Man Crazy by Joyce Carol Oates

Joyce Carol Oates, a critically acclaimed story teller of our time, now with her new novel â€Å"Man Crazy† is ready to amaze us for the last time with her unique style of writing. Man Crazy, unlike the traditional kind of novel, will surely suite one person’s taste of thrill, suspense, and excitement. The novel showed some of the darkest side of being a woman. It is depressing in a way but will truly catch your emotion, you will be stunned, astonished, and will be surprised of new discoveries in human behaviors. The author used the main character, Ingrid Boone, to show what most women experienced in their every day life. Most part of the novel will make you uneasy, it is a collection of horrifying, sickening, and traumatic events in a women’s life. Through this unusual style of writing, the author was able to unmasked several mysteries residing in every man, especially women. Female reader will surely relate their experiences to what the main character have experienced in the novel. In our time where women are given equal rights, the novel contents are shocking in a way because it showed that women are still abused intentionally or unintentionally in our society. The story sets on the city of New York where a young and beautiful mother named Chloe Boone with her daughter Ingrid are hiding from a vet veteran Luke. Luke is Ingrid’s father who has been abusive to Chloe. Since they left Luke, Ingrid have been longing for a love of a father. Growing without a father, seeing her mother work to death as a prostitute, and living a miserable life without true friends, Ingrid have become destructive to herself to overcome her misfortune in life. She looks at her self as the ugliest person in the world that is why she do unusual things just to change her appearance. There have been too much scratching, too much picking of pimples, and other things which almost destroyed her young body. Deprived of man’s love, that what’s Ingrid is that is why she let different boys to abuse her through sex, drugs, and alcohols. Even the satanic cult has passed through her life that almost led her to her death. The cult abused her in ways hard to imagine. She has been raped, beaten, starved, and left to die. These traumatic events have led her to spend two years in rehabilitation. There, she has found the love she has been looking for. She has found it in one the psychiatrist who attended to her therapy. After her sad journey to life, Ingrid has been able to continue living and heal her broken heart. â€Å"It's the men who treat you like shit you're crazy for. For only they can tell you your punishment is just. † and â€Å"This is not the testimony I would give to the police, and at the trial. This is the secret testimony only you may know. † excerpt from the novel which clearly tells you what the author wants the reader to learn in her novel. (Muldoon) Ingrid, the main character, is the â€Å"tick†. Like the tick, Ingrid is full of insecurities; she is ugly as a tick. Like a tick, she suffers discriminations; she lives in a harsh world. Her transformation is caused by her environment. People around her as well as the events happening have caused her to become what she is. She is molded by violent and unfair world but that the same world has help her recovered and lived life as the others do. To sum up, the novel is entertaining, shocking, and worth reading. Most critique will agree that the piece showed Oates’ expertise, passion, and superb talent. It is evident in the novel how the author becomes unconventional in her own ways. She has a very deep expression on women and their experiences. The author, with her craft, has truly made an impression that novel has many faces. She took the risk of having this story be the tool to expose women’s deepest secret. This secret is hunting them but through this novel, they have the chance to face it and admit to themselves that such things really happen in life.

