Department of Food Science Essay

According to Stable Micro Ltd. (2013), â€Å"Texture analysis is the mechanical testing of food, cosmetics, pharmaceuticals, adhesives and other consumer products either in compression or in tension. The TA. XTplus Texture Analyser assesses textural properties by capturing force, distance and time data at a rate of up to 500 points per second which is then displayed by fully integrated Exponent 32-bit software†. Characterization of food texture commonly falls into two main groups, based on sensory and instrumental methods of analysis. Sensory analysis includes of the senses of smell, taste, sound and touch. Evaluation of food texture by touch includes the use of fingers, as well as the lips, tongue, palate and teeth in the mouth. Strain is one of the rheological quantity associated with deformation which a measure of the relative displacement between the particles of a material. TA. XT2 texture analyser can be used to measure the strain, the change in length per unit length. The other quantity that being measured is a stress, a measure of force concentration on a material. Stress is the force per unit area that its magnitude be expressed in pascals. The variety of probes and fixtures for TA. XT2texture analyser which based on empirical principles may be classified according the type of action involved. As examples, compression, puncture and penetration, cutting and shearing, extrusion, tension, fracture and bending or snapping and adhesion. REFERENCES: Stable Micro Ltd. (2013). THE WORLD STANDARD FOR TEXTURE ANALYSIS. Stable Micro Systems. Retrieved from http://www. stablemicrosystems. com/frameset. htm? http://www. stablemicrosystems. com/taxtplus2. htm

A dramatic way Essay

After the September 11, 2001 attack the civil aviation system of our nation was given a great deal of congressional attention. The Congress enacted the Aviation and Transportation Security Act (ATSA) on November 2001. The ATSA created the Transport Security Administration (TSA) within the Department of Transportation (DOT). The TSA was entrusted with the responsibility of ensuring security in aviation as well as other modes of transport. This agency hired a number of people for the deployment of both passengers and baggage. Explosives detection equipment was used to check the baggage. The agency is also working on the Computer-Assisted Passenger Prescreening System (CAPPS); this would use national security as well as commercial databases in order to identify passengers who could pose risk for additional screening. TSA also initiated a number of programs and research on the use of technology and information in order to advance security. The Transportation Workers Identification Card program is issued to airport workers after a background check has been conducted on them. Biometric indicators have been incorporated in them so that each worker can be positively matched to his or her credential. Though TSA takes pains to see that bombs and other threat items are not carried into the planes by the passengers on their self or in their baggage, areas such as the air cargo security, general aviation security and the airport perimeter security are still vulnerable, the air cargo is vulnerable as very little of the cargo on cargo and passenger planes are screened. Thus TSA has been advised to use a risk management approach to enhance and strengthen the air cargo security. Prior to September2001, screeners who were hired by the airlines very often failed to detect threat objects on passengers or in their carryon luggage. This could be because of insufficient training and a rapid turnover. In most of the airports the turnover exceeded 100 percent, the skilled and experienced screeners were few mainly because of low wages, few benefits and monotonous work. Moreover before September 2001 people entered the secure areas of airports, including the aircrafts as the limiting controls did not work as intended. TSA’s first and foremost responsibility was according to ATSA that of ensuring security in all modes of transportation. The security screening responsibility was also shifted to TSA. Some of the aviation security responsibility such as security of air traffic control and other computer systems remained with FAA. TSA worked to establish itself and worked at meeting the deadlines set forth by ATSA. TSA had 13 employees in January 2002. A year later it had 65,000 employees. TSA had met over 30 deadlines during 2002 to improve the aviation security. Racial profiling against the ‘young muslim male’ seems an awful idea and therefore it ought to be abolished. Still it is argued and even many minority police are of the opinion that it can be used as a statistical tool. It can be a cost effective way to tackle a certain problem e. g. most people committing X belong to Texas, then if there is a reliable way to identify people from Texas, it would certainly reduce the action X. Still it is not ethical even though police argue that they are not taking action based on any race but that they are using race as a factor to identify suspects. This is discrimination by race and religion and when such discrimination meets approval, we start heading down the slope. Besides this the practical problems are also to be met. It certainly antagonizes the group that is being profiled. The young muslim men in America would not like it and might even flare up, and it might irritate them so that they who might have helped in a terrorist investigation might just shrug their shoulders now. Moreover how many people would it affect? Numerous? Muslim looking men hail from Nigerians to Iranians to Indonesians. The muslims of Central Asia often resemble the Chinese and tree quarters of Arab Americans are Christians. It is also to be noted that even if racial profiling isn’t motivated by bigotry, over a period of time it is very likely to cause racial tension. The civilians would view all young Muslims males suspiciously, which would again inflame racial tensions. Therefore in order to preserve racial harmony an extra couple billion dollar get spent, for the security measure, it is still more worthwhile that creating disillusioned youngsters who in their anger might turn terrorists. Sources Jackson Brain A :Aptitude For Destruction: Organizational Learning in Terrorist Groups and its Implications for†¦Ã¢â‚¬ ¦.. Brower Jennifer L: The Terrorist Threat and its implications for sensor technologies, Prometheus Inc.Newport . RI02840, USA 3. www. wikipedia. org 4.. Kofi Annan, Secretary General, United Nations, Keynote address to the Closing Plenary of the International Summit on Democracy, Terrorism and Security March 10 2005 5. Joan Arehart –Treichel; Terrorists’ Motives Arise From Diverse Factors Psychiatric News March 18, 2005, Volume 40, Number 6 6. Lee Tien, Electronic Frontier Foundation Senior Counsel, Sep. 27, 2001 Foreign Intelligence Surveillance Act 7. Jenkins, Brian Michael: Countering the New Terrorism (199

Nature and Main Areas of Financial Management Essay

Introduction: Financial management is basically makes plans, organize, direct and control the financial activities in an organization. Applying general management principle to financial resources of the organization is part of financial management activity. Financial management is concern with the efficient and effective management of the financial resources of the organization. Nature and Main areas of financial management: Financial management is broadly concerned with the mobilization and development of funds by a business organization. To run the operations of company efficiently, it is important to raise and handle the funds effectively. Financial management performs this job. Financial management works on the following areas: 1.Finding financial necessities: – A financial manager must know financial necessities of the company. He should find out financial needs of the company. Financial manager must focus on available funds which are needed to meet promotional expenses, fixed and working capital needs. The necessity of non-current assets is related to types of company. Working capital needs mainly depends on the range of business operation. If the range or scale of business operation is large then the requirement of working capital will be high. If the financial manager makes wrong assessment about financial necessities, it may cause huge damage to the company. 2.Selecting the sources of funds:- Financial management works on how to raise funds from various sources for the company. Various sources may be available for raising funds. To issue of share capital and debentures proper steps should be taken. Financial management should ask various financial institutions to provide long-term funds. Equity capital necessities may be met by getting cash credit or overdraft facilities from commercial banks. A financial manager should be very cautious in approaching different sources to raise funds. Financial management should analyze the sources before raising funds. 3.Managing working capital:- Working capital indicates to that part of company’s capital which is needed for financing short-term or current assets such as cash, receivables and inventories. Maintaining these assets to a proper level is very essential for the organization. Finance manager is required to determine the amount of such assets. 4.Financial analysis and interpretation:- One of the most important tasks of financial management is analyzing & interpretation of financial statements. Financial management expected to focus on the short term and long-term financial position of the company. Profitability, liquidity position of the company should also be monitored by financial management. Financial manager can do this by calculating a number of ratios. Making interpretation of various ratios is also essential to draw certain outcome. Financial analysis and interpretation has become an important area of financial management in modern days. 5.Cost-volume profit analysis:- Cost volume profit is also popularly known as CVP relationship. Cost volume profit analysis is a very important area of financial management. Fixed costs, variable and semi variable cost analysis is crucial for CVP or Cost-volume profit calculation. Fixed costs are more or less constant for varying sales volumes. Variable costs depend on the sales volume. Semi-variable costs can be fixed or variable in the short-term. The financial manager has to make sure that the income of the firm will cover its variable costs, for there is no meaning in being in business, if the expected amount of income is not accomplished. A company must have to earn a sufficient income to cover its fixed costs as well. Finding the break-even point is one of the major responsibilities of financial management. 6.Dividend policy:- Dividend is provided by company to the shareholders for making investment in the shares of the company. The investors mainly interested in earning the maximum return on their investments. On the other hand management wants to retain the profits for making reinvestment in future projects and opportunities. These contradictory purposes will have to be adjusted in the interests of investors and the company. The interest of shareholders and the necessities of the company are related with the dividend policy, so that’s why dividend policy is an important area of financial management. 7.Capital budgeting:- To make investment decision in capital expenditure the concept of Capital budgeting is essential. Capital expenditure is an expense the benefits of which are expected to be achieved over a period of time exceeding one year. Capital expenditure is for acquiring or improving the fixed assets. The benefits from capital expenditure are expected to be received over a number of years in future. Capital budgeting decisions are very important for any organization. Any bad or unplanned investment decision may become harmful for the company. Capital budgeting is a very important area of financial management.

