Jerk

Twitch (Retrieved from http://material science. information/kinematics-analytics/) †¢ Jerk is the pace of progress of quickening with time. j = da dt †¢ Jerk is the main subsidiary of increasing speed, the second subordinate of speed, and the third subordinate of relocation. j = da = d2v = d3r dt dt2 dt3 †¢ The SI unit of twitch is the meter every second cubed. ? ? m/s3 = m/s2 ? ? s †¢ A substitute unit is the g every second. ? ? g = 9. 80665 m/s2 = 9. 80665 m/s3 ? ? s †¢ Why is Jerk an important quantity?The human body is outfitted with sensors to detect increasing speed and yank. Found somewhere inside the ear, coordinated into our skulls, lies a progression of chambers called the maze. Some portion of this maze is committed to our feeling of hearing (the cochlea) and part to our feeling of parity (the vestibular framework). The vestibular framework comes outfitted with sensors that identify rotational speeding up (the crescent trenches) and sensors that di stinguish straight increasing speed (the otoliths).We have two otoliths in every ear †one for recognizing quickening in the even plane (the utricle) and one for identifying quickening in the vertical spot (the saccule). Otoliths are our own worked in accelerometers. The word otolith originates from the Greek (oto, ear) and (lithos, stone). Every one of our four otoliths comprises of a hard bone-like plate connected to a tangle of tactile strands. At the point when the head quickens, the plate movements aside, twisting the tangible filaments. This imparts a sign to the mind saying â€Å"we're quickening. Since gravity likewise pulls on the plates, the sign may likewise mean â€Å"this route is down. † The mind is very acceptable at making sense of the contrast between the two understandings. So great, that we will in general overlook it. (Sight, sound, smell, taste, contact †where's balance in this rundown? ) We overlook it until something changes in an uncommon, su dden, or extraordinary way. I've never been in circle or lived on another planet. Gravity consistently pulls me down similarly. Standing, strolling, sitting, lying †it's all very sedate.Now how about we bounce in an exciting ride (or take part in a comparatively exciting action like downhill skiing, Formula One hustling, or cycling in Manhattan traffic). Speeding up is coordinated initial one way, at that point another. You may even experience brief times of weightlessness or reversal. These sorts of sensations create extreme mental action, which is the reason we like doing them. They likewise hone us up and keep us centered during potentially life finishing minutes, which is the reason we developed this sense in the first place.Your capacity to detect yank is crucial to your wellbeing and prosperity. Twitch can be both startling and energizing. Arithmetical meaning of Jerk: where is increasing speed, is speed, is position, t is time. Snap is a vector, and there is no commonly utilized term to portray its scalar size (e. g. , â€Å"speed† as the scalar size for speed). The SI units of yank are meters every second cubed (meters every second of the second out of each second, m/s3, or mâ ·s? 3). There is no all inclusive concession to the image for yank, yet j is normally used.Newton's documentation for the subordinate of speeding up can likewise be utilized, particularly when â€Å"surge† or â€Å"lurch† is utilized rather than â€Å"jerk† or â€Å"jolt†. In the event that increasing speed can be felt by a body as the power (consequently pressure) applied by the article achieving the quickening on the body, snap can be felt as the adjustment in this weight. For instance a traveler in a quickening vehicle with zero yank will feel a consistent power from the seat on their body; though positive twitch will be felt as expanding power on the body, and negative jolt as diminishing power on the body.

Free Education free essay sample

Round out the accompanying framework Free post-auxiliary training THESIS STATEMENT with MAP full sentence(s) (1 or 2): Post-optional instruction ought to be free. It is significant for the understudy to have equivalent open doors that are not directed by riches. It is likewise gainful for the school as it permits more candidates for development and offers skilled understudies who might not ordinarily bear the cost of training. We will compose a custom paper test on Free Education or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Growing the open area. Theme SENTENCE 1 full sentence: Post auxiliary training ought to be free BODY PARAGRAPH 1-point structure: Primary Support 1: Potential understudies can arrive at their full capacity paying little heed to riches. Auxiliary Support: Contribute to society and economy all the more successfully Primary Support 2: Can wind up in a pattern of obligation Secondary Support: By the time they find a high gaining line of work their advantage will have developed and it’s when they will plan to make bigger buy e. g. house or a vehicle. Essential Support 3: Fewer concerns Secondary Support: More investigations and better evaluations Finishing up Statement 1 full sentence OR point structure: With the free instruction understudies can arrive at their full capacity, be without obligation and improve TOPIC SENTENCE 2 full sentence: It is valuable for the advanced education to be free as it permits more candidates for extension and offers skilled understudies who might not ordinarily manage the cost of training. BODY PARAGRAPH 2 point structure: Primary Support 1: The school/colleges can extend Secondary Support: by having free post-optional school more individuals will apply. Essential Support 2: Secondary Support Essential Support 3 Secondary Support Concluding Statement 2 full sentence OR point structure: TOPIC SENTENCE 3 full sentence: BODY PARAGRAPH 3-point structure: Primary Support 1: Increases your odds to find a new line of work Secondary Support: Workers lean toward instructed individuals Primary Support 2: It is demonstrated that by 2011 most employments will require a post optional training Secondary Support: People will have no chances to look for higher pay occupations. Essential Support 3: growing occupation segment Secondary Support: Decrease the activity lay-offs and work something lol

Movin On

Movin’ On Wow; it’s already 2010. Anyways, Monday 1/4/10 marks the beginning of IAP 2010. For those unfamiliar with IAP (Independent Activities Period), it’s basically the whole month of January during which …MIT students do whatever they find worthwhile â€" whether it’d be a mini-internship, starting/continuing an UROP, learning to snowboard, making pottery, or (gasp!) taking a class (many people do. ‚ò?) Browse around this year’s IAP site for a better idea ‚Üí Overview of IAP 2010 From what Ive heard, some of the most popular offerings that fill up very quickly include the beverage-related activities (such as A Taste of Scotland: Single Malt Scotch Whisky Tasting Seminar, In Vino Veritas, and Thirsty Ear Beer Connoisseur Class (all with legal age and IDs as prerequisites of course). Also with competitive enrollment is the IAP beginner glassblowing class, which uses a lottery system; students will learn the basics of making beautiful projects like this: (Credit: The MIT Glass Lab-http://web.mit.edu/glasslab/sales_labsales.html) Luckily, my suite-mate Evie got in this class -cant wait to see what she makes! Finally, a search for “IAP” on the blogs homepage will pull up some more personal experiences worth reading. Here’s a preview of my first IAP â€" which I’ll surely blog about in the coming weeks. • P.E. ice-skating @ 10 AM on MTWR I’ve been ice skating before, but am no where near comfortable on ice. Here’s a chance to change that. You might wonder why I should subject myself to something @ 10 AM four days a week, why, it must be because I have a math class at 12 PM and would not like to rush in between; plus I just found out p-sets for that class are due at 11:45 AM…good call on my part. Pat pat. Without further ado, the aforementioned obligation that will try to monopolize my IAP… • 18.02Aâ€" This is a continuation of 18.02A in the fall semester, during which we finish learning multivariable calculus. After completing half of the course in December, students choose to complete the second half during either the spring semester or IAP (which I believe is the choice of many since IAP grading is still pass-no record). But IAP 18.02A consists of daily lectures and recitations twice a week, four difficult p-sets, an one-hour exam, and a two-hour final. It will be a pain in the rear, but surmounting the math GIRs during IAP means room for other classes during the spring! • Java/Python/C++?? â€" So there’s a bunch of IAP offerings on programming. The options include Postscript, Python, C, C++, Haskell, and Java. I have not heard of half of the aforementioned languages, but gathering from Chris’s latest post, 630 MIT students are course 6! I have got to taste some of this, the computer science part that is. So if I find time, I will try to attend one of these programming series. • Paint my room bamboo â€" personal goal; wonder how this will go. • Random events i.e. LinkedIn, Twitter, Facebook…Oh My! What does your online image tell employers? ,Charm School, and Chinese Dessert Night . • The much talked about Mystery Hunt See Matts 2007 post • Take/practice for the Swim Test! â€" shhh size=1I still haven’t taken the swim test (100 yards consecutively any stroke you prefer) that we were supposed to have taken during orientation or by September 24th … or by Oct. 30th as the last email from MITPE commanded…Maybe it’ll get done during IAP? Feel free to discuss your new goals for 2010 now that apps are, for the most part, history! Lastly, Happy New Year’s, of course!

