Matrices Essay Example | Topics and Well Written Essays - 500 words

Frameworks - Essay Example It stays to decide whether any of the 33 sub frameworks of the expanded grid (B) have a non †zero determinant. For instance in a square sub lattice of request 33 of [B], to be specific, These arrangement of conditions are conflicting, on the grounds that the position of the coefficient framework [A] in which det(D) = 0. Additionally, a third request square sub frameworks of [B], in particular, , and are with the end goal that their relating determinants are zero. At the end of the day, all the third request square sub frameworks of the enlarged grid [B] have a zero determinant. Thusly, the position of the enlarged grid [B] is under 3. Since, there exists a second request square sub framework of network [B], with the end goal that det(H) = - 120≠0, the position of the increased grid [B] is 2. The position of the coefficient grid [A], whereis to be resolved. Det(A) = 0. Thus, the position of the coefficient grid [A] is under 3. is a square sub lattice of network [A] and det (J) = - 3 ï‚ ¹ 0. Along these lines, the position of the coefficient lattice [A] is 2. Henceforth, rank of the coefficient lattice [A] = rank of the enlarged grid [B], appropriately the arrangement of conditions given by [A] [X] = [B] is steady. By and by, the position of the coefficient network [A] = rank of the increased grid [B] < 3, in this manner there are just 2 requirements; thus, these conditions have interminably numerous

Ethics in the 21st Century Research Paper Example | Topics and Well Written Essays - 1000 words

Morals in the 21st Century - Research Paper Example ior shows morals through the manner in which an individual acts out in the open, as indicated by the Institute of Global Ethics in the article ‘Ethics and 21st century University’, it is expressed that, moral conduct requiresa individual to be: Such are the essential morals that every general public educates to each person. Nonappearance of such morals and moral conduct can result into issues. These morals shows a person to carry on in a proper manner in the general public. Morals and its inclination have been diverse in various time. A portion of the fundamental social morals have continued as before yet with time as circumstances change the code of morals additionally change. Morals of 21st century is a consequence of such case. Morals of 21st century has a great deal of contemplations. It is expressed that in 21st century morals isn't an alternative however impulse. Other than holding the attributes of ability, experience and insight, individuals at each level need moral qualities. Those qualities anticipate their future conduct and execution. Rushworth M. Kidder, (2001) states that the rule undertaking of 21st century decade is the creation and supporting of a worth based culture which implies that the morals of this century are ethically solid and follow severe morals, he was of the view that because of the enormous measure of time spends at work a significant part of the sustaining happens in the business condition. Today practically all the associations know about the requirement for morals. Associations consider morals to be a social duty which they follow as a social commitment. There is a need to follow morals since it predicts their social and expert relations. In the article ‘Ethics for 21st century’ (UNESCO, 2001) this report is accounted for from the gathering which was held in second meeting talks about morals and its job profoundly. Morals from alternate points of view are examined in the paper for instance: These jobs assume a noteworthy job for the examination of morals in various fields. It accordingly upgrades the job of morals in each field

Blog Archive Beyond the MBA Classroom Tailgating at Ross

Blog Archive Beyond the MBA Classroom Tailgating at Ross When you select an MBA program, you are not just choosing your learning environment, but are also making a commitment to a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school. College football is big in Ann Arbor, Michigan, and students at the University of Michigan Ross School of Business appear to enjoy the season with real fervor. Tailgates precede nearly every game, and some tailgate parties are even sponsored by corporations and serve as mini recruiting events. At these sponsored tailgates, corporate representativesâ€"who are usually Michigan alumniâ€"network with Ross students. And generally, the more important the game, the more senior the executives representing the sponsor company! We should also mention “The Bus”â€"a literal school bus painted to look like a Michigan football helmet that is owned by about 50 Ross students and has been passed down from class to class each year since the early 2000s. Originally conceived as a way to centralize tailgating for the Ross community, “The Bus” is present at every home game as well as at least one away game each season, serving as home base for spirited tailgate parties. Even Dean Dolan has been k nown to visit tailgates at “The Bus.” For in-depth descriptions of social and community activities at Ross and 13 other top MBA programs, check out the mbaMission Insider’s Guides. Share ThisTweet Beyond the MBA Classroom University of Michigan (Ross) Blog Archive Beyond the MBA Classroom Tailgating at Ross When you select an MBA program, you are not just choosing your learning environment, but are also making a commitment to a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school. College football is big in Ann Arbor, Michigan, and students at the University of Michigan Ross School of Business appear to enjoy the season with real fervor. Tailgates precede nearly every game, and some tailgate parties are even sponsored by corporations and serve as mini recruiting events. At these sponsored tailgates, corporate representativesâ€"who are usually Michigan alumniâ€"network with Ross students. And generally, the more important the game, the more senior the executives representing the sponsor company! We must also mention “The Bus”â€"a literal school bus painted to look like a Michigan football helmet that is owned by about 50 Ross students and has been passed down from class to class each year since the early 2000s. Originally conceived as a way to centralize tailgating for the Ross community, “The Bus” is present at every home game as well as at least one away game each season, serving as home base for spirited tailgate parties. Even Dean Robert Dolan has b een known to drop in on tailgates at “The Bus.” For in-depth descriptions of social and community activities at Ross and 15 other top MBA programs, check out the  mbaMission Insider’s Guides. Share ThisTweet Beyond the MBA Classroom University of Michigan (Ross)

