Alternate Ending †Animal Farm Essay

Years passed. The short animal lives fled by. The time where few remembered the days before the Rebellion, except Clover, Benjamin, Moses the raven and a number of pigs. Many of the old animals have died. Few remain. Napoleon started reintroducing the very instillations of terror, the whips, knives, et cetera. The animals were surprised, yet terrified to do anything to defend, hearing the tales of slaughter from their elders. However, it was the perfect time for a certain pig. Snowball’s only son, Frosty, had lived – by being disguised as one of Napoleon’s son. He was suspected at the start, having quite a few close calls, but he soon found his true friends and comrades, and decided to set out to acomplished what his father had begun – the Rebellion upon Manor Farm. He had chosen this day to begin his operation to remove the brainwashing Napoleon had implanted upon the animals. The very night, he held a meeting where only himself, a few pig, with half the convinced brood of dogs with the rest of the animals. No one could doubt him, seeing their present life would definitely go downhill, without any changes. In just a few meetings, the animals were convinced and decided, on a certain day, they would rebel against their newest masters – the pigs. Napoleon recently had nightmares, dreaming about a time where he would be banished, exiled to the nearby woods. His conscience had been pricking him urgently, yet he dismissed it as unimportant, irrelevant. Little did he know what was coming. The day came. The animals took on the dogs easily due to the element of surprise and large numbers and the pigs were very much defenceless by themselves. The traitors were not killed, but exiled, just as vividly as the dream Napoleon had. One thing is for sure, it would not end here, yet. There was much to be changed ; The commandments were restored, the animals’ lives became similar to what Snowball had depicted, and an easier life is to come. But there still was much to be done – Frosty would see to that.