Analyze (in the land of the free) Essay Example | Topics and Well Written Essays - 1000 words

Analyze (in the land of the free) - Essay Example Customs officers tell them that their son cannot be allowed to go ashore. Due to the bureaucratic reason, Lae Choo and Hom Hing leave their sons with immigration authorities expecting to return the next day to pick him up. They are confident that the immigration authorities will give them back their child. However, after five months, their child has not been given back to them. Instead, the immigration authorities left the young boy at the hands of missionaries. Hom Hing hires a lawyer, James Clancy to appeal to the immigration authorities to release the boy. When he failed, the lawyer asks Hom Hing for five hundred U.S dollars to appeal to the government directly in Washington D.C. Lae Choo proffers her jewelry, as Hom Hing does not have enough money. She gives the lawyer, her hairpins, gold buttons, rings, and comp of pearl with the expectation that they were enough for acquisition of papers for her son’s release. Five more months passed before Clancy succeeds. When she regains her son, Lae Choo goes directly to the missionaries to bring him home. However, due to long time between them, a small boy runs back to the missionaries and tells her mother to go away (Sui, Ling & White, 1995). Lae Choo is one of the main characters. She is the wife of Hom Hing. The immigration authorities take away her two years old son and place him under the care of missionaries. Lae Choo is a good wife. While in China, where she went to give birth to her son, she takes care of her husband’s sick parents for two years even though she had gone there to give birth. In addition, Lae Choo is a loving and a caring mother. When the immigration authorities took her baby, she could not sleep that night. When asked to sleep by her husband, she responded, â€Å"Ah, how could I sleep with my hands empty of the young boy?† (p. 53). She also shows her loving and caring nature when she decided to give James Clancy her jewelries as her husband

Final project Essay Example | Topics and Well Written Essays - 1000 words - 3

Final project - Essay Example The first part of the paper discusses in detail the views of the author towards his philosophy. The second part of the paper will present a counter argument of Friedman’s philosophy. In a free market economy, businesses should utilise the existing market forces to generate as much profits as they can from their operations. Friedman argues that â€Å"The businessmen believe that they are defending free en ­terprise when they declaim that business is not concerned "merely" with profit but also with promoting desirable "social" ends; that business has a "social conscience" and takes seriously its responsibilities for providing em ­ployment, eliminating discrimination†¦Ã¢â‚¬  He goes on to state that only people have responsibilities not a corporation which is an artificial person. In other words, a corporate has artificial responsibilities which means that business as a whole cannot be said to have any responsibilities. The main argument here is that corporate leaders have a responsibility to their employers and that responsibility is to make as much money as possible from the operations of business. The manager of such corporate is an agent of the peopl e who own the business and he has a responsibility to them not the society. As an individual, the manager of the corporate can have responsibilities such as assisting the need but he should do it from his own money not the company’s. Spending other people’s money according to Friedman is not the responsibility of the leader who should serve the best interests of the owners of business. In other words, the executive is just an agent acting on behalf of his principal. According to the author of the above mentioned article, it becomes a political principle to make expenditures to foster social objectives. Friedman argues that there are people who are elected into office to serve that purpose

INFORMATION SOCIETY & INFORMATION ECONOMY Essay

INFORMATION SOCIETY & INFORMATION ECONOMY - Essay Example The changing internet related environment at overseas branches and operations of banks has such a big impact on the online banking related decision making process. While multinational companies (MNCs) such as banks have been making use of internet banking as the main investment related strategic policy alternative, smaller banks too have been making use of it in order to achieve positive synergies over the internet (Durkin, and Howcroft, 2003). However while the former have being able to increase their net investment expenditure on internet banking on a larger scale, the latter have only been able to increase such investment on a smaller scale. As a result a clear dichotomy between the two entities can be noticed. Big business organizations including some international banks have adopted growth oriented communication policy measures primarily with the intention of enhancing growth drivers such as merger and acquisition (M&A) related synergies while smaller banks have basically relied on capturing niche markets. Online banking related benefits have come to be identified with positive organizational outcomes as well. Therefore internal and external growth drivers of banks operating internationally are mostly determined by either the success or the failure of the average banks online banking policy. In fact according to recent World Bank reports nine out of ten companies engaged in international business operations have invested a greater percentage of asset related investment funds in ICT. This is because that such investment brings about a qualitative shift in their operational environment and capabilities (Bell, 1976). Such capabilities include incremental growth rates in financial management cash flow, quality, sales revenue and profits. While big banks have successfully made use of online banking activities to achieve these organizational goals, smaller banks have been less successful because they lack adequate resource portfolios to engage in competition at every level of operations. Analysis Despite a series of online banking related investment successes by big banks, there have been some policy related lags too. For instance the operational environment of a bank is constantly influenced by the changing circumstances in the global environment. The current economic downturn has played a very important role in changing the fortunes of many banks. Falling demand and supply constraints have forced many banks to adopt variety of online banking policies in their international operations (Mackay, 2003). According to available statistics already there are signs of falling internet related investments in overseas operations of banks, though so far no fully-fledged study has been undertaken into a comprehensive assessment of the impact of the economic downturn.Online banking strategy requires well defined organizational goals and such organizational goals might vary from one banks to the other. For example some international banks are faced with a different set of policy alternat ives while small banks have a completely different set of priorities and opportunities (Mattelart, 2003). Therefore it is very important to consider multinational banks and smaller banks separately.

Instructional Strategies Essay Example | Topics and Well Written Essays - 1500 words

Instructional Strategies - Essay Example There are a variety of categories and disciplines we could address but here our main concentration is on the possible usefulness of the DIRECT INSTRUCTION (DI) method of teaching in today's classrooms. According to the Baltimore Curriculum Project fact sheet (1997), "DI is an embracing model in instructional strategies which is filled with carefully structured and edited lessons that are backed by texts and worksheets." In DI the educator works with a group of students who are performing at roughly the same level. Through exceedingly careful organization, direction and pacing a rapport is formed with the students that facilitates the creation of a healthy, interactive learning environment. This type of interaction is finely crafted to focus on the subject and the pace of the learning activities. The students in these activities respond to questions as both an individual and a group further ensuring that the method of instruction "leaves no individual unengaged" (Baltimore Curriculum Project, 1997). Direct instruction is primarily based on previous theories of instruction which strive to eliminate misinterpretation by the students of goals, necessary skills, and instructions. The theory of DI is purported to greatly accelerate and improve academic performance as well as specific learning when applied in the prescribed manner. Direct instruction has also shown promise in correcting certain affective behaviors that can lead to academic problems. The resulting DI theory emphasizes the use of a small group in which teachers and aides conduct face-to-face (or one-on-one) instruction. This allows educators to carefully articulated lessons so that specific cognitive skills are broken down into small units and/or action sequences. The research of Mr. Siegfried Engelmann and Dr. Wesley Becker is not only a focal point in DI discussions, it also prescribes the correct method for using DI. Their work provides educators with five areas by which all class activities can be organized: GOAL SETTING: Educators emphasize the importance of setting goals for school work. Students are required to write and explain their goals which will ead them to complete the task set before them. Educators and other students provide regular reassurance on the progress toward meeting these goals as well as hints for improvement. ASSIGNMENTS: Educators should endeavor to break the ultimate task into small, manageable parts. Students should be encouraged to further devise personally manageable parts that will lead to successful completion of the task. The true key here is to set a pace that is comfortable to the individual and the class as a whole while ensuring timely completion of the task. Such structuring should lead to a better understanding of the ultimate goal as well as provide more immediate success and feedback. EXPLANATION: The variation in explanation lies at the heart of what makes DI unique. Examples that relate more closely to real life and/or appeal to the students(s) make the subject clearer and personal. Students more readily engage in learning activities that they find personally linked. If an activity seems like fun or useful to the student, it is now personal and worth doing. OUTSOURCING: Frequently asking

Asian Indians Community of US Personal Statement

Asian Indians Community of US - Personal Statement Example Then, there are other Hindu important festivals Holi, Durga Pooja, Ganesh Chathuri which I celebrate with the rest of Hindu community while Christmas, Id, Easter, Hanukkah etc with the global community that resides in United States. But it is difficult at times, when we face discrimination at work place or called with funny names for our complexion, accent etc. However, these discriminatory acts were rare before 9/11 and even after the terrorist attacks on Twin Towers; we haven't been victim of any serious racism or prejudice compared to what our fore parents encountered when they moved first to the United States in early 1900s. The history of my community, Asian Indians, goes back to early 20th century when the first group of Indians from the province of Punjab arrived in America and worked as millers and farmers in California and Washington. They were mainly "Sikhs"-followers of Sikhism, a religion originated by Guru Nanak. They faced much difficulties and racist attacks because of their illiteracy and poor English-speaking skills. Associations such as Asiatic Exclusion League made serious efforts to prevent further immigration and property ownership of Indians.( Vinay Lal, 1999) The Sikhs were followed by large number of Indian students who demanded Indian independence overtly. They even formed their own political party to promote and forward their political ideas and demand for Independence. However, America who was strong and old ally of British, saw it as conspiracy of the Germany to overrule the British power in India-a colony within the British Empire. Thus organized attacks were made on these Indian students and successful prosecution of Indians took place. To add to the woes of Indian community, in 1923 the Supreme Court of United States ruled that Indians were ineligible for citizenship of the United States and that citizenship was only reserved for "whites" with European origins. They were also subjected to the Alien Land Law which prevented them from owning and leasing land and forced them to transfer their lands to the white Americans. As a result, the number of Indians sharply dropped from 10,000 in 1914 to 1,476 in 1940 in California alone.(Vinay Lal, 1999) But different Indian organization in America continued to fight for their rights to immigration and naturalization. By 1946, President Truman returned the right to immigrate and naturalize through Luce-Celler Act 1946. ("Indian American") After that, Indians actively participated in politics fighting for the end of British power in India. The most prominent among these politicians was Dalip Singh Saund who was also elected for US House of Representatives from California in 1956 and was also reelected for a 2nd and 3rd term. ("Indian American") Soon the number of Asian Indians grew well above 175000 (1975) and they demanded for minority status within American population. The Census Bureau declared them as a new category of minority group known as "Asian Indians". However, the conditions and performance of the existing Indian community wasn't impressive, to say the least. Unemployment and poverty was prevalent with most Indian employed for odd jobs as taxi drivers, gas-stations workers

