Oedipus The King Nature Essays - Oedipus The King, Oedipus

Oedipus The King Nature The Blind nature of Oedipus One of the main themes in Oedipus the King is blindness. Not just physical blindness, but intellectual blindness as well. This issue is an effective contrasting method for Oedipus at different points in the play. By saying "blindness", however, is a little misleading. It can be broken down into two sections: Oedipus's ability to "see", and his willingness to "see". The word "see" can be used in both contexts. Throughout the play, these two details are always at the center of the play. In the beginning of the play, Oedipus has perfect sight or vision. However, he is blind and ignorant to the truth about himself and his past, which relates to the idea of "truth v.s. appearance". He desperately wants to know, and to understand, but he cannot. At this point, it is obvious what Oedipus's action must be to overcome the blindness. Ironically, into the play is introduced a prophet, Teiresias, who is physically blind, but who has great mental power. This justifies Oedipus as a man ignorant to the true appearance of things - this blind man can "see" the truth about Oedipus, yet Oedipus, in all of his physical perfection, cannot. Brocco 2 Oedipus does have tragic flaws, which are standard in the Greek tragedies. Oedipus has a tragic flaw, which brings him to his end. Although it cannot be summed up into one word, there is evidence that his flaw may be ignorance or blindness to his own fate. This is true because we see Oedipus trying to avoid his fate, which was that he would kill his father and sleep with his mother, but he ran away from his homeland. Only if he had stayed then he may have been able to try to take his fate into his own hands, but instead he fulfilled the prophecy. Oedipus had changed dramatically throughout the end of the play. After realizing his flaw of fleeing his fate and actually killing his father, he was desperate to find the truth. In his case though, he wanted to see the truth and he finally got that chance. After marrying his mother and becoming aware of all that had happened he went into despair. After knowing that he couldn't see the truth and wasn't aware to understand what happened, he made himself blind. He didn't want to see the truth and he wanted to run away after all that has happened in his life. Tiresias told Oedipus his fate and predicted his physical blindness would soon come forth, "You are a poor wretch to taunt me with the very insults which everyone soon will heap upon yourself" (lines 408 - 410). He said this because of Oedipus' attitude towards it. This was when he didn't want to believe a blind man, a man that couldn't see what he could see and he thought Tiresias wouldn't be able to understand everything that was going on. Unfortunately for Oedipus he was completely wrong. This is where the roles are reversed and he becomes the blind man who has seen more than he wanted to. Brocco 3 It is evident that he is more reluctant to accept his fate than in the beginning of the play. This goes along with the fact that him blinding himself is dramatically appropriate. This was due to the fact that he didn't want to know the truth anymore and wanted to get away in a sense. Oedipus the King was Sophocles' attempt to show the Greek God's that they could not avoid the dealings of the gods, or they may be forced to have a plot against the people he should love the most. Jocasta, his mother/wife, was in this way, a victim. Even though she brought it upon herself, by not telling Oedipus that she knew of his fate, it was at this moment when she became aware of her punishment. In desperation at this point, she kills herself. Oedipus the King is a true tragedy in the sense that fate and Oedipus' own tragic flaw combined through the play to bring about his downfall. What makes it much more tragic though is that the events were, for the most part, out of Oedipus' control. When Oedipus speaks to Jocasta, it is very clear that she knows about his fate and what just might happen if he finds out. He basically says to her, How can you say that, when the clues to my birth are in my hands? The only

The Miracle Worker By William Gibson.

The Miracle Worker By William Gibson. Annie's Positive Influence On Helen, Captain Keller, Kate, and JamesThis essay displays Annie Sullivan's positive influence on Helen, James, Kate, and Captain Keller from the book The Miracle Worker by William Gibson. The Miracle Worker is a story that shows the strength and power of human will and its ability to triumph over the most devastating handicaps. During the course of the story Annie Sullivan makes extensive changes in the lives of the members of the Keller family.Foremost, Annie's most tremendous impact is on the main character of the story, Helen Keller. Annie not only teaches Helen to communicate with the environment around her, but at the same time she teaches her the proper etiquette of a human being without her disabilities. But that was not the case before she arrived at the Keller household. Before Annie had come to the Keller's, Helen was a child lost in her physical disabilities, and trapped inside a useless body, unable to communicate comprehensively with anyone or anything.Helen Keller with Anne SullivanShe understood almost nothing, and had no code of civility. A legible example of this behaviour was when Helen would pace around the table during supper time, sniff gratuitously at her family member's dishes and taste their food openly without anyone noticing or paying even the least significant amount of attention to her doings (This is a good exposition that the Keller family has never taken the time to show Annie right from wrong). A quote from the novel which supports this information is "While this background talk is in progress, Helen is working around the table ultimately towards Annie's plate, she messes her hands in James's plate, then in Keller's, both men taking it so for granted that they hardly notice." (Pg.54, The Miracle Worker, by William Gibson, Bantam Books,