Socio-political Essay Online For Free - Free Essay Example

Sample details Pages: 8 Words: 2513 Downloads: 2 Date added: 2017/06/26 Category Literature Essay Type Essay any type Tags: Political Essay Did you like this example? Bertolt Brecht (1898-1956) was a German poet, playwright and theatre director. This project will look at the development of Brechts playwriting over time in response to the socio-political changes in Berlin, by evaluating Brechts work in the three periods of different political environments that Brecht was exposed to in Berlin. These should reveal how historical context and political stance shaped his work. Some reference will be made to the plays mentioned, due to their content and the different times in which they were written. Academic and contemporary responses mentioned in this project were mostly acquired at the Brecht Haus archive in Berlin on 14th February 2008. During the First World War, Brecht doubted in a school essay whether it was honourable to die for your nation and this feeling was heightened when he had to serve in the war as a medical orderly in 1918 (Rosenhaft, 1994). His first plays were written as the war ended; the working tit le of one of his first was Spartakus (later published as Drums of the Night), after the organisation of the German revolutionaries Luxemburg and Liebknecht. Brechts radical side is clear in his early plays; he talks about the decay and corruption of the bourgeois society that he felt a part of (Meech, 1994). Yet arguably at this point in time, Brecht was â€Å"a bohemian rather than a Marxist† (Schoeps, 1992). The polarisation of the Weimar Republic and the rise of fascism that resulted in stronger political beliefs and works in the late 1920s (Fetscher, 1980). Saint Joan of the Stockyards, an allegory on the workings of the stock exchange, is an example of this (McCullough, 1994). The Weimar Republic saw the increasing commercialisation of leisure activity with the rise of popular entertainment (cinema, sports, dance, jazz, etc) (Rosenhaft, 1994). The educated, bourgeois audience was being replaced by a broader audience. This cultural democratisation affected the role of the writer (Silberman, 1993). Some traditionalists sought new ways of asserting their elitism whilst others like Brecht began to develop a habit of production that submerged the authors subjectivity within a collective (Meech, 1994) as seen with the adaptations of Marlowes Life of Edward the Second (1924) and Man Equals Man (1926). The notion of aesthetic activity as production rather than creation, theorised by Brecht in his essay The Threepenny Lawsuit (1932) indicates this shift. Social changes have therefore directly impacted Brechts style of writing and theoretical concepts of theatre. Brecht was taught Marxism in the late 1920s twenties by Korsch and Benjamin, both anti-Stalinists (Esslin, 1959). Brecht supported the KPD, a mass party that to him seemed the only force capable of confronting Hitler, unlike the main Trotskyist organisation in Berlin with only 50 members (Windisch Brandon, 2006). He would not have had much opportunity to influence events othe rwise. Brechts turn to Marxism changed his approach to theatre. He rejected the naturalistic style that presented the audience with a perfect illusion of reality. For productions of Drums of the Night, he suggested hanging a banner above the stage saying â€Å"Dont Stare So Romantically!† Ironically, the need for a new form of theatre became obvious to him after his biggest financial success. The Threepenny Opera (1928) illustrated begging as an organised trade, with criminals working hand in glove with the police. But rather than shocking bourgeois audiences, the play was a huge success (Schmidt, 1992). Audiences loved music, while Brechts critique of capitalism did not attract much attention. Brecht was involved in the conflicts at the end of the Weimar Republic. One month after the premiere of The Mother (1932), police ordered that the play could be recited but not played. The production of another play was stopped because Nazis were assaulting the actors (Windisc h Brandon, 2006). Brechts vision of a more humane society changed with the rise of fascism (Silberman, 1993). He usually failed to represent convincingly the alternative order that could confront fascism, as seen in Fear and Misery of the Third Reich (1938), The Business Affairs of Mr. Julius Caesar (1938-39), and the Book of Changes (1935-42). As a Marxist, when the Nazis gained power, Brecht went into exile, staying close to the German border in Denmark and Finland to support the anti-fascist struggle until the war forced him to leave for the USA (1941). Until the end of WWII, Brechts plays rarely reached the stage. Yet the plays written in exile are his most famous today. Brecht expressed opposition to National Socialist and Fascist movements in Galileo, Mother Courage and Her Children, The Good Person of Szechwan, The Resistible Rise of Arturo Ui, and The Caucasian Chalk Circle. Mother Courage, for example, is torn between protecting her children from the war and ma king a profit out of the Thirty Years War (Leach, 1994). Key themes in the play include war as business, virtue in wartime and morality. None of those plays put simple answers to the moral questions they raise, and none of them are simple propaganda pieces. Rather, they show how the possibilities of the individual characters are limited by social conditions, and they force the viewer to think about the limits of â€Å"common sense† moral judgements (Windisch Brandon, 2006). Brecht focused on new representation. On the one hand, the formal reductionism of the parable plays from this period seems to function as a kind of protective shield against the impossible contradictions of reality, but on the other, the shift in subject and technique to more deliberate forms of distancing de-centres the text-audience relation by transferring the utopian imagination into the spectators themselves (Silberman, 1993). The prologue to The Caucasian Chalk Circle (1944) suggests the political and poetic utopia Brecht envisioned in his mature plays. Brechts invitation to return to the GDR, enticed by offer of own theatre and company, shows that although Brecht was not a member of the Communist Party, his allegiances were sincere (Esslin, 1959). The impressive Berliner Ensemble, visited on 15th February 2008, solely for the use of Brechts work and directing, and his work still dominates the theatre today (fieldtrip, 2008). He spent his last years defining and reworking his ideas. Although towards the end of his life Brecht wrote few plays, some famous poems have emerged from after the Second World War (Rundell, 1980). The Solution was Brechts commentary on uprising (1953) the GDR; he supported government measures taken to crush the uprising, including the use of Soviet military force, despite his concern for the protesting people as well. His allegiance to the communist regime is portrayed in The Days of the Commune, which is based on the proletariat revolution of the Paris Commune in 1871, which attempted to bring about a revolution through the working class. Brecht is often criticised for returning to the GDR (Fetscher, 1980). In fact, exile gave Brecht first-hand experience of the ‘freedom of the West. He was blacklisted out of 40 scripts he wrote, one was accepted for filming, and this was cut severely by Hollywood that Brecht withdrew it. Brechts commitments were leftist enough to provoke HUACs investigation in 1947 and the refusal of visas for travel to West Germany under US control (Kruger, 2004). Brecht also came into conflict with the Stalinist cultural bureaucracy. They forced him to make changes in several productions and even stopped two of them (Esslin, 1959). Brecht received support for his theatre in East Germany but he expressed private reservations about SED policy, especially after the workers uprising on 17 June 1953 challenged the partys claim to lead a â€Å"workers and peasants state† (Kruger, 2004). Brechts relation to the GDR regime remained contradictory. On the one hand, he said it would be better to have a bad socialism than to have none, he also disliked the dictatorship. When the Berlin workers uprising (1953) was repressed, he wrote a letter to the general secretary of the Communist Party in which he called for dialogue (Esslin, 1959). Only his last sentence backing the government was published. Hi call for dialogue, I believe, had two aims. Firstly, to reinstate peace amongst the campaigning people, as it seems unlikely Brecht would have spoken publicly against the GDR regime, despite his dissatisfaction with the scenario. Secondly, because of his pro-GDR regime status and his status as a GDR icon, his words would be more trusted by both parties. There is much argument over Brechts true thoughts regarding the 1953 uprising. In private, Brecht was more outspoken. In his unpublished poem The Solution, he ironically asks, â€Å"If the people had forfeited the confidence of the government, would it not be easier to dissolve the people and elect another?† Brecht intended his theatre to be a critique of society, believing that theatres function was to educate, and to achieve this he created his epic theatre theory. â€Å"A play should not cause the spectator to emotionally identify with the action before him or her, but should instead provoke rational self-reflection and a critical view of the actions on the stage†. Brecht wanted audiences to use critical perspective to identify social ills and therefore effect change, having described his plays as a collective political meeting in which the audience is to participate actively (Brooker, 1994). For this purpose, Brecht employed the use of techniques that remind spectators the play is a representation of reality and not reality itself called the alienation effect (Esslin, 1959). To achieve this, he ripped up the traditional five act structure of stat ic drama. Inspired by Russian revolutionary theatre, he looked for ways to interrupt the main plot (Windisch Brandon, 2006). For example, he used comments on the action directed to the audience, songs in between and projections of text with extra information. To undermine the natural curiosity of the audience, he used an announcer to summarise the scene before it was shown. This allowed him to show that the course of events is not simply given, and therefore demands choices and active intervention. The political side of his plays became harder to ignore. A good example is The Mother, which is set during the Russian 1905 revolution, showing a mother who wants to free her Bolshevik son from jail and how by doing so she gradually becomes convinced of Communism herself (Windisch Brandon, 2006). Brecht chose historical settings as another means of creating a distance between the viewer and the play. In Galileo Galilei, the struggle between the scientist and the Catholic Ch urch served as the scene for a debate on the tensions between individual beliefs and the way our rulers try to control our thoughts (Weber, 1980). Brechts has attracted immense controversy since his early theatrical successes in the 1920s, having been compared to Shakespeare (Laughton); Brecht is considered one of the great playwrights and directors of the 20th century. Over 50 years after his death, his plays along with those of Chekhov are the most frequently performed works (Fuegi, 1995). As Brook has emphasised: â€Å"Brecht is the key figure of our time, and all theatre work today at some point starts or returns to his statements and achievement†. But much praise for his ability and work is usually held up because of his Marxist views. This political allegiance has annoyed some critics like Willet, who has chosen to look upon it as something unfortunate but incidental to his achievements. Bentley also expresses his disappointment: Brecht â€Å"would be a be tter writer if he gave up Marxism†. Others oppose his work on the grounds that it is propagandistic and lacks the subjective sentiments accessible only through a more personal theatre of individual experience. Inevitably, commentators are forced to approach Brecht by addressing not only his plays but also his writings on theatre as well as the way he directed productions. Mostly they decide to deal with his technical expertise in isolation from his politics (Fuegi, 1995). Brecht is seen as a modern dramatist and poet worthy of careful study, and of no more particular interest except that he also happened to be political (Breuer 1992, Weber 1992). This purposeful attempt to neglect the political Brecht is frustrating because of its success in obscuring the relevance of his achievements, despite his surviving attempts by fascism to destroy its revolutionary content and undermine its significance. Most commentators have failed to understand the rationale of the method involved. But Brecht was quite clear about what he wanted and how he proposed to get it. When he referred to Marx as â€Å"the only audience for my plays that I had come across†, Brecht was describing a primary focus that is lost on his many critics. He did not mean that only Marxists could understand his plays. Rather it was Marxists alone who could understand what he was trying to do. Brecht comprehended how controlling cultural production had become under capitalism. His response was to do something about it by creating a theatre that sought to redefine the relationship between audience and performance (Trommler, 1980). Yet the historical illusions of modernism have become a problem of positioning oneself subjectively in a post-modern age when evaluating the subject of this study. Brecht was a communist without a party card. He could write only on commission from the party, their precarious status did not hinder him from criticising the policies of the party as we ll as praising its goals (Volker, 1987). His critiques were never simply blunt attacks, but were handled lightly with wit and satire. However, the party officials did not appreciate his critical irony, but preferred instead the sympathetic tracts of bourgeois authors. Brechts communist allegiances have also led to numerous attempts by the mainstream art world to degrade his legacy either by claiming that his plays are worthless Stalinist propaganda, or by claiming that they are worthwhile despite the politics (Windisch Brandon, 2006). Yet Brechts popularity has depended on misreading since 1928, when The Ballad of Mack the Knife song performed as part of The Threepenny Opera in Berlin became one of the most-recorded standards in the history of pop music. Brecht (and his composer Weill) might have wanted an art that hastens the overthrow of capitalism; instead they got covers from Darin and Sinatra (Tonkin, 2006). Depoliticising Brecht, however, is a difficult job he wrote plays with titles such as The Seven Deadly Sins of the Petty Bourgeoisie and Days of the Commune, and poems like The Song of the Class Enemy (Windisch Brandon, 2006). Brechts period in exile was a fight against material want, persecution, betrayal, and political disappointment (Volker, 1987). The last years of his life were spent in the German Democratic Republic (GDR), because he wanted another Germany based on the principles of peace and socialism. There, he was able to preserve his independence and artistic integrity. He welcomed the politicisation of art while vigorously defending his work against any state ideology (Volker, 1987). His theatre, the Berliner Ensemble, was opposed to the official GDR doctrine on art (Socialist Realism) and to the German Stanislavski tradition (naturalism) (Etkind, 1980). On principle, he rejected the use of art and theatre to conform to state requirements of taste. Brechts main contribution, then, is to be found in the innovativ e ways he devised for examining history and making the processes of history visible as changeable ones (Trommler, 1980). Brechts impact is not to be found in any recipes he may have provided but rather in the possibility of his writings to enable our own creativity in thinking about historical truths and processes (Silberman, 1993). Don’t waste time! Our writers will create an original "Socio-political Essay Online For Free" essay for you Create order