Fourty famous studies that influeneced psychology Essay

Born First, Born Smarter This study involves a person’s intellectual development in correlation to the order in which they were born in relation to their siblings. Two research psychologists, Robert B. Zajonc and Gregory B. Markus, developed a theory in an attempt to explain the relationship between birth order and intelligence. They conducted this study by gathering information from previous research and applied it to the data they collected themselves. A research project was conducted n the late 1960’s that involved testing the intellectual abilities of children born at the end of WWII. They found a strong relationship between the birth order and the Raven test scores. The ones born first scored higher, and the score decreased with the declining birth order. However, the average Raven score for the first born in a two family is only about 5 points higher then that for a last born in a family with nine children. So the more children you have, and the smaller the gap between each child is, the more intelligent each child in succession will be. In Control and Glad of It Researchers Ellen J. Langer and Judith Rodin conducted a field experiment using elderly people in an elderly home to test the outcome of when people are given control as opposed to when people have everything done for them. Langer and Rodin’s prediction was that if the loss of personal responsibility for one’s life causes a person to be less happy and healthy, then increasing control and power should have the opposite effect. Two floors of the elderly home were randomly selected to be observed. One floor was given options for certain things such as there furniture arrangement and which movie they would like to attend. The other floor, was given no such options and had everything arranged and done for them by the staff. The staff was asked to fill out questionnaires about the patients on their floor (the staff new nothing of the experiment). The questionnaires had questions on it to comment about things such as if the patents were sociable, happy, alert, and even how much they visited other patients. The differences between the two groups were incredible. They determined that overall, the increased responsibility group’s condition improved over the three weeks of  the study, while the no-control group was doing progressively poorer. They concluded that when people who have been forced to give up their control and decision-making power are given a greater sense of personal responsibility, their lives and attitudes improve, as is true with the opposing side. More Experience = Bigger Brain Mark R. Rosenzweig and Edward L. Bennett wanted to find out if the brain changes in response to experience. Because this experiment involved long periods of observation and even autopsies to observe the changes in the brain, the two researchers couldn’t use human subjects, so they used rats for the experiment. Three male rats where chosen to participate and assigned to one of three conditions. One rat remained in the colony cage with the rest of the colony. One rat was placed in an â€Å"enriched environment† and one was placed in an â€Å"impoverished environment†. There were 12 rats in each of these conditions for each of the 16 experiments. The standard cage had many rats and had adequate space with food and water always available. The improvised environment was a slightly smaller cage, isolated in a separate room, where the rat was alone with adequate food and water. Finally, the enriched environment was a large cage filled with many toys and furnished with e very luxury a rat could want. The results indicated that the brains of the enriched rats were highly different from those of the impoverished rats. The cerebral cortex of the enriched rats was significantly heavier and thicker then those of the impoverished rats. Also, the study found a significantly greater number of glial cells in the enriched rats’ brains compared with the rats raised in the dull environment. After 10 years of experiment and research the researchers could clearly and confidently state that â€Å"there is no doubt that many aspects of brain anatomy and brain chemistry are changed by experience.† However, many scientists were skeptical of there findings because there were factors that Rosenzweig and Bennett didn’t take into consideration. The enriched rats were handled more which could have been a brain stimulus and the impoverished rats could have been stressed from having no contact with anyone or anything at all. See Aggression†¦Do Aggression One of he most famous and influential experiment ever conducted in psychology history demonstrated how children learn to be aggressive. This study by Albert Bandura and his associates Dorothea Ross and Shelia Ross was carried out in 1961 at Stanford University. The researchers asked for the help of the Stanford University nursery in obtaining thirty-six boys and thirty-six girls raging from ages 3-6. The average age for he children was 4 years and 4 months. Twenty four of the children were assigned to the control group which was the group that wasn’t exposed to any model. The rest of the children were divided into two groups: one exposed to aggressive models and one exposed to non-aggressive models, they were also divided by sex. They eventually had 8 experimental groups divided by gender and level of aggression. First, the experimenter brought a child from one of the groups to a playroom with an adult model. The adult model beat a Bobo doll with a fake mallet while the child played with other toys. Another child was brought in after and the adult model ignored the Bobo doll. This went on for all the groups. 1) The children who were exposed to the violent models tended to imitate the exact violent behaviors they observed when left alone with the Bobo doll. 2) Overall, girls were more likely to imitate the verbal aggression toward the Bobo doll, while the boys showed more physical violence. 3) Boys were significantly more physically aggressive then girls in nearly all the conditions. 4) The boys used the mallet significantly more then girls in almost all of the conditions. 5) The control group was generally less violent then the experimental group.6) in cases with a non-aggressive female, the children used hardly any aggressive language. What You Expect Is What You Get This study involves teacher’s expectancies of pupils and how that affects the students I.Q. gains. Robert Rosenthal and Lenore Jacobson conducted a study where they theorized that when an elementary school teacher is provided with information (such as I.Q. scores) that creates certain expectancies about a student’s potential, either strong or weak, the teacher might unknowingly behave in ways that subtly encourage or facilitate the performance of the students seen as more likely to succeed. An elementary school was chosen and  all the children grades 1-6 were given an I.Q. test near the beginning of the year. The teachers were told that there students were taking the â€Å"Harvard Test of Inflected Acquisition†. This was told to them because this test was supposed to be a predictor for a child’s academic blooming. Teachers believed that students that scored higher would enter a period of increased learning abilities. This was also not true. Children were chosen at random to be within the top 20 percentile of this test and the teachers were informed of this. All other children were the control group of this experiment. At the end of the year the children were tested again using the I.Q. test and the children originally chosen for the top 20% showed a significantly increased score then those of the control group in grades one and two. In grades 3-6 the difference was not so great. The reason for the 1st and 2nd grade development was thought to be because of how younger minds were more malleable then older children and how younger children don’t have a reputation from previous school years. I Can See It All Over Your Face Researchers Paul Ekman and Wallace V. Freisen conducted a study about how facial expressions and emotions are a universal language. The first problem with this experiment was that the researchers had to find subjects that had never been exposed to media or magazines because this would enable the subjects to not truthfully identify a certain emotional expression. Ekman and Freisen found a group of people like this in the Southeast Highlands of New Guinea called the Fore people. They were an isolated Stone Age society with not much contact of any other people outside there environment, let alone any media. They had not been exposed to emotional facial expressions other then those of there own people. The two researchers showed there experimental groups of adults and children pictures of different facial expressions of people from the United States and told them a sentence. They asked them to identify by pointing, to the correct matching facial expression. The adults were given three pictures to choose from and the children were given two. There was not much difference between male and female recognition of expressions, however the children did fair a little better in the experiment. This could have been attributed to the fact that  the children only had to choose between two pictures instead of three. The results for both adults and children clearly support the researcher’s theory that particular facial behaviors are universally associated with particular emotions. The only trouble that the Fore people had was distinguishing between fear and surprise, and this was because these people closely associated fear and surprise as one emotion. Racing Against Your Heart Using their earlier research and clinical observations, two cardiologists, Meyer Friedman and Ray H. Rosenman, developed a model of traits for a specific type of persons behavioral pattern that they believed was related to growing levels of cholesterol and to heart disease. The first pattern, pattern A, had characteristics such as a drive to achieve your goals, a competing personality, multi-tasking that involves meeting deadlines, and extreme alertness. Following this is another type of people, called pattern B. Pattern B is the exact opposite of pattern A. They lacked drive, ambition, desire to compete, and involvement in deadlines. A third set of behaviors developed was called pattern C. This was very much like pattern B but involved anxiety and insecurity. Friedman and Rosenman interviewed about 166 men for there experiment. They first questions they asked them were about there family’s medical history, so they could see if they had CHD. While in this interview the researc hers categorized each man into a pattern A or B category by the way he answered questions, or his tone, or body language. Each subject was asked to keep a log of there diet over the course of a week and blood tests were taken from each of the men to measure cholesterol levels. Friedman and Rosenman matched each man into pattern A and pattern B easily. Each man fit into one of the developed patterns. The researchers found that the men in Pattern A group had significantly higher chances of heart disease and that type A behavior was a major cause of blood abnormalities. However there could be other reasons why Type A had higher chances of heart disease such as, there family’s history. More men in the pattern A group had parents with heart disease. Another difference was that pattern A men smoked more cigarettes a day then did the subjects in group B. This study was very important in the history of psychology for a few  reasons. One way was that it proved certain behavioral