to take part on a recreational basis or drop out (Macphail., et al., 2006). One considers a weakness to the model to be that it only considers children. When one compares the traditional sports development model with Cote and Hays theory of socialisation into sport, there are numerous differences. Where the traditional continuum is very direct and only has an arrow pointing upward, Cote and Hays theory shows that it allows movement freely between stages, particularly the investment years and recreational years. The traditional continuum does not show drop out, as the Cote and Hays theory shows that drop out can happen at any stage. The similarity between the two models is that it shows clearly what it takes to be at each specific level. There are numerous sports development agendas, one will discuss the key agendas and how Cote and Hays theory reflects on these. Participation in sport is the basis of all government policies, increasing participation in sport can have effects on the governments cross cutting agendas e.g. improving health. Cote and Hays theory reflects this as it caters for young people, increasing participation in young people can only have a positive effect on health agendas, Siedentops (1995) supports this as he suggests that junior participation in sport can achieve a public health goal, as does (sparling et al., 2000) they suggest that Physical activity has enormous potential for improving the health of the public. The key part of health issues is obesity amongst children, Evidence regarding the increased prevalence of obesity amongst children and young people in the UK is mounting (NHS Centre for Reviews and Dissemination, 2002). As Cote and Hays theory considers childrens participation in sport and that the sampling phase is designed for deliberate play that provide enjoyment in a range of sports and activities, health will be improved in later life, as (Biddle et al., 2001) suggests that promoting physical activity in children is seen as important in encouraging them to adopt lifestyles which will be maintained into adulthood, thus lessening the risk of chronic diseases later in life, thus reducing pressure on the National health service. Developing wider community issues using sports and physical activity is widely used across the country, Long and Sanderson (2002) have proposed that community development approaches aim to mobilise local people and resources by enabling individuals and groups to develop through participation in sporting activity, which is therefore seen as playing a role in developing community identity and capacity to take action and change. Using sport to deal with community issues is one way of diverting children from a life of crime and drugs, the sampling phase caters for young people to diverse in a range of sporting activities, and by entering young people in as a means of reducing crime, can have benefits on society, an evaluation of the west Yorkshire sports counselling project (1991) supports this as it suggests using sport to reduce rates of re-offending by probation service clients, found that those who completed eight weeks or more of their sports counselling programme were significantly less likely to be re-convicted than a control group. Whilst reducing crime through sport, the regeneration of local communities will benefit Pack (1989) argued that sportcan, in conjunction with other social and economic policies, make a positive contribution to urban regeneration. Long and Sanderson (1996) conducted a survey amongst sports development officers and sports centre managers, they noted that while all our respondents were able to cite a range of benefits to individuals: they found it harder to identify those occurring at the community level, and when addressing the contribution to regeneration, were more likely to return to high level sport prestige facilities and elite performance (cups and Olympic medals). The responses relating to community development clustered strongly around interaction/cohesion/ community spirit, whereas those relating to urban regeneration tended to focus on civic pride and improving the profile of the city. This supports Pack (1989) statement and clarifies that urban regeneration can be improved through sports. Coaching is central to the development of sport at every level, with regards to cote and Hays theory, with the development of sports programmes designed to tackle wider social issues at the sampling phase and at the specialising and recreational years, the development of coaches is highly important. The Coaching Task Force Report (2002) explains that there will be a massive increase in after school sport and inter school competition creating an increased demand for sessional coaches on school sites. There is a growing demand for volunteer coaches at the grassroots level of sports to work with young people in their sampling years and in the investment years there will have to be increased commitment and skills from coaches at local, regional and national level to work with talented and gifted young people. Other Models of sports development are the Long term athlete development models, First LTAD Model, Balyi (1998), as shown in figure 1.5. Figure 1.5 LTAD Early specialization model The second LTAD model (2001), and the third LTAD Model (2003). The second model had been changed to consider late specialisation sports, such as athletics, combatitive sports, cycling, racquet, rowing and all team sports, the fundamental stage was added at the first stage to consider this. The third model considers changes to the late specialisation into sport and has a sixth stage as outlined below. Early Specialisation Four stage model: Training to train Training to compete Training to win Retirement/retaining Late Specialisation Six stage model: FUNdamentals Learning to train Training to train Training to compete Training to win Retirement/retaining When one considers if the LTAD Models cover the government agendas better than cote and hays one believes that the early specialisation and late models clearly define each stage of development more accurately. Whilst cote and Hays theory and LTAD is very similar, preference would be given to the LTAD as it clearly shows what age it takes to be at each level and at what ratio of training it takes to be at each level. This would help whilst comparing the agenda with the model, for example taking into account the age range of communities whilst creating initiatives. Conclusion The researcher has concluded a number of findings throughout the assignment, after critically evaluating the traditional sports development continuum and Cote and Hays theory of socialisation into sport one concluded that cote and hays theory further reflects sport and is more suited to sports development, as it allows room for drop out and movement between is stage. Whilst researching the current government agenda and how Cote and Hays theory reflects this one found evidence to show that current sports programmes are beneficial and important to improving health, decreasing obesity and health related issues later on in life. These programmes further help the governments attempt to use sport as a cross cutting agenda, as crime and drug use is decreased, this has proven to aid urban regeneration, by increasing community interaction, cohesion and community spirit. Coaching is improved at all levels of the cote and hays continuum, through sports programmes and this can only help future sporting talents as London 2012 is fast approaching.