Belonging speech Essay

It is with a kind of fear that I begin to write the story of my life. I have, as it were, a superstitious hesitation in lifting the veil that clings about my childhood like a golden mist. The task of writing an autobiography is a difficult one. When I try to classify my earliest impressions, I find that a fact and fancy look alike across the years that link the past with the present. A few impressions stand out vividly from the first few years from my life but â€Å"the shadows of disappointments and getting hurt are on the rest†. Besides, many of the joys and sorrows of childhood have lost their poignancy; and many incidents of vital importance have been forgotten in the excitement of great memories. In order, therefore, not to be tedious I shall try to present in a series of sketches only the episodes that seem to me the most interesting and important. I was born on June 2, 2000, at the San Juan De Dios Hospital, a hospital in the town of Pasay. The family on my father’s side are natives of China, who settled in the Philippines. My grandfather, Roberto arrived at the shores of Leyte and finally settled there. I have been told that he visited his brother to trade goods twice a year, and my grandmother has in her possession many of the letters to his family, which gave charming and vivid accounts of these trips. My father, Alvin , is a chef in Sydney, and my mother, Norilyn , was of the same age. Her family has lived in Nueva Ecija, Philippines, for many years. I lived, up to the time my mother and father started having issues, in a cosy two-storey house consisting of two big bedrooms and a moderately- sized one in which the maids slept. We also had a garden at the front porch which consisted of orchids, sampaguitas and ylang-ylang. The beginning of my life was simple and much like every other little life. I came, I saw, I conquered, as the first baby in the family always does. There was the usual amount of discussion as to a name for me. My father suggested the name Korina Sanchez, the name of news reporter he idolized, not everyone agreed to his suggestion. My mother solved the problem by finding a name for me in the university graduates catalogue from the newspaper, Celine. To make up to my father, she decided to give me a second name, Kaye, my paternal grandmother’s name. I am told that while I was still a toddler I showed many signs of an eager and confident nature. Everything that I saw other people do I insisted upon imitating. At six months I could say, â€Å"Mama, Papa† and one day I attracted everyone’s attention by saying â€Å"Te, Te, Te† which probably meant Ate (Big Sister). They tell me I walked the day I was a year old. My mother had just taken me out of the bath-tub and was holding me in her lap, when I was suddenly attracted by the flickeri ng shadows of leaves that danced in the sunlight on the smooth floor. I slipped from my mother’s lap and almost ran toward them. The urge gone, I fell down and cried for her to take me up in her arms. These happy days did not last long. One summer season, rich in fruit and orchids, sped by and left their gifts on the feet of an eager child; the rainy season has finally come. One rainy evening, I turned as white as sheet and as cold as ice. My parents soon rushed me to the hospital. The doctor diagnosed me of pneumonia and asthma. They thought I would not live, but with extensive care and the help of antibiotics I fought through it. I fancy I still have confused recollections of that illness. I especially remember the tenderness with which my mother tried to soothe me in my waking hours of fret and pain, and the agony and the bewilderment with which I awoke after tossing and turning in my sleep. Gradually, the pain faded away and I got better. During the first few years of my life, I had caught glimpses of people,a luminous sky, trees, flowers and my neighbourhood. If we have once seen, â€Å"the day is ours, and what the day has shown.† The Start of my Journey to the Outside World During the years that I grew up, things gradually changed. I grew and learned more about my life, seeing the world in a whole new perspective. My mother taught me everything that I know of. My hands felt every object, communicated with other people and observed every motion, and in this way I learned to know many things. A shake of the head meant â€Å"No† and a nod â€Å"Yes†, a pull meant â€Å"Come† and a push â€Å"Go†. I also learned new words such as bread, ice cream and book. My mother, moreover, succeeded in making me understand a great deal. I always knew when she wished me to bring her something, and I would run upstairs or anywhere else she indicated. Many accidents of those early years are fixed in my memory, isolated, but clear and distinct, making the sense of that silent, aimless daily life more intense. One day, I was staying at my grandmother’s house. We were eating lunch at that time, rice and chicken adobo with a glass of Coca Cola, whilst eating, I accidentally spilled my cup. To teach me a lesson, my grandmother didn’t give any more servings of the soft drink. At that time, the Coca Cola bottles were still made of glass. After we finished, she stood up and went to wash the dishes. Being the mischievous little girl I was, I quickly tiptoed to the refrigerator and took the bottle out. At that moment, a thought overcame me and I began to furiously shake the bottle up and down with my chubby little hands. Due to the little water droplets that covered the bottle, it slipped from my grasp. Glass shards flew everywhere and I was bombarded with cuts and my grandmother’s sermon. That accident is still vivid in my memory and it also made a scar that I still carry as of this day. When I was about five years old, we moved from the two-storey house to a town house consisting of three floors where I stayed from preschool up until Year5. The family consisted of my mother, my father and me. My earliest recollection of my father is making m way through great drifts of newspapers to his side and finding him alone, holding a sheet of paper before his face. I was greatly puzzled to know what he was doing. I imitated this action, even wearing his reading glasses, thinking they might help solve the mystery. But I did not find out the secret for several years. Then I learned what those papers were, and that my father was looking for jobs to go to another country. My father was most loving and indulgent, devoted to his home, seldom leaving us. Alas, certain circumstances happen that calls for desperate measures. My father was accepted to become a chef in either the U.S.A. or Australia. After much consideration, he left us to start a new career. I’ve never seen him all throughout the rest of my childhood and school years. He called us, me and my mum, at least once a month. I missed him dearly hoping he would be there every time I get something right or make my mum proud. Early Education and an unforgettable trip Meanwhile the desire to express myself grew. The words and body language I’ve learned became less and less adequate, and my failures taught me not to make the same mistakes all over again. My mother taught me more to quench my thirst for knowledge and even gave me my first book. After that occurrence, I gradually became a bookworm. On my birthdays, I received books as gifts from my relatives. At that moment, things changed. I grew to love books more than playing like my peers. I grew up in a town house neighbourhood. There weren’t any children in my neighbourhood, hence my independence. It was lonely at first but my books and my grandma kept me company. To help me, my mom started to teach me the alphabet. At first, it was hard but practice makes perfect. Every afternoon, she would then ask me to recite the whole alphabet and after a few weeks, until I finally perfected it. My mother is a very persistent and studious woman. She has always persuaded me to study ever since my second birthday. I still remember those days when I didn’t study enough or was too lazy to say it orally; I would be locked out of the house until I learn it. Ever since that day, I strive to be the best I can be. Then, one day, things took a turn for the better. My uncle, Eduardo Lim, who was currently residing in Johannesburg, South Africa, gave my mom a job opportunity. Things went and papers were filed soon after. A couple of months later we were on board the Qatar Airlines and zooming to get my first glimpse of my new home. Upon arrival, we were escorted to big mansion where my uncle lived. It was lavish and with high security. There were also three canine dogs. After the introductions and formalities, my uncle doted on me and soon after enrolled me to a preschool. My mom used to tell me that when I was a toddler, I used to greet people all the time. And if I get the chan ce, maybe, steal a peck on the cheek or a hug; as a child, I was a cheeky little monkey and was always getting into trouble. There was the time when I made a peanut butter sandwich without anyone’s knowledge and ate it with the dogs that were taller than me. It was all fun then, but everything comes to an end. After two summers, my mother decided to go back to the Philippines to start my education. In the Philippines, school starts at June and ends in March. Our holidays consisted of Christmas , New Year, The Day of the Dead and the two- month long one(March-June). Upon our arrival on May 2005, my mom perused me even more to study harder and so I did. My mom enrolled me to St. Stephen’s High school to start my education. It is a Christian Chinese School. I managed to get top marks on my entrance exam. There was a disadvantage though, the school was really far. To remedy this problem, I need to wake up at 4:00 am. It was really tiring but it was worth the effort. I met new friends, learned new stuff and boosted my stamina to a whole new level. In this school, everyone is competitive to rise above the rest. Rivalries and Competitions are normal in this school, especially with mothers. Here, there are no top classes or anything of that matter. Everyone and I mean every single student has at least one tutor. My tutoring sessions lasted for 5 hours a day during my stay there. Finally the year has finished, and I reaped my rewards. I stayed under their tutelage for two years, striving to be the best. Hence my schools motto, â€Å"We are the best, among the rest†. For the first year, I received awards for being the fourth place in my entire year. For the second though, through excessive studying and my mother’s perusal, I finally managed to grasp the concept of being at the top. Due to certain circumstances, I moved schools. I cried with my best friend that day, when I received the news. She was the closest friend I ever had at that time, and it breaks my heart to part with her. Alas, life goes on I recall many eve nts that happened soon after. I did nothing but explore and learn the name of every object that I saw; and the more I handled things and learned their names and uses, the more joyous and confident grew my sense of kinship with the rest of the world. When the time came for my first day of grade school, I had my first lessons in Science and History. I learned how the sun and the rain make to grow out of the ground every tree that is pleasant to the sight and good for food, how birds build their nest, my country’s past, how the deer, the lion, the squirrel and every other creature finds food and shelter. As my knowledge of things grew I felt more and more the delight of the world I was in. Moving on & still going strong Being a new girl in a whole new different school has been a scary concept for me. My mother opted for a new approach to my schooling. She enrolled me to Malate Catholic School where I had been studying for about a third of my life. The concept of being a new girl is that you tend to be at the bottom class. Hence, my first day wasbeing at the bottom class. The very next day, though, I was immediately told to collect my things because I was moving to the top class due to some sort of intellectual reason. I studied long and hard, maybe trying to prove myself. In this school, they calculate your ranking by term. In the first quarter, I rose to be the fourth placer, being the demise of some people who had Malate Catholic School as their Alma Mater from the start. The commencement of grade school has always one-of-a-kind experience for me. It started a series of events that I will forever treasure. Year II The start of Year II started pretty much like nay year. I studied hard, vied for top marks and gave the teachers incentive. I managed to ace every single subject, my teacher told me to go to the Department of Education to get acceleration. I received top marks for the end of the year test just as I hoped and went to get the acceleration test soon after. After much anticipation, I received my marks and it said that I am able to move up to Year4 or Year5. My mother chose the Year 4 option after much consideration. The following year changed my whole life. Year IV I met new friends, teachers and classmates. My whole class were pretty much older than me by a year. One day, my friends started teasing me that I wouldn’t be able to beat their top one from Year 3 but I studied long and hard with my mother’s guidance to prove them wrong. In the end of the school year, I became the top one, president of three clubs (maths, science and GSP), won all the academic competitions in flying colours. My inspiration for that year was my teacher’s quote, â€Å"I doesn’t matter how much you learn from this year. What matters are the lessons you learn from your mistakes.