patterns can cause major heart related illness. Another is that this study began a new line of research and questioning into t he relationship between behavior and CHD. The largest long-range outcome from this study that has played an important role in creating a new branch of psychology called health psychology. Not Practicing What You Preach This study involves attitudes and actions toward different racial groups. It was determine if what people say is actually what they will do if they come face to face with the problem. Richard T. LaPiere traveled extensively with a young Chinese couple in 1930 and 1931. The couple was very nice and personable and he was glad to be traveling with them. During this time there was a lot of prejudice in the U.S. against Asians. So, LaPiere was very surprised when the Asian couple was graciously accommodated at a very fine hotel that had a reputation for greatly disliking Orientals. Two months later he called the same hotel and asked if they would accommodate a very important Chinese man and they said defiantly not. LaPiere then developed a theory that stated â€Å"What people say is often not what they do†. The study was conducted in two separate parts. First, LaPiere went with his Chinese friends to many hotels and restaurant throughout the U.S. over the course of two years. He took record of how the couple was treated and made sure to first stay out of site of the managers of the establishments to ensure that the couple wouldn’t be treated differently in his presence. The second part of the experiment was for LaPiere to wait 6 months after there trip (to make sure the effect of the Chinese couples visit had faded), and then call each establishment that they went to or stayed at, and asked them if they would accommodate a Chinese person. After almost three years, LaPiere had enough information to make a comparison of social attitudes social behavior. Out of the 251 hotels and restaurants they attended, only one refused the couple and LaPiere service because of the couple’s race. Aside from that instance, all other places accommodated them with average or above average service. When he received most of the letters back with an answer from the hotels and restaurants over 90% of them said they would absolutely not accommodate anyone of the Chinese race. This confirmed LaPiere’s theory that what people  say, is not always how they will act. The Power of Conformity Research psychologist Solomon E. Asch conducted a study to see if people will give into peer pressure and conform to there friends ideas. A person was let into a room (Subject A) with seven other subjects. These seven people, without subject A knowing, were not participants in the experiment, they were helping the experimenter. Each person was asked which line was longer on a card that was shown to them. Subject A went first and then followed was the seven other subjects and then subject A was asked again. They did this several times until one time, all the other subjects disagreed with subject A and all picked the same one, different form his choice. When the card came back to subject A he picked the one everyone else picked. Seventy-Five percent of the time the first subject will conform to the group’s consensus at least once. The powerful effects of group pressures to conform were clearly demonstrated in Asch’s study. There are four factors that could have an effect on the reduction of conformity. These factors are social support, attraction and commitment to the group, size of the group, and gender of the group. If you have people on your side you are more likely to stay with your answer rather then conform. Crowding Into The Behavioral Sink The effects of crowding on our behavior are something that has interested psychologists for decades. One man in particular, John B. Calhoun was especially interested in it when he conducted this study on crowding and social pathology. It may be hard to believe but rats do have a social side. The reason Calhoun used rats were because he needed many subjects for long periods of time that were willing to crowd together for a while. Humans wouldn’t be very good at this. He used a 10Ãâ€"14 foot room and divided it into 4 sections. Section one was connected to section 2 by a ramp, section 2 was connected to section 3 by a ramp, and section 3 was connected to section 4 by a ramp. The walls were electrified so in order to get from section 1 to section 4 you needed to go through all the rooms. The rooms were also filled  with shreds of paper, in order for the rats to make nests. The experimenter filled the rooms with rats. They started with about 4 rats and waited or the rats to multiply until they reached 80. When over 80 were reached some rats were removed so they always had a constant number. When the rats got older, they started to fight with each other for space even though it wasn’t necessarily too crowded. The two end rooms were soon fought for because they got the most space and privacy so the rat that won the fight always stayed on guard at the end of the ramp for security. Some rats became submissive and others always fought. Some of the rats were very sexually active and some wanted nothing to do with it. Some of the mothers in the two middle pens became inadequate. They often left their children and lost all maternal abilities. One environment where the same thing that happened to the rats might happen to humans is in an overcrowded prison. It was found in a very crowded prison where each inmate has approximately 50 square feet, as opposed to one with more room, there were more cases of homicides, suicide, illness, and disciplinary problems. Crowding also has negative effects on problem-solving abilities. When in a small room that’s crowded subjects had a more difficult time listening to a story and putting tighter a puzzle, then did another group with more space and the same tasks. Relaxing Your Fears Away Researcher Joseph Wolpe was a research psychologist specializing in the systematic desensitization treatment of neuroses. The word phobia comes from Phobos, the name of the Greek god of fear. Phobias are divided into three main categories. Simple phobias are phobias that involve irrational fears of animals or specific situations such as small spaces or heights. Social phobias are irrational fears about interaction with others. Agoraphobia is the irrational fear of being in an unfamiliar, open, or crowded space. These are all irrational and all can be treated in similar ways. Systematic desensitization is a behavioral technique that was credited to Wolpe as perfecting and applying it to the treatment of anxiety disorders. Systematic desensitization is the way of unlearning a learned behavior. Reciprocal inhibition is when two responses inhibit each other, and only one may exist at a given moment. There are three steps that a patient must follow in order  to rid themselves of a phobi a. Wolpe says that you cannot be in a complete relaxed state and have an irrational fear at the same time, so the first step is relaxation. He taught the patient to go into a deep state of relaxation whenever they wanted or needed too. The process involves tensing and relaxing your muscles until you have reached a state of complete relaxation. Wolpe also incorporated hypnosis to ensure full relaxation. The next step in the process is for the therapist and patient to develop a list of high anxiety-producing situations involving your phobia. Starting with the least stressful and ending with the most stressful. The final stage is called the unlearning stage. The patient has to go into a deep state of relaxation and the therapist will read off to you your fears of the list. If at any point you feel anxiety the therapist stops you return to your relaxation mode and the therapist will continue. This process continues until the therapist can go through the entire list with you feeling the least bit anxious. The success of their therapy was judged by the patients own reports and by the occasional direct observation. He had a success rate of 91% with the 39 cases he had. The average number of treatment sessions needed was 12.3. Wolpe said that he hasn’t had any patient relapse after a complete desensitization recovery. Who’s Crazy Here, Anyway? David L. Rosenhan conducted an experiment with sane people going into mental facilities claiming to hear voices, to see if the patients would be immediately released if acting completely sane. Rosenhan questioned whether the characteristics that lead to psychological diagnoses reside in the patients themselves or in the situations in which the observers find the patients. Eight subjects including Rosenhan committed themselves to eight different mental hospitals. Each subject was completely sane and in perfect mental health. When committing themselves to the hospital they complained of hearing voices and all but one where admitted and on record as having schizophrenia. Each patient once admitted, acted perfectly sane and showed no signs of schizophrenia yet were treated as though they did have a mental illness throughout their entire stay. They were given medication which they disposed of and were not treated as normal people. It was as if because they  were in the mental hospital, they were automatically considered to not be a real human being. Rosenhan’s study demonstrated rather strongly that normal â€Å"patients† cannot be distinguished from the mentally ill in a hospital setting. According to Rosenhan, this is because of the strength of the mental setting has over the patient’s actual behavior. Once patients are admitted to such a place, there is a strong inclination for them to be viewed in ways that strip them of all individuality. This study surprises me. I’m taken aback that these professionals that have worked with mentally ill patients cannot decipher between a truly mental patient and a completely mentally-healthy patient. It is extremely unprofessional that the staff member/nurse did at one of the facilities by adjusting her bra in front of patients as if they weren’t real people. Thanks For The Memories One of the leading researchers in the area of memory is Elizabeth Loftus at the University of Washington. She has found that when an event is recalled it is not accurately recreated. Instead it’s what’s called reconstructive memory. Loftus defines a presupposition as a condition that must be true in order for the question to make sense. For example, suppose that you have witnessed an automobile accident and I ask you, â€Å"How many people were in the car that was speeding?† The question presupposes that the car was speeding. One experiment done by Loftus was having students in small groups watch a car accident video that was about 1 minute long. After the film ended the students had to answer questions. For half the students the first question was â€Å"How fast was car A going when it ran the stop sign?† The other students had a question that read â€Å"How fast was car A going when I turned right?† The last question for both groups was â€Å"Did you see the stop sign?† In the group that had been asked about the stop sign 53% of the subjects said they saw a stop sign for car A, while only 35% in the â€Å"turned right† group claimed to have seen it. Based on these and other studies, Loftus argues that an accurate theory of memory and recall must include a process of reconstruction that occurs when new information is integrated into the original memory of an event. There is little doubt that in the course of criminal prosecutions, eye witness reports are subject to many sources of  error such as post event information integration.