What Makes A Friendship - 1363 Words

If flattery is disguised and mistaken as virtue, and flattery is not virtuous because it is insincere. Than sincerity must be a determining factor of what is just. Aristotle claims in Nicomachean Ethics, that flattery is a vice. He claims that Friendship however, is a virtuous act. The act of friendship cannot take place without a mutual feeling of goodwill between both parties. Goodwill is required in each of the three types of friendship. Its application is necessary in order to turn an acquaintance into a friend. Once befriended, goodwill is required to a lesser extent in order to keep the friendship aflame. In relationships of pleasure and utility, goodwill is still required but in a smaller capacity. However, in a relationship of goodness, goodwill is appealing and absolutely necessary in order for its existence. Aristotle gives a much looser definition of a friend than I do. I contest that a friendship of utility should not be considered as such. Although a friendship of utility consists of mutual respect and a small amount of goodwill, the driving forces are egoistic in nature. The participants in these relationships look only at the benefit to oneself and their intentions are not pure. A friendship of pleasure is stronger than one of utility and consists of more goodwill. It is for this reason that I consider it valid as opposed to a friendship of utility. Although it is still egoistic in nature, it differs from a relationship of utility because it requires genuineShow MoreRelatedWhat Makes A Good Friendship?1533 Words   |  7 Pagesdifferences, a wide variety of perspectives merge on the fact that adolescent friendships are good for development. Research studies have shown a low status of younger adolescents being at risk for having a lot of negative outcomes, but there have been little found on the focused qualities of â€Å"youths relations with peers†. Our youths that reported that having a close relationship with someone creates higher self-esteem, it makes them create better relationships with their parents, and can even increaseRead More Friendship Essay: What Makes A Good Friend?965 Words   |  4 Pagesthey look out for you no matter what! If th ey hear girls talking about you, they are the friends that stop them. Friends look out for you even when you are arguing. A friend understands that you may not always get along but you should always try and be there for them and look out for them. Although this can be difficult at times, it proves how kind and loving you are. Another part of being kind is listening to one and another. Sometimes we dont care about what are friends have to say, but listeningRead MoreCicero: on Friendship Analysis Essay1045 Words   |  5 PagesB. Thomas First-Year Symposium 12 November, 2012 Cicero Aristotle once said, â€Å"Friendship is a single soul dwelling in two bodies.† There are many things that go into the process of friendship. Some people deal with friendship one way while others deal with it in another way. Cicero had a lot to say about the different aspects of friendship in his time, but how would he view modern friendship? Some friendships Cicero may not be proud of; like the common relationships that are forced on in a classroomRead MoreAristotle on Friendship1069 Words   |  4 Pagesof friendships that exist in the Greek word philia (a broader definition of friendship than one might think), which are based off usefulness, pleasure, or goodness, the three reasons for liking something: friendships of utility, friendships of pleasure and complete friendships. In the beginning, Aristotle says that friendship is a virtue or at least involves virtue. It is necessary to life, since no one would choose to live without friends even if he had all other material goods. Friendships serveRead MoreFriendship Is A Strange Concept1732 Words   |  7 PagesFriendship is a strange concept. You meet someone and eventually, after talking to them and being around them more you feel more comfortable calling them a friend opposed to an acquaintance. However, not just anyone can be a friend and there are different types of friendships. According to Aristotle there are three different types of friendships and only one of them is the real deal. The Epicureans would view friendship as being something very important in life. To me, friendship is both of theseRead MoreRelationship Between Friendship And Friendship985 Words   |  4 Pages We hear the word â€Å"friendship† being tossed around daily, between family, friends, social media, etc. People just say the word without thinking what it really refers to, but does everyone really understand what the word â€Å"friendship† means? People believe that the word â€Å"friendship† is just used to describe a friend or a bigger group of friends, but in reality it actually means a lot more. I believe that it is important to know what the word â€Å"friendship† really means. Not everyone is going to haveRead MoreTaking a Look at Nicomachean Ethics957 Words   |  4 Pagesabout the three different kinds of friendship that (Utility, Pleasure, and Goodness) that Aristotle claims exist. I will also discuss later in my paper why Aristotle believes that Goodness is the best type of friendship over Utility or Pleasure. In addition to that I will also talk about the similarities and differences that these three friendships share between one another. And lastly I will argue why I personally agree with Aristotle and his feelings on how friendship and virtue go hand in hand andRead More Nicomachean Ethics: Friendship, Virtue and Happiness Essay examples933 Words   |  4 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the writings of Aristotle, seen in  N icomachean Ethics, it is evident that Aristotle believes that friendship is necessary for a virtuous and therefore happy life. I believe that this is accurate due to the similar conditions necessary for a complete friendship and a happy life. It is also evident that friendship is useful in achieving a happy life because friendship can make performing virtuous actions easier. His interpretation can be misunderstood and mistakes in practice can be madeRead MoreAristotle s Nicomachean Ethics : Friendship1744 Words   |  7 PagesThe concept of friendship and what makes a friendship may seem simple depending on what people look for in friendships. Some people may have friendships that are solely based on pleasure or it is because it is useful to them in their time of need or a friendship that gives the person both pleasure and usefulness. A person may have these types of friendships with different people. Aristotle’s Nicomachean Ethics, brings up what the best kind of friendship is. A long-lasting friendship is the best kindRead MoreThe Purpose Of Friendship1304 Words   |  6 PagesProfessor Baker Intro to Philosophy 13 April 2015 The Purpose of Friendship We all have friends that we enjoy spending time with, but we do not seem to think heavily as to why we have these friends. These relationships are not necessary to survival; all that is needed for our physical body to survive is food and water, yet people want to create long-lasting friendships with people they cherish. In his work, Lysis, Plato says that that friendship is the least of natural loves, ones which we do not need

Ancient Kingship and Rulers Essay - 1475 Words

Kings and rulers started to emerge as soon as people moved away from living in tribes. This was the case with the Jews when they have decided to unite under one ruler. However, long before them the first empire was established in Mesopotamia by Sargon of Akkad in 2334 BCE (Kelly, 2011). The essay will compare kingship in three geographically and chronologically different societies. They are the following: Babylonians during Hammurabi’s reign (1792-1750 BCE), Neo-Assyrians (934-610 BCE), and the Jews (1000 BCE). In order to avoid historical distortions, primary sources from those time periods will be used. These three communities have influenced each other in different fields. Therefore, we can see similarities in their ruling systems.†¦show more content†¦According to the Advice to a Prince, gods only could judge and punish the ruler, for example, â€Å"if he (ruler) takes silver†¦ Marduk, lord of Heaven and Earth, will set his foes upon him†¦Ã¢â‚¬  (Sande rs, p.70). Consequently, we can assume that ruler’s power have increased enormously, since no matter what he does (even despotism) is supposed to be controlled by gods. Finally, the kingship in Israel has some differences as Jews are monotheistic. Nonetheless, the Jews believed in god’s involvement in daily life as well. More importantly, god (Yahweh) was believed to decide who the king is and whether he must be changed (Sanders, p.72). This shows some parallels with Assyrians where gods only could judge the ruler. As a result, it is seen that regardless of regions and number of gods (monotheism or polytheism) rulers in ancient times were connected with divine power. In fact, at ancient times rulers often represented the choice of god(s), whereas presently they represent the choice of people. This, I think, led to more fearful and respectful attitude towards rulers due to their divine support. In addition to the connection with the divine power, rulers in ancient world had one very distinct feature. Almost always rulers were men, with very few exceptions. Thus it is clearly seen that people at that time lived in patriarchal society. Moreover, rulers promoted patriarchy implicitly or sometimes even explicitly through their rules. For example, according toShow MoreRelatedKings And Sovereign Rulers : The Dynastic Queen Of The United Kingdom911 Words   |  4 Pagesmonarchs and sovereign rulers, like the dynastic Queen of the United Kingdom, rulers in the ancient Near East rarely served as mere figureheads of governments, consulted solely for ceremonial roles and diplomacy. Though some kings in the ancient Near East inherited their positions, no kings could retain such power in a continuously unstable area without a strong military to protect their holdings and an effective method of ruling the peoples within them. Many kings in the ancient Near East obtainedRead MoreHow Wou ld You Define the Mesopotamian Ideal of Kingship? Essay930 Words   |  4 PagesMesopotamian ideal of kingship? They believed in kingship, and it was an honor for a man by the gods. In contrast with other civilizations such as ancient Egypt, Mesopotamians consider a king to be a great man that was selected by the gods to represent them on earth and not divine. A king was expected to keep the gods informed of events in his land and could ask them for advice through the act of worship. This belief was reinforced through the wearing of the divine symbols of kingship, the rod and theRead MoreThe Ancient Egyptian Style Of Ancient Egypt1351 Words   |  6 Pages FNAR 200 Professor Heer 23 November 2015 KING NARMERS PALETTE The civilization of Ancient Egypt thrived from approximately 3100 bce until 30 bce, when the Roman Empire took control of the province. Unlike other ancient societies, however, where art would evolve and chance with new influences, the art of Ancient Egypt tends to look extremely similar for the entirety of those 300 years. The classical Egyptian style of art begins in the first dynasty, which is often considered to be ruled under KingRead MoreThe Use and Misuse of Power in Ancient Times623 Words   |  3 Pages Humankind has come a long way from the nomadic hunter-gatherer who drew in caves. In time society’s formed, As society’s flourished so did religion and power. A great way to understand an ancient society is from the ruins of structures and the art left behind. The Palace Complex of Sargon ll, the Giza Funerary Complex and the Palace at Knossos are all great examples of society’s that are run through religion and power. Delving into the relics that wer e left behind give a look into each societyRead MorePlato s The Republic And Aristotle933 Words   |  4 PagesPlato’s The Republic and Aristotle’s The Politics are two classic texts in ancient Greek political thought. Although Plato taught Aristotle, the two philosophers had differing viewpoints on many subjects, one of them being the purpose of political rule. Plato believed that the purpose of political rule is to allow for the manifestation of a just city where both the city and its citizens are in harmony due to a specialization of roles according to individuals’ natures, whereas Aristotle believed thatRead MoreAnalysis of the Epic of Gilgamesh Essay1122 Words   |  5 PagesGilgamesh is the earliest primary document discovered in human history dating back to approximately 2,000 B.C.E. This document tells a story of an ancient King Gilgamesh, ruler of Sumer in 2,700 B.C.E. who is created gloriously by gods as one third man and two third god. In this epi c, Gilgamesh begins his kingship as an audacious and immature ruler. Exhausted from complaints, the gods send a wild man named Enkidu to become civilized and assist Gilgamesh to mature into a righteous leader. HoweverRead MoreHatshepsut s Alteration Of The Social Norms And Standards Surrounding Women1365 Words   |  6 PagesHatshepsut’s alteration of the social norms and standards surrounding women in her society was the most significant impact of her reign over Ancient Egypt, because it proved that women could be self-sufficient and fully functioning leaders, gave divine legitimacy to their rules, and carved a path for future female rulers throughout the world. The 18th Dynasty of Ancient Egypt was a chiefly patriarchal society. It was a civilization in which femininity and power were not even considered remotely connectedRead MoreBres and Óengus: Changing and Unchanging Mythological Attributes1712 Words   |  7 PagesCMT to that in other literature, their respective mythological attributes and functions can more fully be accounted for. The account will be constructed by first outlining Bres’s role and functions as they pertain to CMT, which involves themes of kingship and the father/son relationship and historical allegory. This will be followed by a survey of Bres’s appearances outside of the famed story and what they potentially indicate concerning his mythological associations. The figure of Óengus will beRead MoreThe Last Dynasty Of Isin1558 Words   |  7 Pages he was able to have a successful ruling, filled with abundance of agriculture, a population increase, and a strong military presence. Ultimately, this shows that religion fuels power, and without a strong religious presence the ruler would not have an impactful kingship, which truly benefits the people of his realm. Isin is the last dynasty that is mentioned in the Sumerian King List. Iddin-Dagan was the third king of the first dynasty of Isin. During the twentieth and nineteenth centuries, decentralizingRead MoreRoyal Ideology in Ancient Israel Essay1054 Words   |  5 Pages The ongoing threat of invasion from the Philistines to some extent brought about the conditions for a monarchy within Israel. A line of charismatic Judges protected Israel before the adoption of the kingship. Thus it is evident that the change from a patriarchal, loosely-knit tribal rule to a centralised government with a monarch required much self understanding, a strong stance against anti-monarchical views and tolerance of royal ideology, which had in part to be appropriated from neighbouring