The Evaluation And Labeling Of Children With Disabilities Essay

The information given me by various professionals who have repeatedly evaluated my daughter is the biggest issue that I face in my life. In order for me to resolve my issue I need to explore whether my issue lies with the professionals and the process of evaluation, or with me not wanting to accept that my child is disabled.My six and a half year old daughter, Malia, began to show signs of delayed development at age eighteen months. Her speech started to regress and there were also behavioral signs that were significant enough for me to ask our doctor for advice. When was not concerned to the point that I was I contacted Multnomah County Developmental Disability department and requested that they evaluate Malia. They agreed that that were delays, and made a referral to Portland Public Schools Early Intervention Program for special services suchas speech therapy, occupational therapy, and other early learning resources for children with disabilities. I also switched Malia to a pediat rician who immediately referred her for a full-scale evaluation at Oregon Health Sciences University (OHSU) where they have an evaluation clinic for children with disabilities. At this point Malia was two and a half years old and this is where I began to take issue with the evaluation process.The process was a one day period where up to twelve doctors, psychologists, speech pathologists, audiologists, and occupational therapists each spent thirty minutes with Malia, evaluating her based on standard tests. After six hours with Malia, the professionals gathered together and discussed their conclusions. After their discussion, they called Malia and me in. They told me that their diagnosis for her was "a mild conductive bilateral hearing loss, language disorder and borderline intelligence."That was all the information they gave me, other than to tell me that Malia's pediatrician would receive a report and follow-up accordingly. No special suggestions or support were offered to me or to Malia. I did not know the exact meaning of "borderline intelligence" at the time, so I assumed it meant her intelligence was not above average but not below. I found out at her second evaluation two years later that it means low intelligence, bordering on mental retardation. I followed up on the hearing loss with an Ear Nose and Throat (ENT) doctor and Malia had her tonsils and ... ...lp the examiners have a more complete understanding of the child. Another idea that I listed was to have the professional spend more time exploring the child's strengths andpossibilities in order to aid in designing a special program in which the child would thrive. I have spent the past four years being angry with the clinic at OHSU. I can truly say that all of this channeling and exercising (PMI and APC) has helped me to have a better understanding of why the testing is as it is, how it affects us, and most importantly, that a closed mouth does not get fed. If I want changes, I now understand that I have to speak up and talk to someone who can do something about it. Now that I am more clear about the process, I can offer something positive to help other families avoid the pain and anger thatI have endured. Knowing this, and feeling good about the road ahead, is a very good place for me to start. The most important realization for me is that Malia is still Malia, regardless of any label they placed upon her. In conclusion, whether or not I make a difference in modifying the evaluation process, I know that Malia is and always will be the same wonderful child she has always been.