Gospels of Mathew, Mark, Luke and John: The New Testament

1Introduction The four New Testament (NT) gospels of Mathew, Mark, Luke and John present four accounts of the life and ministry of Jesus. Bible scholars and historians assigned the gospel names and their authors as Matthew, Mark, Luke and John respectively. [1] The three gospels, of Matthew, Mark and Luke are known as the Synoptic gospels. [2] The aim of this paper is to discuss the main themes and focuses of each of canonical gospels and show how they relate to reveal a complete picture of Jesus' life and work. 2The Gospels a) Matthew Matthew was one of the first twelve disciples. It would appear that his intended audience were Jews, and he presented Jesus mainly as the King, the Son of David and the promised Messiah-King. He records Jesus’ genealogy showing Jesus is descendant from the royal line of David. In (1:1), he also introduces Jesus as the Son of David. Matthew records more teaching concerning God’s kingdom, for example the entire Sermon on the Mount. The term â€Å"Kingdom of Heaven† appears 33 times and â€Å"Kingdom of God† 4 times. [3] Matthew’s gospel is listed first in the NT because it seems that it is bridging the OT and NT, ushering the Jewish reader from the familiar OT story to Jesus in the NT[4]. Matthew narrates the gospel to convince the Jewish audience of Jesus’ link with the Jewish history and Jesus’ fulfilment of OT prophesies. The gospel is recognised as the â€Å"Teaching Gospel†. [5] When Jesus teaches, he demonstrates His authority as King over physical, psychological, spiritual diseases and even over elements created by God. (5:17, 4:24, 8:1-17, 23-27) Jesus’ authority is recorded, (28:18-20) ‘All authority has been given to Me in heaven and on earth†¦. ‘ b) Mark Mark is the shortest of the gospels, the probable intended audience were gentiles specifically in Rome and he presents Jesus mainly as the Servant. The gospel commences with Jesus as a grown up and does not record the birth and childhood and omits Jesus’ genealogy. He translates the Aramaic phrases for his audience and uses more Latin and less OT quotations suggesting that he wrote for non-Jewish who did not understand the Jewish language. [6] Mark concentrated on Jesus' miraculous works and the gospel is also known as an â€Å"action† gospel because the language he uses is action packed. He uses phrases and words such as â€Å"immediately†, â€Å"at once†, â€Å"as soon as†, â€Å"quickly† stressing his focus on action. 7] He writes with the aim of converting his audience by proving that Jesus is the Son of God, a Jesus of power and action. Marks’ audience faced persecution and martyrdom and so he also writes to strengthen them. He needed to tell them that Jesus had also suffered, and had triumphed over suffering and death. [8] c) Luke Luke was a doctor who got his information fr om many eye-witnesses. The book may have been commissioned by a non-Christian Roman official called Theophilus (1:3,4). Luke’s gospel also is a sequel to the book of Acts. This gospel is the longest of all NT books. It bridges the events between Christ and the establishment of the church. [9] His genealogy traces Jesus' roots back to Adam versus genealogy tracing back to the Jewish Abraham. [10] There appears to be evidence in Colossians 4:10-14 that Luke was a gentile, therefore suggesting his audience may have been gentiles and the only gentile to have his writings canonised. He portrays Jesus as saviour by including more distinct healing miracles and parables than the other gospels. [11] Luke records more narrative of the events, and he alone records John the Baptist’s parentage and records the longest period. Luke emphasises that salvation is for all and more of Jesus at prayer. [12] He may have wanted the gentiles to know that they had the same access to God and presents God’s grace as available to all. e) John Reading the NT gospels shows that the content and style between John and the Synoptic gospels is different. John lived to be older than any of the gospel writers, therefore it is possible he was aware of the Synoptic gospels and thus wanted to compliment rather than produce a similar account. John brings out the spiritual significance more than the other gospels. 13] ‘There are more extended discourses in John and Jesus employs more rabbinical methods. ‘[14] John’s purpose of writing is found in John 20:31, ‘but these are written that you may believe that Jesus is the Christ, the Son of God, and that believing you may have life in His name. ‘ He wrote to show that God was for the whole world, (3:16) and had worked through His chosen people, no w was working by Word become man. The few miracles that he describes can only be attributed to God Himself. He stresses Jesus’ deity, (1:1) Jesus is the Word, that is God who became man. Jesus confirms this verse by many â€Å"I am statements† for example: the bread of life, the light of the world. [15] These â€Å"I am† statements had an important meaning as they were the words God used when He spoke to Moses from the burning bush showing and proving His divinity. (Exodus 3:6). Throughout the gospel, he records the relationship of Father and Son. For example, those who hate the Son hate the Father, making it impossible to accept the Father if one is not a Christian (8:28) and (15:23). Some of these recordings may lead others to believe that the gospel was intended for the Jews. ) Common Ground All four gospels have recorded the witness of John the Baptist, the call and the instruction of the disciples, the feeding of the 5000, Peter’s confession of faith, the triumphal entry into Jerusalem, his trial, condemnation and crucifixion, his resurrection from the dead on the third day, his resurrection appearances and his commissioning of his disciples among many others. [16] In addition there are numerous specific sayings which are common or appear in parallel form in all four gospels. There is also material only found in either one or two or three of the Synoptic gospels. There is material that is unique to Matthew, to Mark, to Luke and to John. Most Bible scholars agree that Mark is the earliest gospel and that it was used as a source by Matthew and Luke,[17] Matthew and Luke also used another hypothetical source called â€Å"Q†. [18] This priority of Mark would explain why the Synoptic gospels seem to share mostly the same view of their recorded events. g) Different Ground Some of the major differences in John is that he did not record Jesus' birth, wilderness test, transfiguration, parables as in the Synoptic gospels, the Lord’s supper and the agony in Gethsemane and he has more extended discourses. It could be that John used different sources or his knowledge and facts from his times as Jesus’ disciple. Some of the differences are caused by John concentrating on Jesus’ later ministry around Jerusalem during the temple feasts and the Synoptic gospels concentrate mainly on the earlier ministry in the north and around Galilee. 19] 3. Conclusion All four canonical gospels compliment one another, and present one and the same Person, Jesus the humanity’s redeemer. A Jewish audience in Matthew’s church would need to hear about how Jesus related to Judaism and a gentile in Mark or Luke’s church would want to hear the gospel presented in a way that addressed their lives and situations. When the writers were writing th ey had no idea their material would be used, included or arranged in the Bible as we know it. Therefore we can conclude that the purpose of the gospels, their unique styles and their relationship was to give a complete picture of who Jesus is and to relay the message of redemption. The differences have probably since been instrumental in attracting a diverse group of Christians to the church and in spreading the Good News of Jesus Christ. The Bible in its entirety is God-inspired and God-breathed. The triune God was actively involved in the revelation of His truth to the apostles and prophets who wrote it down. (2Timothy 3:16) Bibliography Bruce, F. F. , The New Testament Documents – Are they reliable? Grand rapids, MI: Eerdmans, 6th. edn. 1981). Drane, John, Inroducing the New Testament (Oxford, UK: Lion,1999). Garrard, David J. , New Testament Survey (Garrard and Mattersey Hall, 2006). House, Wayne H. , Chronological and Background Charts of the New Testament (Grand Rapids, MI: Zondervan,1981). McClaflin, Mike, Life of Christ (Springfield, Missouri: Global University , 3rd. edn. 2000). Milne, Bruce, The Message of John (London, UK: Inter-Varsity_press, 1993). Radmarcher, Earl D. , Allen, Ronald B. & House, Wayne H. , (eds. ),Nelson's NKJV Study Bible (Nashville, TN: Nelson Bibles, 1997). Youngblood, Ronald F. , Bruce, F. F. & Harrison, R. K. , (eds. ), Nelson's New Illustrated Bible Dictionary (Nashville, TN: Nelson, 1995). By Sally Masamha 11 December 2009 ———————– [1] John, Drane, Introducing the New Testament (Oxford, UK: Lion,1999), 170 [2] Mike McClaflin, Life of Christ (Springfield, Missouri: Global University, 3rd. edn. 2000), 16 [3] Earl D. Radmarcher, Ronald B. Allen & Wayne H. House (eds. ),Nelson's NKJV Study Bible (Nashville, TN: Nelson Bibles, 1997), 1573 [4] McClaflin, Life of Christ, 18 [5] McClaflin, Life of Christ, 36 [6] Drane, 197 7] David Garrard, New Testament Survey (Garrard and Mattersey Hall: Mattersey, UK, 2006), 28 [8] Radmarcher, Allen & House (Nelson's NKJV Study Bible, 1997), 1637 [9] McClaflin, 41 [10] Wayne H. House, Chronological and Background Charts of the New Testament (Grand Rapids, MI: Zondervan,1981), 96 [11] House, 92 [12] Radmarcher, Allen & House, 1683 [13] John, Drane, 2 08 [14] Bruce Milne, 21 [15] Radmarcher, Allen & House, 1754-1755 [16] Bruce Milne, 19-20 [17] F F. Bruce, The New Testament Documents – Are they reliable? (Grand Rapids, MI: Eerdmans, 6th. edn. 1981), 27 [18] Mike McClaflin, 18 [19] Bruce Milne, 21

IT Applications and Collaboration Essay Example | Topics and Well Written Essays - 250 words

IT Applications and Collaboration - Essay Example The team may grow in size. New people can be invited into the same discussion group and access the same resources. This includes also publishing spreadsheets for others to see, (Macdonald 163). Network applications are slower compared to stand alone programs. They also require a lot of security so that there is a secure flow and exchange of information. However, they are extremely effective in that multiple tasks can happen simultaneously. Widows live also facilitate sharing of documents, (Macdonald 253). A word processing document can be shared on email with more than twenty people. This simply means that these people can see the document in their emails. If these people are given the administrative rights, then they can edit the same document and inform others within the same group, (Macdonald 256). This application is available to those who use Microsoft network (msn). It is worth noting that Microsoft offered a significant size of free data storage space for free. This includes free applications for developing basic and personal websites. These incentives facilitate communication and content management. Macdonald, Drew. Getting StartED with Google Apps Getting StartED Friends of Ed Series. 1st ed. Apress, 2012. Web. 8 Aug. 2012.