Social Stratification And Its Impact On Society Essay

All societies suffer from stratification alone, but nations are also stratified in comparison to one another. Globalization aggravates the issue of stratification and creates larger rifts in race, class and gender statuses. Interdependence has led to competition between nations, growing gaps of upper and lower classes, negative race relations, and devaluation of women. Globalization and stratification are concepts that connect interactions among the people between and within nations. Globalization is the global integration of people, businesses, and governments. Sharing of economic, political and cultural systems affects the stratification our world’s societies. Social stratification is a system that our civilization uses to rank people in a hierarchy of status. Factors taken into account when creating this gradation include race, class and gender. Race is a social construction based off of physical features, not a biological fact. Classes refer to a certain group of people of similar status in wealth and power. For example, the middle class is usually know for living in suburbia and the working class would typically have low paying manufacturing job. Similar to race, gender isn’t biological. A person’s sex is biological; gender on the other hand is sociological and pertains to the extent of masculinity or femininity of someone. The similarities and differences that people possess in regards to these factors decide where they fall on the socially stratified ladder ofShow MoreRelatedSocial Stratification And Its Impact On Society758 Words   |  4 PagesSocial stratification is described as the hierarchy order of people within a society. (Macionis, 2004, p.186). Every society has a system in which it functions. Society is usually classified in two forms of systems, the closed system known as castle system or open systems known as class systems. In a castle system individuals are classified from birth and there is limited social mobility t o move up or down social categories. In the class system, individuals have social status from birth and personalRead MoreSocial Stratification And Its Impact On Society1895 Words   |  8 Pagesin different societies what is being used to measure is different. Nonetheless, every society seen through history was constructed in a way where the people present are grouped in way that separates them whether it be by duties or status. In the society that we currently dwell in this divide is known as social stratification. Stratification, or more specifically social stratification, is defined as the hierarchal division of society according to rank or class. In American society what separatesRead MoreSocial Stratification1747 Words   |  7 Pagesaddress what social stratification is, and why sociologists consider it crucial to our understanding of today’s society. In addition it will also be discussing the three dimensions of social stratification and how we think its changed si nce the 1970s and 80s to today, and which theory we think best explains this change. Along with how the inequality of valued resources impacts America as a whole, and how the recent financial meltdown has made stratification worse in America. Stratification can be definedRead MoreStratification Impact On Society877 Words   |  4 Pages The meaning of stratification is inequalities between people, community or society. It can happen socially or economically based on social status, class, ethnicity, income, wealth, race, religion, gender and power. Stratification is an unfair situation and we can find it almost in every society. In this case, resources in a society distributed unequally. For instance, in some society men and women treated differently. In Asia, some community believes that women cannot eat before man orRead MoreSsci 316 Study Guide Answers Essay978 Words   |  4 PagesAssigning a hierarchy to different groups is more problematic. For example if our society were to simply note that different groups are different, without an overt or implied status hierarchy, the issues of inequality would not be as important as they are today 2. Are race and ethnicity the only types of inequality in the US today? diversity in US today is not limited to ethnicity, race – other factors: social class (SES or socio-economic status), education, size of group, religion, language Read MoreThe Impact Of Social Stratification On Minorities1195 Words   |  5 Pages†¨Ã¢â‚¬ ¨The impact on minorities due to inequality†¨Introduction †¨During the course of this class I have learned about social problems within the society in which we live and around the world. It is disturbing to learn that poverty, social inequality, race and cultural discrimination, gender stratification, environmental damage, population growth, and urbanization are among the social problems and controversial issues that still exist in the United States. What is Social Stratification Social stratificationRead MoreWhat Do Sociologists Mean by Social Stratification?1506 Words   |  7 Pagessociologists mean by social stratification? Discuss its consequences for society and for individuals living within it. Illustrate and support your response with sociological argument and evidence. Sociologists have varying views on social stratification, therefore their approach to how it can impact society and individuals results in very different concepts. This piece of work will identify and discuss the key points which are significant to the sociological debate. Social Stratification is ‘a systemRead MoreContemporary Theory: Stratification Essay examples1245 Words   |  5 PagesA major concern of modern-day theory would be the impacts of stratification within society. Social stratification is defined as the â€Å"hierarchical or vertical division of society according to rank, caste, or class† (Dictionary.com 2014). Social stratification can be operationally defined â€Å"as the systematically unequal distribution of power, wealth, and status (Bowles 2013; Kerbo 2000). Stratification sets up that all known societies past and present â€Å"distribute its scarce and demanded goods and servicesRead MorePrinciples Of Stratification On Society1547 Words   |  7 Pagesâ€Å"Some Principles of Stratification† by Kingsley Davis and Wilbert E. Moore, â€Å"Classes in Capitalism and Pre- Capitalism† by Karl Marx, and â€Å"Who Rules America?† by G. William Domhoff. Davis and Moore examine stratification, social c lass, and positional rank and their effects on individuals and society. Marx examines inequality in society, the relationship between the oppressor and the oppressed or the bourgeoisie and the proletariat, and methods of production and their effects on society. Domhoff examinesRead MoreA Theoretical Review Of Global Stratification913 Words   |  4 PagesMolly Hartlage Professor Michelle Crist Sociology 1010, Introduction to Sociology 11 December 2015 A Theoretical Review of Global Stratification Global stratification is defined as social inequality throughout the world. It is an unequal distribution of wealth and poverty, of resources and opportunities. Global stratification is much greater than social stratification in the United States or in any single nation and continues to increase. The poorest people in the United States have a much higher