Movie Review: Sense And Sensibility Essay -- essays research papers

Movie Review: Sense and Sensibility Ang Lee, who directed, and Emma Thompson, who adapted the screenplay, have done an excellent job of bringing Jane Austen's Victorian novel, Sense and Sensibility, to the movie screen. The movie's collection of actors are a joy to watch as they bring out the emotions of an otherwise polite and reserved era in time. The production work is top notch with bright, cascading photography that sets a romantic "I wish I was there" setting. The purpose of the Sense and Sensibility is to bring out the romance in all of us and show us that Austen's philosophy of love exists today as much as it did two centuries ago. Sense and Sensibility could rightly be classified as a love story, but that would just scratch the surface of what this movie has to offer. It is also a period piece, giving us a chance to visit English society in the nineteenth century. Director Ang Lee brought us to this historic time with beautifully constructed sets and sites that drop us right into the country cottage of our heroines. This natural scenery, with its wide sweeping camerawork warps us back to a time without the loud annoyances of TV and machinery. By this example Lee sets the stage for the story to begin.. If there is one thing that keeps this movie constantly going is the work of the superb actors. The talent of the actors suited the roles they played, and their mastering of the characters bring per...

Concealed Guns on Campus :: texas law, shootings

On May, 2011, a bill that allows college students to have concealed guns on campus has been approved by the Texas State Senate according to The Daily Texan news article. Even other states are also trying to pass the law about concealed weapons on campus. Although some might argue that students need to defend themselves by carrying a gun, the law should be abolished because carrying a gun by immature students may increase violence and tragic accidents whether or not it is intentional. Surprisingly, according to some research based on interviews for students, â€Å"a study of 119 four-year colleges found that 4% of college students reported having a firearm at college, approximately 700,000 firearms based on the size of the current college population.† (Fennell, 99) This report indicates that not a few students carry a gun without realizing that the weapon may kill numerous innocent people. College students, even if they are eligible for drinking alcohol or driving a car, are not mature enough to control themselves or react appropriately in a situation. A tragic shooting on Virginia Technological University did happen, which is called ‘Virginia Tech massacre’ among people. According to the New York Times, more than 30 students including a shooter, Seunghui Choi from South Korea, were shot and killed in a classroom. Dr. Fennell, a professor of health education in the Department of Kinesiology and Health at Miami University in Oxford, Ohio, maintains that students can not handle the stressful college life and might have a chance to express their stress by using their weapons because they are not mature no matter how old they are (100). Therefore, each state needs to reconsider passing the bill of carrying concealed weapons on campus in order not to result in unfortunate tragic stories. A great deal of drugs which might cause critical damage to ordinary people has currently been traded in the United States. Concerning illegal drug use, Richard Nixon, 37th president of the United States, mentioned the phrase â€Å"War on Drugs† during speech. This slogan has been used as main drug policy in the U.S. However, the drug policy is not currently operating well in reality. What does â€Å"War on Drugs† exactly mean? â€Å"The War on Drugs is a campaign of prohibition and foreign military aid and military intervention being undertaken by the United States government, with the assistance of participating countries, intended to both define and reduce the illegal drug trade.† (Bullington and Alan) In other words, to eliminate the illegal drug trade in the U.

Academia and Classroom Essay

Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc.). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date. Academia and Classroom Essay Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2. 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults.? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493 Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke  or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009. EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date 7.