† Year V At the start of the school year, my teacher opted to choose me for presidency in the Student Council Board Members. I had to campaign this year to commence the election for the following year. My team gave out chocolates and other incentives to secure our place in the election. It was a really fun experience but in the end it was all for naught. It was then that my father went back to the Philippines. Ha came bringing with him the tidings of the past and his plan for a better future. We were to migrate to Australia the month I finished Year 5. At first I was devastated, everything that I worked so hard for; my academics, competitions and clubs; all for the grand finale of a graduation; gone down the drain of broken dreams. I had always dreamed of having my dad beside me on my graduation day, filled with pride for all of my achievements and I was most certainly not expecting this. It was all a turn for the worst, my worst nightmare came true, my hopes on getting a scholarship crushed before my eyes. It was all too much to bear, but things took an unexpected turn. My mother found out that she was pregnant with my brother. There was a lot of rejoicing for the impending wait for the first male child. Gradually, the time came for her to give birth. The Big Surprise At precisely 4 am on the 29th of January, my brother, Samuel, was born. He was a cute little bugger with two dimples that were to die for. Everyone fawned over him and being an only child for more than a decade, I felt left out. Gradually, I became more and more distant from my mother because she spent her undivided attention to my brother. It triggered my jealousy then and there. I grew to love and hate him at the same time till the most awaited day arrived.. Finally, after much anticipation, I am finally leaving the past I worked so hard to create with the help of my mother and start on a new slate. I packed my bags, went to the airport with my mother and boarded the plane in time for a long flight. At approximately 10:00 pm, 4th of April 2012, we arrived at the Sydney International Airport. My father came and escorted us to my new home. We drove off and I watched the change of scenery as it passed me by. I observed a quiet and vast landscape with trees and pigeons hovering above m head. It was a complete contrast to the hustle and bustle in my old neighbourhood. My First Day of High School The commencement of a new chapter of my life began that day. I was a naive little girl and a nervous wreck that day. I was going to be introduced to a foreign environment with no idea of what to expect whatsoever. I did my morning duties and went to school. My mother assured me that I need not to be afraid and so with an eager feeling I had my first glimpse of my new school, Canterbury Girl’s High school. At first, I felt left out because most of my classmates have already settled in and being a new girl I was pretty much a loner. To solve the problem, Mr. Anderson introduced me to Minh Doan who eventually became my friend. The concept of rollcall gave me a lot of confusion because it was the first time I have heard of the term. I finally settled in with high spirits for the following day. Friendships & Alliances â€Å"Friends may come and friends may leave but they are our friends and we will love them forever.† Over time, I met people and friendships were created. Their personalities were all different but I trust & love them all the same. Chenhui is the organized and responsible one. You can rely on her when anything needs to be done or for advice when you need one. Stephanie is the logical one and sleepyhead. She tends to sleep due to sleep deprivation from previous nights but when it comes to answering a test she will be on a roll. There’s Linda the temperamental and idle one. She’s the most carefree one among the five of us because she doesn’t care that much about schoolwork and be sure not to be near her when she gets angry. Kezang is the patient thinker. She holds us together through and through with her patience and intellectual skills. In my outer circle, I also found people who I can have intellectual conversations, verbal sparring and enjoyment with. Anna is the one with mathematical skills and the strongest one. She solves mathematical problems with ease and never backs done a challenge when it comes to testing her strength. Nabila and Jill are the ones who I can have intellectual conversations with. They know and feel my passion for books especially if it is about Harry Potter. For every act of discipline comes a troublemaker, Tina Gavin. She breaks rules occasionally within her line of reason but amidst all her mischievous ways she has a soft side that she reveals to people she knows she can trust. She adds the spice and arguments that greatly entertains the class but has certain consequences much to the teacher’s chagrin. I love my friends and I would wish for nothing more. They have helped go through my hectic schedule, the stress of schoolwork and even helping me leave the shell of the person I used to be. My education started at Canterbury Girls’ High School on the year 2012 without knowing the adventures tha t will expand my knowledge of everyday life and how to â€Å"seize the day†. My own perspective of the way things are changed from that day onwards. I have learned about The Aboriginal perspective and their way of life. Mathematics became a form of innovation with complicated calculations involved. Events also happened among the staff of great importance. Ms.Salakas and Ms. Hunter were both betrothed in Year 7. Teachers came and went while imparting with me the most valuable treasure; knowledge, something that cannot be taken away from me. Mr. Sim, Ms.Moodie and Mr.Kazzi taught me maths in varying methods and for some reason they all seem to have a humorous flair that never ceased to make me laugh. Ms. Barry, Ms. Slattery and Ms.Magoffin widened my vocabulary and eventually made me verbose or eloquent; or so that is what my friends thought. Ms.Salakas taught me Incan history packed with fun-filled activities without any heavy burden but it was Mr. Robertson who pioneered my knowledge in Aboriginal History. He made every lesson fun and interesting. There was this one time where we had to improvise with aluminium foil for our topic about chivalry. We had a goodbye party for him to conclude the year and to thank him for all the memories and laughter forever etched in our hearts. I suppose there were also the times when some of my teachers get angry due the class’ antics but in the end it was all for our benefit. They all made me laugh once in a while imparting knowledge, skills and experiences that were invaluable. I could never thank them enough for teaching me and guiding me on things I do not understand. Another Twist in the story In the middle of Year 8, earth-shattering news came. My mother was pregnant for the second time. At precisely, 6:00 am, the 13th of September 2013 Elizabeth Nicole was introduced to this world. We were 13 years apart. It seemed ironic at that time because it she was also born on a Friday the 13th. She was the cutest little thing at 7 months. I took turns on taking care of her during the holidays, it was hard and being an amateur made it even more difficult. My babysitting schedule was both informative and interesting. I learned new life skills which can help me when I start my own family in the probable future. The start of Year 9 opened up a new door for possibilities and surprises. New Subjects such as History Elective and Work Education had been introduced. I had new teachers, some familiar and others unfamiliar. Year 9 has been stressful compared to the previous years with a huge amount of workload. Luckily, my family and friends support all the way. A Way to pass Time For as long as I could remember, I have alwaysbeen an indoor person. It was all because of my mother’s over protectiveness when I was still the only child. My love and passion for books started when I was nine years old. My cousin, Lirashen introduced me to the series of Percy Jackson and the Olympians. It was a highly suspenseful and captivating series that bound me to read it over and over again. Over time, I have read the Artemis Fowl, The Nicholas Flamel series and much more. My love for volleyball started during the summer holiday of 2008 when my cousin from Canada visited us. She taught me the basic skills of volleyball and the gist of it. Jennifer was the most extraordinary player I have ever seen. She moves with easy grace combined with her exceptional skill. From that day onwards, I have shared her love and passion for the sport and plays volleyball to this day. My Hope for a Better Future â€Å"Our future can be determined by us and us alone. Ever since I was little I have always dreamed of being a doctor. My desire only grew when I went to grade school as my knowledge about the subject broadens.I am still unsure about my plans about the future but I have vague recollections of my plans from the previous years. My parents have been always telling to pursue a medical degree, and if possible an orthopaedic doctor. Now that I am in Year 9, I want to pursue a career in medicine. In my perspective, people cannot plan for an exact result; there would always be obstacles in the way no matter what. â€Å"Great Expectations lead to Disappointments†, my mother once told me. My father on the contrary told me that, it does not matter how great your expectations are as long as you persevere and have faith that you will go through every obstacle that comes in your way no matter what happens. My Life My life has been a series of winding paths and inevitable occurrences. Who would have thought that after a decade of waiting that there would still be a possibility of me having a sibling? Miracles have happened in my life in the most surprising circumstances and for that I am thankful. I have met people who helped me see the world in a whole new perspective. I made mistakes it h past but that is all part of growing up. I travelled across the world from Africa to Asia witnessing cultural perspectives unfolding before my eyes. Stereotypes were blurred as I discovered that every person is unique in their own way. Life can be relentless and cruel at times but in the end lessons are learnt. I don’t regret a single day of my life as I divulge trough hardships and laughter. I am the master of my fate; I am the captain of my soul. My family helped through my ups and downs. They made life worth living for and I don’t know what I would do without them. Belonging, what is it? I believe belonging is when you can say that you are a part of something, when you have a group or a club or even a lifestyle that other people share. In short, I believe that a sense of belonging can be found in the things or people that have shared the same experiences, both good and bad, because we can identify ourselves in those people. Today we will be exploring this idea of belonging in two texts; one is the of poems â€Å"Feliks Skrzynecki† and â€Å"St Patrick’s College†, by Polish-born Australian poet, Peter Skrzynecki, and the other text is the 2012 movie â€Å"Wreck it Ralph†, directed by Rich Moore. The poems â€Å"St Patricks College† and â€Å"Feliks Skrzynecki† both deal with the notion of self-isolation and an inability to relate to the people that surround a persona. In both poems, we can assume that the persona is Peter Skrzynecki himself. In â€Å"Feliks Skrzynecki† he talks about how he could never relate to his father and his father’s friends when they would reminisce of their lives in Poland. He feels a sense of distance between himself and his parents’ culture that, as he says in the poem, he â€Å"inherited unknowingly†. In the poem â€Å"In the folk museum†, dissociation from a culture is also portrayed, but this time it is about the persona’s lack of connection to the Australian culture. The persona describes the things he sees in the museum as if they are foreign and unknown to him, so much so that he has to read the names of the objects to know what they are. A reason why the poet doesn’t feel he can relate may be because he doesn’t share the same experiences and doesn’t have the same traditions and customs that other people, both his Eastern European parents had and his Australian culture, would have shared. He can’t relate, or reminisce, or appreciate either of his two cultures, because he has never known enough about them to have an emotional attachment, and it is this lack of attachment that prevents him fr om feeling a sense of inclusion. The sense of exclusion from a group is also present in the film â€Å"Wreck It Ralph†. Ralph, who was the â€Å"bad guy† in an arcade game, was constantly ostracised from the rest of the characters in the game. He lived on a pile of bricks far away from everyone else. He, like Peter Skrzynecki, was often segregated from everyone else, except in the film, the exclusion was  intentional. In the same way Skrzynecki couldn’t help not being able to relate to his father, Ralph couldn’t help but break things, and the more he broke things, the more he would be distanced from the others in the game. He would have felt helpless and isolated, and his hunger to belong with everyone else is what made him escape his game in search of a medal to prove with worth. In one scene of the movie, Ralph is seen attending a â€Å"Bad-Anon†, a support group for the villains in the arcade games. Here he is able to communicate his ideas and feelings to people who feel the same and go through the same things. Ralph can identify himself in the support group because they all share the same experiences. This act of comradery indicates that Ralph does in fact know how to connect to others, but that his problem is that there is simply no-one for him to establish that friendship with. Another protagonist in the film, Vanellope, also suffers from isolation and exclusion. When she meets Ralph, she expects him to exclude her as other people do, but upon learning that he too is a rejected outcast, she reaches out to him and they become friends. This is a good example of how past experiences influence where we feel we belong. Their bond strengthens as the plot progresses, and as both Ralph and Vanellope grow closer and closer, their personalities grow and they develop trait that they didn’t have before they had friends. Vanellope gains a sense of assertiveness, and Ralph learns to respect and consider people’s feelings. The characters in both the poems and the film both show the concept of not belonging. It is a theme that appears in art and modern media constantly, and portrays the idea that our experiences, both good and bad, influence who or where we feel we belong. We all root for the ones that overcome obstacles and win battles despite having disadvantages. We all root for the underdog; because we, as an audience, identify ourselves in them; because we have all, at one point or another, felt the same.