Lord Of The Flies Analyzing Essay Example For Students

Lord Of The Flies Analyzing Essay Ralph, the first character introduced to the audience, is probably the most likable character in the entire story. Although he does not ponder such deeply like Piggy, is not as spiritual like Simon, or as energetic as Jack, there is something in him that attracts the audience. Ralph serves as the protagonist of the story. He is described as being a playful, innocent child in the beginning, but towards the end he matures significantly. In the first chapter where he takes his clothes off and goes swimming like any child would do, he seems to be Adam in the Garden of Eden, a child left to play with the nature. However, as the plot progresses, Ralph faces both internal and external conflicts; from those conflicts he greatly matures. Ralph always has the strong belief that all the children will be saved from the island sooner or later; he is so sure that he even insists that they should have fire at all times to signal. However, when the boys abandon the fire which is symbolic of Ralphs hope of getting saved, Ralph faces an internal conflict that makes him fear about their future; perhaps they will not be rescued at all. By insisting that the children should keep the fire going, he creates an external conflict with Jack whose values are different. Jack is enjoying life as a leader of the savages, and he fears that fire will possibly end his authoritarian rule over the savages. Both conflicts are resolved when Ralph finally meets the naval officer. Ralph is one of the few boys who realize that the only way to survive is through peace and order. Because he summons the boys at the beginning of the novel with the conch he and Piggy find, they look upon him as the most responsible of the boys and elect him as a chief over the humiliated Jack. Ralph creates a stable and peaceful society for the children to live; this significantly bothers Jack because he wants to have fun and do things that he never did back in the civilized society. Jack is eventually successful of pulling nearly all of the children out of Ralphs control to form savages. Ralph represents the civilization, and Jack represents the primitive society. Moreover, Ralph is Goldings symbolic method of democracy. To the audience, Ralph seems like Franklin D. Roosevelt during the World War IIhe was certainly capable of stopping the World War II from breaking out, but he could not force anybody thus letting the War break out. Similar comparison is used for Ralph; he is certainly capable of stopping the kids from acting irresponsibly, however, he forces nothing into happening. At first, Ralph gives power to Jack; this is an example of separation of power in a democratic government. Also, even though the children in the island are not acting like they were told to do, Ralph never uses the punishment but instead he tries to talk to the children sensibly into doing the right thing. This eventually fails because Jack offers more exciting actions, but still Ralph refuses to fight Jack for the powers back. Jack, on the other hand, represents the totalitarian, anarchic government where total chaos is created. The two characters are used to provide a contrast between a civilization and a primitive society.Ralph also supports a few themes of the book. One of them is the need for civilization. Ralph, representing the civilization, proves to the audience the fact that in order for a society to function order is necessary. This is the most obvious theme. Also, Ralph, along with the other children, presents another theme to the audienceinnocence and the loss of it. .u8523b85f8d9147654c9a7b7e5b06028c , .u8523b85f8d9147654c9a7b7e5b06028c .postImageUrl , .u8523b85f8d9147654c9a7b7e5b06028c .centered-text-area { min-height: 80px; position: relative; } .u8523b85f8d9147654c9a7b7e5b06028c , .u8523b85f8d9147654c9a7b7e5b06028c:hover , .u8523b85f8d9147654c9a7b7e5b06028c:visited , .u8523b85f8d9147654c9a7b7e5b06028c:active { border:0!important; } .u8523b85f8d9147654c9a7b7e5b06028c .clearfix:after { content: ""; display: table; clear: both; } .u8523b85f8d9147654c9a7b7e5b06028c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8523b85f8d9147654c9a7b7e5b06028c:active , .u8523b85f8d9147654c9a7b7e5b06028c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8523b85f8d9147654c9a7b7e5b06028c .centered-text-area { width: 100%; position: relative ; } .u8523b85f8d9147654c9a7b7e5b06028c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8523b85f8d9147654c9a7b7e5b06028c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8523b85f8d9147654c9a7b7e5b06028c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8523b85f8d9147654c9a7b7e5b06028c:hover .ctaButton { background-color: #34495E!important; } .u8523b85f8d9147654c9a7b7e5b06028c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8523b85f8d9147654c9a7b7e5b06028c .u8523b85f8d9147654c9a7b7e5b06028c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8523b85f8d9147654c9a7b7e5b06028c:after { content: ""; display: block; clear: both; } READ: Pretty Woman Essay Through a transformation in character, Ralph eventually loses his innocence as a child; he is in the position of an adult and is acting and making decisions just like one. Ralph goes through a major character transformation during the island stay. Because of Jacks authoritarian rule, the fear of the beast that never physically existed, and his dependence to the fire, Ralph tries to fight with the problems of being a leader. The childish innocence and playful nature of

Australiana free essay sample

Through de Bernieres emphasis of these 3 features, we sense a connection between the language and the landscape. There are many techniques the author uses to help us feel what sort of day it is. These techniques make the descriptions of the weather in the book feel like you are being smothered by a blanket of heat. One effective technique used is metaphor, for example, â€Å"It was a red-hot day in February. † Steel turns red when it gets really hot, so a â€Å"red-hot day† is a terribly scorching day. Another technique used is simile, for example, â€Å"†¦all the vegetation was looking as if it had been dried in an oven. † This indicates that the weather is so hot and so dry that the vegetation shrivels up. Another example of an effective technique is the use of descriptive language. â€Å"The air shimmers†¦Ã¢â‚¬  The air doesn’t exactly shimmer; it’s only an illusion caused by the scorching heat. We will write a custom essay sample on Australiana or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The description of the weather in Red Dog is very effective with the use of metaphor, simile and descriptive language. There are many colloquial expressions that are used in Red Dog. These colloquial expressions are used when the men from the outback are talking, in the Australian vernacular. One example of dialogue that illustrates colloquial speech is â€Å"Hope it was up to scratch. † (p. 50). Jocko is the man who said this line and he is a typical outback bloke. This line means that Jocko hopes the treatment he had given to Red Dog in stitching his wound would be a good job. Another example from Jocko is â€Å"I’ve just realised I haven’t told me missus where I’m gone. † (p. 3), also meaning that he hadn’t told his wife that he had gone somewhere else. A third example is â€Å"†¦One big mess and no more roo. † (p. 48). Vanno, another outback bloke, describes a situation if someone’s car hits a kangaroo, it would be a big mess. Colloquial language usually shortens or leaves out some words in dialogues. Australian vernacular is used quite a lot in Red Dog and makes dialogue in this novel much more interesting. There are many landscapes of Australia depicted in the book. De Bernieres describes the outback and the harsh Western Australian beaches. For example, â€Å"Even the red earth looked less red. Visitors to that place can’t believe that the mining companies are actually allowed to leave all those heaps of red stones and red earth all over the place, without caring about it at all, but the strange fact is that all those heaps and piles were put there by nature, as if She had whimsically decided to mimic the most unity and careless behaviour of mankind itself. † This describes that the outback was all red: it had red stones and red earth all over the place. This strange natural phenomenon has made visitors think that the red stones and red earth were left there by mining companies. â€Å"Through this ungentle landscape galloped Tally Ho, raising his own little plume of red dust in the wake of the greater plume raised by Jack Collin’s car. † This means there was red earth everywhere, so when Tally Ho ran, he raised a plume of red dust and when Jack Collin drove his car along the red earth, he raised an even bigger plume of red dust. â€Å"In those days nobody bothered much about whether or not the sun was bad for your skin This means that the sun on Cottesloe beach may have been harsh, hot and damaging to your skin. We can see the Australian outback and the harsh Western Australian beaches are harshly described, with the addition of a bit of humour in them. Louis de Bernieres has created a vibrant representation of Australian culture and setting by emphasising the Australian vernacular. This has a special flavour that ofte n reveals the down-to-earth humour of the people, as well as their fatalistic acceptance of the harsh realities of living in the harsh conditions and tough landscape.