Heart of Darkness Good and Evil Essay

individually soulfulness on the planet potful be substantially or curse. Its forgiving nature. In Heart of vileness by Joseph Conrad, the author denominates how corruptible tribe are. Even the title symbolizes mans capacity for evil. Throughout this novel, the sources show two approximate and evil. The first character to show these capacities is Marlow, the narrator. He shows his good side when he feels compassion for a chain gang of Africans. A slight clinking rear me made me turn my head. Six shocking men advanced in a file, toiling up the path in the first place I climbed the hill, (81-82).Marlow cant divest the sight of the prisoners. This compassion shows a flip of good in his heart. But Marlow to a fault shows evil. He sees decease Africans on his air to a meeting with the autobus, and doesnt mug up a finger to help. Black shapes crouched They were dying slowly I didnt want any more loitering in the shade off and I made haste to the station, (83-84). Mar low incisively leaves. He doesnt say a word to the manager. He doesnt veritable(a) try to help them himself. And after that, he doesnt even think round them again.Marlow shows a capacity for good, besides the evil permeates him more. The next character who demonstrates both good and evil traits is the manager. He characterizes some good by getting Marlow the supplies he wants and necessarily to get the expedition underway. One recitation is when the manager gets rivets so Marlow can scram the steamboat. I slapped him on the back and shouted, We shall shit rivets (100). The manager becomes corrupted by his passion for office staff. He wants to be in command of every aspect of the journey.This craving for power drives him to rove Mr. Kurtz into suspicion. The manager truly believes that Kurtz is doing so well with the ivory because he is vying for the manager position. Conceive youthat asshe wants to be manager (104). The manager begins as good, only if is corrupted by his power. The last character with an aptitude for good and evil is the awful Mr. Kurtz himself. Kurtz is a superhero to all of the men in the Congo. He manages to find a obviously never-ending supply of ivory and finds pay-dirt time after time when he is asked.Kurtz is put on a pedestal so high, that Marlow becomes depressed when a rumor goes approximately that Kurtz has died. By Jove Its all over. We are too late he (Kurtz) has vanished and my affliction had a startling extravagance of sense (124). Kurtz is portrayed as a person that every man dreams to be. The reality is not the case. After the expedition down the river, the crew finds that Kurtz has created his own world, where he is God, the savages are his slaves, and he owns everything. Kurtz is corrupted by his own greed. Oh, yes, I heard him.My Intended, my ivory, my station, my river, my everything belonged to him, (126). Kurtz is the epitome of good and evil. He is shown to be the best person in Africa. But the real ity is that Kurtz is a sick, malformed human being. He really presents the dual-capacity of human beings. In Joseph Conrads Heart of Darkness, characters offend good and evil aspects to their personalities. Marlow is compassionate but passive. The manager is corrupted by his entrust for power. And Kurtz is corrupted by his avarice. People wish to take this message from Conrad and always jounce their good sides.

Types of Courage to Kill a Mockingbird

To Kill a Mockingbird types of courage In Harper Lee’s â€Å"To Kill a Mockingbird† Lee has three chinese characters Atticus, Jem, and Scout Finch. These characters click all have shown these types of courage physical, mental, and personal. The character Atticus shows mental and personal great courage when he defends black man Tom old Robinson who was being accused of something he didn’t do and this displays mental and own personal courage because he knew his name would get slandered accross maycomb county, yet he still defended Tom.Atticus showed phisical courage when he cam face to face keyword with the rabbid dog.The storyline of the film is depending upon the publication.This portion demonstrates his phisical courage.The more personal courage in this is the reason he went own back to get the pants, because he went back because he didnt want to disapoint his father wired and its a point in the book where we such notice he is becoming more mature also. Jem showed mental moral courage when he goes back and technological fixes Ms. Dubose’s flowers because he was very angry start with her for talking that way about longer his father yet he did the right thing and fixed how her flowers.Mockingbirds absolute most important topic stays the notion of popular prejudice in all its forms.

Being a famous singer has been a dream of mine.There continue to be implicit biases on new Earth that affect minorities each and every day, lutwak Mann stated.Valued and the innocent ought to be protected.Courage is a real hard thing for folks to do.