Antigone Iriola Analysis - 1129 Words

A pro-Antigone reader should admire Iriola because both characters have a tendency to create their own paths as opposed to blindly following men. Antigone directly defies Kreon’s decree that bans a proper burial for Polyneices, while Iriola does not join Kelemo on his activist mission. Woods suggests that Kelemo has already fled when the soldiers arrive at the house in Nimke, as they kidnap Iriola to retrieve clues about his location. Although there is no scene that outlines Kelemo’s parting, it appears that Iriola chooses not to join him – an attempt at being her â€Å"own woman† (Woods 24). Antigone also makes a choice – one that costs her her life. Fear does not deter her, however; she is determined to please the gods, as â€Å"Zeus was [not] the†¦show more content†¦It does not appear that Nigerian culture values survivors of domestic assault, as Nneka’s experiences remain secretive. Additionally, Nneka is forced to undergo sexi st traditions of mourning, including shaving her head. Her luscious hair symbolizes her identity in the story, and the regrowth of it represents the prosperous, Okpala-free life she plans on creating. The text supports this idea, as Nneka states, â€Å"I shall regrow my hair. Nurture it and delight in its growth† (Unigwe 80). Nneka strives to overcome sexism in her society and allow her identity as an independent woman to flourish, two themes that are critical to the plotline of Orlando. Conversely, â€Å"The Third and Final Continent† contains subtleties that exhibit the subject matter of Orlando. Although not directly about female empowerment, Mrs. Croft displays characteristics that reveal her strength. At 103-years-old, she has presumably lived without her spouse and other family members for a long period of time. She manages excellently for her age, as she remains able to prepare her food and serve as the home’s landlady. Moreover, Mrs. Croft has a stern personality, prompting the narrator to describe her voice as â€Å"bold and clamorous† from their first conversation (Lahiri 177). She barks orders at her male renters, who have all likely been as submissive as the narrator. Mrs. Croft