The Vietnam war Research Paper Example | Topics and Well Written Essays - 750 words

The Vietnam war - Research Paper Example Communist rebels from the north started invading the south. These rebels were trained and armed by the northern Vietnamese government, and they came to be known as the Vietcong. It is the attack on South Vietnam that drew America to Vietnam. The American government through it’s president had promised to support all the nations that faced threats from communism. It is the sole purpose of this paper to identify the superpowers that got assisted by the Vietnam War and how the Vietnam War influenced Cold War. In the period of the Cold War, the American government fought communism in multiple places worldwide. At that time, Southern Vietnam was an area under great threat by the communist Vietcong. The American’s believed that by allowing Communists to take over the Southern part of Vietnam, other countries within that region would follow suite and become communist countries (Domino Theory) (Salem State University, 2009). Faced with this threat, President Kennedy, J.F sent mi litary advisers to assist the army of South Vietnam. It is Kennedy’s successor who started sending military ground troops to Vietnam. But as it later unfolded, the unrest and continued activism against the Vietnam War by the American Citizens saw the government withdraw American troops from Vietnam in the year 1973. Consequently, the Russians won the battle and acquired control of the South. Vietnam was later unified and become a single communist nation. The Vietnam War had an influence over the Cold War. The cold war started in the year 1962 and ended in the late 1970’s. Earlier, in the year 1949, the US had defined all the governments that were communists as being â€Å"the enemy.† After the defeat of the French in 1954, the US replaced them in Vietnam. The war became a struggle between the US, against a nation-state that was emerging (Suffolk State University, 2011). It is the Cold War that saw the US commit itself to assisting all the countries that were und er threat of communism. The Vietnam War was basically a war in which a weaker south Vietnam fought against the north Vietnam. The north Vietnamese were being assisted by China and Russia. The American’s saw this war (Vietnam War) as being a war between communists and Nationalists. The north Vietnamese were communists and the south nationalists. Therefore, the involvement of the U.S in Vietnam War was a direct outcome of the Cold War. At the end of World War Two, the Korean Peninsula was divided between the US forces that were in the south and the Soviet forces that were in the north. Each of these super powers had the intention of unifying Korea under their auspices. The Chinese joined in the war and the war between China and the United States lasted for three years. This war resulted in the growing and intensification of tensions in the Cold War. This growing tension in the Cold War forced the U.S to change its policy towards Vietnam. Russia was keen on facilitating the spre ad of communism in Asia. Together with China, Russia supplied arms to northern Vietnam. The arms were delivered to a group of rebels who later attacked South Vietnam. The United States moved in to support the South fight against the communist north. This scenario overtly shows that the Vietnam War was a war of superpowers. The super powers were fighting a cold war that was due to their different ideologies. Each of the super powers had the intention of introducing her ideologies to other countries. For example, Vietnam was divided into two and each super power

Reading questions Assignment Example | Topics and Well Written Essays - 500 words

Reading questions - Assignment Example He stresses on his scientific deduction of the evaluation typology as the model framework and establishes it with appropriate examples. Evaluation is invaluable for the functional prospect of any program. Deducing an apt evaluation system has direct impact on the success rate of a process. The studies of Chen as well as Worthen and Sanders focus on the different approaches to evaluation both on the conceptual and functional level. But the researchers have discussed the topic from the perspectives of their individual understanding and findings. Chen goes into an in depth analysis of the evaluation system that involves a study of how it works in the program, its role in defining and affecting the program and its effectiveness. Chen seems to dissect the evaluation process on an operational level. But Worthen and Sanders emphasize the theoretical, philosophical and psychological aspects of evaluation. Their study covers a wider range of the meaning and conceptual basis of evaluation and how it can be implemented accordingly. In discussing evaluation Chen has kept his focus strictly on the key factor of evaluation which is to determine the efficacy of a particular program and the success of its outcome or end result. He criticizes the analytical interpretations of both Scriven and Stake regarding the use and purpose of evaluation. Chen attempts to take an objective, data-based and technical approach to the analysis of evaluation. His aim seems to formulate basic scientific criteria of a typology that could be applied to different situations. He holds that the four categories of evaluation, process-improvement, process-assessment, outcome-improvement and outcome assessment, are at the basis of judging any situation. Chen elaborates on these categories defining their inter-relationship and inter-dependency through real-life examples. His main purpose is to emphasize the usability of the evaluation process in a competitive atmosphere. Worthen and Sanders provide a

Market and Bank Financial Lending Systems Essay

Market and Bank Financial Lending Systems - Essay Example Banks, however, may no longer be the most reliable and best way to go about getting these loans though. Credit unions and privately held financial groups are beginning to make a huge emergence. We will analyze why this is happening and the differences between the lending structure of banks and private groups. Issues dealing with private reputation to company advertising, as well as government regulations on loaning will also be touched upon. A lot has changed and a new wave of economic development is slowly building up. Before we can begin to fully analyze the differences between the two economic structures, we must begin to learn a bit of history between the two methods. Banks have been one of the most popular methods of savings and lines of credit. Although, all of this has changed slightly since the Great Depression. During the Great Depression was one of the best examples of a bank run. A bank run is when people hear that a certain bank or institution is going to fail and all immediately head towards the bank or institution to withdraw all of their assets as quickly as possible. Of course, this created huge problems and created a time of economic disparity. However, since then, many regulations and organizations have been developed to prevent this from happening once again. The FDIC currently has the assets to insure any account within nearly any qualifying bank account up to the first $100,000. In this way, if something were to happen, the government would simply match the person's lost assets up to the first $100,000. This has helped to rebuild the trust between the common man and the banking system. But this is only the checking and savings side of the story. A lot of faith has been lost and for good reason in the banking system for credit. Even application processes have become long, tedious, and often uneventful when trying to receive a loan from a bank. And if you fail to receive a loan, it is marked against your credit score, which makes it more difficult in the future to attempt to get a loan. Government regulations are rather relaxed on the banks for their credit loaning. However, banks generally dislike entering into any high risk or highly volatile loan agreements. As such, it has become increasingly difficult for businesses and regular people to receive loans from banks 1. Processes must be backed by the banks assets, and although many banks have a large amount of assets, many just cannot compete with the assets of some large corporation who hold private financing groups. Not to mention that banks benefit less from issuing loans out to people and businesses. Sure they can extract a high interest rate and make a lot of money, but it one of the primary methods for a bank to earn its money, so it doesn't help any other factors other than to solely improve the cash-flow of a bank. There are several benefits for private firms to issue loans out to people though. Another problem with banks in recent years have been banks knowledge of how weak people have become to their regulations. Your credit score can now rule who you are, and people will do anything it takes to maintain this. In consequence to this, however, many banks have begun methods of "predatory loaning" where they offer an initial interest rate and set amount which must be

Demonstrative Communication Essay Example for Free

Demonstrative Communication Essay Communication is an exchange of information, verbal pr written message and is the process of sending and receiving message. () With communication there must be a sender and a receiver for it to take place. In this paper I will provide examples how effective and ineffective demonstrative communication can be positive or negative on situations. Also I will explain how demonstrative communication involves listening and responding. Demonstrative communication is nonverbal and unwritten communication thought facial expression or body language. Effective ways for a sender and receiver to communicate in a demonstrative way would be to send the right message. Sender would want to make sure the receiver comprehends and understands the sender. For example Kinesics: â€Å"refers to the many behaviors of the body() these would include posture, gestures, and facial expressions. To make a positive gesture one could give the sender two thumbs up letting them know they did a great job. Letting the sender know they understand the message. A negative gestures would be a frown or to raise an eyebrow. This would provide feedback to the sender letting them know you disagree. Effective communication is a two way street for the sender and receiver. Ineffective ways for sender and receiver to communicate would be if the sender was demanding or ordering the receiver for something, and persuading or lecturing them. For example, using words like you must this may make the receiver think you are being demanding and they may resent you. Lecturing the receiver is another negative way to communicate with them. This may cause them to feel like they are wrong. Hepatic is a powerful form of communication. This would include giving the sender a pat on the back letting them knows you understand and everything was great. A native communication result would be a slap in the face. This would lead to many problems. Demonstrative communication between the sender and receiver will be positive if the sender does not overload the receiver with to much information at one time. If the receiver provides active listening or reading, this will allow the receiver to engage in what the sender is trying to get across to them. Demonstrative communication can also be negative if the receiver has a lack of eye contact or crossing of the arms. Things like this tell the sender one may not be interested in their message they are trying to get across. Provide feedback is a part of responding and giving the sender insurances that you are listening and understood what was being said. With demonstrative communication for example, one can respond by providing feedback like, What Im hearing is† This lets the sender know you are listening to the message.