Effects of Childhood Experiences on Self Injurious Behavior in Adulthood

Effects of Childhood Experiences on Self Injurious Behavior in Adulthood The four articles investigate different aspects concerning how incidents that one went through as a child may have an effect on adult behavior that includes inflicting pain and injury on oneself. Gratz, Conrad and Roemer (2002) examines the possibility of issues for premeditated personal hurt among university going scholars.Advertising We will write a custom report sample on Effects of Childhood Experiences on Self Injurious Behavior in Adulthood specifically for you for only $16.05 $11/page Learn More Some of the concepts that are associated with self infliction of harm according to Gratz are not limited to: unsteady affection, infancy severance, expressive disregard, sexual exploitation and disassociation gender orientation also affects how men and women react differently to these situations. One gender may become severely affected by the above causes than the other gender. The fact that men and women react differently in such conditions brings about the i ssues of gender differences when it comes to the topic of inflicting harm on oneself and for different reasons. According to Fleige, Lee, Grimm Klapp (2009) self injurious behavior with no intention of killing oneself is a grave health concern and it is looked upon as a medical spectacle by itself. Bodily self inflicted harm is possible at any age to any person but the rates are higher when it comes to adolescents and adults. The reasons as to why people turn to inflicting harm on themselves according to Fleige are: environment surroundings, character, childhood sexual abuse, nervousness, misery and assertiveness, low expression of emotions, low sense of worth and dissociation. The combination of feelings that individuals experience and their surroundings may make self harm go a notch higher as the surroundings are a factor of how individuals feel and handle their emotions. In reference to Briere and Gil (1998) self mutilation is a behavior used by individuals as a scape goat. This in simpler terms means that individuals turn to self mutilation to escape the reality of disassociation, emotional anguish and post traumatic stress.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Childhood sexual abuse was found to be a major reason leading to self mutilation. This tells us the main reasons of self mutilation according to Briere and Gill (1998) are to flee from ones day to day life and create a world for themselves where the individuals can focus all their attention in their mutilations while at the same time blocking out their surroundings and the simple truth about their lives. Bessel et al (1991) suggested that grownups who take part in self damaging behavior have in the past undergone trauma and had interrupted care from their parents or care providers. This study was based on the links between infancy distress, interrupted affection and personal demolition through the use of data collected previously and probable data. This study concludes that causes of self damaging behavior have strong relations to incidents that happened to one as a child (Bessel, Perry Herman 1991). Each study had its own hypotheses that were being researched on. The following were the hypotheses of each of the studies. Gratz et al (2002) based their study on the probability of reasons for intentional self infliction of harm among university attending students. The hypotheses were: H1-what are the factors that make college students delibaretly inflict harm on themselves. H2- how often do these factors occur? H3-what can be done to reduce the prevalence of the risk factors that push college student’s to turn to self harm.Advertising We will write a custom report sample on Effects of Childhood Experiences on Self Injurious Behavior in Adulthood specifically for you for only $16.05 $11/page Learn More Fliege et al (2009) study was based on health issues that are related to and largely concerned with the behavior of self harm. There hypotheses were: H4-is conscious self harm a disease or a severe medical challenge? H5- can conscious self harm be classified as and studied on its own as a clinical phenomenon? Briere and Gil (1998) based their study on the reasons as to why individuals inflict harm on themselves consciously. Their hypotheses were: H6- which gender engages in this type of behavior more? H7-what makes individuals engage in self mutilation. Bessel et al (1991) based their study on childhood sources of self destructive behavior. They used the following hypotheses: H8- what is the relationship between childhood incidents and self destructive behavior H9- is self destructive behavior in adult hood encouraged by traumatizing occurrences that took place in ones early life.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order for the researches to prove their hypotheses and come up with concrete answers to the questions and suggestions above they put different methods to use so as to have a vast area of knowledge covered and have a strong base for their hypotheses. Fleige, Lee, Grimm Klapp (2009) used recorded German psychological literature data to support their study and only aimed at finding relevant information that was concerned with bodily harm with the intention of taking ones life and information that concerned bodily harm without the intention if taking ones life. Their study also made use of researches on suicidal tendencies that only focused on non suicidal self destruction. Briere and Gil (1998) put to use the general population samples, clinical groups self recognized self mutilators. The general populations were mailed questionnaires that they were to fill concerning the subject matter of self mutilation. Clinical samples were based on analysis of victimization history and divided in relevance to self-report history of sexual and physical abuse. The self mutilating sample was taken through adverts in popular magazines and publications focusing on child abuse survivors which were the handed out at abuse-survivor conferences. Bessel et al (1991) sample were seventy four individuals who had personality disorders or bi-polar disorders were put under observation for an average of four years and observed for self destructive behavior not limited to suicide trials, self damage and eating disorders. These characteristics were then connected with independent acquired self reports of childhood trauma interruptions of parental care and dissociative observable facts. Different individuals were sampled in the studies and each study had their samples as follows: Gratz, Conrad Roemer (2002) used a voluntary based sample of one hundred fifty nine students who were majoring in psychology in one university that was multiracial and multicultural however twenty six of these ch ooses participants were not used as their information was lacking. Therefore only one hundred and thirty three students whose age was in the range of eighteen to forty nine years with a mean of22.73 years were used. Out of this sample 67% were female, 62% were white, 18% were Asian, 10% African American, 5% were Hispanic, 5% were of other races, 83% of the sample were single and 96% were heterosexual. This shows that the sample contained a variety of people who were of different ages, races, and different sexual orientation. These participants were fully informed of what the study was about and what it entailed afterwards the participants were debriefed and offered contacts that could be of help to people who took part in self harm behavior. Fliege et al (2009) used written literature from previous years and their samples were based on fifty nine original papers that were written on correlating factors that led to conscious self damaging behavior. Briere and Gill (1998) had differen t samples for each of the areas they were studying: for the general population sample the sample consisted of: a total 927 subjects and a return rate of 64%. The mean age of the full sample was 46 years range= 18-90. Most subjects were married 56% followed by separated or divorced 17% and single 18%. Of the total sample, 50% were male, and 75% were white, 11% black, 7% Hispanic, 3% Asian, 2% Native American, and 2% other. The two most common income levels were $10,000-$ 19,999 20% and$20,000-$29,999 19%. The clinical sample consisted of a total of 390 individuals: 203 women and 43 men recruited by ten therapists from their outpatient clinical practices, and 101 females and 43 males from two general psychiatric inpatient units. The mean age of subjects in the combined clinical sample (inpatient and outpatient) was 36 years (range=18-58. Three hundred fifteen 81% were white, 12% Hispanic, 6% black, and five 1% Asian. The self mutilating sample consisted of: a final sample of 93. Of th e 93 subjects, 89 96% were female. The average age was 35 years and the modal race was white 91%. Marital status was well-represented across three groups: single 41%, married 31%, and separated/divorced 27%. Modal education was some college/university 31%, followed by an undergraduate degree 20%. Bessel et al (1991) sample comprised of young adults between the ages of 18-39 years and was gathered from clinical settings at Cambridge Hospital form adverts in local dailies and the local probation department. These four articles though extensively research on the topics they are concerned with; they leave out the fact that self mutilation behavior may be caused by other reasons other that those associated with childhood trauma as all four cases indicate. These four cases emphasize on the fact that childhood trauma is the leading major cause of self harm but there may be other underlying reasons that may cause these behaviors. The good thing about these researches however is the fact tha t some of the samples taken were normal people who do no t have any history of psychological problems this shows us that not only people with psychological issues can have such characteristics but also normal people can participate in these activities. These studies give us a wide range of knowledge when it comes to assessing why, how and who engages in such detrimental behaviors and also they give suggestions on how such people can be helped to become better and stop hurting themselves willing. Reference list Bessel, V. A., Perry, C. Herman, L. J. (1991). Childhood Origins of Self-Destructive Behavior. American Psychiatric Association, 148, 1665-1667. Briere, J. Gil, E. (1998). Self-Mutilation in Clinical and General Population Samples: Prevalence, Correlates, and Functions. American Journal of Orthopsychiatry 609-620. Fleige, H. Lee, J-R., Grimm, A, Klapp, F. B. (2009). Risk Factors and Correlates of Deliberate self-harm Behavior: A systematic Review. Journal of Psychosomatic Re search, vol. 66, 477-493. Gratz, L. K., Conrad, D. S. Roemer, L. (2002). Risk Factors for Deliberate Self-Harm Among College Students. American Journal of Orthopsychiatry. Vol. 72, No. 1,128-140.