Sexual Abuse Of Women In Australia Essay Example | Topics and Well Written Essays - 1750 words

Sexual Abuse Of Women In Australia - Essay Example This result of violence can persist even long after the woman has been separated from her spouse as it will consequently take a re-arrangement of her mind as to what she is and who she is before she can let go of the notion that she does not deserve to be punished. If vital counseling does not follow separation, the victim continues to do the attackers' work on his behalf by attacking herself in his absence in order to continue fulfilling his desires. In a condition akin to the Stockholm syndrome, the victim will express sympathy with the views of her captor and even defend him when he is prosecuted for the harm he has caused her. A particularly insidious type of violence is suffered by pregnant women who have abusive spouses as it can trigger stillbirths, abortions, miscarriages, or premature births. For some reason, it has been established by research in Australia that the incidence and brutality of violence meted on women by men are higher when those women happen to be pregnant. I n an Australian survey of 400 women, 27% had experienced violence during the duration of their pregnancy. Domestic violence has been found to have the enduring impact on its sufferers and survivors. Those who survive it are plagued by a curiously powerful self-esteem that can completely cripple their lives so that they lose their capacity to believe in themselves totally. Maintaining a job can suddenly seem to be a daunting prospect to a victim who has been conditioned to believe that there is nothing of any worth that she can achieve. (De Cruz, 2010). With loss of a job will come a lower standard of living, lost income and financial stability and a compromise on health standards for the victim and her children consequently. Recent data on the violence against women figures in Australia indicate a rise in physical and sexual assault cases. Since two years ago, when just below one third of women (29%) reported having

Should Animals Be Used In Warfare Term Paper Example | Topics and Well Written Essays - 2000 words

Should Animals Be Used In Warfare - Term Paper Example This paper makes a conclusion that the use of animals for warfare is normally a contentious issue. Proponents of the debate argue that the use of animals for warfare helps to save human lives. They state that human lives are more important than animal lives. Hanson in his defense for the use of animals used the clichà © ‘save people, not pets’ to show the significance of animals in warfare. Due to their well-developed sensory and respiratory systems, animals perform various functions. Some of the common roles or duties performed by animals include the detection of bombs or landmines, and sniffing out the enemy. On the contrary, opponents of the debate cite the concept of animal cruelty as the main reason why they oppose the move. Since there are no laws that protect animals used for war, they are often mistreated. For instance, the American army starves dolphins by tying their mouths. This prevents them from eating food or other fishes. Also, dogs are left behind by tro ops or killed after a war ends because they pose a danger to civilians. In conclusion, animals should be used for warfare because they help save the lives of soldiers and people. When compared to animal lives, human lives are more precious. Furthermore, animals such as dogs have been used for rescue missions to locate lost soldiers or pilots. The use of animals for war fare is contained in the national security exclusions. This gives the military the power to use the animals in any way they like.

Lack of Trust in the Media during the Swine Flu Pandemic of 2009 Research Paper

Lack of Trust in the Media during the Swine Flu Pandemic of 2009 - Research Paper Example If one doesn’t hear of any news in the media today, then it probably didn’t happen anywhere since the media are today as close to the society as every person is close to one another. While the media has acted as a great eye opener in various regions concerning various issues happening in the society, in some cases, it has acted as a center for deceptions leading people away from what the real fact is. This is when the process of information gathering and communications coupled with a lot of biases based on the real content of the matter. Gelders, Bouckaert, & van Ruler, (2007) define communication simply as the passage of information from one person to another and from place to place usually through a medium. The main content of the whole process is the message borne and the way it is delivered to the persons targeted. The entire process is a closed cycle comprising of basically four components; the sender, the recipient, the message itself and the channel used in trans ferring the message from one person or region to another. The content, urgency and the privacy of the information being passed across is highly dependent on the type of information/ message being transmitted. Mostly, information passed to the public has no privacy issues and is relevant to the time and the event of the time The media personnel have the freedom to reach and access information on any issue in any region of the earth making them the closest neighbor to any person everywhere on the earth’s surface. There has been a rising trend in the number of media houses in the world today as the number of consumes of their information increases over time and space. This has led to rapid competition of the various media houses represented everywhere on earth in terms of the greatest and most interesting news aired by them based on different topics. While some media houses have the capability to reach the international community with their news on a daily basis, some have conce ntrated on local news which they disseminate to the society around them. International news houses have a larger area of coverage and the information they pass has a wide array of audience and sources. Due to this, it is therefore very important that the most accurate information on various issues of life is passed to the right people at the right time. Hathi, (2009) asserts that his level of trust that the people nest on the media today is far much greater than it was before as public awareness and the rise in demand for knowledge increases over time and space. The rise in the level of public awareness on various matters of the society has increased due to the advances in technological development in various societies. Technology has as well played a very integral role in determining who gets what information at what time and in which region. Without technology, the work of passing information on a wide array of events and issues would not be easy as the information may be slow on transit or reach the intended persons when too late to generate any necessary immediate response. According to Congressional Management Foundation, (2008), the accuracy of the media is judged based on the content of the information, the timeliness and its regional access measured by the number of people listening to and receiving the news being passed across. H1N1, commonly referred to as ‘swine flu’ is a viral disease which spreads very fast over time and spac

An individual research based report on the rold of business and Essay

An individual research based report on the rold of business and conceptual modelling within the context of information systems d - Essay Example The framework of conceptual model develops the information systems as abstract models around which an organization environment is created (Davies et al, 2006). The conceptual model emphasizes the applications of the system rather than its functioning and implementation. Conceptual model is broadly termed as abstract model of the information systems. It finds widespread uses in modeling of electronic systems which are modeled in the form of circuits and systems. Circuit analysis techniques aid in representation of the systems in the form of conceptual models. These models then aid in solving various complex problems in industries like huge power plants and circuit boards designing. Purposes of Conceptual Modeling The purposes of the conceptual modeling are described below. Helping analysts in terms of perceiving the domain of enterprise Aiding communication between users and developers of the system Providing valuable input for the process of design and development Recording the origi nal requirements for referencing them in the future Importance of Conceptual Modeling The electronic systems have been part of many large industries and business environments. In past, the analysts employed vague methods for analyzing systems and always came up with wrong results and hence errors were found in implementations. They must analyze the users’ requirements in electronic systems with some formal approach that perceives the system in abstract manner. However, the analysts could understand the issue with the discovery of such method which could bring satisfactory results. They couldn’t manage to waste too much time in finding novel methods. The idea of conceptual models was developed that aids in timely detection of errors in analysis of systems and proceeds for correct implementation (Wand & Weber, 2002). Process of Conceptual Modeling The importance of conceptual models can be easily comprehended from its role in treating systems’ development. This pr ocess consists of analysis, design and implementation. Analysis section transforms the real world information system into the framework of conceptual model of the system. The design is related to conversion of conceptual model of the subject into information system. Implementation step is related to conversion of the information system into an implemented information system. Conceptual Modeling Language Conceptual modeling language (CML) is involved that defines various rules and regulations for representing components of the developed model. The components used in conceptual modeling of the system contain activities, relationships, entities, processes and objects. The CML shouldn’t be too restrictive to diminish the aspects found for the relevant systems. The modeling should take into consideration all the properties and dimensions of the system. It shouldn’t be too complex either making the situation rather complex (Lindsay et al, 2003). Conceptual Modeling Sources T he conceptual modeling can be drawn from the models of wisdom and general knowledge. Three sources are normally mentioned for making conceptual models