Using RStudio to Prepare and Clean Data

Using RStudio to Prepare and Clean Data There is now more data available than ever before, the depth and scope is increasing daily. The explosion of the internet and connected devices has increased this and big data is now big business. With the increase in data available to us, so has the need for analysis of this data. Many companies use this data to predict future trends. Also, what has changed is the tools we use to analysis and present this data in a meaningful way. In the past statistical software was very expensive and often with no graphical capabilities. Enter the R programming language a tool that supports both, first released in 1995 with the first stable build in 2000, now on version 3 which was released in 2013. R is a free open source project with over 7000 add on packages available. Many companies such as Google and Facebook are using R for their data analysis. In this lab book we will look at cleaning and preparing data so it can analysed. We will use R Studio which is an IDE (Integrated development environment) for the R programming language. R Studio is available as an open source or commercial version, it has two editions R Studio desktop and R Studio Server and runs on Windows, macOS and Linux operating systems. The dataset we have is from the UK government, and is based on MOT outlets in England, Scotland, and Wales, it contains data such as name, address, post codes, telephone numbers and categories of vehicles tested. On quick analysis of the dataset there are a lot of blank fields, extra white spaces, typos in the telephone column as well as second telephone numbers separated by the / symbol. Using R Studio we will attempt to tidy and clean the dataset. In this lab book we will explain the various commands and techniques used to prepare the data for analytical analysis. Make a copy of the data to work with: Method: Here we make a copy of the original dataset x2016motsitelist and call it MotList, this is good practice as you will not contaminate the original dataset. Test: Result: From the above screen shot you can see we have renamed our dataset to MotList, by using the name of the dataset in R studio it lists the dataset in a screen dump on the console. Get the Stucture of Our Data Frame Method: by using the str() command in the console we get the structure of our data. Test: Result: by using the structure command str() we can see that our dataset has 22,980 objects and 14 different variables. The next lines which contain $ indicate column headings and display some of the components included in these columns. This command just provides a list with components and names. View the data Method: Using the Head command to view the data. Test: Result: using this command the first 6 records are displayed in the console window. ID names of columns Method: We use the Names command to display column names. Test: Result: this displays the names of our columns in the console window. Summary of what is contained in the columns Method: we use the Summary command to get an overview of the data in our columns. Test: Result: the summary command gives us an overview for every vector in the data frame, tells us in our case that the length is 22980 rows, that all vectors are character classes. Missing values Method: we will use the is.na command, combination of is.na with the any command and lastly the sum command to check for missing values in the data. Test: Result: the result of the is.na command returns a Boolean true or false result on the data set to tell us if a missing value is present or not. Test: Result: with the use of the any command we find that there is indeed missing data in the dataset. Test: Result: with the use of the sum command we get the number of missing records, which is 149097 in this case. Rename columns in our data set. Method: we use the colnames command to change the columns in our data set that are numbered 1,2,3,4,5 and 7. Test: Result: with the use of the above commands we change the name of the columns using the name to identify which column to apply the name change to. We use the names(MotList) to verify the result. Test: Remove NA from the different categories of vehicle that are Mot tested Method: we create another copy of our dataset and call it MotListMod, on this dataset we will change the NA values in the columns that we renamed earlier so that the different categories of vehicles tested will have complete values and no missing data. We do this by giving the dataset name and then the $ column name, we then use the which command and is.na to change the value to the desired result. Test: Result: As can be seen from the screen shot above, we have changed the NA values in the six columns of our dataset, our dataset now tells us if a Mot test centre carries out tests on the different vehicle categories Y or N, were as before it only told us the if the centre did Y with a blank field for N. Again, we run the sum is.na command on both datasets we have, now the MotListMod dataset has far less Nas in the dataset. Remove and tidy up VTS Telephone column. Method: Firstly, using the GSUB command we removed instances of Tel. and TEL. from our column, secondly, we separate the column in two sections number 1 and 2 with the SEPARATE command as some of the test centres have two telephone numbers separated by / in the dataset, thirdly we tidy up the white space. Test: Using GSUB wrongly above didnt produce the desired outcome, but in the two screens below we get the desired outcome. The above screen shows were the VTS Telephone column is split into different sections. Trimming white space from the front of the telephone numbers. Removing the NAs from the VTS Telephone number2 Result: By using GSUB and identifying the column we wanted to target, we replaced the instances of Tel. and TEL. in our dataset with whitespace, we then proceeded to split the column into two different sections, when we did this it created a lot of NAs in the second column because not every test centre has two telephone numbers, so to counter act this we replace the NAs with the value 0. We then tidy up the white space at the start of the two columns. Write to CSV file in R studio Method:ÂÂ   We will write the MotListMod3 dataset to a CSV file with the WRITE.CSV command. Test: Result: The above command writes the dataset to a csv file and can be viewed or shared with others, see above screen shot of the file in excel. Outliers and plot function. Method: using the HIST command we produce a histogram of the cars column, the columns class had to be changed to a factor form to make the function work, also we used the Table command to count the number of Y and N in this column. Test: In the screen shot above you can see a histogram of the cars column. Result: No outliers are present as our columns only have a Y or N present in the different type of vehicles tested columns. Also, our data was of class character, this had to be converted to a factor form so as we could use the histogram function on the column cars. We used the table command on the column to display a numeric result for N = 1054 and Y=21926.

Research into Phonological Mean Length of Utterance (pMLU)