Buddhist Ethics and Emotivism Essay Example | Topics and Well Written Essays - 500 words

Buddhist Ethics and Emotivism - Essay Example I was introduced to the dos and don’ts of the family at a very tender age and; by the time I went to grade one, I was aware of the acceptable forms of behaviour in the family and I had embraced my family’s ethical viewpoint. In the school, our teachers also orientated us to the school’s code of conduct which prohibited any form of indiscipline. So, throughout my primary school study years, I had never doubted the rationality of the ethics that I had been introduced to by my parents and my teachers. The turning point in the journey of the development of my ethical viewpoint came when I went to High School. In High school, I met students who had completely different moral view points from the one I had. For instance, while as a child I had been taught that stealing is unethical under all circumstances. In High School, however, I met some students who believed that stealing is morally justifiable under some circumstance. These students made me to rethink my moral worldview and to ask myself some hard questions. For instance, I asked myself whether stealing really is unethical under all circumstances. As I was reflecting on these questions, all my pens were stolen most probably by my fellow classmates who did not see anything wrong with stealing; I had carelessly left my pens on the table when they were stolen. This event presented a real moral dilemma to me. This is because before going to High School, my parents had strictly warned me against losing any of the stationery that they had bought me; my parents had warned me that if I lose the stationery, through carelessness, they wouldnâ €™t buy me any other. So, I was faced with the moral dilemma of whether to steal another pen from my classmates, or to lie to my parents that it was not through carelessness that I had lost the pens so that they could buy me other pens. Eventually, I chose the lesser evil, i.e. to lie to my parents so that they could buy

Ocean Carriers Term Paper Example | Topics and Well Written Essays - 500 words

Ocean Carriers - Term Paper Example A discount rate of nine percent is used by the ocean carrier. Having in mind that, during the 8 days, the customers would not be charged and each and every new vessel will be devaluated or depreciated on the basis of a straight line for over twenty five years. The market rate that prevails in the daily spot is averagely twenty two thousand ($20,000) dollars every day. A discount rate of nine percent is used by the ocean carrier. While viewing at the projections carried out by analysts of Linn and present growth expectation in the ore and iron markets, the long run view for the sinking bulk industry look promising (Chandraiah 88). The increasing exports of ore and iron will make the demand for sinking to increase. It may also permit shipping firms to enlarge their rates. Nevertheless, as rates start to drop immensely and every shipping vessel needs a huge long-term investment, much risk is attached to the firm. Thus, projections should not, in any way, be considered entirely reliable. In the following year, every day hire rates would likely decline as the ore and iron market is anticipated to enlarge in two years’ time. As a result of the decrease in demand for the new shipping vessel, the price will considerably go down. Assuming that ocean carriers are to be subjected to an American tax rate of thirty five percent (35%), using a nine percent (9%) rate of discount, and anticipated every day hire rates foretold by analysts, the agreed upon lease does not seem to translate into profits. This is because of the large investment that was made at the initial stages (Berezin