Waterhouse Friderichsen Essay Example | Topics and Well Written Essays - 2250 words

Waterhouse Friderichsen - Essay Example As the discussion highlights the hypothetical case study will be a 35-year-old female patient who was found with signs and symptoms associated with Waterhouse Friderichsen. A 35-year-old female patient got admitted after showing signs of high-grade fever accompanied by chills and vomiting over a period of 7days. The patient also had a skin rash on the abdomen and trunk, which appeared on the 5th day of infection. Following admission, the patient developed a hemorrhagic rash. On assessing the family history, there was no any significant information to associate the infection with family history. Medical examination revealed that the patient was unstable, and there was the presence of cyanosis. The patient was afebrile with a pulse rate of 90/min and a systolic BP of 70mmHg. From this paper, it is clear that neurological examination revealed positive signs of Kerning and Brudzinski. There were rashes all over the body but predominated on the abdomen and trunk. Collection of CSF was done under aseptic conditions and its processing is done under standard bacteriological procedures. Microscopy on CSF was done routinely, and a cell count of 9400/mm3 was reported. Of the total cell count, 86% were polymorphs while 14% were lymphocytes. An increase in CSF proteins to 309mg% and a decrease in glucose to 20mg% were reported. A Gram stain preparation of the CSF revealed pus cells accompanied with gram-negative diplococcus. CSF cultures were done on MacConkey agar, chocolate agar, and blood agar and incubated overnight. After overnight incubation, there were tiny translucent colonies on blood agar and chocolate agar. Standard bacteriological procedures identified the tinny translucent colonies to be those of Neisseria meningitides. A CT scan conducted on the patie nt confirmed adrenal hemorrhage, which is present in Waterhouse Friderrichsen syndrome. Antibiotic sensitivity using 5 antibiotics showed no resistance to any of the antibiotics under examination.

Global Political Economy Research Question Paper

Global Political Economy Question - Research Paper Example Foreign Assistance Act of 1961, the Cuba Assets Control Regulations of 1963, the Cuban Democracy Act of 1992, the Helms-Burton Act of 1996, and the Trade Sanctions Reform and Export Enhancement Act of 20001. When the embargo reached its fiftieth anniversary, there are arguments both in favor of and against it. While some people claim that it is the only way for the U.S to bring Cuba to respect democracy and human rights, some others think that it only hinders Cuba from converting to democracy. This paper argues that lifting the embargo would promote democracy and free trade markets in Cuba. When Batista was overthrown in Cuba in the Cuban Revolution, the new revolutionary government, under the leadership of Castro, started seizing U.S properties in the island and nationalizing them. As a response, the U.S reduced the Cuban import quota of brown sugar through the Sugar Act of 1948. However, the revolutionary government of Cuba gained support from the Soviet Union, which offered to purchase sugar from Cuba2. The situation grew worse when Cuba supported the Soviet Union in the Cold War. Infuriated, the Kennedy government extended the embargo measures. During the Cuban Missile Crisis, travel restrictions to Cuba came into force in 1963 and as a response to the Cuban hosting of Soviet nuclear weapons, Cuban Assets Control Regulations came into force, freezing Cuban properties in the U.S. Though the restriction on the U.S citizens from visiting Cuba expired in 1977, it is still illegal for U.S citizens to spend money or receive gifts in Cuba without a U.S government issued license. That is, it is not possible for the U.S citizens to pay airfare ticket taxes at a Cuban airport. In essence, though the travel restriction was removed, it is not possible for U.S citizens to visit Cuba without breaking the monetary transaction rule. However, by the year 2009, a change came as the Obama administration eased the ban, allowing Cuban-Americans to travel freely to Cuba3. The

Business research proposal on engaging business and people Paper

Business proposal on engaging business and people - Research Paper Example Customer Satisfaction 11 – 12 V. Hypotheses 12 – 12 VI. Analysis of the Variable 12 – 12 VII. Research Methodology 14 – 14 A. Population/Sample Size/Data Collection 14 – 14 1. Population 14 – 14 2. Sample Size/Participants 14 – 15 3. Data Collection Method 15 – 15 4. Data Analysis 15 – 15 VIII. Limitations of the Study 15 – 16 IX. Resources 16 – 16 Proposal for a Research Paper on Etisalat, UAE I. Synopsis of the Company: Emirates Telecommunication Corporation (Etisalat) is the leading telecommunications corporation in the Middle East, with its headquarters in Abu Dhabi, UAE, and also the â€Å"largest operator the Middle East and Africa regions† (Company Profile par.2). The company caters to consumers, telecommunication companies, internet service providers, content providers as well as mobile operators and boasts of a market value of over â€Å"AED 80 billion (US$ 20 billion)† and their annua l revenues account for â€Å"AED 30 billion (US$ 8 billion)† (par.2). The company is involved in operations in 18 countries spread across Asian, African and Middle East regions with a coverage of over â€Å"140 million subscribers† (par.3). The company has received several accolades at national as well as international levels in recognition of their excellent customer service and support. Etisalat aligns innovative technology in their products and services to derive maximum customer service satisfaction and always strives to provide their consumers as well as the other stakeholders with updated technological support. The company, keeping its promise to customers has launched nano-SIM cards in the UAE market to support iPhone-5 compatibility, with a plan for offering â€Å"new equipment to customers allowing them to choose from a wide range† (Etisalat Launches the nano-SIM cards in UAE markets Starting 1st October 2012 par.3). Thus Etisalat has a proper appreciat ion of the customers’ needs and wants and provide them with up to date technology and multiple to choose from tailor made options that fit the needs of each segment. Overall, the company has been successful in understanding the customers’ needs and promptly responding to them in terms of innovative products that match their requirements and facilitating prompt after sales services. Thus, the company has sustained its track record of apt customer support and thereby ensured their full satisfaction. The company’s Annual Report for the year ending 31-12-2010 indicates that they have had to confront several challenges due to the radical shifts in the global business scenario but it appears that Etisalat has taken the situation in good stride and the changes â€Å"prepared (them) to operate in a new environment under diverse circumstances† rather than create blockades in their path to progress (Engaging Business People 3). Thus, it transpires that through effe ctive corporate management strategies, the company has acquired the required level of performance efficiency that enables them to not only sustain but also surpass competition. II. Research Proposal Purpose of the Study: Founded during 1976, Etisalat has pursued a distinct strategy of focusing on long term objectives as can be evidenced from their establishing the Etisalat University College in 1989 to â€Å"create a talent pool of engineers to drive its future growth† (History – Milestones). The intervening span of time from 1991-1999 has seen the company tapping the full potential of emerging technologies such as wireless

Language and nonverbal communication in a problem solving task Essay

Language and nonverbal communication in a problem solving task - Essay Example Communication is a two-way process. There are two roles in a communicative act, the speaker or the sender of the message and the receiver or the audience. Without the speaker, there is no one to pass on the message. Without a receiver, there is no one to accept the message. The speaker and the receiver then is the key element to a successful transmission of message. Verbal communication focuses on the use of the spoken language. Whether one is in a face-to-face dialogue or in a limited communication, spoken language is an essential in conveying the message. Speech is needed to communicate a message, especially in limited communication. Non-verbal communication is used to emphasize the message conveyed. It evokes images and translates the spoken message into pictures and descriptions. The process and method of communication affects not only the verbal part of the communicative act but also the non-verbal part (Bavelas, et.al. p. 22). The concept of the working memory, thus, is important in understanding how speech and gestures are used in communication. Humans have a working memory, by which it is described as the perception and the knowledge, whether stored or new knowledge, that our minds have the capacity to store (Logie, p.2). This offers a conceptualization of how language, speech and gestures are used in a communicative act. Whatever we have stored in our minds, that is what the speaker and the receiver processes in order to understand the message transmitted. Context plays a big part in communication as it determines how the message is to be understood and is understood by the communicators. In face-to-face interaction, a comprehensive communicative act by which both spoken language and gestures are simultaneously used in order to better convey the message. Bavelas and Chovil (p.164) suggests that communication processes should consider the concurrent use of both the audible and the visible