Research into Phonological Mean Length of Utterance (pMLU) Specific language impairment (SLI) is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier, the research focus was on correctness of consonants as well as the analysis of segments in general. Recently the whole word complexity has been stressed (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (pMLU). It is a whole word measure for measuring phonologic al proficiency (Ingram,2002). It measures the length of a childs words and the number of correct consonants. The pMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. pMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the pMLU measure by applying it wide range of contexts. NEED FOR THE STUDY Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU can be used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was planned. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD: This study followed a case control design. Participants were divided into 2 groups. Clinical group comprised of six individuals (5 males 1 female) with SLI in the age range of 4 to 6 years. The diagnosis of SLI was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The control group comprised of age matched 30 children out of which 15 were males and 15 females. Exclusion criteria considered were speech, language, hearing and neurological problems. A minimum of 50 spontaneous speech utterances were elicited from each child for a duration of 30 to 40 minutes which was audio recorded using SONY recorder. The childrens utterances were narrow transcribed and pMLU was calculated for each word produced by the child. The sum of each word in all the utterances were totalled and divided by the number of words produced by the child to obtain the pMLU scores. pMLU was calculated for all the children in both the groups. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p DISCUSSION: pMLU is a whole-word measure for phonological development. The results of the present study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of segments and in their whole-word phonological proficiency to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. INTRODUCTION: SLI is a disorder defined by exclusion. Children with SLI exhibit language difficulties in the absence of other factors, such as hearing loss, mental impairment, physical impairment, emotional disturbance, or environmental deprivation (Bishop, 1992a, 1992b; Lubert, 1981). Specific language impairment (SLI) has been estimated to affect approximately 7 percent of children (Leonard, 1998; Tomblin et al., 1997) and to persist into adolescence (Aram et al., 1984; Beitchman et al., 1996; Stothard et al., 1998;Johnson et al., 1999). Children with SLI have difficulty acquiring one or more of the components of language, i.e. form (phonology, morphology, and syntax), content (semantics), and use (pragmatics). However, as a group they show disproportionate difficulty with some areas, performing worse than typically developing children matched on vocabulary level or mean length of utterance. Several authors (eg, Leonard et al.,1992; Rice et al., 1995; Rice and Wexler, 1996; Oetting and Horohov, 1997; van der Lely and Ullman, 2001) observe that this is particularly the case in the area of verb morphology and it has also been reported in some areas of syntax, including the comprehension of passive sentences (Bishop, 1979; van der Lely and Harris, 1990; van der Lely, 1996) and formation of wh-questions (Leonard 1995; van der Lely and Battell, 2003). The field of phonological acquisition has made extensive efforts to measure its development through normative studies (Templin, 1957; Olmstead, 1971) and articulation tests (Hodsen Paden, 1991). Earlier studies have focused on correctness of consonants as well as the analysis of segments in general. Recent studies have focused on the whole word complexity (Masterson Kamhi, 1992, Ingram, 2002). One such measure is the Phonological mean length of utterance (PMLU). It is a whole word measure for measuring phonological proficiency (Ingram, 2002). It measures the length of a childs words and the number of correct consonants. The PMLU for a speech sample is calculated by: (1) counting the number of segments (consonants and vowels) in each word as produced by the child; (2) counting the number of consonants produced in each word that the child produced accurately; (3) summing these two numbers; (4) totaling these sums; and (5) dividing this total by the total number of words in the sample. PMLU quantifies development of phonology and focuses on the childrens whole-word productions instead of specific segments. Ingram demonstrates the value of the PMLU measure by applying it in a wide range of contexts. These include a comparison of monolingual children, a comparison across languages, and the diagnosis of impairment or delay. Very few studies have addressed the PMLU in different languages. One such study is by Ingram (2002) who proposed preliminary PMLU stages, reflecting the possible level of development in English speaking children which are as follows. Helin, Makkonen Kunnari (2006) reported that PMLU was much higher in Finnish speaking children than those reported for children acquiring English. Balasubramanium bhat (2009) reported the same in kannada speaking typically developing children. Other studies have focused PMLU on the disordered population. Schauwers, Taelman, Gillis Govierts (2005) reported lower PMLU scores in children with cochlear implant than age matched typically developing peers and they also concluded that the earlier implanted children were more proficient than the later implanted children. Prasad, Hossabetu, Balasubramanium Bhat (2010) studied phonological mean length of utterance in children with phonological disorder and they reported, children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children. NEED FOR THE STUDY: Although pMLU has been addressed in normal as well as phonological disorders and cochlear implanted children, the same is not focussed on children with SLI. Since PMLU is a whole word measure, problems in phonology and morphosyntax are expected to reduce the score. Hence PMLU was used to investigate the difficulties if any in phonology and morphosyntax of children with SLI. Hence the present study was attempted in this direction. AIM OF THE STUDY: To compare the pMLU of children with SLI in comparison with typically developing Kannada speaking children. METHOD Participants The study followed a case control design. Participants were divided into 2 groups i-e the control group and clinical group. Clinical group comprised of six individuals (5 males 1female) with specific language impairment in the age range of 3 to 6 years. The control group comprised of age matched 30 children out of which 15 were males and 15 females. The diagnosis of specific language impairment was done on the basis of Leonards exclusionary criteria and the informal assessment of morpho-syntax by the primary investigator. The exclusion criteria for the controls were the history of speech, language, neurological and hearing problems. Procedure In order to assess the phonological mean length of utterance, spontaneous speech utterances were elicited from each child for duration of 30 to 40 minutes. Samples consisted of minimum of 50 utterances. The experimenter served as a conversational partner and introduced the child to age appropriate toys and questions. The samples were obtained in an informal setting within the school premises for the control group and in the therapy premises for the clinical group. Audio recording was done using a portable Sony Recorder in a relatively quiet environment. The words were accepted for analysis according to the rules suggested by Ingram and Ingram which are mentioned in the table mentioned in appendix. The childrens production of utterances was narrow transcribed and PMLU was calculated for each child. For each word, the number of segments (consonants and vowels) as produced by the child was counted and summed with the number of correct consonants in a word. The sum of each word in all th e utterances of a single subject were totaled and divided by the number of words produced by the child to obtain the PMLU scores. Mann Whitney U test was administered to find out the significant differences between the means of both the groups. RESULTS: The results of the Mann Whitney U Test revealed a statistically significant difference between the means of pMLU scores across the group at p Group Statistics DISCUSSION: pMLU is a whole-word measure for phonological development and is used to investigate the difficulties if any in phonology and morphosyntax. The present study compared the pMLU of children with SLI in comparison with typically developing Kannada speaking children. The results of the study revealed that the pMLU scores for the children with SLI were lower in comparison to children with normal language development. This could be attributed to the increased number of incorrect consonants in the speech of clinical group when compared to the control group as these children were neutralizing the sound contrasts and also exhibiting syllable reduction strategies. Whether it is syllable structure reduction or sound contrast neutralization, it reduces the overall pMLU score. As children with SLI are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children, phonological errors are reflected in the pMLU scores. Hence it can be concluded that pMLU reflects on the phonological errors. The results of the present study are in consonance with findings that the developments of phonology in children with SLI are much later in comparison to typically developing children (Balasbramanium Bhat, 2009) and also that children with phonological disorder are inferior in the acquisition of segments as well as in their whole-word phonological proficiency than the typically developing children (Prasad, Hossabetu, Balasubramanium Bhat 2010). Hence, pMLU can be used as an assessment tool for children with SLI as this provides an objective assessment tool in the evaluation process. The decrease in pMLU scores in the clinical group could also be due to the deficit in the use of morphosyntax as these children were having morphosyntactic errors. This in turn suggests that children with SLI are inferior in the acquisition of morphemic segments when compared to typically developing children. As this pMLU measure includes the number of segments in a word, pMLU can be used to indicate morphosyntactic abnormalities in children with SLI. This tool can also serve as an aid for monitoring the progress of a child when assessed pre and post therapeutically. CONCLUSION: The present study investigated pMLU in children with SLI in the age range of 4-6 years. The results revealed that children with SLI are inferior in the acquisition of segments including morphemes as well as in their whole-word phonological proficiency than the typically developing children. Hence, pMLU measure could be regarded as a yardstick for phonological and morphosyntactic development in children with SLI. REFERENCES: Aram, D. M., Ekelman, B. L., Nation, J. E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244. Beitchman, J., Wilson, B., Brownlie, E. B., Walters, H., Lancee, W. (1996). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 804-817. Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd. Bishop, D. V. M. (1979). Comprehension in developmental language disorders. Developmental Medicine and Child Neurology 21, 225-38. Bishop, D. V. M. (1992a). Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119-129. Helin, K., Makkonen, T., Kunnari, S. (2006). The Phonological mean length of utterance: the methodological challenge from cross linguistic perspectives. Journal of Child Language, 33, 179-190. ÂÂ  Hodson, B., Paden, E. (1991). Targetting Intelligible speech: a phonological approach to remediation. Austin TX: Pro-edition. Ingram, D. (2002). The measurement of whole-word productions. Journal of Child Language, 29, 713-733. Johnson, C. J., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., Brownlie, E. B., Douglas, L., Tback, N., Lam, I., Wang, M. (1999). Fourteenyear follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech and Hearing Research, 42, 744-760. Lakkanna, S., Venkatesh, K., Bhat, J. (2007). Assessment of language development. Mangalore: Codeword processors. Leonard, L.B., mcgregor, K.K., Allen, G.D. (1992). Grammatical morphology and speechperception in children with specific language impairment. Journal of Speech and hearingresearch, 35, 1076-1085 Leonard, L. B. 1995 Functional categories in the grammars of children with Specific language impairment, Journal of Speech and Hearing Research, 38, 1270-83. Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: Bradford. Lubert, N. (1981). Auditory perceptual impairments in children with specific language disorders: A review of the literature. Journal of Speech and Hearing Disorders, 46, 3-29. ÂÂ  Masterson, J., Kamhi, A. (1992). Linguistic interrelationships in school age children with and without language disorders. Journal of speech and Hearing Research, 35, 64-75. Olmstead, D. (1971). Out of the mouth of babes. The Hague: Mouton. Oetting, J., Horohov, J. (1997). Past tense marking in chldren with and without specific Language impairment. Journal of Speech and Hearing Research, 40, 62-74. Polite, J ., and Leonard, B. (2006). Finite verb morphology and phonological length in the speech of children with specific language impairment. Clinical Linguistics Phonetics, 20, 751-760. Radish, B., Jayashree, S. (2009). Phonological Mean Length of Utterance (Pmlu) in Kannada-Speaking Children. Language in India, 9, 489-502. Rice, M.L., Wexler, K., Cleave, P.L. (1995). Specific language impairment as a period of extended optional infinitive. Journal of Speech and Hearing Research, 38, 850-863. Rice, M. Wexler, K. (1996). A phenotype of specific language impairment. In M. Rice (Ed.), Toward a genetics of language, pp. 215-238. Mahwah, NJ: Lawrence Erlbaum Associates Inc. Stothard, S. E., Snowling, M., Bishop, D. V. M., Chipchase, B. B., Kaplan, C. A. (1998). Language impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407-418. ÂÂ  Templin, M. (1957). Certain language skills in children. Minneapolis, MN: University of Minnesota press. Taelman, H., Durieux, G., Gillis, S. (2005). Notes on Ingrams whole-word measures for phonological development. Journal of Child Language, 32, 391-405. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., OBrien, M (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech Hearing Research, 40(6), 1245-1260. Van der Lely, H. K. J. Harris, M. 1990 Comprehension of reversible sentences in specifically language-impaired children. Journal of Speech and Hearing Disorders 55, 101-17. Van der Lely, H. K. J. 1996 Specifically language impaired and normally developing children: Verbal passive vs adjectival passive sentence interpretation, Lingua, 98, 243-72. Van der lely, H. K. J. Ullman M. T. (2001) Past tense morphology in specifically language impaired and normally developing children. Language and Cognitive Processes, 16: 177-217. Van der Lely, H. K. J. Battell, J. (2003) Wh-movement in childrenWith grammatical SLI: a test of the RDDR hypothesis, Language 79,153-81.

Personality and Finding Out Who You Are Essay -- Personality Psycholog

Personality and Finding Out Who You Are Many people go throughout life not knowing exactly who they are. The personality of some one is who they are. Many psychologists have tried to define what they envisioned personality to be, and by analyzing their theories I will try to find out who I am. Carl Jung developed the concept of introverts and extroverts. Introverts are people who tend to be preoccupied with the internal world of their own thought, feelings, and experiences. Extroverts are people who tend to be interested in the external world of people and things. Personally I do not believe personality can be put into just two columns as Jung has filtered it into. I do not feel like I am extroverted or introverted. It all depends upon what mood and situation I am in. The Big Five theory has a better description of personality. It is based on five categories, openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. Within these categories there are traits that people have, and personality can be based through the traits of the categories. I feel like this gives a better idea of some one’s personality because going through the categories I can tell that I am imaginative, conscientious, optimistic, good natured and sometimes relaxed, but also sometimes anxious. This gives a much better idea of what my personality is than saying my personality is somewhere in between introversion and extroversion. Sigmund Freud claims that personality ...

A Character Analysis of Sir Gawain as Presented In Sir Gawain and The G

A Character Analysis of Sir Gawain as Presented In Sir Gawain and The Green Knight In Sir Gawain and The Green Knight, the character of Sir Gawain is skillfully brought to life by the unknown author. Through the eyes of numerous characters in the poem, we see Gawain as a noble knight who is the epitome of chivalry; he is loyal, honest and above all, courteous. As the story progresses, Gawain is subjected to a number of tests of character, some known and some unknown. These tests tell us a great deal about Gawain's character and the struggles he faces internally. I will explore the various places in the poem where we learn about Gawain, either through others or through the tests he faces. By the end of the poem, we sense that we have come to know Gawain and have ventured a peek at his human side. However, we also realize that nothing short of perfection is acceptable to him. Our first glimpse of Gawain occurs when the Green Knight suddenly appears at the New Year's celebration at Camelot. He offers a challenge for anyone to come forward and strike him with his ax. Twelve months and a day later, he will return the blow. No one steps forward to accept the dare. Embarrassed by his knights' lack of response, King Arthur accepts the challenge himself. At the fateful moment when Arthur is about to strike the blow, Gawain jumps up and says: Would you grant me the grace, To be gone from this bench and stand by you there, If I without discourtesy might quit this board,... I am the weakest, well I know, and of wit feeblest; And the loss of my life would be least of any; That I have you for uncle is my only praise; My body, but for your blood, is barren of worth; And for that this folly befits not a king, And 'tis I that ... ...ee that Gawain is not the perfect knight he strives to be. Neither we, nor the Green Knight, nor his fellow knights of the Round Table hold him to this standard of perfection. We read about the turmoil Gawain experiences thinking about his impending death at the hands of the Green Knight, and we understand why he accepts the girdle. We know he remains true until his fear of death overcomes him. All this proves he is only human. Yet Gawain only sees that he has been inconsistent in upholding the chivalric code, and this means failure to him. This is an indication of the standard Gawain has set for himself, and we see why he has the reputation he has. Despite all that has happened, Gawain is still a loyal, noble, honest and courteous knight. Quotations from: Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993.