Calcutta University Essay Example for Free

Calcutta University Essay It is a great pleasure for one who engages oneself in writing a preface of this nature relating to a noble cause – cause of spreading education in a region suffering from many shortcomings in the field of higher education. North Bengal as a region is full of rich social systems with diversified cultural heritage and only through proper educational facilities can these sociocultural diversities be made known to other parts of this country. With this definite purpose in view, our University started imparting higher education through the Distance Education mode – a mode hitherto unpractised and untested. As the seat for higher learning in this vast region, is well aware of its social commitment – commitment to reach every nook and corner with the lamp of education. We believe and it is admitted that Universities and other Educational Institution should play the role of a catalyst for social change which is again dependent on large scale participation of the young people in the policy formulation process, may be directly or indirectly. In fact, with this end in view, the University decided and decided rightly, to open the door of higher education to the lakhs of young but aspiring people in this region. It is really heartening to note that the response the University has received and is receiving is simply overwhelming. It shows that the decision of offering education through Distance Education mode is not only justified but also relevant. Distance Education programme which is being carried through the Directorate of Distance Education, University of North Bengal cannot be successful without the support and cooperation from all sections of the population. Such an enterprise by University runs on a reciprocal basis – a reciprocity which can build a solid foundation in this respect. The University should be considered as a rallying point around which all the education loving people of different cross section of the society should come closer. The enterprise is loaded with ambition – the idea of making a brighter tomorrow. What is needed is the application of collective wisdom and in this respect, our region does not, in any way, lag behind. Sincere effort and dedication will ultimately win. Prof. Pradip Kumar Sengupta Director 5 6 TH E C O LLEG E STU D Y C EN TR ES Balurghat College Distance Education Centre P. O. Balurghat, Dt. Dakshin Dinajpur, PIN – 733 101 Co-ordinator Shri Purushottam Haldar, Department Of Chemistry Phone – (03522) 255392 (O)/ 257521 (R) Jalpaiguri A. C. College Distance Education Centre P. O. Dt. Jalpaiguri, PIN – 735 101 Co-ordinator Dr. Dhiraj Kumar Basak, Reader in Physics Phone – (03561) 255554 (O), 255861 (R) Kurseong College Distance Education Centre P. O. Kurseong, Dt. Darjeeling, PIN – 734 203 Co-ordinator Sri Rohit Sharma, Senior Lecturer in Commerce Phone – (0354)2344223(O), 2330196 (R). Malda College Distance Education Centre P.O. Dt. Malda, PIN – 732 101 Co-ordinator Md. Jafrullah, Selection Grade Lecturer in Accountancy Phone – (03512) 220807 (O), 250175 (R) Raiganj College (University College) Distance Education Centre P. O. Raiganj, Dt. Uttar Dinajpur, PIN – 733 134 Co-ordinator Dr. Chinmoy Basu, Reader in Physics Phone – (03523) 252564 (O), 253733 (R) Siliguri College Distance Education Centre P. O. Siliguri, Dt. Darjeeling, PIN – 734 401 Co-ordinator Prof. Mrinal Kanti Ghosh, Reader in Physics Phone – (0353) 2436590 (O), 2512770 (R) University B. T. Evening College Distance Education Centre P. O. Dt. Cooch Behar, PIN – 736 101 Co-ordinator Sri Aniruddha Burmon, Lecturer in English Phone – (03582) 222714 (O), 226729 (R) Dambar Singh Degree College, Gangtok, Sikkim Sri Suresh Chettri, Lecturer in -charge Phone- (03592) 281743 7 1. THE UNIVERSITY OF NORTH BENGAL : The University of North Bengal was established by an Act of the West Bengal Legislative Assembly in November 1962 and affiliated to the University Grants Commission under section 2(f) 12(B). It was assigned the mandate during the course of its establishment of providing teaching, training and research in various branches of advanced learning and promoting the dissemination of knowledge to fulfill growing socioeconomic and technical manpower needs in the six northern districts of West Bengal known as North Bengal and the neighbouring state of Sikkim. The campus occupies an area of about 330 acres, 9 km outside Siliguri Town, the gate way of North East India and Bagdogra Airport, the only Air Port in North Bengal in the Terai region of Darjeeling district. The University Act was revised under West Bengal Act of XXV of 1981 and it came into force with effect from September 16, 1981. The University has played a pioneering role since inception in spreading higher education and inculcating scientific attitudes within the predominantly rural areas that comprise its vast jurisdictional territory. Well over 36,000 undergraduate students and over 1500 postgraduate students and scholars now enroll at different courses under the formal system of the University during any given year. Besides the territory under its immediate jurisdiction, the University also gets students and scholars from adjoining areas in Bihar and the North Eastern states of the country, as also from SAARC countries like Bhutan, Bangladesh and Nepal. Several pioneering contributions made by researchers at the university have contributed to wider understanding of the special problems that confront the Eastern Himalayan and sub-Himalayan region and have provided practical inputs for current developmental interventions in the region. The University offers courses in various disciplines under the faculties of Arts, Commerce Law, Science and in Medicine through its 73 Under Graduate Colleges including Engineering, Pharmacy, Medicine, Dentistry, Management and 21 Post Graduate Departments and 12 Centres. A part from the traditional programmes, the University has played a pioneering role in launching various professional job-related courses to help students interested in acquiring special skills to enhance their learning and earning capabilities. Besides the University is also offering various courses under the Distance Education mode to cater to the needs of further education of thousands of deserving students, particularly in remote areas through its Directorate of Distance Education. 2. THE DIRECTORATE OF DISTANCE EDUCATION : The Directorate of Distance Education of the University of North Bengal was established in the year 2000 by a decision of the Executive Council of the University. It has introduced M. A. / M. Sc. / Bridge Courses in Bengali, 8 English, Nepali, History, Political Science, Philosophy and Mathematics under the Distance Education mode. It has also introduced B. A. (General) course at the Under Graduate level under the same mode. So far the Directorate has developed College Study Centres (see section 5 for details) in any one of which a candidate can pursue distance learning according to his/ her convenience. 3. OBJECTIVES OF THE DISTANCE EDUCATION COURSES : The main objective of the Distance Education is to widen the base of higher education among students who do not get opportunities to avail such education in the formal sector through admission as regular students in a University. Distance Learning or teaching through Distance Education courses is now a popular mode. It is recognized as an effective method of instruction in all advanced countries of the world. In the fast developing socio-economic milieu of today, educational facilities need constant refurbishing and augmentation. It is now acknowledged by the academics of all shades that it is learning, which is important, and not the channel or the process through which one gets enrolled for education. The educational system in India has been transforming from time to time taking into consideration the socio- political needs and economic conditions of the society. Although the contribution to several of branches of learning by the conventional educational system cannot be underestimated, the fact remains that education through the formal mode is accessible only to a few. The distance or open educational system has become an alternative mode of imparting instruction and has been meeting the demand for education of millions of people at different levels. It is an effort not only to solve the problem of over crowding in our educational institutions but also to equip the community with tools and skills to gain professional competence. However, every system has its own limitations and similarly every branch of study can not be opened through its system. Realizing the importance of the system the University of North Bengal has opened up its gate to this system of study to selected branches of disciplines at the PostGraduate level only at the initial stage. Later on it has introduced the same at Under-Graduate level within the given constraints. It may be noted that the Government of West Bengal has issued Order/ Notifications to the effect that Degrees obtained through Distance Education/ Correspondence modes shall be treated on a par with those in the formal/regular modes. The University Grants Commission has also recognized this course on a par with regular courses. 4. ELIGIBILITY FOR ENROLMENT: B. A. (General) : Any person having passed Higher Secondary (10+2) or equivalent examination from any recognized Board/ Council of Higher Education are eligible for enrolment provided he/she has obtained qualifying marks in each of minimum five subjects. The enrolled students shall be eligible to appear at the Part I/ II examination in the year corresponding to the regular students. A candidate securing at least 30% marks at the B. A. Part -I examination in each subject and in the aggregate 9 shall be eligible to appear at the B. A. Part-ll examination. Elective subjects to be offered other than compulsory subjects at the B. A. (General) course are Bengali, English, Nepali, Political Science, History, Sociology, Education and Philosophy. Bridge Course: Any graduate in the B. A. / B. Sc. (pass) (10+2+2 Pattern) from any recognized University is eligible for enrolment to this course provided that anyone of the subjects mentioned below must have been studied in the graduation level as an elective subject. Subjects: Bengali, English, Nepali, Political Science, History, Philosophy Mathematics. B. A. / B. Sc. (Honours) graduates (10+2+3 pattern/ equivalent) who have not studied any of those subjects as an elective subject in the third year but only in previous years are also eligible for enrolment. Duration of the course is one year. A candidate securing at least 34% marks shall be eligible for enrolment at the Post-Graduate Part – I on that subject under Distance Education mode. 5. ENROLMENT SCHEDULE : Candidates are required to submit the Application form for enrolment at the Directorate in the prescribed application form either in person or by post along with prescribed fee in cash in the University cash counter/ S. B. I. NBU Campus Branch counter or demand draft drawn in favour of the University of North Bengal on S. B. I, N. B. U. Campus Branch. Besides, candidates may also submit the Application form for enrolment along with prescribed fee through a crossed demand draft drawn in favour of the University of North Bengal payable at S. B. I, N. B. U. Campus Branch at N. B. U. Calcutta Camp Office, S-2/ 1, flat No. 1, Sector III, Block – FC, Shrabani Abashan, Salt Lake, Kolkata – 700 091 and the following colleges : Balurghat College, Malda College, Raiganj College (University College), Siliguri College, Kurseong College, Ananda Chandra College, Jalpaiguri a University B. T and Evening College, Coochbehar and Dambar Singh Degree College, Gangtok. Prescribed Application Form and Prospectus will also be available in these colleges and N. B. U. Calcutta Camp Office on payment of price of application Form and Prospectus through a crossed demand draft following the procedure mentioned earlier. 6. FEE STRUCTURE (IN RS. ) : Particulars B. A. Part -I 200 3,000 500 50 150 – 200 B. A. Part II 200 2,000 500 – 150 150 – Bridge Course 200 2,500 500 50 150 – 200 Enro1rolment Fee Cost of Study Material Examination Fee Identity Card Centre Fee Diploma Fee Registration Fee* 10 Late Fee Other Fees Examination reappearance Fee Defaulters Fee for not completing students sheets (assignment) Response 100 100 100 500 500 500 500 500 500 *For students other than North Bengal University. All fees shall be payable in one installment at the time of enrolment. Additional fees (if applicable) are to be paid at the time of filling up of the examination forms. Note : In cases where application forms are downloaded from University’s Website, the candtdate have to deposit Rs. 200/- in cash or through Bank Draft as fee for application and prospectus. 7. MODE OF PAYMENT : All payments should be made through a crossed Demand Draft drawn in favour of the University of North Bengal payable at State Bank of India, N. B. U. Campus Branch. Payments may also be paid in cash in the Cash Counter of the University Finance Branch and State Bank of India, N. B.U. Campus Branch. 8. MEDIUM OF INSTRUCTION : Study materials will be supplied to the students either in Bengali or English at their choice mentioned in the application form for enrolment but one can write both in Bengali, English or Nepali on his/her answer papers in the examinations and also on assignment sheets, subject to the condition that only one particular language shall be used during examination. 9. SYLLABUS : The syllabi to be followed in the B. A. (General) course under Distance Education mode shall be similar to the regular B. A. (General) courses in the subjects concerned. For Bridge courses, the syllabi will be supplied to the enrolled students. Qualifying marks for appearing/taking the B. A. (General) part II examination are similar to that of the regular students. A candidate is required to complete the course in maximum four academic years from the date of joining to this course. Those who will not be able to complete the course within four years shall have to re-register as fresh candidates. 11 10. METHOD OF INSTRUCTION : Study Material : Instruction/Course Materials for each paper will normally be available from the college Study Centres as per choice of the students. Enrolment cards of the students will be dispatched to the students by post. Those intending to collect enrolment cards in person may collect the same from the Directorate of Distance Education. Assignments: There shall be assignments for every paper both for Part – I Part – II examinations carrying 15% marks. Candidates shall be required to complete the respective assignments and send it to the competent authority by post or in person within the stipulated time. There shall be two periodic assignments for each paper, the best of which in terms of marks shall be counted. The same is applicable for Bridge Course students. Personal Contact Programmes (PCP) : Personal Contact Programmes (PCP) to be organized in the colleges mentioned in item 5 or elsewhere within North Bengal will involve interaction with the teachers/counsellors. Duration of Personal Contact Programmes will normally be 8 – 10 days each for B. A. (General) Part – I, Part – II Bridge Course. PCPs may be organized in College Study Centres other than that where a candidate has taken admission in cases whose subject wise clusters of Colleges have been made due to insuffiency of students in a subject at a College Study Centre. Personal Contact Programmes shall be compulsory for a candidate for appearance at a University examination. 11. EXAMINATIONS: Examination Forms for all the courses shall be sent to the concerned students with all relevant information well in advance from the Controller of Examinations. The students shall have to fill the Examination Form as per given instructions and send the same to the university along with the Demand Draft of all fees by Registered Post so as to reach the University before the specified date. Admit Cards shall be issued to the candidates along with the  programme schedule well in advance of commencement of the examinations. 12. SCHEME OF EXAMINATION: B. A. (General) Part –I and Part – II Examinations will be held at the end of second year and third year respectively. Examination for Bridge Courses in Bengali, Nepali, English, History, Political Science, Philosophy, Mathematics will be held at the end of the course (one-year). 12 13. AWARD OF CLASS/ DIVISION : Students will be awarded Class/ Division as per rules of the University applicable for the Regular Courses. 14. RULES FOR REGISTRATION/ MIGRATION CERTIFICATE : The candidates who have obtained their Graduate/ Post graduate Degrees of North Bengal University and have not migrated to any other University will be required to mention the Registration Number along with the session. Candidates who are from outside North Bengal University shall be required to submit Migration Certificate in Original at the time of enrolment. Otherwise the enrolment shall remain as provisional upto two months, after which the Directorate of Distance Education reserves the right to cancel the enrolment without any financial liability on its part. 15. ENROLMENT/ROLL NUMBER : Every candidate who is admitted to the Directorate shall be assigned an Enrolment/ Roll No. which shall be valid during the entire period of the course when he/ she continues to be a student of the Directorate of Distance Education. In all communications addressed to the Directorate, the student must mention his/ her Enrolment/ Roll No. in full. Correspondence without the Enrolment no. will entail delays and difficulties both to the Directorate and the students and at times the office may not be in position to respond. 16. IDENTITY CARD : The Directorate shall supply each candidate an Identity Card. The blank Identity Card sent with Prospectus containing the Application Form must be filled up properly. The particulars may be attested by a College/ University Teacher/ Officer. The Identity Card must be preserved till completion of the course. This Card must be produced whenever required by the authorities and at the time of Personal Contact Programme (PCP), University examination and other purposes. The candidate shall be responsible for the safe-keeping of the I. D.  card ,the loss of which must be reported to the local police station before a duplicate card will be issued. A mutilated card must be replaced by paying requisite fees. 17. DOCUMENTS TO BE ATTACHED WITH THE APPLICATION FORM FOR ADMISSION : The following documents must be attached with the Application Form and any lapse in this connection may result in the delay in finalization of the admission process: 13 a) Prescribed fees by Demand Draft in favour of North Bengal University payable at State Bank of India, North Bengal University Campus Branch. b) Original proof for date of Birth i. e. Admit Card/ Certificate (M. P. / H. S. or equivalent), Marksheets, University Registration Certificate, other testimonials (to be returned on the same date) and attested copies of them is to be submitted. Original documents will be returned by post after the admission to the students who apply by post. The same can also be collected in person. c) Migration Certificate in original from the University studied (if applicable). The Migration Certificate shall not be returned. d) Recent stamp size photographs of the candidates (not to be attested) are to be pasted on the application form and on the Identity Card. 18. GENERAL INSTRUCTIONS : a) If a candidate desires to obtain Migration Certificate from the Directorate of Distance Education by discontinuation of study, all the prescribed fees including those for the Part – II course shall have to be paid. There shall not be any fee concession to any category of students. Fee once paid by the candidate will neither be refunded nor adjusted. b) Candidates are not eligible for concessional Bus Fare Bus). (University c) If any of the dates mentioned in the Notification/ Circular etc. happen to be a holiday/ bandh, the relevant documents shall be accepted on the next working day. d) At the backside of the Demand Draft all particulars of the candidate must be provided. 19. CONTACT ADDRESS : All correspondences should be addressed to – The Director Directorate of Distance Education University of North Bengal Raja Rammohunpur P. O. North Bengal University Dt. Darjeeling, PIN – 734 430 West Bengal, India Phone : (0353) 2582116/ 2582117/ 2582218 Fax : 0353 2581546 Visit us at http//dddnbu. tripod. com E-mail:[emailprotected] com 14 NBU Kolkata Camp Office: S-2/1, Sector 3, Block FC, Shrabani Abasan, Salt Lake, Kolkata-91. Ph. No. (033) 23371836. 15 16.