Potential Rewards and Risks of Strategies for International Essay

Potential Rewards and Risks of Strategies for International Organisations - Essay Example Planning and preparation of strategies for an organisation become very crucial as those, at times, determine the fate of the organisation. Globalisation is the modern approach of business. Many organisations operate their business globally providing it with huge market to operate. In the present context, the strategies of an organisation are quite developed which mostly deal with the overall development of the business enterprise, generally focusing on the growth of the organisation, nationally and internationally. Strategies can be referred to the set of plans which are prepared and developed by the higher level of management of the organisation. This paper involves with the reasons behind the preparation and usage of strategies by the organisation. It also includes the means of strategies used by the organisations for their international operations (John & Gillies, 1996). Reasons behind the International Businesses Usage of Strategies Strategies are prepared by an organisation with an intention to deal with any unfavoured consequences, if occurred, in future context and so to grow the business in both future and present context. A well planned strategy helps to organise and to allocate the available resources of an organisation into a distinct and feasible position focusing on the internal competencies and drawbacks. Strategies prepared by the organisation are expected to anticipate changes in the environment and the moves taken by intelligent competitors (John & Gillies, 1996). ... Strategies are prepared by the organisations with various intentions. Quite a few strategies are prepared by the organisations which operate its business nationally and internationally. Strategies once prepared help an organisation to achieve a clear sense of direction for the business which also helps the organisation to take a forward view and establish a clear set of objectives and goals. Strategies prepared by the management have proved to be helpful for the better functioning of the business as they provide important integrating and co-ordinating function for the companies operating largely in context of economy. Strategies are prepared by the internationally functioning organisation to ascertain the marketing trends and to help the organisation by supporting it with sustainable growth. Strategies help the organisation through this role of co-ordination to minimize intra-organisational conflict including tensions in headquarters and relationships among subsidiaries. The higher l evel managers of organisation prepare strategies as it serves as a guide to action, providing a framework for the companies functioning and operating their business worldwide to take operational and administrative decisions. The strategies encourage the corporate performance by maximising strengths and opportunities, minimizing weaknesses and treats. Strategies enable an organisation to respond successfully to the uncertainty, complexity and competitiveness of the international business environment encountered by firms of increasing global scope (Mintzberg, 2003). Preparation of the strategies is done by the management with great attention. There are various required fields where

Arab-Israeli war Essay Example | Topics and Well Written Essays - 750 words

Arab-Israeli war - Essay Example When they left their homeland, they dispersed to different European areas while carrying their identity with themselves. They ended up being quite successful and their success resulted in anti Jewish sentiments. The Jewish community experienced rejection throughout the world and during the 638 AD, the land recognized as Jerusalem was taken over by the Ottoman Empire and Muslim rule was observed in this area. Later in 1517, the region of Palestine was captured by the Ottoman Empire and during the period of 1897 the congress of the Zionist started protesting for a homeland of the Jewish community in the region of Palestine. Later during the World War I, British obtained support from the Arab community by promising them a separate land which even included Palestine in return of their support during the war to defeat turkey which was supporting the Germans in the war. Three years later, the British even promised Jews for a separate homeland in the region of Palestine. Before this promise , the region was divided between France and Britain. In this division France secured the regions of Syria and Lebanon and Britain secured the regions of Iraq and Jordon while an agreement was made to internationalize the region of Palestine. After the war, British failed to keep its promises and Jews started migrating to the region of Palestine. ... er in size and more amount of land was assigned to the Jewish community because of sympathies the UN had for Jews due to their experience during the Holocaust. The first wave of war that took place between Arabs and Jews was an outcome of the creation of independent state from the Jews and this region as recognized as Israel. Due to this Arabs started fighting against Israel and took hold of a small region recognized as the Old City of Jerusalem. This war led to a ceasefire, but after the first four weeks of this Cease fire, the Jews made advancements and another cease fire took place. Then in the August of 1948, the war started again and a cease fire was observed during 1949. Due to this, Arab refugees gained refugee in camps created on the borders of Israel which is another cause of the entire conflict. This led to the division of the entire region into three parts with Jews covering major portion of the region. In 1956 Jews again started war over Egypt and later cease fire took pl ace but by that time Jews had taken over the Gaza strip along with Sharm el Sheikh. Later Jews returned these pieces of land by getting into an agreement through which they could access Gulf of Aqaba (Tucker 850). The Jews even banned the return refugees and this is one of the long term reasons due to which Arabs hate the Jews to date. Later more land was captured by Jews during 1967, but it was later returned as enforced by United Nations. Approximately 20 years later, Palestinian uprisings started to take place in the region of Gaza Strip and these uprisings were called as Intifada. These uprisings were conducted by people of all ages and in these uprisings, the Israeli army was stoned by the protestors. As feedback, Israeli army started killing children who were protesting and a three

Paul and Wives Submission Essay Example | Topics and Well Written Essays - 1500 words

Paul and Wives Submission - Essay Example Paul. Will a realised soul like him compromise the revelations of the gospel? The real problem with all revelations, including the present issue under discussion related to the inferior status of women, is elsewhere. These revelations are not made at the mind level, but transcending the mind. At that level what is revealed is perfect and no one can imagine duality there. All realised souls reveal the same truth from their levels. Just as the sun and the moon are one and the same for all individuals practicing different faiths, the ultimate truth is the same for all men and women and for the entire humankind. But the mind-level preachers, mullah, pundits and the so-called intellectuals interpret it from the level of their spiritual progression and hence the differences crop up. Interpretations about the truth vary, but truth in in itself is Immutable. A common individual who thinks from the mind-level is unable to comprehend the profound and deep meaning of a particular word or a phra se uttered by the realised soul. Various interpretations crop which result in arguments and counter arguments. In the heat of such arguments the real issue is lost sight off. The context in which the revelation is made has some bearing, but truth is beyond all limitations of time as well. Go through the arguments of John Temple Bristow on Paul and Wives submission. He writes, â€Å"Perhaps Paul was torn between the ideal and realities of his time. Perhaps he compromised the gospel in order not to upset the social structures of his age. Perhaps Paul could not escape his own background and culture or perhaps Paul gave a good line in public, but in private revealed his own disdain regarding women.†(Preface, x) Bristow make the careful and repeated use of the word ‘perhaps’ and I give full credit to him for treading carefully while trying to comment on the revelations of Paul on this sensitive subject. This viewpoint is one that of an intellectual and has been elucid ated here just to restate the position of mind-level interpretations and the pitfalls involved in such procedure. Mr. Bristow has erred in his judgment about the stand of St. Paul, relating to the status of women. Whatever are the realities of time, a Realized Soul will not employ shortcuts to gain followers for his viewpoints. He will stand by truth on his assertions on any topic, irrespective of the consequences. I believe that women are equal to men and yet I’m wrong. Let’s assume for a while, from the secular point of view that men and women are equal. From the spiritual standpoint, women are more equal as compared to men. How can one treat women as equal to men? God has created her, given her the status of more equal. Nobody can take that right away. It is the woman who gives protection for the initial nine months to the divine creative force of the future of humanity, male or female. St. Paul is aware of this position and one cannot expect a divine personality to make mistakes in divine interpretations about man-woman status. Expressing his dilemma about the stand of St. Paul on this issue, Bristow admits his confusion and writes, â€Å"We were also taught that women, according to Paul, are to obey their husbands and to be subject to male leadership.