SARBANES-OXLEY ACT 2002 IN MY OWN OPINION Essay Example | Topics and Well Written Essays - 500 words

SARBANES-OXLEY ACT 2002 IN MY OWN OPINION - Essay Example The solution that was implemented is known as the Sarbanes-Oxley Act of 2002 (SOX). The Sarbanes-Oxley is a piece of legislation that changed the business world forever. The Act was created in order to raise investor confidence in the marketplace. One of the major problems the markets were facing was that greedy corporate officials were taken advantage of their position in order to make themselves rich at the expense of the shareholders and other stakeholders of the company. The Sarbanes-Oxley Act fixed the problem by making the CEO and top officials liable in cases of fraud. The section 302 of the Sarbanes-Oxley Act mandates that senior management certify the accuracy of the financial reports (Answers, 2010). If there is fraud present in the financial statement of a company the top executive of the firm faces fines of up to $25 million and prison terms of up to 20 years. Another problem that existed prior to the creation of SOX was the possibility of collusion between the external auditors and the executive managerial staff. In the Enron case the auditors knew about the fraud, but decided to stay quiet due to economic interest. SOX changed the rules of the game with the creation of the independent auditor report. An auditing firm of a public corporation cannot have any other accounting contracts with the firm they are auditing. SOX also helped prevent fraud because it implemented new internal control protocols that help prevent fraudulent activity. Section 404 of SOX requires that each annual report of a public company contain an internal control report. The internal control reports have to include the following two things: a) A statement of management’s responsibility for the establishment of an adequate internal control structure for financial reporting; b) assessment of the effectiveness of the internal control structure at the conclusion of the latest fiscal year (Sec,

Pricing Strategy Essay Example | Topics and Well Written Essays - 2250 words

Pricing Strategy - Essay Example As economic cycles decline, however, management teams cannot drive volume improvements. Pricing improvements, however, are an important route to increasing profitability. The key to improving profitability through pricing lies in moving from a tactical to a strategic approach to pricing. Pricing strategy involves much more than merely setting price points. In order to achieve profitable pricing, managers must consider both their price structure and their pricing process. Pricing structure is built around target customer segments and culminates in constructing the Product-Service-Price menu. The menu then becomes the basis for constructing and positioning offerings for the customer targets. Pricing processes focus on communicating value delivery to the target customers while minimizing negotiation driven price discounting in the selling process.1 "We begin with the most fundamental of economic constructs, price, because much of the analytic power of economic theory stems from the abstract image of markets that generate prices.On the surface, price adjustment might seem like an odd place to understand a process of social construction. Few economic precepts are more taken for granted than the notion that markets determine prices. Moreover, few economic concepts offer so little social content as price. Neoclassical price theory is a highly stylized theory of market behavior. It presumes that social content is unimportant to market outcomes. It offers no theory of how prices work in a firm; simply a notion that they do work. In neoclassical economic theory, firms readily react to changes in market conditions by adjusting prices. A wide variety of changes may take place: changes in costs, supply, or demand, competitive entry or actions, change in technology, and so on. Firms incorporate those changes and adjust prices upward or downward. Classical economics assumes that because organizations are endowed with this ability to adjust prices, industries, markets and economies can function efficiently. Much of the existing literature in economics takes this ability for granted, assuming this as a kind of innate organizational capability. To a student of organizations, this seems like an unrealistic belief, and indeed, some economists acknowledge this. In economics the literature on the costs of price adjustment argues that price adjustment can be a complex and costly organizational problem. For example, Caplin and Leahy (1991) argue that price adjustment is a "very difficult, costly and time-consuming process," Levy, et al. (1997) suggest that changing prices "is a complex process, requiring dozens of steps and a non-trivial amount of resources," and Ball and Mankiw (1994, p.142) "suspect that the most important costs of price adjustment are the time and attention required of managers to gather the relevant information and to make and implement decisions." According to Blinder, et al. (1998, p. 21) these costs have become "one of the main strands of New Keynesian theorizing." Yet it remains a problem about which, Blinder, et al. (1998: 4) argue, economists know "next to nothing," even though "a small mountain of

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.

Technology in the 20th Century Paper Essay Example for Free

Technology in the 20th Century Paper Essay There are many notable advances made in technology that took place during the twentieth century. The world gradually moved from the industrial age into the technology age during this era. Once technology took hold nothing could hold back the flood of its advancement and the innovation that grew from it. Of all of the important advancements three standouts that are intimately connected are the inventions of the radio, computers, and the internet. The radio could be said as the beginning of the information age and the sharing of information worldwide. The Radio The radio actually made it possible for the first time in humanity’s history for an audience to hear a person from many miles away. Before the television the radio was a way of gathering of people and families to share news and the storytelling that would have once perhaps been told around a communal fire. According to Kinsey, between the years of 1909 and 1927 Britain, America, Australia, South Africa, and the Netherlands were all broadcasting wirelessly through the radio (Kinsey, 2005). During this time radio broadcasts were all commercial, but that soon gave way to other kinds of broadcasts including music. Computers Another huge advancement created in the twentieth century is the computer. The computers that are enjoyed today hardly resemble the huge calculating machines that were created around the time of the second world war. In 1944 the very first electronic- mechanical computer called MARK 1 was created at Harvard. This machine was a massive calculator that was fifty one feet wide and eight feet tall (Chee, 1997). The beginning of the smaller computers that we know today started in 1959 when Honeywell developed the first computers that used transistors. These were followed by IBM who used integrated circuits. The very first personal computers were built in the 1970’s with the computers that are recognizable today starting in 1974 with the first Apple PC being created in 1977. Computer technology continues to grow and expand creating increasingly smaller and faster machines to keep up  with today’s fast paced life. The small seven or eight inch portable ipad has little resemb lance to its humongous forefather the MARK 1. The Internet The internet’s history is tied to the government and the Cold War in the 1960’s. The over 300,000 networks that cover much of the world actually saw its beginning as a system that was created to use satellites and radio transmissions to communicate for the military. The problem with the system was that there were not any networks to share the information. A system that solved this problem was created in 1982 and by 1993 the World Wide Web was popularized by nuclear physists that needed to communicate with each other (Chee, 1997). By the end of the 1980’s a number of mostly professional people were utilizing the Internet and email, but by the 1990’s the internet would see massive growth. By the end of 1999 the number of people using the internet was estimated to be 248 million (Cohen, 2011). The world has been made a smaller place because of the internet. People all around the earth can see events that are happening real time in places they may never physic ally get to visit. The many challenges that persist for humanity are made visible on a daily basis which in turn can be a way for people to see one another as extensions of themselves instead of enemies to be conquered. In conclusion, the social changes that arose from two world wars fertilized a society that was eager to learn and explore our world. While the society of the twentieth century struggled to gain realistic views of humanity, technological advancements like the radio, computers, and the Internet helped to create a much smaller world. The technology that is taken for granted in today’s society had very humble beginnings in the twentieth century. That technology has helped to close the gap and erase some of the imaginary lines that have historically separated the world’s population. These innovations have helped to heal the collective scars of decades of war, proving to humanity that we are alike in more ways than we could ever imagine. References: Chee, H. W. (1997, Mar 27). Brief look at the history of computers. New Straits Times. Retrieved from http://search.proquest.com/docview/269127308?accountid=458 Cohen-Almagor, R. (2011). Internet History. International Journal of Technoethics (IJT), 2(2), 45-64. doi:10.4018/jte.2011040104Article Kinsey, M.(2005). Radio. In Key concepts in journalism studies. Retrieved from http://search.credoreference.com.ezproxy.apollolibrary.com/content/entry/sageukjour/radio/0