Comparison between the Great Gatsby and Macbeth Essay

Macbeth is one of Shakespeare’s most intense plays and one his most complex psychological studies. It is also a play about which there is a great deal of historical background, which I think you’ll find interesting because it reveals Shakespeare’s creative process. The play was written in 1605–1606. It’s one of the plays where the date is pretty firmly established by internal references to external events, and most scholars have agreed on the date. Shakespeare was at the height of creative powers, and his theatrical company, the King’s Men, was the official royal acting company. He had the large Globe Theater, a large public playhouse on the south bank of the Thames. He would soon open the Blackfriars Theater, a small private theater within the city itself where the plays were performed indoors, and he and his men performed often at the court for the king and his family. The Blackfriars Theater would be exempt from the law prohibiting theaters within the City of London by being a private club. It could accommodate only a couple of hundred people, opposed to the Globe audiences of a couple of thousand, and therefore Shakespeare charged a higher price for entry. That in turn meant that the audience was wealthier and more sophisticated than the average attendee at the Globe was. Because the plays were performed indoors by artificial light, they could be done at any time or weather. Because it was a smaller theater, the acting style used could be more subtle and understated than the broad, overly dramatic acting used in the Globe before audiences of several thousand. As far as we know Shakespeare’s company continue to perform all the plays in both theaters; it’s just that the productions would have differed in the way they were performed. Once you know something of the complex historical background, a very curious fact emerges about this bloody, violent drama: the story of this psychotic killer and his fiendlike wife was actually written as a tribute to Shakespeare’s royal patron, King James I of England, who was also king of Scotland. What an unusual way to thank the king for his patronage! Of all of his plays, this is a powerful suspense thriller. We may know who the killer is, but we are fascinated to see if Macbeth gets away with it and to see how he convinces himself to commit the multiple homicides. The historical background is necessary to help you understand why Shakespeare wrote the play the way he did. Without the background there are many passages and references which make no sense to a modern audience. This background also reveals the fascinating way Shakespeare used and twisted history to make a better play and to address the political agenda of King James. It also shows some of the things going on at that time in English society and politics. Macbeth is an openly political play. Macbeth is considered a history play, based on the events in the life of a real historical figure, but it is even more a powerful tragedy. Shakespeare played fast and loose with historical fact in all his history plays, but none more so than this play. When Shakespeare wrote a play like Richard III, he was writing about events that had taken place about 100 years before, so most people in his English audience had a general sense of what that time was like. In the case of Macbeth, he was writing about a time over 500 years in the past in a country about which most of his English audience was totally unfamiliar. Shakespeare and his audience did not consider history to be a science, in which the goal was accuracy; rather history was an art, related to storytelling. The purpose of history was to make a moral point about the present society. You looked to the past to find or create parallels with the present age that would help you explain how people should behave right now. Therefore history was often manipulated, changed or simply created to support some political agenda. Every king at this time used history as a tool in his arsenal to help hang on to power. They would hire professional historians to rewrite the past to support their claim to power in the present. Similarly, religious figures would use history as a weapon to attack their opponents. In many accounts written at this time by Protestant advocates, history is seen as the rise of many proto-Protestants, people who lived hundreds of years before Martin Luther, the first official Protestant. These earlier figures are shown to be forerunners who simply didn’t realize they were Protestants. The historical sources that Shakespeare used were as much mythologies as they  are reality. Actually there was very little known about the historical Macbeth, so if the historians hadn’t made things up they wouldn’t have had much to say about him. Shakespeare’s principal source, Holinshed’s Chronicles of Scottish History, was a loose collection of gossip, tales and fantasies, so the material he was using was already seriously flawed from a historical perspective. Shakespeare then used this flawed material selectively, not telling the whole story, but only bits and pieces that made for a good drama. He altered historical records to heighten dramatic effect, as we’ll see in the dramatic account of Macbeth’s first murder. Shakespeare also changed history to simplify complexities and, quite frankly, to kiss up to King James. Shakespeare took a story supposedly set in the 11th Century, around the year 1050, and filled it with many references to events taking place in 1605 in England, in particular to one of the most dramatic events in English history, the Gunpowder Plot, which had happened just the year before. No wonder the play bears little resemblance to the historical reality. The historical Macbeth had become king in the year 1040 when he killed the previous king, Duncan, in battle. To put this in a historical context, this is hardly the Middle Ages; it’s still the Dark Ages, as historians have termed the various stages of European history. It is 26 years before the Norman invasion of England, which is generally considered to be the beginning of the medieval period in Britain. In 1040 Macbeth became king and ruled for 17 years until he was overthrown and killed by Duncan’s son, who became King Malcolm III. Malcolm is famous primarily because he married an English princess named Margaret who was later made a saint. According to the Scottish historian Archibald Duncan, little is known about Macbeth and his lovely wife Grunnich, except that they were pious and endowed a religious house at St. Andrew’s (which is probably the caddy shack on the fourth green of that famous golf course — joke). The couple went on a religious pilgrimage to Rome where, the chroniclers said, â€Å"they sowed money like seed.† (Many of us when we go on vacation do the same thing.) That’s all we know for certain about the real Macbeth. Now the fact that Macbeth killed the previous king was not a big deal. Of  the eight Scottish kings who ruled during this time, seven had died unnatural deaths, including several who burned to death until suspicious circumstances. It was highly unusual for a Scottish king to die of natural causes in bed. This violent record was largely the result of how Scottish kings came to power. There was no fixed process of succession from one king to the next. In effect, when an old king died every male who was related to the royal family, no matter how distant the relationship, had an equal chance for the throne. It was a kind of royal free-for-all with the last man standing getting to be the king until he was done in by the next ambitious claimant. Macbeth is overthrown in 1057, still nine years before the Norman French invasion of England under William the Conqueror. Two hundred years pass by. The Norman kings are on the throne of England. A succession of English kings and queens has tried to extend their power north into Scotland, as generations of Scots have raided English settlements to the south. The warfare between these two historic enemies is almost constant. In the mid-1200’s the English king Edward, also known as Longshanks and the Scots Killer, has invaded Scotland determined to subjugate it once and for all. He pushes north and reaches the holy place of Scone where the Scottish kings were crowned. Here he seizes the holy relic called the Stone of Scone and takes it back to London where he places it under his throne at Westminster Abbey, where it remained for seven centuries, despite the efforts of Scottish nationalists to steal it back. (Prime Minister Tony Blair finally returned the stone to Scotland after his election — a smart political move.) The film Braveheart gives you a highly dramatic sense of the conflict at this time between the Scots and the English. The Scots fight back unsuccessfully because they are not united in their efforts. Finally one man arises who is able to weld the Scottish people into a single nation, Robert the Bruce, and he is able to lead to a Scottish victory. The English have to acknowledge the right of the Scottish State to exist. King Edward is bitterly disappointed and when he dies, he leaves instructions that if England ever mounts a new invasion of Scotland, his bones are to be carried at the head of the army. So you see how bitter the hatred is between the two nations. Under Robert the Bruce the Scots succeed in driving the English out, but in 1329 he dies and his daughter ascends the throne. She had married a guy who was like the business manager or steward of the royal estates. Not surprisingly the guy’s name was â€Å"Steward† or as it came to be spelled, â€Å"Stuart.† And so the Scottish throne passed on to this obscure family that had never been more than civil servants. Now every royal family worried about two things: succession, or who would inherit the throne. Henry VIII had gone through five wives trying to sire a male heir to the throne and broken with the Catholic Church over the issue. The second worry was to try and keep the crown within the family against attacks on their legitimacy. So kings were always seeking ways to bolster their claim on the throne in the perception of the people. The family of Elizabeth, the Tudors, had had on-going problems in both these areas. The first Tudor, Henry VII, lost his oldest s on soon after the boy had been married to Catherine of Aragon. So as not to have to return her substantial dowry to the King of Spain, Henry VII simply married the young widow to his next son, Henry VIII, setting in motion all the turmoil of that king’s five wives. Henry’s son Edward died while still in his teens, and his daughter, who reigned as â€Å"Bloody Mary Tudor,† was unable to produce an heir. The next Tudor monarch, Elizabeth I, declined to try to have a child by refusing to marry. Her decision caused all kinds of political problems as she approached death in 1603, until she declared on her deathbed that her distant cousin, James VI of Scotland, would rule after her. The Stuart kings, by contrast, had been very prolific. By the time Shakespeare wrote Macbeth, there had been eight generations of Stuart kings on the throne of Scotland. They were the longest-surviving royal family in all of Europe. They boasted that they would remain on the throne until Doomsday. However, the Stuarts continued to worry about the public perception of their legitimacy. After all the original Stuart king had had little claim to the throne. So it was that in the early 1500’s one of the Stuart