The Medieval World View Free Essays

Dametrius Sanders 003 Mrs. Pike November 26, 2012 The Medieval World View, ed. ed. We will write a custom essay sample on The Medieval World View or any similar topic only for you Order Now Candace R. Gregory, Carey Roberts, and H. Micheal Tarver (New York and Oxford: Oxford University Press, 2012) Peter von Sivers, Charles A. Desnoyers, and George B. Stow. Patterns of World History: vol. 1 : to 1600. (New York and Oxford: Oxford University Press, 2012) Tammy Pike. Lecture Notes What are the cosmos and what do they represent. The Buch der Natur or the Book of Nature was written by Konrad von Magenburg depicts the cosmos as levels, steps that we have to take to reach heaven in a different way that nobody else sees it. There are so many different opinions on what the stars mean because the view of them has changed over time. So what are the stars are they just there or are they one of the levels we need to reach to enter heaven. According to Konrad Von Magenburg’s illustration of Buch der Natur is a book but he depicts the cosmos as humans on earth being the lowest level, then levels of the stars, finally the top level heaven the goals of all humans. Aristotle believes that â€Å"the earth is the center of the universe, and everything revolves around them† . This idea which is called Aristotle’s Universe was adopted by the medieval church and to challenge this view of the Universe was not merely a scientific issue; it became a theological one as well, and subjected dissenters to the considerable and not always benevolent power of the Church. So making people think that God put the earth at the center of the everything and the church being the peoples connection to God putting all the power into their hands. Ptolemy was different he added to Aristotle’s view of the universe but he calculated and researched to make his own ideas as well. Ptolemy came up with â€Å"that the heavens go in a uniform circular motion and the objects in the heavens are made from perfect material, and cannot change their intrinsic properties†. These ideas together became known as the Ptolemaic Universe. He also wrote about the cosmos in his book called â€Å"Almagest† in a way Ptolemy and Aristotle had the same views and ideas about the heavens its just more scientific advances in Ptolemy’s time . Even though today people don’t see the cosmos as the heavens or a level to become heavenly beings we still try to discover what the stars hold. The meaning of the stars today really doesn’t mean anything to Christianity or the church. So is Konrad von Magenburg right or wrong are they a level. Is heaven right beyond them and all we have to do is pass certain tests to reach it. But the stars are something that we really want to discover but we as humans no longer think that the heavens lie beyond it. How to cite The Medieval World View, Essay examples

The Pros and Cons of the BPO Sectorâ€Free-Samples for Students

Question: Write a weekly journal over the duration of the 12-week teaching period that documents a critical analysis of their learning process. Answer: Introduction: In the present competitive business environment, every business is looking to provide best possible services for the fulfilment of business objectives. For that reason, I believe popularity of outsourcing has increased over the past few years. I feel that utilization of business process outsourcing helps businesses to maximize the effectiveness of the operational procedure. Now, during the conduction of research study, I had enough opportunities to understand the way BPO helps businesses in accomplishing all the requirements of the operational procedure. The development of study 1 and 2 had allowed me to identify the trend regarding the usage pattern of the BPO over the years. Now, I feel that proper understanding of the BPO will help to identify all the pros and cons in an effective way. In assessment 3, I will share my overall learning experience during the completion of 12 weeks teaching session. Week 1: The Nature, Process and Strategy of the Business Research During the completion of assessment 1, I have developed clear aims and objective to identify contributions of BPO sector in the Australian market. For that reason, I feel that it has helped me to gain practical knowledge regarding the best possible way to structure a particular research study. Moreover, I have focused on understanding the risk factors associated with the utilization of the BPO process. Therefore, I feel it will help me to understand the operational process of the BPO sector in Australia. For that reason, I feel that it will definitely create long-term impact on the quality of the research activities. Week 2: Research Design, planning and Process I have used mixed research methodology for identifying the pros and cons of the BPO sector. As a result, it has allowed me to capture both quantitative and qualitative data about the research topic. Utilization of mix method has induced me to develop two separate set of questionnaires, which has helped me to differentiate between qualitative and quantitative data. Moreover, I have also identified the kind of impact both qualitative and quantitative data can have on the operational procedure. For instance, collection of qualitative data has helped me to evaluate both verbal and non-verbal communication of the respondents. I have identified evaluation of non-verbal communication is critical for successful fulfilment of the qualitative data collection procedure. On the contrary, quantitative data collection process has allowed me to select different types of statistical tools and technique. Therefore, I feel that quantitative data will help my statistical knowledge and analytical skills in a major way. Now, I feel that gaining of practical knowledge from the employees and managers will help to cover all the details associated with the BPO procedure in Australian market. The research study has also induced me to develop a clear timeline for each activity. For that reason, I have developed Gantt chart for specifying required time for all the activities in an effective way. I have assessed the best possible way to accomplish all the requirements of business research are through the appropriate development of Gantt chart. Hence, I feel it will definitely help to cover all the requirements of future academic requirements in an effective way. In-depth evaluation of the BPO process in Australian market will help to assess all the changes in recent years. During the development of literature review, I had focused on capturing appropriate secondary information about the research topic. For that reason, I had to use different types of secondary sources like peer review journals, Google scholar, online library and other platforms. Therefore, it has enhanced my practical knowledge regarding the best possible way utilize secondary information for the successful completion of the study. In the literature review part, I had consciously tried to include opinions, theories and models of different past literatures for adding value to the overall study. Therefore, I feel learning from this 12 weeks session will help to fulfil all the future academic challenges in an effective way. In the literature review section, I have focused on highlighting the gap of the literature for selecting the necessary areas that studies need to cover for the successful completion of the study. For that reason, I feel that development of assessment 1 and 2 will help to enhance my critical evaluation knowledge, which will definitely help in my professional career and personal life as well. Week 3: Literature Review and Writing Business Research My professional career goal is to become senior manager in customer service department within a prestigious organization. I always like to talk with people from different cultural and geographical background. Therefore, I feel working in a top BPO organization will allow me to interact with different types of people on a regular basis. For that reason, I feel that gaining experience about the way BPO sector in Australia works will definitely help to cover all the areas in an appropriate way. In this study, I have focused on assessing the way operational procedure change has changed over the past few decades. Therefore, I feel that it will definitely help me to adjust in a working environment in BPO sector. Moreover, proper understanding of the operational procedure will help me to take much more effective decisions as manager. During the completion of assessment 1 and 2, I have covered all the areas associated with the business research activities. Therefore, I feel that learning fro m these to assessments will definitely allow me conduct effective research in future as well. Now, proper understanding of all the risk and positive factors will allow me to identify the best possible way to enhance the efficiency level of the operational procedure. Conclusion: The above evaluation has evaluated the fact that understanding of all the factors associated with the business research procedure. I believe successful completion of all the activities associated with the business research will help to enhance my professional career as well. The BPO sector in Australian market has grown over the past few years in a significant manner. Therefore, I believe proper understanding of the BPO operational process will help me to adjust in the professional world in an effective way. Thus, to conclude it can be mentioned that learning from 12 weeks sessions has definitely created positive impact on my theoretical and practical knowledge. References Brockbank, A. and McGill, I., 2012.Facilitating reflective learning: Coaching, mentoring and supervision. Kogan Page Publishers. Eppich, W. and Cheng, A., 2015. Promoting excellence and reflective learning in simulation (PEARLS): development and rationale for a blended approach to health care simulation debriefing.Simulation in Healthcare,10(2), pp.106-115. Gaevi?, D., Mirriahi, N. and Dawson, S., 2014, March. Analytics of the effects of video use and instruction to support reflective learning. InProceedings of the fourth international conference on learning analytics and Knowledge(pp. 123-132). ACM. Gould, N. and Taylor, I., 2017.Reflective learning for social work: research, theory and practice. Routledge. Krogstie, B.R., Prilla, M. and Pammer, V., 2013, September. Understanding and supporting reflective learning processes in the workplace: The csrl model. InEuropean Conference on Technology Enhanced Learning(pp. 151-164). Springer, Berlin, Heidelberg. Richards, P., Collins, D. and Mascarenhas, D.R., 2012. Developing rapid high-pressure team decision-making skills. The integration of slow deliberate reflective learning within the competitive performance environment: A case study of elite netball.Reflective Practice,13(3), pp.407-424. Rivera-Pelayo, V., Zacharias, V., Mller, L. and Braun, S., 2012, April. Applying quantified self approaches to support reflective learning. InProceedings of the 2nd international conference on learning analytics and knowledge(pp. 111-114). ACM. Ryan, M. and Ryan, M., 2013. Theorising a model for teaching and assessing reflective learning in higher education.Higher Education Research

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Cold War paper essays

Cold War paper essays The role of America at the end of World War II was where the origins of policing the world originate. America had been engaged in a very costly war in terms of dollars as well as lives. But, despite the expense the United States came out of World War II better than any other nation that was involved. The Second World War was a battle between the Allied and Axis Powers. The Allied Powers consisted of the United States, Great Britain, the Soviet Union, China, and France. This war was seen as the fight against Nazi Germany, and therefore resulted in a majority of the battles fought on German and Russian soil. The aftermath left the Soviet Union in bad shape. Close to twenty million Russians had died fighting the war, which accounted for about eight percent of their population. Conversely, none of the fighting was done on American soil, and while the United States suffered in terms of casualties it was nothing compared to the loss Russia had endured. Because the war would not end until the Axis Powers fully surrendered to the Allied Powers, the United States was forced to use the first atomic warfare in history. The atom bomb would later serve as America's greatest possession. Stalin, the Premier of the Soviet Union had always distrusted the American and English intentions. Because of Stalin's aggression and attitude pertaining to Soviet influence on Europe, the postwar stance on Russia had turned into a standoff. This became the origin of the Cold War. The Cold War, seen as a battle between communism and capitalism, was "in reality a more complex struggle over a broad range of ideological, economic, and strategic issues." (Henretta, 868) Over the next several years the United States would spend more money on military and defense than ever before. Several measures were taken to ensure that the same mistakes at the end of World War I would not be repeated. The first in a series of measures was a postwar conference in...