A Satisfactory Alternative To Utilitarianism Proposals Philosophy Essay

A Satisfactory Alternative To Utilitarianism Proposals Philosophy Essay A Theory of Justice by John Rawls presents a vastly more viable, workable, systematic, and satisfactory alternative to Utilitarianism proposals as a moral theory. While Utilitarianism attempts to spread benefits and burdens across society with the goal of maximizing utility, A Theory of Justice establishes the two first principles which ensure that each member of society first have access to basic liberties and secondly allows for social and economic inequalities to exist provided society is structured so as to benefit those who are the least well off. Additionally, Rawls Original Position and veil of ignorance ensures that individuals will not set up society so as to give themselves a greater advantage, but rather will have an incentive to set up scheme of justice which treats all members of society fairly as they do not have the information through wich they could, with any degree of certainty, stack the deck in their favor. In contrast with utilitarianism Rawls assumes that justic e not utility is the overriding factor in creation of a good society. Additionally, Rawls principles are ones that free and rational persons would accept under the original position with a veil of ignorance limiting individuals from creating an unfair advantage from the outset. Social contract theory is superior to utilitarianism precisely because it affords each person equal rights to the most extensive basic liberty in alignment with others in society whereas utility as an aim boasts no such ability. FIRST PRINCIPLES The difference principle is the idea that actions taken in society should improve the expectations of the least advantaged members of society. However it shapes this in the lens of mutual advantage, or as I like to think of it, a tide raises all boats. Ultimately both persons are better off. Rawls states that Inequality in expectation is permissible only if lowering it would make the working class even more worse off. With this in play, Greater expectations allowed to entrepreneurs encourages them to do things which raise the long term prospects of laboring class. The difference principle in effect takes a small aspect of utility and applies it, in a different way to the least well off. DISTINCTION BETWEEN PERSONS Perhaps Rawls greatest critique of Utilitarianism is in regards to the distinction of persons. Utilitarianism can only claim to protect individual rights in so much as the single paramount aim of utility achieves this through maximizes utility. As will be notes later, utility is a horrible tool for achieving this aim. A Theory of Justice  is Rawlss creation with the goal to create a philosophy of justice that provides more satisfaction in the quest for a system which aptly preserves justice and individual liberties. His first two principles achieve this and are as follows: The first is that each person is to have an equal right to the most extensive basic liberty compatible with a similar liberty for others. The second is that Social and economic inequalities are to be arranged so that: a) they are to be of the greatest benefit to the least-advantaged members of society (the difference principle). b) offices and positions must be open to everyone under conditions of  fair equality of opportunity From this ordering, equal liberty is first and foremost secured, folled by a more satisfactory social safety net that allows for economic advantage of some over others in so long as it benefits the least well off. Transitioning from this basis which respects the distinction of persons, Rawls begins his attacks on Utilitarianism. Utilitarianism in a misled effort, takes the logic that a single individual would rationally make to maximize the benefits and minimize burdens, and tries to apply them to society as a whole. You cannot apply the cost and benefit logic made by one person to the collective of persons society wide. Rawls contends that this lends itself to situations where there is neglect for the separateness of persons in favor adding up the total happiness and is prone to the violation of basic rights and liberties, which in his view are paramount. While it is perfectly logical for an individual to strive for maximum happiness for themselves, utilitarian theory is flawed in its attempts to apply these concepts to society as a whole. Social contract theory, in a vastly better way provides protection for individuals. Rawls uses examples such as Slavery and Suppression of free speech to show how, conceivably, the suppression of ones rights could be allowed under utilitarianism. For example, suppose a society was built of a strong majority of people, whos entire income was based upon the silence or labor of another class. Were this class of people to be given freedom of speech or rights to vote or freedom from forces labor, the entire society would collapse, resulting in a near complete depletion of utility for the whole. Under the principles of utilitarianism this liberation should not happen. In the quest to maximize   utility for all citizens other members of society must necessarily be denied any meaningful right or liberties to prop up the whole. Rawls sets up what he calls the the impartial  spectator to illustrate this. This individual feels the wants and needs of all in society. From this all knowing snap shot, this person determines the best way to maximize utility overall.  In doing this, the spectator may give certain groups higher priority over others due to the constraints of maximizing utility.  Thus Rawls argues that potentially very little care will go toward the individual whose rights and freedoms could conceivably be neglected because  they make up a minority or insignificant factor in the overarching goal to maximize societies utility. From here, he states that Utilitarianism does not  take seriously the distinction between persons..  Rawls asserts that his theory is an improvement from this since a theory of justice takes all person into account. The utilitarian response to this is of course that it is precisely by the focus upon achieving utility and would thereby argue that utility is best achieved when individual rights are protected. However, in contrast with Rawls second principle, the utilitarian idea does not particularly care what the spread of utility is across people. It may well be that utility is best served when all members of society are provided equal rights, but Rawls point is that there are compelling examples of where this could be completely untrue(e.g. Slavery). EQUILIBRIUM The concept of equilibrium also very important in Rawls overall theory and the sustenance of the original position. If a departure from this situation sets in motion tendencies which restore it, the equilibrium is stable. What he means by this is since the agreement is freely struck between individuals and it provides the best situation for all parties involved within this system, there is a built in check on any activity threatening the system. Since the system maximizes individual interests, provided they are consistent with the rights and freedom of others, the majority of individuals will be benefiting from the system and will work to maintain it. In a way this is reminiscent of utilitarianism. While utility is not being directly calculated, by everyone playing by the rules, it is of maximum benefit to all involved. Essentially, his failsafe measure to preserve the Original Position is everyones desire to maximize his or her own utility. Responsibility Another appeal for the theory of justice is its upholding of personal responsibility and that dynamic between society and individuals. While under his first principles, society is charged with ensuring liberties the flip side to this is that with this as a starting point, each individual is responsible for his or her life plan and choices as well as the consequences that emanate from them. A default on life plans, does not bring about legitimate grounds for compensation by society. Conversely, if a member succeeds well beyond those around them, this merit based achievement and wealth/happiness disparity is allowable, provided it benefit the least well off in society. In society owes the individual only to uphold the first principles, from there, unlike utilitarianism there is a sort of empowerment of the individual. VEIL Rawls states that for this system to work, all citizens must see themselves as   being behind a veil of ignorance.  Ã‚  By this he means that all deciding parties   in establishing the guidelines of justice (all citizens) must see themselves as   equal to everyone paying no mind to there economic situation or anything else   that they could keep in mind to negotiate a better situation to those qualities.  For example, someone who will become wealthy would not be made aware of this due to the veil, and therefore would not attempt to set up the tax code so as to benefit him over others. The individual has an incentive to do this as he or she may end up with the bad end of the deal when all the cards are laid on the table. This sets up a vastly more fair system than utilitarianism can provide. With utilitarianism, a majority could very easily take a look at the way this will play out, and shift them to be in their favor, and this would be allowed should it maximize the total utility. Another weak area for utilitarianism is in regards to what Rawls asserts in his statement that even where laws and institutions are unjust, it is often better that they should be consistently applied. In this way those subject tot them at least know what is demanded and they can try to protect themselves accordingly. Expectations are critical. It is important that even if the law is unjust, that it is consistent and clear. The situation that arises out of an unjust and inconsistent law, is that you have a populace unable to shield themselves or judge what their behavior should be to avoid punishment. Utilitarianism, by its very nature offers no such similar consistency since its goal is not justice, but rather utility. It is possible that randomly, one act or another could be made illegal or taxed with the known result that it will increase utility. Of course the counter claim to this is that maximizing utility leads to justice, but again there are countless examples where this would be untrue. I find in solidarity with Rawls in that justice is better served in the contractarian system over the utilitarian system. If the utilitarian system aims to simply have the most happiness spread to the most people possible, where is the justice for those who fall between the cracks of this system and are sacrificed as a necessary evil to the happiness of the many? Additionally, the idea that one injustice will compensate for the other, which on the surface, seems to be what utilitarianism promotes I find no basis in human reasoning. Under the veil of ignorance this would never be allowed. His concept of democratic equality is an alternative to utilitarianism which is vastly more appealing. He goes on to claim that the reason for the predominance of utilitarianism is due to the vast amount of well refined and impressive writings on the subject. He notes that the great writers for this system were social theorists and economists first and foremost and secondly worked to hash out theories in their writings with which to support and fine turn their beliefs. Throughout the 19th and 20th century there was near monopoly of thought from the major philosophical theorist in support of utilitarianism. I tend to agree with Rawls in his assertion that these theories received a very secluded amount of scrutiny toward Utilitarianisms weak points. While the positives of the system were well distributed and known, the skeptical voices were given a less widespread audience. I also agree with Rawls in his belief that their must be an alternative option available to people and that pointing out the flaws of utilitarians isnt enough. A choice must be given and is given in A Theory of Justice.. It is never enough to simply sit back and point the finger in a critique. Rather, an alternative must and is provided by Rawls. Rawls also defeats utilitarianism in the battle for a balance between liberty and equality. Under his first principles, liberty is adequately served in that he understands that there will always arises a disparity of wealth within society, but then with his second principle he establishes a check upon the trampling of the lowest in society. In Rawls view, this is fair due to the veil and essential aspect is the securing of basic liberties for all as in his first principle. In contrast however, when utility becomes the be all end all to be achieved in a society, you end up in a system that will result in the complete disregard for individual differences and desires. CONCLUSION Despite the huge differences between utilitarianism and the social contract system which Rawls supports, both theories have the same aims. Both attempt to put its actors onto an even playing field, but go about different ways in trying to achieve this. It seems clear that A Theory of Justice gives us a vastly more satisfactory alternative to Utilitarianism. A Theory of Justice establishes the two first principles which provide for basic liberties and secondly allows for individual success in society and inequalities to exist provided the and increase in inequality would benefit those who are the least well off. The veil of ignorance also lays out an incentive for fairness. In essence, Rawls appears to have better grasp upon the basic motivation and nature of human beings. He shows this in his emphasis on individual differences within society and his acceptance of the values of justice, not utility as the measure of a good society.