The Personality And Academic Achievement

The Personality And Academic Achievement ABSTRACT Chemistry achievement is one of the major interests of educators. Educational psychologists have been always concerned to identify the factors that affect students achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The purpose of this study is to determine the effect of students personality and attitude on Chemistry achievement. Data were collected by self-prepared survey instrument. The opinions of personally approached 780 secondary school students of government, semi-government and private school sectors were surveyed through stratified random sampling. Data was analyzed by calculating mean, and by applying one way ANOVA. The results revealed that Gender, Family Type, School sectors, Parents Education, and Choice of Course have significant effect on chemistry achievement. Findings of study also revealed that out of five sub-factors of personality, the two sub-factors (Conscientiousness and Openness to Experience) effect signific antly on students having 50-80% marks achievement in chemistry. From 81-90% the significant determinant of chemistry achievement is the sub-factor Achievement Motivation and above 90% marks the significant predictor of Chemistry Achievement is sub-factor Motivation. The research will benefit Educators, Curriculum developers, Teacher, Parents and students. Findings of the factors influencing academic achievement will help educators to develop fair academic curricula that can compensate for known weaknesses a student might carry in the classroom, and those that can nurture a students strengths. Keywords: Attitude towards chemistry; Personality traits; Chemistry Achievement; Openness to experience; Conscientiousness; Motivation; Achievement Motivation. Introduction Academic achievement represents the understanding of the student about different concepts and skills developed in different subjects. In most of the countries, parents usually desire that their children show high level of academic achievement which sets a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio economic status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students total potential and capabilities of learning. Hence academic achievement occupies a very vital place in our education as well as in the learning process. Achievement is the major outcome of education, the level to which a student, teacher has accomplished their educational goals. According to Crow and Crow (1964) academic achievement is reflected by the extent to which a skill or knowledge has been acquired by a person from the training imparted to him. Previous studies in science education revealed that students at all levels struggle to learn chemistry, but most of them remain unsuccessful (Herron, 1975; Nakhleh, 1992; Sawrey, 1990). Knowledge of the factors that influence academic success has important implications for learning and education. Academic success is strongly influenced by individual differences in personality and attitude. Literature Review Personality and Academic Achievement: Personality is the basic area of study for psychologists. Hall and Lindzey (1991) state that personality may be defined in terms of characteristics or abilities, that are highly representative of an individual and is an important part of the overall impression created on others. According to Pervin, and John (2005) Personality comprises of unique set of characteristics that define an individual feelings, way of thinking, and behavior. Personality is a person set of relatively stable characteristics that account patterns of behavior, in various situations each individual in some ways is different and in some ways is unique. There is much concern about the science achievement of the students in high schools recently. Accordingly a strong emphasis is currently placed on improving the quality of science education (Morrel Lederman, 1998). A widely used personality model, McCrae and Costas NEO Five Factor Model, or Big Five Model (1990), comprises of Extraversion, Neuroticism, Conscientiousness, Openness to Experience and Agreeableness. Recent studies show that Big Five traits measurement is powerful enough to explain a moderate percentage of the variance in academic achievement (Blickle, 1996; Rolfhus Ackerman, 1999). The relationship between Extraversion and academic achievement shows that Extravert students perform better in primary schools where as introverts perform well in secondary schools and university (Eysenck Cookson, 1969). Introverts are benefited in written exams, while extraverts have an advantage in oral exams (Chamorro- Premuzic Furnham, 2003a; Furnham Medhurst, 1995). Table 2.1: Characteristics of Big Five Personality Traits Big five traits Characteristics Sample Items Extraversion Impulsive, Ambitious, Social, Caring, optimistic, Confident I learn more through cooperating and discussing with my classmates. Agreeableness Friendly, helping, trusting, Kind, Cooperative Kindhearted, Supportive. I realize that helping my classmates in chemistry benefits me. Conscientiousness Hardworking, Motivated, well organized, dutiful, achievement-oriented I strive to achieve excellence in everything I do. Neuroticism Nervous, Sensitive, disturbed, confuse, distract I cannot understand the imaginary concept of Chemistry. Openness to Experience Open-minded, Inventive, Curious, Imaginative, Innovative I am always willing to accept the new experiences of Chemistry. Neuroticism is the condition of fear, nervousness in stressful conditions i.e., exams (Hembree, 1988; Siepp, 1991). Neuroticism leads to poor self-concept (Wells Matthews, 1994) and low self-estimated intelligence (Furnham, Chamorro-Premuzic, and Moutafi, under review). Chamorro-Premuzie and Furnham (2003) found that Neuroticism may impair academic achievement or has no significant associations with academic achievement (Puklek Levpu[scaron] [caron] ek Zupan[caron] i[caron] 2009a).Openness to experience is significant predictor of academic achievement(Bratko et al., 2006; Laidra et al., 2007). Openness to experience and agreeableness are positively related to academic achievement (Lounsbury et al., 2003; Farsides Woodfield, 2003). Researchers have shown significant associations between Conscientiousness and academic achievement in school (Noftle Robins, 2007) because careful, organized, hardworking, and achievement-oriented students may expect to succeed in academic settings. Attitude and Academic Achievement Osborne et al. (2003) state that attitudes are the feelings, beliefs, and values held about an object, in terms of chemistry may be enthusiasm about chemistry, perceptions of chemistry, and the contribution of chemistry to society or scientists. Thus attitude play a vital role in fostering long-lasting learning and to determine students academic achievement. Affective characteristics are considered as an important domain of attitude so in this study we select seven affective characteristics that are motivation, interest, confidence, enjoyment, importance, anxiety and achievement motivation. Table.2.2: Characteristics of Affective Domain of Attitude Scale Description Sample Item Enjoyment Fascinating, Exciting, Fun, Interesting, Attractive, Captivating Chemistry lessons are interesting and fun to study. Anxiety Worry, Nervous, Fear, Confuse, Uncomfortable Chemistry usually makes me feel uncomfortable, nervous and confused. Importance Useful, beneficial, Advantageous, Helpful, Aware Chemistry is useful if the topics are connected with our daily life. Interest Aware, Curious, Like, I am interested to know about the new researches in chemistry. Motivation Inspiration, Reinforcement, Stimulation, Encouragement When I fail in Chemistry course, it encourages me to try much harder to do well in Chemistry. Confidence Success, Sureness, Sef-reliance I am sure I can learn and can do advance work in Chemistry Achievement Motivation Extent to which students are motivated to achieve their goals. I get good grades in Chemistry than any other subject. An examination of literature on attitude and chemistry achievement reveals conflicting results (Shibley et al., 2003; Turner and Lindsay, 2003). While some claim a low correlation between attitude and achievement, others claim the two are strongly positively correlated. Wei-nburghs (1995) meta-analysis of the research suggests that there is only a moderate relation between attitude and achievement. Previous researches show the effect of affective characteristics of attitude on academic achievement. Skaalvik and Rankin (1995), Egitimidergisi, (2007) found that motivation is correlated with academic achievement. Academic achievement is most likely to occur when learning is self-directed and students are motivated (Ryan, Connell, Deci, 1985). Furthermore, researchers have found that motivation leads to engagement in academic tasks, which is related to achievement (DeCharms, 1984; Dweck, 1986). Interest is an individual predisposition and a psychological state of mind, which is important