Leadership in The Healthcare Sector Essay Example | Topics and Well Written Essays - 4250 words

Leadership in The Healthcare Sector - Essay Example These codes can be viewed as a formulation of personal responsibility. The most identifiable significance being the mode of commitment that an individual possesses. In general, sense the code possesses all aspects of professional situation as both a human and a proficient member of the organization. It is obvious that an organization is formed with human aspects and for an organization to become ethical, it is important the human aspects be indulged into following the code. It is imperative that these codes of ethics would be subjective and open to individual interpretations but it should also be noted that in such incident these codes, phrases, or word of the codes would be judged upon individual approach of humane solution. (Zimmerman, 2002) In this respect of Ethics and Leadership qualities of an organization, it would be relevant to mention the emergence of Professional Care Organization (PCO, a newly established health care organization). Its very existence may be definitely seen as a paradigm shift. The clientele is the public in need of medical treatment. The organization employs a staff of 120 professionals (doctors, paramedics, assistants, nurses, health-care assistants, and maintenance staff). PCO intends to become the leading health-care services provider in its region. It also plans to alter the general conception for high medical care costs by implementing a society benefit program that will allow to significantly reducing the patients' expenditures. The modern American health industry is going through a difficult period, one characterized by new concerns about rising health costs. The major concern that had directed medicine until that time was that Americans required more medical care-more than the marketplace would offer by itself. Now, however, worries about high expenditures are replacing concerns about expanding access. The country's focus turns to the matter of redundant procedures, excessive rates of surgery and hospitalization, and repetition of facilities and equipment. The appearance indicates the growing appeal of scientific and rational approaches to social concerns, including health related questions. PCO symbolizes a way to smooth the playing field and to bring arrangement and order as well as scientific reasoning to the, at times, inefficient health care system. Analytical foundation gives society a structure for posing a range of questions related to priority-establishment. It lets the public evaluate existing al ternatives, explore hypothetical

Drug Addiction Essay Example | Topics and Well Written Essays - 1000 words

Drug Addiction - Essay Example They crave for the drug so much that they can do anything they could to get a dose for them to relax. For those who are addicted they will continue taking the drugs even after realizing the harm it has on their body. (Amusable, 2008) The risk factors of drug addiction are common as for the other condition. Risk factors include family history of addiction where it is usually common on the families that had prior addiction before the current case. In addition, addiction of drug is dominant in males than female according to statistics. Stats show that the addiction in male is two folds compared with their counterparts. Peer pressure is also a contributing factor. This according to stats is seen mostly in the young people trying to fit in their social stratum. After the first introduction into drug abuse, the body develops a tolerance with time and eventually dependence. Drug addiction is a physiological process on its own. It is a physiologic process, because, it does not just happen at once but develops slowly and in sequential stages. Dopamine is the main hormone that is involved physiologically in the process of drug addiction. Drugs such as cocaine, morphine, and alcohol alter the pathway of dopamine. The first dose taken by an individual has no big effect. Additional drug abuse cause tolerance effect and soon the level of dopamine increase and consequently cause a feeling of being happy. Continuous administration of drugs also has a sensitization effect on the extracellular cells. So when an individual has reduced, or the dose reduce in the blood also the happiness causing hormone, dopamine, also goes down and the craving also start to go back to normal. The drugs taken tend to increase dopamine and when withdrawn the level of this dopamine dwindle and the cycle repeat itself. This cycle is what is known as drug addiction (Hanson, 2005). Will power to withdraw from drugs is most a time futile. The physiologic development of regulation effect