Of all the data about global warming and climate change that you have Essay

Of all the data about global warming and climate change that you have encountered, what concerns you the most - Essay Example There is also the disappearance of coral reefs because of the increased temperatures and ocean acidification. Lastly, global warming cause migration and conflicts whereby people are displaced due to lack of water or severe flooding, later, this migration leads to conflicts and war over the scarce resources such as water. These effects of climate change and global warming worries I most since the planet will be in danger of natural disasters such as flooding, food shortages, coastal flooding storms and dry periods if global warming is not reduced. The other concern that I have concerning global warming and climate change is the various suggested ways that individuals and organizations can use to reduce global warming and climate change. These may include reducing carbon dioxide emissions from burning coal, oil, gasoline and other fossil fuels in power stations, people embracing reusable packages instead of disposable ones. Furthermore, individuals can embrace efficient use of energy by using methods such as defrosting fridges and freezers regularly. However, despite peoples’ knowledge of these and other means of reducing effects global warming and climate change, the phenomenon is worsening. In conclusion, am ever concerned as it appears as though global warming and climate change dilemma will only be tackled only after the world suffers its effect to a great

Why Should Schools Have Uniforms Essay Example for Free

Why Should Schools Have Uniforms Essay Uniforms have been incorporated into a lot of school systems all around the world to bring similarities to the school community and to prevent negligence between students. I strongly affirm that Sir Frederick Banting Secondary School in London, Ontario, Canada should promote uniforms to eliminate the differences between rich and poor, compose a better school environment, and to symbolize unity and equality upon students. The first reason to why Banting should promote uniforms is to eliminate the differences between rich and poor. The unfortunate poor student wouldn’t have to be ashamed of what he/she doesn’t own since everyone is dressed up in the same clothes. Also instead of the poor trying to achieve what brands the rich students own like Channel accessories, Lululemon etc†¦, they would all fit in. There will be no distractions and therefore; it will allow students to concentrate on learning instead of competing in popular fashionable clothing. Finally the rich students won’t have the chance to brag about what fashionable clothes they bought or have but instead they are mutual the poor ones. Essentially, it prevents the rich students from pointing out the poor ones and offending their style. Promoting uniforms in general will initiate the poor’s self-esteem to absolute positivity. Secondly, Banting should promote uniforms to compose a better school environment. There are many styles of clothing, some appropriate for school and others are not. Students and the media pressure us to dress and look a certain way. Some clothing contains logos promoting drugs, alcohol or even violence. Midriff shirts, halters and miniskirts are advertised everywhere. Since students want to fit in and be appealing between students, they want to wear this type of clothing. In most school systems like Banting, however it is not allowed, but students still manage to somehow fracture the dress code and escape the consequences. Uniforms will eliminate these issues to create a purposeful learning place that students will arrive to rather than giving the opportunity to students to provoke inappropriate hidden messages and images that would ruin the minds of educating students. Therefore promoting uniforms will be a very beneficial triumph to the school environment. Lastly, Banting should promote uniforms to symbolize unity and equality upon students. I believe uniforms help unite students in a common goal which is to do well in school. It is a symbol of student’s unity. They demonstrate to everyone that they are more than just their clothes and that they are all individuals trying to achieve the same goal for their future professions. On the other hand, it symbolizes equality because it brings students together despite their religious background, race, gender, and style of clothing students choose to wear. Since students from different cultures choose to dress in their particular traditional outfit, they are sometimes neglected and treated unequally by the students and even teachers, an example of that would be bullying those individuals and/or being insincere about their presence. They are often treated as a foreigner who is considered to appear outside the norms thus, uniforms help those students to be more accepted and judged based on their personality rather than appearance. Therefore, promoting uniforms would increase the symbol of unity and equality between students to a gratifying extent. In conclusion, I believe that promoting uniforms in Sir Frederick Banting Secondary will eliminate the differences between rich and poor, compose a better school environment, and symbolizes unity and equality upon students. Uniforms assist in keeping everything in order and organized around the school. School is a tremendous part of our life journey and by promoting uniforms we are making our life simpler, therefore increasing the chance of captivating success and happiness.