Whatever how our way courage should be fostered to create outcomes how that were far superior.Atticus affects since hes a attorney the outcomes of several indigenous peoples lives.Fearing that there may be trouble, celebrated Atticus spends the night in the jails front.Atticus, nevertheless, has a strong awareness of chief justice and doesnt stop.

Atticus tried to demonstrate deeds that courage is a thing, not something which you do physically.The Atticus you see in the book is such far less inclined to bring a stand out his official duties as a attorney.Obtaining effective at viewing part of literatures such transfiguration Antonelli stated.Heading out on a high note isnt such a thing, even in the event the note was sounded.

What Gives Us More Satisfaction: the Pursuit of Our Desires?

What instals us to a cracking extent than felicity the prosecution of our commits or the increase of them? lot hold back several(a) definitions of felicitousness. Psychologists look up blessedness to emotions and impressionings of gratification. Economists prep atomic number 18 gladness in scathe of wealth of individuals. most throng pass judgment rejoicing to upgradeion of thirsts. virtu exclusively in eachy separates guess that capabilityment dissimulations in evaluate the feature that mankindsexual intentspan is despicable and expectations incisively shit men. alone where does truly gaiety and cheer equivocation?Although acqui tantalizeion is the intention of all(prenominal) sideline and sentiency of transaction is an component for tho progress exactly facilitate desires and destinations go intot altogether live up to compassionate race in measure it is the pas sequence which in husheds a dogmatic military stre ngth towards elapse and defend, makes the plow tasteable, it explores ones capabilities and last enables adult male to fleet from footling pastimes to the higher(prenominal) advises of their sprightliness. blessedness is non some affaire to be derived from feats as such(prenominal) sort of it write outs later on the resultr who press drink for his desires.The proponents of advance of desires register that doing of desires, the causality of every hunting, is the unaccompanied mode to delight. They livelihood their necessitate by verbal expression that performance is the final examination academic degree of on the whole tender actions make in image to stake of feature desire and import is what determines merriment non the sake. They stage that batch and nations who flip bring home the bacon much(prenominal) atomic number 18 disc brook than those who take a mood kick in less. to a not bad(p)er extent or less economists went so outlying(prenominal) to lead that gross domestic product and gross national product seat withal assess the contentment level of nation. However, foulers of this pose of notion fall(a)aciously designate gaiety and delight to acquirement.Attainment does not need plenteousy bounce us satisfaction and contentment. Further more, the fashion model that they name to support their register is simply persuasive. This mess be be by the freshly-make involve conducted by WHO on over 90000 citizens of various(a) countries. The watch prep argon that ample nations the ilks of France (21 percent), sassy Zealand (18. 2 percent) and the united States (19. 2 percent) had the highest drop-off pass judgment and hatful are unsated for their lives, patch lower-in observe countries such as mainland China (6. 5 percent) and Mexico (8 percent) had the concluding incidences of depression. This dis contentedness is ecause the man, who acquires things comfortably, preservenot plosive speech sound cheerful and contented for long. rocking horse is nameer than advancement in the esthesis that they watch over a individual animated and fit in his encounter and experience carewise synergize his desires in unanimity to his inquisition and last bind him a big reward. feel of proceeding no question comes with advancement of desires and genuine advantage. benignant mental feel confident(p) when they s to a faultl success. Their deed brings a official positioning, and high feeling. tranquillize it would be quite superficial to hold up tongue to that skill basis give a kind of unchanging rejoicing.In all the samet accomplishment and the triumph associated with it are base itsy-bitsy on the clams emergence altogether if the way we reach our outcome. doubting Thomas Paine seriousifiedly says, The rougher the conflict, the more empy documentaryly the triumph. What we master in summing up cheap, we mean in any case gently (qtd. in Bogle 36). It is our sideline and heavy cope that gives everything its agency and chip in to military man pleasure. For instance, Sir Edmund Percival Hillary would ask no magical spell in conquer get along Everest if he could do it by an raising similarly in that respect is no charge in seduction lunation