The Grinch Essay -- Psychoanalysis Therapy, Video

According to an online article that I read regarding psychoanalysis therapy, it is said to be very helpful in dealing with those who have personality disorders and neurosis. â€Å"Psychoanalysis therapy basically aims to find associations between the unconscious constitutents of patients’ mental process, by tracing out associations between the mind and mental process, all so in a systematic way† http://lifestyle.iloveindia.com/lounge/psychoanalytic-therapy-9740.html. While watching the video regarding the Grinch there are a few different things that come to my mind as I watch this. One big thing that comes to my mind which has already been stated in the video that we had to watch is the fact that he appears to be depressed, and irritable. Another thing that was mentioned on the video is the possibility that the Grinch may be suffering from some type of seasonal disorder causing the irritation. The Grinch relates to the psychoanalytic therapies in a few different ways. First, let’s talk about the psychoanalytic therapy which Corey (2009) says is â€Å"a model of personality development and an approach to psychotherapy. He gave psychotherapy a new look and new horizons, calling attention to psychodynamic factors that motivate behavior, focusing on the role of the unconscious, and developing the first therapeutic procedures for understanding and modifying the structure of one’s basic character† (pg. 60). How can I relate this therapy model to the Grinch? Well looking at the Grinch he appears to want nothing more than to ruin Christmas for the whos. Which to me this shows a sign of aggression and I guess of being destructive if you look at it this way. The Grinch didn’t have any insight into the happiness of Christmas for the whos’. He wa... ... been a lot of studies that have evaluated and exampled this approach. A downfall that could be given in this approach would be the training and experience of the professional working with the clients. In conclusion, these psychoanalytic approaches all have their pros and cons to each approach as we go through them. Each of these approaches also can be used to describe and compare therapy techniques with the Grinch. It was interesting to see the difference that these three approaches all had. I believe that there has been some significant information that was positive out of all of them as well as some negative ones. One never knows as they are first meeting with clients what the real issue is until they get into the sessions a little more. It is important to find an approach that is proper and would assist an individual who may not be willing to be counseling.

Effective Foreshadowing in Flannery O’Connor’s Greenleaf Essay

Effective Foreshadowing in Flannery O’Connor’s Greenleaf â€Å"Mrs. May’s bedroom window was low and faced on the east and the bull, silvered in the moonlight, stood under it, his head raised as if he listened- like some patient god come down to woo her- for a stir inside her room. The window was dark and the sound of her breathing too light to be carried outside. Clouds crossing the room blackened him and in the dark he began to tear at the hedge. Presently they passed and he appeared again in the same spot, chewing steadily, with a hedge-wreath that he had ripped loose for himself caught in the tips of his horns. When the moon drifted into retirement again, there was nothing to mark his place but the sound of steady chewing. Then abruptly a pink glow filled the window. Bars of light slid across him as the venetian blind was split. He took a step backward and lowered his head as if to show the wreath across his horns.† (311) An analysis of the introductory paragraph of Flannery O’Connor’s â€Å"Greenleaf† reveals how diction and text structure foreshadow Mrs. May’s fate and create a...