kings hired a professional historian and ordered him to create an older, more respectable connection to the throne for the Stuarts. This historian made up an ancient ancestor of the Stuarts, Banquo, who lived clear back in the time of old King Macbeth. This Banquo, a thane or nobleman, was told by goddesses of Scottish destiny that his descendents would eventually become kings of Scotland. These goddesses were  given special powers to look into the future of the Scottish nation. So the Stuarts had a mystical claim on the throne for several hundred years before they actually were crowned. This Banquo was a completely fictional character that the historian/PR guy simply made up. Not surprisingly this character and the prediction of his descendant’s rise to power figure prominently in the play. Queen Elizabeth’s grandfather, Henry VII, had used history in just the same manipulative manner. After he defeated and killed the rightful king, Richard III, in 1485, he hired a number of â€Å"professional† historians to do a hatchet job on poor old Richard. They â€Å"proved† that he was not the legitimate king and was in fact a monster who deserved to die so the Tudors could take power. In the mid-1500’s Scotland was ruled by Mary, Queen of Scots, a distant cousin of Elizabeth I. Mary has come down in history as a kind of romantic figure, but in reality she was not nearly as sympathetic. She was a Catholic trying to rule a land that was fiercely Presbyterian, and she was not very adept at the politics of power. Plus she had the unfortunate habit of blowing up the castles where her estranged husband was staying. She was finally driven out of Scotland and fled to England where she was given asylum by Elizabeth. Rather than being content and grateful for her cousin’s kindness, she began almost immediately plotting with malcontents to overthrow Elizabeth. She let it be known that if the Catholic minority in England was able to get rid of the queen, she would graciously accept the crown. Elizabeth tried to ignore the threats and then tried to confine Mary in an isolated country home where she could cause less trouble. But Mary persisted in her plots. Finally Elizabeth is forced to stop Mary’s intrigues by having her beheaded Now when Mary fled from Scotland she left her infant son, James, and he was crowned James VI and ruled throughout his childhood. Poor James was manipulated and used by the powerful men who had custody of the young king. He learned to be very slippery and deceitful in order to survive to adulthood. In one of the great ironies of history, when Elizabeth faces  death she bequeaths the English throne to the son of her mortal enemy, Mary, Queen of Scots. James was finally able to escape from Edinburgh and the clutches of the Presbyterian elders and go to the sinful city of London, the Las Vegas of that age. In 1603 James is crowned James I of England and becomes a dual monarch. A few months later he names Shakespeare’s company the King’s Men, the royal dramatic company. The company has royal protection from local authorities and they make a great of money performing all the plays Shakespeare had written for the court. It’s no wonder that Shakespeare felt compelled to write a tribute to his royal patron, Macbeth. As I said earlier, it’s an odd play to be a tribute to a Scottish king, but then Shakespeare made a career out of doing the unusual. Now as Shakespeare pays tribute to James, he also wants to support James’ political agenda. England and Scotland had been historic enemies, but now they were governed by the same monarch, and he wanted to unite them into a single kingdom. In several plays written before 1603 Shakespeare used the Scots as convenient ethnic targets. (We see this Scots-bashing in Merchant of Venice and Henry V.) After 1603 it became politically incorrect to take potshots at the Scots. Although James and the other Stuarts wanted a United Kingdom, it would take over 100 years for England and Scotland to merge into a single political entity. To advance the king’s agenda, Shakespeare wrote the play in a certain way. He created and emphasized commonality between the two kingdoms. He was also careful not to show Banquo, the king’s mythical ancestor, in a bad light. Rather than being actively involved in overthrowing King Duncan, Banquo just stands around and waits for Fate to fulfill the prophecy of his family’s future greatness. (In Holinshed’s account Banquo had been an active participant in Duncan’s overthrow and death.) Having set up the story of the Stuart family’s rise to power, Shakespeare shift gears and makes the homicidal maniac Macbeth the protagonist of the play. The other political event which shaped the composition of the play was the criminal conspiracy to assassinate James, his family and most of the Protestant leadership of England in the Gunpowder Plot. This took place in early November of 1605, when a group of Catholic extremists planned to blow  up the Houses of Parliament on the occasion of a speech by the king to Parliament. There had been a long history of hostility between the Catholics and Protestants in England through the 1500’s, especially during the time of Elizabeth. Catholics considered her an illegitimate ruler and a bastard because she was the child of King Henry VIII’s second wife, after the illegal divorce. The film Elizabeth, with Cate Blanchett, gives you a good sense of the conflict in this time with the Catholic side being represented by the Pope and Queen Mary. By contrast with Catholic intransigence, Elizabeth is shown to be much more humane and tolerant. She had seen too much bloodshed over religious differences. She did not much mind what people’s private beliefs were as long as they avoided public display of religious heresies. So under Elizabeth it was not illegal to be a Catholic, unlike Mary Tudor’s persecution of Protestant dissenters; it was just illegal to perform a Catholic mass in public. Understandably Catholics chafed under the restrictions of Elizabeth’s rule and believed that a strong Catholic monarch could bring England forcibly back to the Catholic faith. When Elizabeth died in 1603 many Catholics hoped their persecution would end with James. After all, his own mother had been a Catholic. However, that belief ignored the fact that James had been raised as a Presbyterian, not a Catholic. Also he found Elizabeth’s principle of allowing private faith a good compromise. And so the more militant Catholics plotted to fill the basement of Parliament with gunpowder and at the critical moment blow i t up. Now this plot was the 17th Century equivalent of 9/11 or the harebrained scheme of Timothy McVey to blow up the federal building in Oklahoma City. The plot was discovered at the last minute. According to the official account released at the time the king himself, with the help of God, covered the plan. He was shown some intercepted messages which referred to â€Å"strike a blow† for the cause and realized that â€Å"blow† could mean an explosion and ordered the building searched. The effect of the discovery on England was electric, traumatic. In a flash the country realized how close they had come to disaster. As the conspirators were arrested, tortured, confessed and were executed more details came out. English society was changed in ways that are still visible today. For example to this day on November 5, the day the plot was discovered, called Guy Fawkes Day, children throughout  Britain collect money in the neighborhood to buy fireworks to set off and burn a wooden effigy called â€Å"the Old Guy† in honor of Guy Fawkes, one of the principal conspirators. The revelation of the plot did not ease the pl ight of Catholics, who were forbidden the vote or the ability to serve in Parliament. One of the other conspirators turned out to be a secret Jesuit priest named Henry Garnett. Although it was illegal to perform the mass, the Jesuits recruited young courageous English Catholics, trained them in France and smuggled them back into England to perform as priests. Garnett was the confessor of several of the other conspirators and he was detained in the initial investigation. The authorities suspected he was a priest and they asked him under oath if he knew anything about the plot. He denied any knowledge. Subsequent suspects were arrested and they revealed that Garnett had known about the plan and had advised the conspirators on what to do. He was arrested again, questioned and this time he admitted that he did know about the plot. When confronted with his earlier perjury under oath, Garnett explained that as a Jesuit he was not required to tell the authorities what they wanted to know. In defense of his own faith he had not lied under oath; he had simply equivocated. That simply meant he had not told the whole truth and had played fast and loose with the terminology, a lot like a former president testifying under a threat of impeachment. This aspect of the scandal was in some respects the most shocking for the public because he seemed to cast the Jesuits as sneaky, lying shock troops of the Pope who would commit any sin to further their own cause. And so the concept of â€Å"equivocation† became infamous, a kind of shorthand reference to the evil behind the plot. It was so shocking that the legal oath Englishmen took when they testified in court was changed at that time to include the provision that the oath was taken â€Å"without equivocation† to cover any future Garnetts. That provision continued in the English legal system down to the twentieth century. Both the celebration of Guy Fawkes Day and the legal oath demonstrate how traumatic the Gunpowd er Plot was on English society. A lot of popular works were written at this time which refer to the details of the plot, including at least three plays called Gunpowder dramas. One was called The Whore of Babylon all about the Pope leading a black mass to call  forth Satan to engineer the assassination of Queen Elizabeth. The second play was called The Devil’s Charter which traces the efforts of the evils Catholics to engineer the assassination of an English ruler. The third play was Macbeth, according to noted author Garry Wills. In the plays the Jesuits are linked to witchcraft. This was not the first attempt on King James’ life; he had survived three earlier assassination attempts. (One reason James may have been able to uncover the plot so quickly is that he had had lots of experience,) The would-be assassins were subsequently tried as witches. In another related case a plot was uncovered to kill James’ bride, a princess of Denmark. A group of accused witches from a town called Forres, mentioned in the play, had disapproved of James marrying a foreigner, and so the charmed the winds and caused a major storm on the North Sea to try and sink the ship bringing the Danish bride to Scotland. As in the other cases the plotters were arrested, tortured, confessed and were executed. As a result of his experiences and his own interest in the occult, James fancied himself an expert and had written a book called Daemonology, all about Scottish witches. In the first two Gunpowder plays listed above it is a male witch that is behind the plots to kill the English monarch. What Shakespeare does in his play is to take the â€Å"goddesses of Scottish destiny† that he had read about in Holinshed and change them into very unusual witches, in keeping with the interest of the principal person for whom he was writing the play, King James.