for cognitive engagement, learning, and achievement (Ainley, Hidi, Berndorff, 2002; Pintrich Schunk, 2002). Krapp approach interest in two different point of views, Personal and situational interest. Personal interest is topic-specific, persists over time (Schiefele 1991). However, situational interest is aroused as a function of the interestingness of the event or object and it is also changeab le and partially under the control of teachers (Schraw, Flowerday, Lehman 2001). Interest is related to students devotion, goals, and depth of learning (Hidi Renninger, 2006). Interests increase when students feel competent, so even if students are not initially interested in a subject or activity, they may develop interests as they experience success. (Stipek, 2002). Whitfield (1979) reported chemistry and physics as the least enjoyable subject. Analysis indicates that there is significant mean difference between Grade 9 and Grade 10 students attitudes toward chemistry as a school subject on enjoyment and importance dimensions (Can Boz, 2012). Achievement motivation is correlated with academic achievement (Camara, 1986). Individuals academic achievement depends not only on their motivation to achieve but also on whether they expect to achieve and whether they fear failure. Students work hard when they perceive a reasonable chance to succeed than when they perceive a goal to be o ut of reach (Atkinson, 1964). Demographics (Gender, School Sector, Parents Qualification, Choice of Course) and Academic Achievement: Previous studies demonstrate that achievement in science is gender dependent. Male and female students achievement in science is significantly correlated (Schibeci and Riley 1986, Weinburgh 1995). Previous research revealed that boys outperform girls in science in most countries (Pinchas 1988, Wang Staver 1995). Gender differences in science achievement test scores have not typically been large when compared. However, recent studies on gender differences in science achievement reported a change in pattern, thus reporting either no gender differences (Ventura 1992, Calsambis 1995) or girls outperforming boys in science (Young and Fraser 1990, Soyibo 1999). Fraser-Abder (1990) investigated the effects of gender, school-type (single-sex or coeducational schools, private denominational or government schools), parental occupation, and socioeconomic status on science achievement in Trinidad. Fraser-Abder found that girls scored significantly higher than boys on the science test. Zappala ( 2002) argue that the type of school a child attends influences academic achievement. Schools according to Sentamu (2003) are social institutions in which groups of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. Parents education is positively related to students academic achievement. This is supported by Dills (2006) and Owens (1999). Considine and Zappala (2002) Kwesiga (2002) reveal that School sector (public or private) is linked to academic performance of students. Parents who scaffold learning experiences and provide support to their children when needed early in childrens lives may prepare their children for school entry and provide basis for them to benefit from educational activities (Pianta Egeland, 1994; Pianta et al., 1990; Pianta et al., 1997). Parents own behavior as well as joint family activities have been shown to influence childrens academic motivation and behavior ( Chen, Lee Stevenson, 1996; De Garmo, Forgatch Martinez, 1999; Grolnick Slowiaczek, 1994; Heiss, 1996). Authoritative parenting, has positive effects on how students approach the demands they face in school (Bradley et al., 2000; Gutman Eccles, 1999). Interest and attitude of learners towards the subject plays a decisive role for the success of the learner. Students choose course by their interest are believed to be highly motivated to learn than students placed in a department without their interest. High motivation is a factor which can lead students to a better achievement. Studies done by different authors disclosed that motivated students perform better academically than unmotivated ones (Bank and Finlapson, 1980; Broussard and Garrison, 2004; Sandra, 2002). Significance of the Study Attitude towards Chemistry and personality traits vary over time and effect academic achievement of students in different ways. Previous studies show that attitudes and personality towards Chemistry achievement are cultural dependent. Culture varies between and within countries. Therefore, it is reasonable to assume large number of variations in students achievement in chemistry reported from different parts of the world. Gender role varies in different cultures; it is therefore likely that chemistry achievement is gender dependent. Chemistry achievement is one of the major interests of educators. Although being not very frequent affective characteristics are studied together with personality and achievement in chemistry education. However studies based on Affective Characteristics and Achievement or on Personality and Achievement is found separately but combine study of all these three factors is not found in chemistry education. Prior research has established that both personality traits and attitude are associated with academic achievement. However, not much is known about the joint influence of personality traits and attitude on learners Chemistry academic achievement. In the current study, researcher sought to fill in this gap in the literature by directly examining the relationship between personality, attitude and academic achievement. Three major research questions were investigated: (1) what is the relationship between secondary school science students Big 5 personality traits and affective characteristics of attitude on their Chemistry academic achievement? (2) How demographic factors (age, gender, family type, school sector, choice of course and educational levels of parents) influence Chemistry academic achievement of secondary school science students. (3) Are the Affective Characteristics of Attitude depends on each other? Methods Development and Validation of Instrument To investigate the aim of this study, the first step was to develop a valid and reliable questionnaire for measuring students personality trait and attitudes toward chemistry achievement. Rather than translating an attitude and personality questionnaire among those available in literature, we constructed a new questionnaire, in order to be more relevant to the curriculum and conditions applied in the Pakistan schools. The questionnaire was prepared on the basis of Likert scale type. It was prepared by keeping in view different aspects of the problem. All participants completed a 37-statement investigator-developed questionnaire. The Questionnaire includes six demographic variables as well as two factors (Personality Attitude). Six demographic variables are included that elicits respondents background information. All participants were asked to rate each item using a five-point scale where a 5 represented strongly agree and a 1 represented strongly disagree. The ratings for all statement on each scale are summed, and a higher score indicates more obvious trait characteristics. All items were written in a structured alternative format design to reduce the tendency to give socially desirable responses (Harter, 1982). The pilot testing was done on a sample of 50 students. The reliability of the research instrument was 0.84 and level of difficulty of questionnaire was moderate. Procedures The authors obtained authorization from school administrators to conduct the study. Through individual meeting communications were provided to the school counselors (or classroom teachers) to explain the purpose of this study and the research instrument. Students were recruited through voluntary participation. There were 780 students who participate in this study. The investigators administered the Questionnaire to consenting students either during classes. Before administering the survey, the purpose of the study and the procedures to complete the Questionnaire were explained to the students. Students understanding of the survey was verified and questions about the survey were answered. Data Analyses Quantitative analysis was performed with the help of SPSS (Statistical Package for Social Sciences). Mean and one way ANOVA was applied on the data to investigate questionnaire in terms of personality traits and attitudes toward chemistry. Effect of Gender and Family Type on Students Chemistry Achievement Figure 1 illustrates a significant effect of Gender and Family Type on students Chemistry Achievement. Figure indicates that Male students have the mean value 3.66 and are high achievers in chemistry as compare to female students having mean value 3.60, while students belongs to Nuclear Family have the mean value 3.65 and are high achievers in chemistry as compare to students who belongs to Joint family system having mean value 3.62. Figure 1: Mean values of Class, Gender and Family Type on the basis of secondary