Effects of Yoga on Life Satisfaction and Stress

Effects of Yoga on Life Satisfaction and Stress Literature Review and  Results Chapters Contents (Jump to) Literature Review Results Discussion Conclusion Literature Review Carlson, Goodey, Patel and Speca (2003) studied the effects of mindful-based stress reduction on quality of life, mood and stress in those with breast and prostate cancer. The MBSR programme was found to be associated with enhanced quality of life and decreased stress with low cortisol levels (Carlson, Goodey, Patel and Speca, 2003). From the above study it was inferred that practice of yoga increased life satisfaction and reduced stress. Culpepper, Davis, Eisenberg, Phillips and Saper (2004) conducted the first U.S. national yoga survey on 15 million Americans who had practiced yoga at least once in their lifetime, in order to identify the relationship between yoga practice and life satisfaction. 3.8% of this population were in the age range of 18 to 55 years and had practiced yoga for over one year. These individuals were found to score higher on life satisfaction than those who had tried yoga only once (Culpepper, Davis, Eisenberg, Phillips and Saper, 2004). From the above study it was inferred that individuals who had practiced yoga for over a period of one year were significantly more satisfied with life than those who had practiced yoga only once. Lee (2004) studied the relationship between Hatha Yoga practice and subjective well-being between beginners who practiced yoga from one to ten months and advanced Hatha yoga practitioners who practiced yoga for at least two years. 107 adult Hatha yoga practitioners participated in the study that practiced yoga consistently, at least twice a week for an hour. Advanced Hatha yoga practitioners were found to have higher levels of subjective well-being on the Satisfaction With Life Scale (SWLS), Positive and Negative Affect Scale (PANAS) and the Spiritual Well-Being Scale than the beginners (Lee, 2004). From the above study it was inferred that regular practice of yoga led to higher life satisfaction, positive affect and spiritual well-being. Bijlani (2005) studied the effect of a yoga intervention on 98 subjects with chronic illnesses and high risk for cardiovascular diseases who practiced yoga for 3 to 4 hours for 8 days and were later tested on subjective well-being and anxiety scales. It was found that subjective well-being increased and anxiety decreased significantly after the practice of yoga (Bijlani, 2005 cited in Carson, King and Koenig, 2012). From the above study it was inferred that yoga practice increased life satisfaction and reduced anxiety. Daubenmier, Hirschman and Impett (2006) conducted a study to examine the potential of yoga to promote embodiment and well-being (life satisfaction) on 89 participants pursuing a 2 years yoga course. After the course and on completing a short survey assessing life satisfaction in many domains, it was found that women objectified their bodies less after participating in the programme. Also, men and women had increased body awareness, positive affect and higher satisfaction with life as well as decrease negative affect with more frequent yoga practice (Daubenmier, Hirschman Impett, 2006). From the above study it was inferred that the practice of yoga increased satisfaction with life along with an increase in positive affect and increased body awareness. Dehen, Flegal, Haas, Kishiyam, Okena and Zajdel (2006) in U.S.A. studied the effects of six months of Hatha Yoga intervention on cognition and quality of life of 135 healthy older people, aged 65 to 85 years who were randomly assigned to the yoga intervention group and the wait-listed control group. Results indicated that the yoga group had significant improvements on cognitive and quality of life measures than the wait-listed control group (Dehen, Flegal, Haas, Kishiyam, Okena and Zajdel, 2006). From the above study it was inferred that yoga practice increased quality of life as well as cognition functioning. Geher, Otte and West (2006) researched the effects of Hatha Yoga on stress and life satisfaction on a U.S. population of 168 individuals in the age range of 20 to 40 years. 94 yoga practitioners who had practiced yoga for more than a year were significantly more satisfied with life and had lower cortisol (stress hormone) levels than the 74 individuals had completed only three sessions of Hatha Yoga (Geher, Otte and West, 2006). From the above study it was inferred that long-term yoga practitioners were more satisfied with life on and had lower stress levels than beginners of yoga. Kirstein (2006) studied the effects of 10 weeks yoga intervention on postural control, spasticity, mobility and quality of life of 12 patients with Multiple Sclerosis aged 30–76 years who practiced yoga twice a week for 70 minutes. Significant differences between the pre and post intervention scores suggested that yoga was a valuable alternative to other exercises for Multiple Sclerosis patients because of the improved scores on all scales (Kirstein, 2006). From the above study it was inferred that yoga intervention increased postural control, mobility, quality of life and decreased spasticity. Vito (2007) evaluated the effects of Hatha Yoga in relieving the psychological and physical symptoms of 25 female breast cancer patients aged 25–60 years, who were alternatively assigned to a twice weekly, 8 week yoga group and a wait-list control group. Questionnaires were administered before and after the yoga intervention. The yoga participants showed significant improvements in all outcome measures with a decrease in fatigue and negative mood as compared to the wait-listed control group (Vito, 2007). From the above study it was inferred that yoga increased quality of life simultaneously decreasing symptoms of cancer. Bijlani, Gupta and Sharma (2008) studied the effect of an 8-day intensive yoga intervention on 77 subjects’ subjective well-being who were randomly assigned to the yoga group and the control group. Using the Subjective Well-Being Inventory (SUBI), the yoga group reported significant improvements in the areas of general well-being, expectation and achievement, confidence in coping, and mental mastery along with less worry and better abilities to cope with stress, and thus scored higher on subjective well-being than the control group (Bijlani, Gupta and Sharma, 2008). From the above study it was inferred that a yogic lifestyle increased subjective well-being. Duncan, Leis and Taylor-Brown (2008) evaluated the impact and outcomes of Iyengar Yoga in a Cancer Centre on 24 participants aged 38 to 57 years on measures of quality of life, spiritual well-being and mood disturbance. They were taught yoga and practiced it for 90 minutes per day for ten weeks. On comparing the World Health Organization Quality of Life scale (WHOQOL) before and after intervention scores, quality of life and spiritual well-being significantly improved with a reduction in mood disturbance (Duncan, Leis and Taylor-Brown, 2008). From the above study it was inferred that the practice of yoga increased quality of life and spiritual well-being, and regulated mood. Thomas (2008) examined the relationship between adopting a yogic lifestyle and subjective well-being on 152 Australian yoga students aged 30 to 50 years. Those who undertook an intensive Satyanand Yogic training (incorporation of Bhakti Yoga, Karma Yoga and Hatha Yoga) for two years scored higher on the Satisfaction With Life Scale and the Personal Wellbeing Index than those who only attended a weekly programme (Thomas, 2008). From the above study it was inferred that practice of yoga increased satisfaction with life. Havalappanavar and Jadhav (2009) studied the effect of yoga on subjective well-being and anxiety on 50 first year students from Naturopathy and Yogic Sciences Course aged 20 years and above. The Spielberger’s State Trait Anxiety Inventory and the Subjective Well-being Inventory were administered before and after one academic year with the practice of yoga. A significant decrease was found in both state and trait anxiety levels and positive changes in subjective well-being with an impressive ascend in life satisfaction scores after the yoga intervention (Havalappanavar and Jadhav, 2009). From the above study it was inferred that the yoga intervention reduced anxiety levels with an increase in life satisfaction. Maharana, Nagendra, Raghuram, Rakhshani and Venkatram (2010) studied the yoga effects on quality of life and interpersonal relationships on 102 pregnant women who were randomly assigned to two groups; 51 each to the integrated yoga group and the antenatal exercises (relief from back pain) (control) group, both for one hour, thrice a week. Results indicated that there were significant improvements in quality of life and interpersonal relationships in the integrated yoga group compared to the antenatal exercise group (Maharana, Nagendra, Raghuram, Rakhshani and Venkatram, 2010). From the above study it was inferred that integrated yoga effectively improved quality of life and interpersonal relationships. Moliver (2010) studied yogic effects on subjective wellness ad well as physical and psychological wellness in 393 women, including 211 yoginis (female yoga practitioners) who had more yogic experience than the rest aged 45 to 80 years. It was found those with more yoga experience scored higher on physical wellness, subjective vitality and life satisfaction scales than those with lesser yoga experience (Moliver, 2010). From the above study it was inferred that life satisfaction, physical well-being and subjective vitality increased with greater yoga experience. Ulger (2010) studied the effects of 8 hourly sessions of yoga on the quality of life in 22 breast cancer patients aged 30 to 50 years. The State-Trait Anxiety Inventory-I and State-Trait Anxiety Inventory-II to measure anxiety and its permanence respectively, and Visual Analog Scale to measure life satisfaction were administered before and after yoga training. Patients’ quality of life after yoga was found to be higher with decrease in stress than before training (Ulger, 2010). From the above study it was inferred that yoga training can diminish stress and increase quality of life. Choudhary and Rathore (2011) studied the impact of 6 months of yoga on emotional intelligence and life satisfaction on 60 individuals who were given the Emotional Intelligence Scale (EIS) and the Satisfaction With Life Scale (SWLS) before and after the completion of the yoga training. Results revealed that yoga increased life satisfaction and emotional intelligence before and after yoga intervention. Also, females had higher scores on both tests than males after practice of yoga (Choudhary and Rathore, 2011). From the above study it was inferred that consistent practice of yoga increased life satisfaction. Reis (2011) studied the effect of a 6-week prenatal yoga intervention in late pregnancy and its changes in optimism, power and well-being on 21 women. Tests were administered in the first week and after the yoga intervention. Optimism, power and well-being had significantly increased from the first to the sixth week of the yoga practice (Reis, 2011). From the above study it was inferred that practice of yoga promoted optimism and well-being. Woodyard (2011) explored the therapeutic effects of yoga to increase quality of life on 404 individuals aged 20 to 40 years who had newly enrolled for six months of yoga. Results showed that yoga enhanced individuals’ muscular strength and body flexibility, promoted and improved respiratory and cardiovascular function, promoted recovery from and treatment of addiction, reduced stress, anxiety, depression, and chronic pain, improved sleep patterns, and enhanced overall well-being and satisfaction with life than they previously experienced (Woodyard, 2011). From the above study it was inferred that satisfaction with life along with overall well-being increased with the practice of yoga. Seldin (2012) studied the effects of yoga on female body experience on factors such as self-objectification and self-acceptance on 7 American women aged 25-49 years who had consistently practiced yoga 4 times a week for 2-12 years. The self-objectification theory stated that expectations of physical and sexual body appeal resulted in poor body image. In 2004, Myers and Sinclair’s study established a link between poor body image and lower life satisfaction in adulthood among women. Using a semi-structured interview format, most women acknowledged decrease in body dissatisfaction and self-objectification after several years of yoga practice which was also directly related to higher marital, familial, occupational and other life satisfaction variables (Seldin, 2012). From the above study it was inferred that the practice of yoga increased self-acceptance and satisfaction with life with a reduced dissatisfaction with body image. Chartrand, Haussmann, Khalsa, Mika and Moliver (2013) studied the effect of yoga practice as a predictor of psychological well-being on 211 female yoga practitioners between 35 and 60 years of age. Some who had practiced yoga for 10 years had higher life satisfaction and positive health outcomes compared to those who had practiced for only 2 months. Increased yoga experience predicted increased psychological well-being for those who intended to practice yoga throughout their lifetime (Chartrand, Haussmann, Khalsa, Mika and Moliver, 2013). Subjective well-being reduces in midlife years and rise in old age. However, the practice of yoga has shown to increase emotional well-being and life satisfaction in both midlife years as well as old age despite material and social losses (George, 2010). From the above studies it was inferred that yoga increased life satisfaction with age due to prolonged practice. Lucia (2013) studied the effects of yoga on psychological and physical wellness, and subjective well-being on 372 individuals aged 18-85 years. The participants were divided into yoga practitioners group and the control group who engaged in non-yoga exercises. Results indicated that yoga participants had higher psychological wellness and subjective well-being than the control group with no significant differences in physical wellness (Lucia, 2013). From the above study it was inferred that yoga participants experienced higher levels of psychological wellness and subjective well-being than non-yoga participants. Margaret (2013) studied yogic effects on the quality of life and functional performance of older adults. 