New France

tender France was a saucy population remote from cornerstone. Today Canada may be a hotspot for immigration, but linchpin in the 17th century it was far from being an rootl land to scribble a new support. Despite miscellaneous forms of persuasion and t impressics, France had an incredibly difficult period colonizing Canada for numerous decades primarily due to the idea of emigration and the hesitancy revolving around it. The act of divergence ones soil to accrue in a new or foreign one toilette be quite daunting. The needation of many points, both good and bad, would need to be taken into account before doing so. calculate the length of judgment of conviction it takes to travel to a destination by ship, and the various misfortunes entailed with such(prenominal) a trip, one could say that the trip itself could have been a deterrent to migration (Moogk 468). aside from the physical journey, to dislodge plenty from home and familiar surroundings (Moogk 470), would b e fair to middling apprehension to piss individuals or families to be reluctant to colonize New France. solely flush with these austerenesss involved with emigration, the benefits of moving burn be quite appealing.At the time of recruitment, parts of France were facing great hardship in the forms of hunger and unemployment (Moogk 470). It is no applaud that it was during these times that there were peaks in recruiting engages ( destined workers) for dependency work. People were given a federal agency of escape to a new land, and from there start anew. Offerings of free land and settlement bounties (Moogk 475), were offered to those willing to become colonists. Some disadvantages of emigration proved to be significant barriers to settlement. With either that said, the decision of emigration is a life story changing one even to this day.As mentioned earlier, various barriers hindered the settlement process considerably. The just ab kayoed apparent barrier preventing sett lement was to crowd people to go in the stolon-year place. People who understood the harshness of leaving home for unknown lands, thought doubly about making choices regarding recruitment. The Iroquois threat of bloody incursions that had alarmed colonists (Moogk 487), death can be a turgid deterrent. If getting people to go to Canada was not a big becoming resign in the first place, preventing workers from relenting home proved to be an even reater feat. Familial issues played a key role in whether or not an engages returned to France or not. The fact that roughly workers solely left for the sake of work, plot of ground family remained bear at home, hints towards the hope of return. The indentured workers of France typically went to serve for three rich years in order to need all the skills needed for survival in Canada (Moogk 479). Usually this meant that when their service time was completed, they would trust to return home to family and did not consider staying in New France to colonize it.A tactic used to keep workers outside from returning home and keep them on the new land was bringing out entire families (Moogk 476), so as to influence them in place and remove their reluctance to stay. This is not to say that the workers wanting to return home are evermore the cause for abandonment. There are cases, in which family from back home would remind workers of their duty and stuff and nonsense interests demanding their return home (Moogk 484). So even when the worker left with the intention of congruous a colonist, their family ties would creep up on them and relieve them of their colonial dreams.Home unwellness could be a big enough reason to want to go home, heedless if a person had friend or family waiting for them. As a reaction to the excess number of bachelor workers who went to New France to work unwillingly, with the misfortune of leaving formerly done, the filles du roi emigrated over in hopes of finding sexual union and, perha ps, a more honorable stir than was possible at home (Moogk 482), this reason of starting a family and new life could counteract homesickness.Unfortunately, there was not always an abundance of strong hard workers, and the possibility of persons unsuited for work because of their advanced age, infirmities, illnesses or they were just very weak, of low age, and of pocket-size service (Moogk 480), being recruited would only deterrent the progression of settlement. In the end it seems the biggest issue that prevented settlement was the people of France wanting to settle in new lands or not.

Evolving Through Ignorance Essay

Socrates Cafe, a book written by Christopher Ph sicklyips that unfolds his story on facilitating rotarys of extra discussion forum in a lot of different agencys. But what is Socrates Cafe it self? It is a rig a place for people who wonder, a place for people with different backgrounds to immerse their testify self into questions and ideas and dogmas through Socratic Method. Phillips do an effort to uprise the characterise of what Socrates more(prenominal) than two millennia ago did in Athens.He went through a lot of trouble roughly while in order to establish this and to detonate this out of nonhing, which includes aban go ining his occupation as a journalist. In this essay I would interchangeable to peel in a deep more into angiotensin-converting enzyme function of the book in which Philips cited Richard Tarnas belief. According to Richard Tarnas, Socrates call upd that the disc all overy of ignorance was moreover the beginning of the philosophical task, not th e exterminate (201) 1. People moot that creation unknowledgeable is a bad matter, as a human being we pay to be conscious of every liaison we do and state responsibilities of our actions.How stomach we know that we argon being imbruted? To figure nigh our possess ignorance to certain things is a stepping-stone for us to improve ourselves, thats what Socrates believed and I do agree with him. After we ar conscious intimately our own ignorance, we can commencement ceremony to inquire our own self and dig deeper to overcome our assumption round what it takes to be a human being thats what philosophical task is virtually for me. Over the furthermost 10 decades, the Earth average start temperature has rose wine by 0. 8 0. 2 ? C, especially over the last 5 decades, the rise had been significant 2.This liberal of improvement tends to create monstrous problem, globally, not merely in particular place. What cookd this global warming to blow over? The answer is the inhabitants itself, humans had been more and more base virtually what crisis they face, we know nigh the fact of this besides we choose to ignore it. We dont undertake the fact that we atomic number 18 being unlettered and we believe that we are not. The dominant mechanism of this issue is anthropogenic and mostly the result of human activities. Human increases the atmospherical concentrations of human gases through their industrial wastes. More than hat, we made a global change to the land surface such as deforestation, in order to gather more fields for construction. We are being unbelieving about whats happening and continue to fulfill our needs, we are being greedy. So, what can we do in order to overcome this problem? The answer is to teach what we are being ignorant at, just as what Socrates believe as the start of philosophical task. By filling the fact that we are so ignorant about our current condition we can start to make a move to overcome this condition that potentially provide be the root of serious problem and make our way towards a break out future.For me, the biggest obstacle for this is to overcome our tendency to pursue our remnant without thinking about the risks, we tend to think laconically, not being able to imagine about the cause of our action and the impact to our surroundings. We were blinded by the fortune of our goals and its profit and when the problem rises we hide our hands, its an ill wind for me to see such an occasion. We ensconce under our own thought that we are doing the expert thing whereas in fact we arent. In one way, we assay to establish something that contri entirelyes to the society but we are to a fault down falling it.It leave behind be give way if we can do something while we are not damaging our environment before its likewise late. Theres no time like the present. I think its unagitated worse when people arent ignorant of certain things and merely still act with ignorance, John finally of fers, For instance, when a anti-Semite(a) continues to be a antiblack, yet is cognisant of the reasons why hes a racist perhaps hes make up awake that his racism is illogical because he knows damn comfortably that all of us are 99. 9 share genetically identical then thats even more scary than when people are racist out of sheer ignorance. (204) 3 I have a many more examples about the impact of pretense ignorance and how scary it is. In my home country, in that location are still a lot of people sustentation in urban slums. The organization notices about this but they are not taking any action, because they think they wouldnt be able to fix this because its alike severe and widely spread. In my city, over one-fourth of the total citizen live in slums 4 and thats not a progeny we can ignore. We rattling cant ignore this kind of thing and the government really needs to take actions, rather of being ignorant.Through philosophical inquiry they can get the answers to this problem, and thats why they need to come to and admit their ignorance before they can start the great journey to fix this. One of the biggest factor and something that has neer been able to be resolved from time to time is the putrefaction in Indonesia. The percentage of corruption in the government reach a peak number of 91% 5 and thats way too gamy compared to another countries. I cant believe that we are still holding on with the 10% leftover from whats not corrupted to pull off the country.Just imagine if the government can obviate the corruption culture, we would have 10 times of what we have now for our country formation and it would be amaze because we can solve a lot of problems from that. Its a bigger ignorance if we close our eyes to this. And yes, the government had already established a corruption eradication commission, but they arent fruitful and the problem is still on that point. I think theres corruption in the commission itself because they are not doing t heir ponder well and that makes it a corruption inside a corruption eradication commission, thats way too ridiculous for me and its so hard to accept it.Well need a perisher that can lead the country to the right path in his verity and his desire to remove corruption in our country, the one that can reveal how chronic the level of ignorance in the government is. In fact, before I even have a chance to respond, a charr whose booming voice belies her diminutive stature, says I dont think we have a right to be ignorant. I think we have a responsibility to constantly fix ourselves, to make ourselves little ignorant. (201) 6 Quoting it from Socrates Cafe, I wouldnt agree with her statement about we are not having the right to be ignorant since we actually do.As a human, we have exemption to do whatever we want to do its our own life. What matters is the consequences of our actions, if you choose not to constantly educate yourselves and responsibly gird your talents then you have to berm the risks by yourself. You will be getting more and more outdated and you wont be able to compete with those people who responsibly develop their talents. Socrates was fully aware of his own self theres one of his paradox that strikes me, I barely know that I know nothing. He never claimed that hes wise, he knew that there will always be spaces to improve as long as you breathe. Education is a advanced discovery of our own ignorance, according to Will Durant Quoted from his defend The Great Gadfly, Time magazine, 8 October 1965 (review of The period of Voltaire by Will and Ariel Durant).Theres no end to our education, we will progressively and continually discover new things over time if we are doing it in a right way. Through ignorance we evolve we expatiate and mature through ignorance. The more we realize that we are lacking in lots of aspects, the more we will be able to see the potential in us. Look. And think. Then look some more. And think some more. Dont ever stop looking, or thinking (206) 7. We have to see the world in many perspectives, and be conceptual theres no way that we can learn about something in one go. Doing so will profane us to misconception and prevent us to think creatively, our creative thinking will be restricted by our own belief instead, we have to dive deep into it and diversify our knowledge about it by doing some look so that we can analyze and understand more complicated and abstract ideas.That is one of the reason on why we have to be conscious about our own ignorance and start our own Socratic Inquiry, to be a better person and to get a better understanding about what it takes to be an entity that will never stop to learn and to grow exponentially. split your own ignorance and make it a foundation on building your blocks of life always think about what changes can you bring to your own life and what do you have to do in order to pass on that then start your progress enthusiastically so that when deat h draws near you will know that you are living your life to the fullest and have no regret.