school students Chemistry Achievement. Effect of School Sector on Students Chemistry Achievement Figure 2 shows a significant effect of School Sector on students Chemistry Achievement. Figure indicates that the Private school show highest mean value 4.14 of Chemistry Achievement while the Government School show lowest mean value 2.78 of Chemistry Achievement and Semi-Government School show moderate mean value 3.98 of Chemistry Achievement. Figure 2 shows Mean values of School Sector on the basis secondary school students Chemistry Achievement. Effect of Father Qualification on students Chemistry Achievement Figure 3 indicates that the students whose Father qualification is Masters show highest mean value 4.17 of Chemistry Achievement and the students whose fathers are Uneducated show lowest mean value 2.34 of Chemistry Achievement as compare to the students whose father qualifications is Matric, Intermediate, Graduation and Masters. Figure 3 illustrates a positive significant effect of Father Qualification on secondary school students Chemistry Achievement. Figure 3 shows Mean values Father Qualification based on secondary school students Chemistry Achievement. Effect of Mother Qualification on Students Chemistry Achievement Figure 4 indicates that the students whose mother qualification is Masters show highest mean value 4.21 of Chemistry Achievement and the students whose mothers are Uneducated show lowest mean value 2.37 of Chemistry Achievement as compare to the students whose mother qualifications are Matric, Intermediate, Graduation and Masters. Figure 4 illustrates a positive significant effect of Mother Qualification on secondary school students Chemistry Achievement. Figure 4 shows Mean values of Mother Qualification on the basis of Secondary School students Chemistry Achievement. Effect of Choice of Course on Students Chemistry Achievement Figure 5 illustrates a significant effect of Choice of Course on Students Chemistry Achievement. Figure indicates that the students who choose chemistry for Better Academic Accomplishment show highest mean value 3.93 of Chemistry Achievement and the students who choose chemistry Out of Interest show lowest mean value 3.36 of Chemistry Achievement. Figure 5 shows Mean values of Choice of Course based on secondary school students Chemistry Achievement. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 51%-60%Vs. 61%-70% 51%-60%Vs. 71%-80% 91%-100%Vs. 50% below 50% 91%-100% Vs. 51%-60% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Extraversion Between group 2.445 (5) 0.489 1.136 (0.340) Within group 333.101 (774) 0.430 Agreeableness Between group 5.249 (5) 1.050 2.196 (0.053) Within group 369.982 (774) 0.478 Conscientiousness Between group 8.395 5 1.679 4.180 (0.001) -0.2453 (0.015) -0.2992 (0.001) Within group 310.866 (774) 0.402 Neuroticism Between group 4.343 (5) 0.869 1.485 (0.192) Within group 452.680 (774) 0.585 Openness to Experience Between group 10.273 (5) 2.055 3.661 (0.003) -0.55686 (0.009) -0.34645 (0.048) -0.31730 (0.042) -0.38241 (0.005) Within group 434.327 (774) 0.561 -0.15460 (0.017) Personality Between group 2.616 (5) 0.523 3.044 (0.010) Within group 133.024 (774) 0.172 Table 3: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Personality trait Effect of Personality Traits on Students Chemistry Achievement Table 3 indicates that there is no significant effect of secondary school students Personality trait Extraversion, Agreeableness, Neuroticism on Chemistry Achievement. Table 3 also reveals that there is significant effect of secondary school students Personality trait Conscientiousness on Chemistry Achievement. From the Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 61%-70% and 71%-80% show more Conscientiousness that the students who got 51%-60% marks. Table 3 also specifies that there is significant effect of secondary school students Personality trait Openness to Experience on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 50% below 50%, 51%-60%, 61%-70% and 71%-80% show more Openness to Experience than the students who got 91%-100% marks. Table 3 also illustrates that there is significant effect of secondary school students Personality on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 71%-80% show more Personality than the students who got marks 51%-60%. Sum of Squares (df ) Mean Square F-values (p-values) Post hoc (p-values) 81%-90% Vs.51%-60% 81%-90%Vs. 61%-70% 91%-100%Vs. 50% below 50% 91%-100% Vs.61%-70% 91%-100% Vs. 71%-80% Interest Between group 3.199 (5) 0.640 0.857 (0.510) Within group 577.815 (774) 0.747 Motivation Between group 12.250 (5) 2.450 3.923 (0.002) -0.61783 (0.005) -0.33498 (0.042) -0.36734 (0.015) Within group 483.388 (774) 0.625 Enjoyment Between group 5.923 (5) 1.185 1.197 (0.309) Within group 766.010 (774) 0.990 Confidence Between group 4.141 (5) 0.828 1.790 (0.112) Within group 358.069 (774) 0.463 Importance Between group 2.379 (5) 0.476 0.832 (0.527) ) Within group 442.382 (774) 0.572 Anxiety Between group 5.907 (5) 1.181 1.419 (0.215) Within group 644.330 (774) 0.832 Achievement Motivation Between group 12.150 (5) 2.430 3.637 (0.003) 0.36081 (0.015) 0.28473 (0.033) Within group 517.194 (774) 0.668 Attitude Between group 1.168 (5) 0.234 0.671 (0.646) Within group 269.496 (774) 0.348 Table 4: One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Affective Characteristics of Attitude Effect of Attitude on Students Chemistry Achievement Table 4 also indicates that there is no significant effect of secondary school students Interest, Enjoyment, Confidence, Importance, and Anxiety of Chemistry lessons. Table 4 indicates that there is significant effect of secondary school students Motivation towards Chemistry on Chemistry Achievement. Tukey Post Hoc Test of Multiple Comparisons it is evident that the students who got marks 91-100% show more Motivation as compare to students who got 50% below 50%, 61%-70% and 71%-80% marks. Table 4 illustrates that there is significant effect of secondary school students Achievement Motivation towards Chemistry on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons revealed that there is significant effect of secondary school students Achievement Motivation on Chemistry Achievement. The students who got marks 81%-90% show more Achievement Motivation than the students who got 51%-60% and 61%-70% marks. Table indicates that there is no significant effect of secondary school students Attitude towards Chemistry on Chemistry Achievement. Inter-relationship between different sub-factors of affective attitude Variable r- value Sig. Enjoyment and Interest 0.765 0.000 Interest and Motivation 0.694 0.000 Interest and Confidence 0.623 0.000 Interest and Importance 0.574 0.574 Interest and Anxiety 0.031 0.389 Interest and Achievement Motivation 0.666 0.000 Motivation and Enjoyment 0.566 0.000 Motivation and Confidence 0.824 0.000 Motivation and Importance 0.476 0.000 Motivation and Anxiety 0.014 0.687 Motivation and Achievement Motivation 0.464 0.000 Confidence and Importance 0.500 0.000 Confidence and Anxiety 0.009 0.793 Confidence and Achievement Motivation 0.445 0.000 Importance and Anxiety 0.008 0.834 Importance and Achievement Motivation 0.407 0.000 Anxiety and Achievement Motivation 0.196 0.000 Table 1 shows that r-ratio (0.765) SO, there is strong positive relationship between secondary school students Interest in chemistry and students Enjoyment in learning chemistry lessons. r-ratio (0.694) indicates strong positive relationship between secondary school students Interest in chemistry and students Motivation in learning chemistry lessons. r-ratio (0.623) illustrate the strong positive relationship between secondary school students Interest in chemistry and students Confidence in learning chemistry lessons. r-ratio (0.574) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance and there is no significant relationship between secondary school students Interest in chemistry and they do not know the Importance of chemistry lessons. r-ratio (0.031) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance so,there is no significant relationship between secondary school students Interest in chemistry and their Anxiety about chemistry lessons. r-ratio (0.666) il lustrate the strong positive relationship between secondary school students Interest in chemistry and students Achievement Motivation about chemistry lessons. Table 1 also shows that r-ratio (0.566) shows the moderate positive relationship between secondary school students Motivation about chemistry and students Enjoyment of chemistry lessons. r-ratio (0.824) represents strong positive relationship between secondary school students Motivation about chemistry and students and Confidence about chemistry lessons. r-ratio (0.476) shows the intermediate positive relationship between secondary school students Motivation about chemistry and Importance of chemistry lessons. r-ratio (0.014) is not significant at pà ¢Ã¢â‚¬ °Ã‚ ¤0.05 level of significance So, it is evident that there is no significant relationship between secon