The four levels of measurements

The four levels of measurements The four levels of measurements 1. Explain briefly how you would use number properties to describe the four levels of measurements. Answer: Measurements can be classified into four different types of scales. These are: Nominal Ordinal Interval Ratio Nominal scale: Nominal measurement consists of assigning items to groups or categories. No quantitative information is conveyed and no ordering of the items is implied. Religious preference, race, and sex are all examples of nominal scales. Frequency distributions are usually used to analyze data measured on a nominal scale. Categorical data and numbers that are simply used as identifiers or names represent a nominal scale of measurement. Numbers on the back of a baseball jersey and social security number are examples of nominal data. At the nominal scale, i.e., for a nominal category, one uses labels; for example, rocks can be generally categorized as igneous, sedimentary and metamorphic. For this scale some valid operations are equivalence and set membership. Nominal measures offer names or labels for certain characteristics. The central tendency of a nominal attribute is given by its mode; neither the mean nor the median can be defined. Ordinal scale: An ordinal scale is a measurement scale that assigns values to objects based on their ranking with respect to one another. For example, a doctor might use a scale of 0-10 to indicate degree of improvement in some condition, from 0 (no improvement) to 10 (disappearance of the condition). An ordinal scale of measurement represents an ordered series of relationships or rank order. Individuals competing in a contest may be fortunate to achieve first, second, or third place. First, second, and third place represent ordinal data. In this scale type, the numbers assigned to objects or events represent the rank order (1st, 2nd, 3rd etc.) of the entities assessed. An example of ordinal measurement is the results of a horse race, which say only which horses arrived first, second, third, etc. but include no information about times.: The central tendency of an ordinal attribute can be represented by its mode or its median, but the mean cannot be defined. Interval scale: Quantitative attributes are all measurable on interval scales, as any difference between the levels of an attribute can be multiplied by any real number to exceed or equal another difference. A highly familiar example of interval scale measurement is temperature with the Celsius scale. In this particular scale, the unit of measurement is 1/100 of the difference between the melting temperature and the boiling temperature of water at atmospheric pressure. The zero point on an interval scale is arbitrary; and negative values can be used. The formal mathematical term is an affine space (in this case an affine line). Variables measured at the interval level are called interval variables or sometimes scaled variables as they have units of measurement. Ratios between numbers on the scale are not meaningful, so operations such as multiplication and division cannot be carried out directly. But ratios of differences can be expressed; for example, one difference can be twice another. The central tendency of a variable measured at the interval level can be represented by its mode, its median, or its arithmetic mean. Statistical dispersion can be measured in most of the usual ways, which just involved differences or averaging, such as range, inter quartile range, and standard deviation. Since one cannot divide, one cannot define measures that require a ratio, such as studentized range or coefficient of variation. More subtly, while one can define moments about the origin, only central moments are useful, since the choice of origin is arbitrary and not meaningful. One can define standardized moments, since ratios of differences are meaningful, but one cannot define coefficient of variation, since the mean is a moment about the origin, unlike the standard deviation, which is (the square root of) a central moment Ratio scale: The ratio scale of measurement is the most informative scale. It is an interval scale with the additional property that its zero position indicates the absence of the quantity being measured. You can think of a ratio scale as the three earlier scales rolled up in one. The ratio scale of measurement is similar to the interval scale in that it also represents quantity and has equality of units. However, this scale also has an absolute zero (no numbers exist below the zero). A ratio scale is a measurement scale in which a certain distance along the scale means the same thing no matter where on the scale you are, and where 0 on the scale represents the absence of the thing being measured. Most measurement in the physical sciences and engineering is done on ratio scales. Mass, length, time, plane angle, energy and electric charge are examples of physical measures that are ratio scales. The scale type takes its name from the fact that measurement is the estimation of the ratio between a magnitude of a continuous quantity and a unit magnitude of the same kind. Informally, the distinguishing feature of a ratio scale is the possession of a non-arbitrary zero value. For example, the Kelvin temperature scale has a non-arbitrary zero point of absolute zero, which is denoted 0K and is equal to -273.15 degrees Celsius. This zero point is non arbitrary as the particles that compose matter at this temperature have zero kinetic energy. All statistical measures can be used for a variable measured at the ratio level, as all necessary mathematical operations are defined. The central tendency of a variable measured at the ratio level can be represented by, in addition to its mode, its median, or its arithmetic mean, also its geometric mean or harmonic mean. In addition to the measures of statistical dispersion defined for interval variables, such as range and standard deviation, for ratio variables one can also define measures that require a ratio, such as studentized range or coefficient of variation. 2. Define the terms direct measurement and indirect measurement. Describe briefly how you would make profit of indirect measurement in psychological traits. Answer: There are 2 types of measurement techniques are developed in order to measure quality or characteristics of attributes. First one is quantitative and second is qualitative. Quantitative can be measured directly and qualitative can not be measured directly. The height and weight of a person can be measured directly with scales in feet/meter, kilogram. But qualitative variable cannot be measured with scales such as feet, meter, kilogram etc. For example, Kindness, love and intelligence of a person can not be measured directly. Indirect measurement can be used for these cases. To measure this type of cases different indirect measures like answer to questions, IQ tests can be used. Indirect measurements are mostly used in social science. Richness, happiness, good life, poverty etc can be measured with the support of different indirect indicators. In order to measure psychological traits we use behaviors as a basis for measurement. Qualities of an individual can be measured indirectly through psychological testing by developing indicators. In standard psychological test we develop the set of standard as questionnaire or guidance fro scoring the attributes or traits. We largely use objective types of question and interpret according to the guidance of answering. Human behavior can not measure as physical measurement like height, weight. The qualitative aspects like perception, emotion, retention etc can be measured through indirect measurement, which is based on some pre-defined set of standards. 3. What will happen if you use ordinary measurement as though they were interval or ratio measurement? Ordinary data is non parametric data and interval and ratio are parametric data. Therefore we dont use ordinary measurement if the data are in interval or ratio measurement. They differ from each other. To ensure measurement more reliable, selection of appropriate statistical tools according to the nature of data is important. If we use interval/ratio measurement when the data are ordinal scales it may leads false decision. 4. Which method census or sampling do you prefer the most for describing the reality of Nepali classroom teaching learning? Explain in brief. Answer: Sampling method is more applicable than the census method for describing the reality of Nepali classroom teaching learning. To study about promotion, failure and drop out rate, census method can be used. However for the reality presentation, census method can not be convenient. Through the census method each and every unit of the population can be taken into consideration. But it will be highly time and money consuming. Sampling method will make all process faster with less cost. While taking the sample size there is more important of inclusion and representation in the sampling i.e. ethnic group, caste, religion, , geographic zone, and gender, etc. Through educational perspective different grades, private and public school/college suppose to be included. The sample size should more representatives. 5. in a group of 50 children, the 8 children who took longer than 3 hours to complete a performance test in sent-up test were marked as DNC (did not complete). In computing a measure of central tendency for this distribution of scores, what measure we should use and why? Median can be used in computing a measure of central tendency for the distribution of score as mentioned in the question. Median is not affected by extreme values. Arithmetic mean is affected by extreme values. As Median is the positional average, we can get the correct value of central tendency. 6. Give some examples where you need geometric and harmonic mean. Give geometrical interpretation of A.M., G.M. and H.M. Answer: Geometric Mean (G.M): Geometric Mean (G.M) is widely used in averaging ratios and percentages and is computing average rates of increase or decrease. It is also advantageously used in the construction of index numbers. G.M. gives equal weights to equal ratios of change. It is also used to compute the average rate of growth or reduction of population or average increase or decrease of production, profit, sales etc. When we require to give more weight to smaller items and smaller weight to larger (e.g. Social and economic problems) G.M can be used. Harmonic Mean (H.M.): Harmonic Mean (H.M.) is used in computing the averages relating to the rates and ratios such as velocity speed etc., where time factor is the variable. It also can be used for making Human Development Indicator (HDI). Geometrical interpretation of A.M., G.M., and H.M. Let AD = a, DB = b Then represents the radius of the semi circle. Hence radius OP = , which gives the value of A.M. Similarly radius OQ = , Now OD = b = Now DQ2 = OQ2 OD2 = { }2 { }2 = ab Hence, DQ = , which represents G.M. Now, in the right angled triangle ODM, DM2 = OD2 OM2 And in right angled triangle DMQ, DM2 = DQ2 MQ2 Hence, OD2 OM2 = DQ2 MQ2 Here, OQ = . Let OM = x, then MQ = x {}2 x2 = ab { x}2 For solving, x = Hence, MQ = = , which represents H.M. From above it is clear that OP = A.M., DQ = G.M. MQ = H.M. From the figure, it is clear that OP > DQ > MQ. Hence, we can say that A.M. > G.M. > H.M.H 7. Give geometrical meaning of the formula used for Median and Mode for grouped data. Answer.: Geometrical meaning of the formula used for Median: Let consider the following continuous frequency distribution, (x1 < x2 < xn+1). Class interval: x1 x2 , x2 x3, . xk xk+1, . xn xn+1 Frequency: f1 f2 fk fn The cumulative frequency distribution is given by: Class interval: x1 x2 , x2 x3, . xk xk+1, . xn xn+1 frequency : F1 F2 Fk Fn Where, Fi = f1 + f2 + ..+ fi-1. The class xk xk+1 is the median class if and only if Fk-1 < N/2 < Fk. Now, if we assume that the variate values are uniformly distributed over the median class which implies that the ogive is a straight line in the median class, then we get from the fig.1, tan = i.e. or or, = Where is the frequency and h the magnitude of the median class. Hence, BS = Hence, Median = OT = OP + PT = OP + BS = l + This is the required formula. Geometrical meaning of the formula used for Median: Let us consider the continuous frequency distribution: Class interval : x1 x2 , x2 x3, . xk xk+1, . xn xn+1 frequency : f1 f2 fk fn If fk is the maximum of all the frequencies, then the modal class is (xk xk-1). Let us further consider a portion of the histogram, namely, the rectangle erected on the modal class and the two adjacent classes. The modal is the value of x for which the frequency curve has a maxima. Let the modal point be Q (fig. 2) From the figure, we have tanß = and tana = or, or, , where h is the magnitude of the model class. Thus solving for LM, we get LM = Hence, Mode = OQ = OP + PQ = OP + LM = l + 8. Squaring deviations and then taking squares seems to be useless. Why do we use square? Answer: Squaring deviation and then taking squares seems to be useless however actually it has certain meaning like the squaring of the deviations (x-x) removes the drawbacks of ignoring signs of the deviations in computation of mean deviation. Taking the sign into consideration we obtain positive values always when squared. But squaring gives aunit that isthe square of theunit the quantity is measured in. This step provides it suitable for further mathematical treatment. 9. Study the following summary statistics of the scores of two graders VI and VII. Now give your answer to the following questions and give figures to support your answers. a. Which class had the larger number of pupils? Answer: Grade VI had larger number of pupils. b. Which class on the average had the higher scores? Answer: Grade VII on the average had the higher scores. c. In which class were the scores more scattered? (Given four different statistics to show the difference in scatter.) Answer: For Grade VI, the scores are more scattered. The four different measures to show the difference in scatter ness are as follows: Interquartile range Coefficient of S.D. Coefficient of M.D. from mean Coefficient of variation 9. Are the distributions of scores about the mean symmetrical? What is your evidence? If not, which class has high scores not balanced by similar low scores? The distribution of scores about the mean in both classes are not symmetrical as we can find Mean = Median = Mode is not satisfied for both the grades. In grade VI, since Mean < Median Median > Mode, it is positively skewed. That is there is greater variation towards the higher values of the variables. 10. Take one distributed data grouped into different frequencies and calculate different measure of central tendencies (Arithmetic mean, Median, and mode) and measures of dispersion (Q.D., MD, and SD). Give your judgments about your data concerning to symmetry. Answer: Suppose, the weights of 50 students of a class are classified below. For Mean; Mean = A + = 65- = 64.87 Hence, Mean =64.87 For Median; Hence, Median lies in the class 60-70 Median = = 60+=66.2 Hence, Median=66.2 For Mode; Since maximum frequency occurs at two classes, so the given distribution is a bimodal distribution. So, Mode =3 median-2 mean =3*66.87-2*64.87 =198.6-129.74=68.86 Hence, Mode=68.86 For Quartile Deviation; Position of Q1= Hence First Quartile (Q1) lies in the interval 50-60 Now, Q1 = 50+ Hence, First Quartile (Q1)= 57.28 Position of Q3= Hence Third Quartile (Q3) lies in the interval 70-80 Again, Q3 = =70+ =73.62 Now, QD= ==8.17 Hence, Quartile Deviation (QD) = 8.17 For Mean Deviations; Mean deviation from mean Calculation of Standard Deviations Now, N = 75, ÃŽ £fd = -1 ÃŽ £fd2 = 89 = = =1.08*10 =10.81 To identify Symmetry Here, Mean = 64.87 Median = 66.2 Mode = 68.86 Hence, the curve is not symmetrical. Calculation of Skewness Sk = is negative skewed.