135 individuals aged 60 years and above participated with 71 subjects in the intervention group and 64 in the control group. After 12 weeks of intervention, significant improvements were found in the quality of life and functional performance of the yoga participants. According to observations made in the study, the high attendance rate implied that yoga was preferred to medications (Margaret, 2013). From the above study it was inferred that aging individuals preferred yoga to medication, not only to increase functional performance and physical ability, but also to increase quality of life. Rai, Ramesham, Sathian and Sinu (2013) conducted a study on 280 married individuals, aged 30 to 55 years of which 164 individuals were Raja Yoga practitioners and 116 were non-yoga practitioners, to assess the effects of yoga on life satisfaction and happiness. It was found that yoga practitioners were happier and more satisfied with life than non-yoga practitioners. Also Rajayoga Meditation significantly increased life satisfaction and happiness in life further enhancing positive thinking (Rai, Ramesham, Sathian and Sinu, 2013). From the above study it was inferred that practice of yoga increased life satisfaction and enhanced positive thinking. Ivtzan and Papantoniou (2014) studied the effect of yoga on three dimensions of psychological wellbeing: gratitude, life satisfaction and meaning in life on 124 participants, aged 18 to 40 years, with equal number of individuals with and without yoga experience. The research findings stated yoga practitioners scored higher on all scales (Ivtzan and Papantoniou, 2014). From the above study it was inferred that practice of yoga increased meaningfulness of life, satisfaction with life and gratitude towards life. Sharma (1986) focused on the application of yoga to modify behaviour for achievement of self-actualization. The scheme of yoga fits the Hierarchy of Needs Model by Maslow where self-actualization is the final goal after satisfaction of psychological, safety, love and esteem needs. According to Sir Aurobindo, ego is the source of all conflicts, which if continues, leads to mental ill health and disorders (Sharma, 1986). In 1988, Hoffman stated that self-actualization is a continuous process of becoming satisfied with one’s life. According to Maslow, the desire for fulfilment in all aspects of life caters to becoming actualized. Diener and Tay tested Maslow’s theory in which 60,865 participants representing all continents of the world were surveyed from 2005 to 2010. They answered questions regarding six needs closely resembling those of Maslow’s needs to assess well-being across three measures, namely life evaluation also called life satisfaction, positive feeling s and negative feelings. It was found that satisfaction of the six needs rendered life satisfaction and positive feelings being greater than negative feelings (Diener and Tay, 2011). Positive psychologists Martin Seligman, Christopher Peterson and others have ascertained the fulfilment of these six needs to contribute to higher well-being and life satisfaction. They also stated that those who successfully fulfill these needs are capable of self-actualization (Coon and Mitterer, 2010). The above literature reviews have stated that the practice of yoga had significantly increased satisfaction with life. Greater experience of a yogic lifestyle increased life satisfaction as individuals grew older. CHAPTER 4 RESULTS AND DISCUSSION 4.1. INTRODUCTION This chapter comprises of the two sections namely, the statistical analysis of the data obtained and the discussion of the results. 4.2. RESULTS This section entails the statistical analysis of the obtained data for the two groups, yoga practitioners and non-yoga practitioners using Descriptive Statistics and Independent Samples T-test. Table 4.1. (a) showing Descriptive Statistics for Yoga Practitioners and Non Yoga Practitioners on the Satisfaction With Life Scale. From Table 4.1. (a) showing the descriptive statistics for the two comparative groups it was observed that the total sample (N) consisted of 200 individuals, 100 yoga practitioners and 100 non-yoga practitioners. For the group of non-yoga practitioners, the Mean was calculated to be 23.71 with a Standard Deviation of 3.19. For the group of yoga practitioners, the Mean was calculated to be 27.75 with a Standard Deviation of 2.98. Table 4.1. (b) showing Independent Sample T-test for the sample of Yoga Practitioners and Non-Yoga Practitioners on Life Satisfaction. Table 4.1. (b) shows the Independence Sample T-test for the two comparative groups, yoga practitioners and non-yoga practitioners on life satisfaction. In the Levenes Test for Equality of Variances, the F value obtained was 0.51 which was significant at the 0.47 level indicating that the homogeneity in the sample was maintained. Thus, equal variances were assumed. In the T-test for Equality of Means, the t value obtained was 9.22 with df value (degree of freedom) of 198 which was significant at the 0.000 level. The mean difference obtained was 4.04. The significant difference obtained between the two comparative groups thus indicated that yoga practitioners showed significantly higher life satisfaction compared to non-yoga practitioners. 4.3. DISCUSSION The present study is a comparative study of yoga practitioners and non-yoga practitioners on life satisfaction. From the above section, the t value of 9.22 was significant at the 0.000 level. Thus the hypothesis stating that ‘the scores on life satisfaction will be significantly higher for yoga practitioners than non-yoga practitioners’ was accepted because the statistical analysis of the obtained data showed a significant difference between the two groups. In congruence to the above findings, previous researches done on the practice of yoga and satisfaction with life are listed below. Gharote (1982) studied the psychophysiological effects of meditation (Pranayama) and yogasanas on personality and use of yoga in therapy over a period of one year on several individuals who enrolled at the College of Yoga and Cultural Synthesis at Kaivalyadhyama, Lonavala. On various testing grounds, meditation and yogasanas decreased neuroticism, increased extroversion and self-control, self-actualization, happiness and psychological well-being (Gharote, 1982). From the above study it was inferred that practice of yoga increased happiness and life satisfaction. Bhushan (1998) studied the effect of a 14 month yoga course on measures of psychological well-being. The Satisfaction With Life Scale and Spielberger’s State Trait Anxiety Inventory were administered before and after the yoga course to 139 employed individuals. When the pre and post intervention scores obtained for the two variables, life satisfaction and anxiety were compared, an interesting finding was seen. There was a significant decrease for those with initial high levels of anxiety, and life satisfaction had increased after the yoga course (Bhushan, 1998 cited in Thomas, 2008) From the above study it was inferred that yoga increased life satisfaction and reduced anxiety. Jhansi (2007) studied the impact of yoga training on self-ideal disparity (incongruence between real self and ideal self) and psychological well-being on an experimental sample of 19 adults who had completed a yoga training course for six months and a control sample of 19 adults who had newly enrolled for the same. The experimental sample was tested after their yoga course and the control sample was tested before it on self-ideal disparity and on a scale of psychological well-being. Results revealed that the experimental group showed higher congruence between real self and ideal self and higher psychological well-being than the control group (Jhansi, 2007). From the above study it was inferred that practice of yoga increased life satisfaction and reduced self-ideal disparity. Bakshi and Kumari (2009) studied the effect of practicing yoga on subjective well-being (SWB) and academic performance on 100 adolescents aged 14 to 16 years. After a year of yoga practice, the students had high scores on subjective well-being and showed a gradual increase in academic performance in school (Bakshi and Kumari, 2009). From the above study it was inferred that practice of yoga increased subjective well-being and ultimately improved their academic performance. Monk-Turner and Turner (2010) conducted a study on an adult sample of yoga practitioners and non-yoga practitioners to assess life satisfaction along with body, mind, spirit and happiness differences. It was found that yoga practitioners significantly reported more mental wellness, strong morals, healthy values, ability to express their feelings and consider those of others, a positive outlook towards life and high well-being with higher scores on life satisfaction as compared to non-yoga practitioners. Yoga practitioners were also more likely to experience happiness within themselves (Monk-Turner and Turner, 2010). From the above study it was inferred that satisfaction with life along with mental wellness, positive outlook and happiness increased with the practice of yoga. Malhotra and Nangia (2012) studied the influence of regular practice of yoga on cognitive skills and well-being on 19 regular yoga practitioners who were tested on outcome measures of attention, remote memory, mental balance, immediate and free recall, verbal and visual retention, and on a measure of well-being. Results indicated that the practitioners obtained high scores on all cognitive measures and well-being (Malhotra and Nangia, 2012). From the above study it was inferred that practice of yoga not only enhanced well-being but it also sharpened cognitive skills. Dubey (2012) studied the role of perceived control (a belief that individuals are capable of influencing the events in their lives to deal with stressors and their inner states) in continuing yoga for six months every day, and its effect on health and well-being on regular, irregular and non-yoga practitioners aged 22 to 60 years. Various tests were administered before the course and six months after it. Perceived control was a good predictor of life satisfaction and health in the regular yoga group and thus they were more satisfied with life and had better health scores than the irregular yoga and the non-yoga practitioners (Dubey, 2012). From the above study it was inferred that yoga practice increased life satisfaction and promoted better health outcomes. Bankar, Chaudhari and Chaudhari (2013) studied the impact of long-term yoga on sleep quality and quality of life on 65 adults aged 60 years and above. Scores of yoga practitioners on the Pittsburgh Sleep Quality Index (PSQI) and Quality Of Life Leiden-Padua (LEIPAD) Scale were compared with a non-yoga group of the same age. The yoga group was found to have higher life satisfaction with better sleep quality than the control group (Bankar, Chaudhari and Chaudhari, 2013). From the above study it was inferred that regular yoga exercises helped to improve sleep quality as well as quality of life. Basavaraddi, Gangadhar, Hariprasad, Koparde, Sivakumar, Thirthalli, Varambally and Varghese (2013) studied the effect on yoga on sleep, life satisfaction and quality of life on 220 individuals aged 40 to 55 years. 133 subjects in the yoga group attended a yoga intervention twice a week for six months. 87 individuals formed the non-yoga practitioner group. After the yoga group had completed the course, both groups were administered with tests. The yoga group had scored significantly higher on all the domains of quality of life, had higher satisfaction with life and better sleep quality after the intervention (Basavaraddi, Gangadhar, Hariprasad, Koparde, Sivakumar, Thirthalli, Varambally and Varghese, 2013). From the above study it was inferred that the practice of yoga increased life satisfaction as well as quality of sleep. Cramer, Dobos, Langhorst, Lauche and Paul (2013) conducted a comparative study on the quality of life, mental health and life satisfaction between yoga practitioners and non-yoga practitioners on 2486 individuals who were married and employed. Yoga practitio