Langston Hughes Poem, Without Benefit of Declaration :: Without Benefit Declaration Essays

Langston Hughes' Poem, Without Benefit of Declaration "BE ALL THAT YOU CAN BE." This phrase is run on commercials in an attempt to try and recruit men and women to enlist in the United States Army. The commercial shows men and women completing obstacles and high tech training. Some other commercials for the United States Armed Forces use tactics, such as; awarding money for college after the recruit has spent a given amount of time in their Army, Navy, or Air Force. But, what the commercials fail to do is to depict the reality of any soldier's life post war. These commercials are not alone with false advertisement of war; Hollywood movies and books have also contributed. Society has come to glorify war and have forgotten the consequences of the men and women who went to fight for their country. In movies, a soldier's homecoming is depicted as one of honor and courage. Hollywood tends to glamorize war and not show the true effects of the mentality of a woman or man who have just returned home after the war. In the poem, "Homespace", by Anthony Grooms, the psychological state of the soldier's return home is displayed more true to that of Hollywood's. The boy returns home and is embraced by his mother. The family has a barbeque for the boy's homecoming. Even though he is at home, where he should feel safe and secure, the boy remains in war-like state of mind. He isolates himself from everyone else, "I made myself busy with the fire/ So I wouldn't have to talk," (Line 7-8). The young man, "heard screams" (Line 9), when fuel was added to the coals. Men and women of war are tormented by the images they seen and heard. No one person at this gathering seemed to take notice of the impression that the war left on this boy, mentally. It seems as though, because the boy was home and no physical evidence appeared on his body, they assumed everything was in good condition. Not noticing the boy's problem, "Women and children laughed from the porch/ Men sat under the elms" (Line 11-12). All the while these ignorant people sat enjoying themselves, the boy, "watched the sky for the enemy" (Line 13). This last line adequately describes the mind frame of the boy and in all probability many of men and women who fight in wars for their countries. Hollywood movies and book tend to also ignore the negative aspect of veteran's who come home to no family or a home to live in.

Children learn more from what you are than what you teach

Material and Energy Balance and Simulation (CHEESE) Combustion and Environment 1 . This activity contributes 5% of the course work (Group Assignment). 2. Form a group of 4 to 5 person. 3. Dateline: 1 September 2014, pm Learning outcome 1 . Apply the calculation for fundamentals of material balance for reactive system. 2. Calculate the parameter required for the combustion process. Scenario You have been assigned by the Department of Environment (DOE) to measure SO 2 emission from a small industrial power plant.You have withdrawn and analyzed a gas sample from the boiler stack and obtain the following composition: 75. 66% NO, 10. 24% CA, 8. 27% H2O, 5. 75% 02 and 0. 0825% ASS. On the next day, you show these figures to the plant superintendent and he insists that the analysis must be incorrect, since the fuel was a natural gas containing methane and ethane and no sulfur. Then, you ask the superintendent if they ever burn another fuel and he replies that they sometimes use a fuel oil. However, the plant log shows that they were wrong no doing so when the measurement were made. 1 .Draw and label a Lockhart of this process. 2. Perform a degree of freedom analysis and state any assumptions you made. 3. Calculate the mole ratio of carbon to hydrogen in the fuel and use the result to prove that the fuel could not have been the natural gas. 4. Suppose the combustion products are released directly into the environment. Determine whether it comply Malaysian Ambient Air Quality Standard (AMASS). State any assumptions you made. (10 MARKS) A. Technical Report Draft a technical report addressed to the Process Engineer on your team's evaluation of the power plant.Your report can take the following format and should not be more than 10 pages. Use Font: Times New Roman, Size: 12, Spacing: 1. 15, Alignment: Justified Report Format: Report cover page: Date: Team members: Subject: Contents: 1. Introduction 2. Objective of the evaluation 3. Key findings Summary Conclusion and recom mendations Assessment The distribution of marks for the various activity components is contained in Table 1 . Please attach this form on the last page of your report.

Imperialism Economic Benefits For Larger Countries

Imperialism DBQ Essay Imperialism has economic benefits for larger countries but it is mainly used as an excuse for sophisticated, industrial countries to expand their empire at the cost of the people of uncivilized territories. First, imperialism over empowers the oppressors to the point of dictatorship, and leaves the native people as no more than slaves. The idea of slavery has a very dark history in America, but not only America has experienced the horrors of slavery. Documents 3, 4, 5, 8, 9, and 12 give us a detailed idea of how the people of these countries suffered at the hands of the colonists. Three shows a picture of a white man being pulled in a cart by two natives who seem to be in extreme pain. The whites controlled these poor people like slaves and treated them like dogs, pulling carts, little rations, terrible things done for the sake of imperialism. Four is a poem describing the toll taken on the families of the natives. 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