Celtic Druids :: European History Essays

Evidence of the Celts first came about 400 BCE from Northern Italy. More evidence or encounters were found during the young Roman Empire. Many of the accounts we hear of them come from Greek and Roman writers, such as Julius Caesar and Diodorus. There were various tribes to this group, many of them called Galli by the Romans and Galataoir Keltoi by the Greeks, these terms meant Barbarian. The Greek word Keltoi was what Celts came from, this is the reason the C is pronounced as a K. As languages went there was one language that tied all of them together, Old Celtic which is the descendent of the original Ur-Lnaguage. "Welsh, Breton the language of Brittany, in France- and the variants of Gaelic spoken in Ireland and Scotland are all Celtic languages"(Stokstad 485). Celtic Druids Evidence of their culture is basically archeological, it has also come from oral tradition, dating back to shortly before the fifth century AD. Knowledge of all the Druids besides the Celtic ones has been found from and around the third century BC to the fourth century AD. Blacksmithing was an important craft to the Celts. Tools of knives, shears and axe-heads were made to stock patterns across the Celtic World. Iron was also used to make decorative and functional pieces which were very elaborate. Iron again was used for spears, swords and defensive mounting of wooden shields. Bronze workers used a lot of copper and tin to make their intricately designed ornaments. The theme of the Celtic warrior played an important part, with the practice of single combat, the warriors feast and the prize of severed heads of defeated foes. Writing in the Celtic society was sort of restricted, it was not used for imaginative or traditional literature. Before the Roman conquest a state of conditional literacy intermittently existed among the Gaulish upper classes (Piggott 51). Greek letters were occasionally used. However in Celtic societies other than the Druids it seemed opposite. Greek Letters were used in the Book of Mathew, Book Of Kells , in Stoktads book there is an example of how finely the craftsmanship is with the Chi Rho Iota page. This translated into "Now this is how the birth of Jesus Christ came about" (Mathew 1:18).Many abbreviations of Latin words were used as well which had to be memorized by scribes. The page seems abstract at first glance but if you look closely you can see the fine detail of figures in it.