I Will Make a Difference :: College Admissions Essays

Essays - I Will Make a Difference I think that it is important for me to look around and ask myself what kind of things I can do to help my country. Recently, at school, we collected money for the Red Cross. We had to explain over and over to the students that it didn't matter if you gave one dollar or twenty dollars. Whatever you give will help others and be appreciated. Even though I am too young to make a big impact on the people involved in the tragedy, I feel like my small part may have let them know that people everywhere care. It's true that we all need to make a difference in times of crisis and need, but we also need to strive to make a difference each day. I know that I can make a difference in the lives of many people by simply lending a helping hand or showing kindness to others. I try to take the time to cheer up my grandmother and older friends in the nursing home by paying them a visit. I know my parents stay very busy and it helps them out when I come home and lend a helping hand without being asked. I can help a friend with their homework, or sometimes help by just being there to listen to them. I can also make a difference in the community where I live. Last year my class held a car wash to raise money for the Animal Shelter. We went to visit the dogs there and I realized that the money we raised made a difference for some of them.

Mary Shelley vs. Frankenstein Essay

In the novel Frankenstein by Mary Shelley, the author relates her life to the events that happened in the book. Certain events in her life led her to write the horror story that eerie, rainy night at Lord Byron’s mansion in London. Mary Shelley experienced many tragedies and losses. Writing a novel like Frankenstein was her way of mourning and dealing with her grief. Her environment also had an effect on her for it inspired her to write the way she did, why she did, and why she wrote it in the first place. Mary Shelley had a desire, a wish, a craving for something she hasn’t experienced – and probably never will – motherhood. Writing Frankenstein made her feel the power of creation and that she can take care of others. She spreads the lesson that if we don’t take care of something that needs that attention, it can lead to things we don’t like. From the beginning, it was a failure. When Mary Shelley was born, her mother, Mary Wollestonecraft – the well-known woman who wrote A Vindication of the Rights of Woman – died during labor. Mary Shelley never really had a mother figure around. Her father, William Godwin, on the other hand, was always busy with business and writings that all she would do is sit around whenever her father had meetings with his fellow writers. Mary Shelley grew up in the dawn of the British Industrial Age. Britain was one of the first nations to industrialize. It was a time for the advance in technology and new things. This era could have had an effect on Mary Shelley by influencing her to use electricity and water to create the monster that Frankenstein created. It wasn’t only technology that was affected during the Industrial Revolution. Social patterns started changing too. The population boomed and new social classes appeared. There were gaps between levels of society and the upper class usually looked down on everyone else. â€Å"Reading Wollenstonecraft’s Maria and The Rights of Woman, Godwin’s Memoirs of her mother or his Political Justice, undoubtedly provided intellectual justification for Mary Shelley’s defiance of social values. â€Å"1 Mary Shelley was surrounded by workers for reforms, philosophers, a changing social climate, and even the feminist movements that her own mother started, and this caused her to write the social gaps between characters in her novel, Frankenstein. Women weren’t allowed to write before either. Her mother and other feminists who worked to be as equal as the men in society had influenced her and made her try to show the world that she, too, like any other men, can write a good novel. Mary Shelley ran away with a married man, Percy B. Shelley, to France when she was only 19 years old. Percy B. Shelley was one of her father’s friends and doing this caused her father to refuse to communicate with her for the next two and a half years. She traveled all around Europe, seeing many people and things. Percy B. Shelley impregnated her, and there was times that he left her all alone since had business to do. Mary Shelley wrote many journals. She was excited to have a baby. In February of 1815, she finally gave birth to her first child, Clara. She was two months premature and soon died early the following month. Later on after that, Mary Shelley kept attempting to have children but they kept dying. She longed to be a mother but all her attempts failed. She became depressed because of this. One summer night in 1816, Mary Shelley and many other philosophers and writers came to Lord Byron’s house in London. They couldn’t go outside because of the heavy rain so Lord Byron decided to have a contest on who can write the best horror story. Later that night, Mary Shelley had a dream. She wrote in her journal, â€Å"I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, then, on the working of some powerful engine, show signs of life†¦ His success would terrify the artist; he would rush away†¦ hope that†¦ this thing†¦ would subside into dead matter†¦ he opens his eyes; behold the horrid thing stands at his bedside, opening his curtains†¦ â€Å"2 This of course, is the main concept of her novel which she called, Frankenstein. There are many events in Frankenstein that are related to Mary Shelley’s own life. For example, she named the first child to die in the novel William. Mary Shelley had a son who died from malaria when he was only three years old. His name was also William. Coincidence? Maybe. But there were more of these relations. â€Å"During inclement weather on a family vacation, Frankenstein happens upon the writings of Cornelius Agrippa, and is immediately fired with the longing to penetrate the secrets of life and death. Similarly it was during a wet, ungenial summer in Switzerland that Mary, Shelley, Byron and several others picked up a volume of ghost stories and decided to write [†¦ ]†3 It took Victor Frankenstein a while and first researched about how to create a life. He gathered many materials and received information from many of his professors. His mother was dying and he couldn’t accept the fact that one day life just passes someone by. He wanted to create life and this was what Mary Shelley desired also. She had suffered many losses and tragedies; first and foremost she lost her mother, then all those babies she lost. She wanted to create life also – play God. Mary Shelley had radical views and strict outlooks on society. She saw that leaving a person alone just because they were different was wrong. Mary Shelley was a caring person and she wanted to show love to all. When she eloped with Percy B. Shelley, she was misunderstood and became an outcast for she was seen as â€Å"one of those. † She understood how the monster in her novel felt and she could relate a lot to it. The monster in the novel says that all he wanted was some love and he would have been better. It seemed as if Mary Shelley spoke through the monster in the novel. â€Å"Frankenstein, in other words, can be read as the story of the experience of writing Frankenstein. What is at stake in Mary’s introduction as well as in the novel is the description of a primal sense of creation. â€Å"4 Writing Frankenstein was more like writing an autobiography of Mary Shelley’s life. She put so many evens in her life into the novel that it could have been her own life story, except that she made it more interesting and more horrific. She expressed her grief and pain through the words of the novel. Citations Page 1. Poovey, Mary. â€Å"My Hideous Progeny: The Lady and the Monster. † Page 81 2. http://www. kimwoodbirdge. com/maryshel/summer. shtml 3. Johnson, Barbara. â€Å"My Monster / My Self. † Page 62 4. Johnson, Barbara. â€Å"My Monster / My Self. † Page 63   Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

How to Read Literature Like a Professor Chapter Analysis...

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