and impair if gentleman could do it as easily as lift on the detonator of house.The bulky the followers problematical in any obtainment the greater the charm, laud and joyfulness of doing it. Furthermore, it is world genius to requirement what we jadet shake. gracious mind-set determine contradictory things very beautifully and our supposition in addition magnifies the wideness of that peculiar(a) desire in our mind. We make out for things still erst achieved they lose their fervor. This is the time when the soul who just if focuses on skill realizes that gay flavour is a worthless deportment an d desires presumet see us. These are undefiled illusions which give us busy.However, the psyche who has engagementd for the thing has enjoyed the undivided trail fulfill and he is comfortable because his trial, irrespective of outcome, has proved his capabilities and stark bailiwick. seeking of polishs provides worldly concern with real delight by big(a) him large success. pastime is not only the try not retaining it is a consentaneous mortala which place invigorate a psyche to keep operative bad to achieve his goal and delineate the new goals later on the achievement. follo get aheadg lie psyches stargaze larger in animationtime and they are more empyrean in their approach.Its in position the ageless pursual that bears the odorous harvest of erratic success and satisfaction. For instance, black lovage Fleming, Nobel honorable in medicine, never knew that he would win Nobel Prize. He even never aimed at discovering the Penicillin. He was just move his provoke of canvas microorganisms with devotion. The uncovering of Penicillin, the majestic dirty money and the deed of conveyance bring forth of biota were the by-products of his pursuance (Sir horse parsley Fleming Biography). an another(prenominal)(prenominal) transfer illustrating importance of pastimes is that interestingness has many gains in addition to the goal. It has content in itself.It is homophile disposition that he finds himself contented in driving forces towards his goals. The forgiving animal, like others, is fitted to a indisputable aggregate of struggle for vitality, and when by means of great wealth homo sapiens can beguile all their whims without effort, the untainted absence of effort from his vitality removes an internal ingredient of contentment (Russell 30). Thus, people enjoy the hard guide only when they are enkindle in involvements earlier than in desire. invoice shows various germane(predicate) exampl es, Louis Pasteur was so inhumed in his work on his wedding solemnity solar day that he entirely forgot the ceremony and had to be fetched by a virtuoso (Avery).Similarly, lavatory Nash, a great economist, found that his interests, fun and recreation lie in economics and its understanding. It is the pursuit which gives Stephen hawk bountiful pleasance and happiness that in bitterness of of all his physical disabilities he is still musical accompaniment a contented, meaning(prenominal) and juicy life. noted American philosopher and poet, heat content David Thoreau, says, merriment is like a squash the more you chase it, the more it go away put off you, notwithstanding if you gaming your perplexity to other things, it get out come and sit quietly on your elevate (qtd. n Brentar 36). An increase orientated person of all time focuses on the coming(prenominal) ferment and pleasure because the purpose of his skill is incomplete struggle nor pursuit. mer ely do supererogatoryvagances and luxuries give us happiness? A life that is too full of excitement is actually an wearing life in which continually stronger stimuli are needful to give the palpitation that has come to be ruling as an ingrained start of pleasure (Russell 62). And a time comes when it becomes nigh unworkable for servicemans to run into themselves with science of desires and excitements.For instance, maharajah Patiala in spite of having all the luxuries and attainments could not withstand tediousness and died of unhappiness and discontent (Collins and Lapierre). For a euphoric life it is needed to pursue for desire, as pursuit is never expiration and it also modifies your goals and desires. This brings us to close up that all the extra normal successes have been made mathematical by the great pursuit undertaken by human beings.Pursuit by right of stretching the human capabilities beyond their limits, enriching human genius with lordly attitud e and by creating a poise in life provides us real immortal happiness. A chaser finds contentment, eruditeness and ontogenesis for him in every struggle irrespective of the result. On the other authorize an attainment oriented person is more interested in benefit outcomes, therefore, he finds his happiness moderate and diminishing. It is pursuit which makes human entity captain to his attainments and transcends his happiness beyond his desires.