Defining and Measuring Corruption

Ackermann Rose 2008) Abuse is a worse description than only a false use as the term misuse of power implies. Albeit both terms have the same result, the term abuse of power implies a stronger illegal aspect and greater harmfulness than just a wrong use of power. Such an abuse of power is particularly expressed through the illegal use of willingness to pay which is a crucial criterion. Furthermore in this definition the benefit solely relies on material, especially monetary, motivation and so it has to be consequently applied on other sorts of motivation.As we can see in this example it is going to be clear that the amount of money finally tips the scales whether a corrupt person really accepts the bribery or not. This is also easily applicable for the example of a Gestapo officer whose decision depend: on the amount of human lives which has to be high enough before he engages in to the risk. Power in connection with corruption can also be a in a form of a specific position which can be based on trust. This refers to fact that power can often only arise through trust and power needs in most of the cases corrupt persons with a certain position.So a politician always needs the trust of his citizens to get elected by them to his trustful position of power. (CB. Ephraim 2005) As a result the power term has to be extended on the trust aspect. Marc Philip shows another definition approach which is more technical because he differentiates between the different protagonists in a corruption process more detailed and gathers through listing of exceptions more precisely the overlaps and the exact consequences more appositely while he keeps in mind the above shown compositions. (CB.Philip 2006) At the starting point in this definition which refers explicitly to the public sector, but is however applicable to the private sectors using slight modifications, is an official (A) who acts against the norms of his agency and Hereford derogates the public (B) to obtain a benefit fo r a third party (C). Here it is to be declared that the norms of his agency are usually beneficial of the public so that he prefers private benefits for himself more than the social benefits for the community. Cases in that A is equal C seem to be marked through high ran king appointees who are involved in practicing systematic corruption.B equal C should be seen as another special case where the corrupted action is limited on the fact that A charges a tax for an advantage of C, while this advantage already legally belongs to C in the first place. Here the fact is important, that some of the worst cases of corruption are those which are not recorded by a specific definition because those tend to be institutionalized into an approved fixed form. Moreover this approach distinguishes between A-initialized and C-initialized corruption, whereas A-initialized corruption does not need necessarily C, while Scintillated corruption however always needs A.Hence official (A) and the structure o f the affected function are in the centre of corruption, independent whether the official accepts bribes or a third party blackmails. To stretch this approach of political corruption to other sort of corruption is only a change of the protagonist' s names necessary. For example at economic corruption it is more important to focus on the exploitation of the market. 2. 2 Measurement 2. 2. 1 Implications of definition for measurement The problematic of defining corruption directly affects the measurement of corruption and influences the findings.While it is quite intuitive to be comprehensive when trying to find a theoretical definition, specifications are more important when it comes to practically measure corruption. Measurement for itself needs a variation which measures according to something constant. The problem when corruption is tried to be measured is that there is no constant state of corruption, I. E. Corruption is regarded differently and there is no normal state of corrupt ion as well as no real absence of corruption. Whatever is going to be measured, will not be measured against a natural standard, but has to be defined strictly.Therefore specifications of actors, the kind of corruption and the situational factors are crucial for correct measurement. A definition of corruption solely saying corruption is the aggregation of several incidents leads to errors in measurement, e. G. Taking the relative frequency of an incident, e. . Bribery, as a measure leads to an error in the findings as a country can be far more corrupt than another even though there might be no bribery at all but several other occurrences of corrupt actions. (Philip 2006) 22. 2 Methodology of measurement and problems Corruption happens in secrecy and only a small part of it happens openly.Unfortunately it is only possible to record this small known part thus the measurement of corruption is quite limited. Theoretically it is possible to measure corruption in different ways; first of all direct and focusing on experiences, secondly analyzing perceptions, thirdly using proxies and earthly applying more quantitative methods. The direct measurement of corruption is only possible by registered crimes. Looking at the amount of crimes it is not possible to determine whether corruption is not widespread or if the anti-corruption provisions are just effective in their function. Landforms 2006) Studies about crimes are more focusing on questioning about experiences. For example, the International Crime Survey asks first of all about perceptions and then directly about experiences. The answers show big differences between the interviewees' subjective perceptions and experiences. Less than 2% in Italy and Great Britain have experience with corruption but the opinion about corruption in the public sector shows that it occurs about 15% in Italy and 7% in Great Britain. (Miller 2006) This difference shows that individual or statistical perceptions are not 100% trustful.Percep tions can be blurred through cultural settings and country- specific peculiarities. Also the coverage about corruption blurs the perceptions, because corrupt persons on a high governmental level are mostly able to manipulate reports. (Miller 2006) Furthermore people notice probably phenomena because of the disability f heuristic more often when there are more reports about them in the media. (Taverns, Keenan 1974) So it is possible that signs which are based on perceptions like Transparency Internationally Corruption Perception Index and their influential public relations lead to a self-created bias in their measurements.Perceptions can also directly affect corruption when for example the population acts differently if they think their courts and police are corrupt or not. However the measurement of perceptions is often the only probate way to evaluate corruption. Cultural settings influence the definition of corruption but in practice it can be seen hat those differences do not hav e a big influence on the perception. For example the correlation is really high between perception of corruption in studies across the abutters of countries and the results of commercial agencies which evaluate the risk and development banks.Most of the studies and signs are based on surveys Of perception Of experts and individual protagonists in corrupt systems. The third method of measuring corruption is based on the assumption that corruption is determined by the presence or absence of specific measurable factors. The problem of this approach is that proxies are only opinions about notations of corruption and not about the corruption itself. Only the existence of the possibility of corruption means that there is in fact corruption. Glissando's formula â€Å"corruption = monopoly position + closeness – duty of integrity† is one proxy based approach to measure corruption.Glissando's model manifests three problems. First of all it claims that there is no integrity and everyone that has the possibility to be corrupt, is corrupt. Secondly, systems or protagonists are corrupt as soon as there is no perfect duty of integrity and it is expected that the duty of integrity cannot be corrupt. Thirdly, the formula implies a western way to organism political systems. This approach is described in the Transparency Internationally National Integrity System based on Egalitarian. The generalization and comparison of political systems is problematic because even western systems are very different to each Other. Philip 2006) Alternative ways have a more quantitative character which include more specific research methods. Those define the different sorts of corruption more exactly and consider the conditions under which they arise. The comparison between countries is based on an analysis between those entries instead of comparative signs. As a result of this it is possible to compare the police device of single countries without taking care about the political hi story. (Philip 2006) 2. 2. 3 Data acquisition As corruption is nontransparent, it is not possible to obtain direct data.Furthermore the protagonists try to falsify or dissemble data which implies using many different sources and methods in order to obtain reliable data. Apart from secondary analysis of already available sources and investigations of institutions in different countries there are several possibilities to collect data. Surveys about the perception, evaluation and experience with corruption among the public are the most used tool as these data can be classified into subjective (evaluation, experience, perception) and objective (number of incidents).It is important to check the representatives of the survey participants as most people do not get in contact with corruption on high level, but mostly on a low level, e. G. Bribing policemen. Such focus groups can be used for a qualitative predestination, on which further investigations rely. These groups can provide more det ailed data about the reasons and the impact of different kinds of corruption than broad surveys. Also they can be used as an instrument for the development of solutions. Case studies can be quantitative or qualitative as they can explain specific incidents or be part of greater investigations.Using these data it is possible to give statements about the process of corruption as well as progress of anti- corruption provisions. Field enquiries are another tool which provides highly specific findings even over a longer time period. Observers can take an investigative role of a judge as they are able to collect data about certain asses of corruption. (Miller 2006) In higher developed countries expert opinions are furnished which concern different areas of corruption, e. G. The health care system or legislative.These expert opinions can provide findings about which mechanisms of anti-corruption provisions are working in which area. Comparing these expert opinions it is possible to explain weaknesses of different provisions. 2. 24 Analysis of data using indexes Indexes allow aggregating and evaluating data. The dimensions of corruption regarded in one index construct the feature space of the index and therefore fine the amount of information this index can provide. Unfortunately, there are no objective criteria that all relevant data are considered or that the considered data are really relevant. Schnabel 201 1) Different indexes from governmental or non-governmental institutions serve the different goals of the sponsors to present different views about the occurrence and spreading of corruption. Therefore it is important to take in account which institution published which index and which part of corruption is observed. The Corruption Perception Index (ICP) provided by Transparency International measures the public perception of corruption in 1 77 countries. This index measures the perception, spreading and visibility of corruption. Since 2013 the ICP relies on 13 d ifferent independently aggregated sources of data.In the years before it was not possible to compare the ICP from different years as it was computed relatively to other countries. Since 2012, only raw data and the latest available data are used which enables a comparison over time. Changing his â€Å"modus operandi†, Transparency International responded to critics from scientists. (Gallant 2006) The ICP is he most common index but yet it is not without controversy. The methodology Of the ICP falls into four categories: Firstly, the data have to quantify perceptions in different countries equally using reliable and valid methods.All sources see corruption as misuse of power for personal gain. The investigations have to be repeated often enough to guarantee a high enough variation in order to obtain reliable findings. Secondly, the data is standardized on a scale from 1-100. Thirdly, data from the different sources are averaged. A country can only be included in the ICP if ther e are at least three independent sources of data. The ICP finally is an estimated and averaged value of all available sources. Fourthly, using the variation, the standard derivation of a country is obtained which can help to check the statistical significance.The data on which perception-indexes rely are simple ordinal-scaled measurements; taking this into account, the method of scaling used in the ICP is totally sufficient. Here however it gets obvious that the problem lies within the collection of data. A solution for this problem is the use of multidimensional approaches to measure corruption as done in the World Wide Governance Indicator. Latest studies concerning the ICP however show that the ICP provides quite reliable data as well as it is possible to compare different countries using the ICP.Some suggestions for the ICP include the use of at least six different sources Of data as well as an adaptation of the standard error for countries with smaller population. Even though t he ICP is statistically significant, the findings have to be handled with care. The main remaining problem is the one- sidedness towards the public sector. (Miller 2006) The World Wide Governance Indicator issued by the World Bank measures he quality of governments using objective data, expert opinions and surveys.The index relies on six dimensions, which are firstly â€Å"voice and accountability' of political freedom rights, the opportunity to take part in politics and freedom of opinion, secondly the perceptions of political stability and the absence of politically motivated violence and terrorism, thirdly the perceptions of effectiveness of the government and the quality of their political actions, fourthly the regulative capabilities of the government to pursue reasonable political actions helping the development of private enterprises, fifthly constitutional legality and sixthly control of corruption.