Customer Lifetime Value in Movie Business Essay

Unlike other industries, the marketing scenario in media and entertainment industry such as movie or music business are more unpredictable and unstable. In terms of movie industry, which differs from typical product category, nevertheless, provides a variety of interesting multiple-genres products serving different audience herds for entertainment. The diffusion is quite rapid and the product life shell is extremely short, even though reversioning or rerunning might take place. Correspondingly, the customer lifetime value is relatively low and difficult to estimate. The brand loyalty doesn’t make too much sense in this area whatever giant movie studios or indie films, the audience goes for a movie based on their personal preference or word-of –mouth communications (both online and offline). Thus a lot of customer churn happen in movie industry and â€Å"nobody knows anything† theory occupies, which leads to a unstable and insignificant retention rate. As a result, we cannot utilize the formulation II regarding retention rates in book to estimate CLV here. Instead, if we use the first formulation, a series of hypothetical figures are required. Based on database from NATO(National Association of Theater Owners), the average customer goes for movie 5 times a year. A movie fan maybe watch film every week. The average ticket price per year is around $7.5. However, the variable cost for ticketing and acquisition cost per cost are unknown. However, the concept of CLV still of great significance to movie industry that 1) It comes up with the concept of customer segmentation. We should treat different customers differently. For instance, to implement rewarding incentives or promotion to retain those diehard moviegoers that value much to the business. It is also an effective method to gathering audiences’ information and data. 2) Multiple marketing strategies are required to promote a single product( one movie) and maximize the profitable value. Besides, the entertainment industry should try to embrace the â€Å"free† model in the digital time, for instance, to create spin-off products related to the movies as another revenue stream.

Do or Die Critique by leon bing essays

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Among vs. Amongst

Among vs. Amongst Among vs. Amongst Among vs. Amongst By Ali Hale Summary: Among and amongst are interchangeable terms. Among is more common in modern writing. Americans tend to always use among, while in the UK both among and amongst are used. Although we’ve covered the difference between Among/Amongst in another post on Daily Writing Tips (spoiler alert: there isn’t one), you might still be wondering which word would work best in a particular context. One of our readers, Tania Botha, asked: â€Å"When (if ever) must one use â€Å"amongst† – I systematically use â€Å"among† in my own writing and change it when editing other people’s texts, because â€Å"amongst† seems so old-fashioned. Is there a rule?† If you’re American, you may find that you pretty much never hear â€Å"amongst† – in the UK, where I live, it’s a little more common. (I often heard it in school from teachers instructing us to â€Å"talk amongst yourselves† while they prepared the next bit of the lesson). To answer Tania’s question: there’s no situation where you must use the word â€Å"amongst†, but there are contexts in which it might make sense to use it. If you’re writing a medieval fantasy story, or a piece of historical fiction, â€Å"amongst† could fit well with your tone. For instance: As Tarquin stood amongst the great trees of the ancient forest In the depths of the castle, amongst the detritus of the feast But if you’re writing a news or feature article, or a piece of modern fiction, â€Å"among† is probably a better fit. For instance: â€Å"Australia’s cheap, dirty petrol ranks among the worst of the OECD nations† (The Guardian) â€Å"Six hotels in Llandudno have been named among the best in the UK.† (BBC News) So yes,  amongst  can seem old-fashioned – but it’s still grammatically correct as an alternative to  among. It’s up to you to select which you prefer: if you’re British or Canadian, â€Å"amongst† is unlikely to stand out as especially unusual; if you’re American, it’s almost certainly going to seem oddly old-fashioned unless you’re using it in an appropriate context. Examples of â€Å"Amongst† and â€Å"Among† in Literature In 19th century literature, there are plenty of examples of the use of the word â€Å"amongst† – both from British writers and American writers. Here are a few examples from Jane Eyre, by the English writer Charlotte Bronte. â€Å"Amongst† appears quite frequently: â€Å"I heard a wild wind rushing amongst† â€Å"Flowers peeped out amongst the leaves; snow-drops, crocuses, purple auriculas, and golden-eyed pansies.† â€Å"I lingered till the sun went down amongst the trees, and sank crimson and clear behind them.† But â€Å"among† is also used fairly often: â€Å"She peered at me over her spectacles, and then she opened a drawer and fumbled among its contents for a long time, so long that my hopes began to falter.† â€Å"The company all stared at me as I passed straight among† â€Å"I trode on an edging of turf that the crackle of the pebbly gravel might not betray me: he was standing among the beds at a yard or two distant from where I had to pass; the moth apparently engaged him.† American writers used â€Å"amongst†, too. In Huckleberry Finn, Mark Twain uses it frequently: â€Å"Pretty soon I heard a twig snap down in the dark amongst the trees- something was a stirring.† â€Å"Tom poked about amongst the passages, and pretty soon ducked under a wall where you wouldn’t a noticed that there was a hole.† â€Å"My heart jumped up amongst my lungs.† Again, you’ll also find â€Å"among† being used (though surprisingly infrequently – there are only two instances of it in the whole novel, compared with 37 of â€Å"amongst): â€Å"I struck for the light, but as soon as he turned the corner I went back and got into my skiff and bailed her out, and then pulled up shore in the easy water about six hundred yards, and tucked myself in among some woodboats; for I couldn’t rest easy till I could see the ferryboat start.† â€Å"Then I slipped down to the ground and crawled in among the trees, and, sure enough, there was Tom Sawyer waiting for me.† Ultimately, then, it’s entirely up to you whether you use â€Å"among† or â€Å"amongst†. If, like Tania, you’re editing someone else’s work, you might want to draw their attention to the fact that both words mean exactly the same thing – but that â€Å"amongst† can sound old-fashioned (particularly to American readers). Otherwise – choose whichever word best suits your context and, perhaps, the rhythm and cadence of your sentence. Among vs Amongst Quiz For each of the following sentences and contexts, choose whether among or amongst would be a better fit. 1. Once [among/amongst] the top companies in America, Widgets Inc is now facing bankruptcy. among amongst 2. These tips should help your website rank [among/amongst] the best in the world. amongst among 3. Johannes huddled [among/amongst] the fallen bodies, praying that he wouldnt be seen. among amongst 4. Erica swore. Surely her car keys had to be somewhere [among/amongst] all the clutter on the kitchen counter. among amongst Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:36 Adjectives Describing Light50 Idioms About Meat and Dairy ProductsOppose and Opposed To

Advanced Emergency Care Essay Example | Topics and Well Written Essays - 2000 words

Advanced Emergency Care - Essay Example The article was chosen for its rigour and scientific form and the aim of this analysis is thus to assess the article by Preston et al. (2009) and how well they follow general research standards (posing and testing a hypothesis) and the use of (appropriate) methods. The analysis examines therefore the aim of Preston et al. (2009) and how well it is tested, whether it is properly contextualized in the relevant literature, whether the sample, research site or population are adequate and clearly defined and ethical questions have been considered and whether there is a thorough presentation of the results of the test (a RESULTS section). As part of the analysis the focus must also be on the conclusions and recommendations by Preston et al. and the relevance of the paper to advanced emergency care practice. The evaluation of Preston et al (2009) also notes in which sense the study under examination has tested the research question and whether limitations of the findings are acknowledged (R ees 2003). This essay analyses the work of Preston et al. (2009) and draws on external literary sources ) and the Resuscitation Council Guidelines (UK) 2010 when further clarification and referencing is be needed. After the analysis, it proceeds by framing the research paper in terms of its relevance to practice. The conclusions offered are a summary of the arguments in the essay. Evaluation of the research article, ‘Assessing advanced life support competence: Victorian Practices’ (Preston et al. 2009) 1. Aim in Preston et al. (2009) Preston et al. (2009) note that there are few studies that rigorously examining advanced life support (ALS) to direct educators about how to best assess ALS competence (knowledge and performance). The aim is therefore to point to a systematic approach to guide educators and has, as will be seen later, great relevance to practice. Preston et al.’s (2009) aim is accordingly to determine the most useful methods to assess competence amon g nurses and their resuscitation skills and knowledge (Preston et al. 2009, pp. 164-65). Their research is descriptive and uses content analysis (arranging the data into categories). It follows the standards of proper research presentation (Bowling, 2009; Rees, 2003). 2. Literature review Having outlined the problem by way of their hypothesis and aim, Preston et al. (2009) now turn to an analysis of relevant literary sources and concepts. So as to provide proper background to their own study (to contextualize it in the literature, Rees 2003) they cite the work of Chiarella et al. published in 2008. It identifies the competence to be tested, such as skills, knowledge, attitudes, values and abilities that appear to shape performance (ibid: 165). In the assessment of skills and ALS competence, psychomotor proficiency is recommended by other studies cited and refer to ‘arrhythmia [irregular heartbeat] recognition’, defribillation, intravenous therapy through insertion of in travenous cannula, administration of drugs and other means of coping with cardiac arrest by managing the airways and through ventilation and by assuring proper transport of the patient. While Preston et al. (2009) refer to Australian Resuscitation Council Guidelines (ibid: 165), one my here usefully refer to a similar

Buddha teachings..... anything you want that is relavent Essay

Buddha teachings..... anything you want that is relavent - Essay Example These are ‘suffering of suffering’, suffering of change and persuasive. Firstly, ‘suffering of suffering’ is ordinary suffering that result from pain and associated by lower realms of existence such as in the human world. Secondly, suffering of change on the other hand encompasses sadness that results from loss of a happy condition, or that that arises when unhappy condition develops. Lastly, persuasive suffering refers to the internal frustrations. This suffering causes unrest and therefore an individual cannot enjoy any pleasant situations. Every living thing in the universe has desires that it would wish to be quenched. These desires for and attachments to worldly things if not accomplished lead to suffering. Therefore, the entire existence is surrounded by suffering that leads to pain. This is not just the pain of life but rather the uncertainty that exists at the center of the common universe, which arises from a person's intention to keep his life and achieving the true enlightenment. Gods are inclined to be proud and are considered to have a higher status in existence because they have very long life times which seem eternal i.e. they generally occupy the highest realms of existence. ... t origination" All things in the universe arise, abide and cease to exist through numerous causes that exist with the infinite web or interconnection in the universe. As consequence, the chain of interdependence stipulates that everything in the universe is interconnected and interacts with or affects other things in the universe. This chain can also take a perspective that objects have a context for which they are inseparable, or everything that exists is because of other causes or conditions in the universe. In this chain, nothing is absolute because all effects produced in the universe were caused by other effects, and they themselves cause other effects. This is mainly the principle behind the law of cause and effect. For example, for a table to exist seed of a tree must have grown somewhere, sunlight, water and carbon dioxide must have been used in growth of the tree. People had to exist who are a result of people having sex, saw mill and machines had to be designed to convert t he logs to timber etc. This is chain is infinite because each event that contributes to the final product is part of another infinite chain. In addition, the making of the table was as result of another cause and effect The chain of interdependent origination has twelve links or nidanas that explain how a chain of causes leads to other causes. These links are circular in nature as described in the Buddhist wheel of life. The Buddhist wheel of life provides an illustration of the Buddhist teaching. These links are: ignorance which is form of spiritual blindness or the lack of understanding in the teaching of Buddha; volitional formation or karma formation dictates the formation of action, thought process and speech which are essential in determining an individual’s fate; consciousness