Perception of Crime and the Criminal Justice System

Perception of Crime and the Criminal Justice System Question 1 Fear of crime is defined by Ferraro (Ferraro, 1995: 8) as â€Å" an emotional response of dread or anxiety to crime or symbols that a person associates with crime† (Lab, 2014: 11). In other words fear creates negative emotions with a victim that impacts negatively on and traumatize the individual. For instance very often a woman is scared to open the door of her house after she or an acquaintance have been exposed to an armed house robbery in the recent past. Deterrence is defined in the SBS Study guide (CPM100: 5) as â€Å" Means preventing crime in general because of fear of being caught by police, prosecuted through the courts and punished. It also means eliminating the physical opportunities to commit crime by the presence of a police official, or by using locks or alarms and other (physical) measures according to Van Heerden (Van Heerden,1976:154-155). The Merriam-Webster On-line dictionary defines deterrence as: â€Å" the inhibition of criminal behavior by fear especially of punishment† (http://www.merriam-webster.com/dictionary/deterrence date of access 19 March 2015) In other words you will refrain from drinking more drinks at a pub than allowed by the legal limit according to the law. If you know that if you dink more than two beers will result in the blood alcohol level in your blood exceeds the legal limit, you will stick to it or arrange for designated driver. The factor that will encourage you is that the police have roadblocks in your area where they test your blood alcohol levels. The penalty for drinking and driving very severe and you may also loose your driver’s license for a period. The idea of those consequences deters you from drinking and driving. a) The first one is referred to as Specific deterrence. It focuses specifically on the individual. The aim of this deterrence is to prevent repeat offences by the individual by discouraging a repetition and by creating an understanding that there will be consequences. b) Secondly there is General or indirect deterrence. This deterrence focuses on making examples of perpetrators. It is not specifically focuses on influencing the public view and perception by instilling harsh and decisive punishment for crimes committed. It focuses on possible future offenders and prevents crimes before they can be committed. (Schmalleger, 2003, p. 406), (http://www.bookrags.com/essay-2005/4/17/32917/6373/#gsc.tab=0 , Date of accessed: 19 March 2015). In other words specific deterrence focuses on the perpetrator that was being found guilty in a court of law and receives his sentencing. The severity of the punishment will deter him from committing crime in future. General or indirect deterrence focuses more on the general public by making an example of this specific offender and instilling a suitable sentence in order to discourage future offenders from committing similar crimes. a) The first requirement of deterrence is Severity; according to Lab (2014:175), it is when you have to ensure the punishment will be harsh enough in order to deter the would be offender from committing the offence. If an would be armed robber knows that should he be caught and found guilty in a court of law, he will be sentenced to a minimum of twenty years in prison. b) Certainty; According to Lab (2014: 175) it deal with the chances of being caught, in other words if the would be offender knows that the police is understaffed and that the detectives are inexperienced and have just to much work, chances of them focusing on every docket are very slim, he might not be deterred from committing the crime. If the local police are perceived to be corrupt and criminals knew that from experience they can buy their way out, they might nit be deterred. c) Celerity: According to Lab(2014: 276) it deals with the swiftness of punishment or pain that will be inflicted after committing a crime. Swift punishment after there experiencing of the pleasure of committing the crime is needed in order to prevent a possible crime. Should a criminal be caught soon after an armed robbery that as widely published a be arraigned in court soon after that serves as a deterrent. Should you be able to get swift trial and conviction while the act that he committed is still fresh in the minds of himself, and the public, it serves well as a deterrent, both for the criminal and other would-be criminals alike. An example of this type of prevention is the incident that was reported on News24 on the 22nd of March 2015. (http://www.news24.com/SouthAfrica/News/Two-held-for-Joburg-armed-robbery-20150322: Date Accessed 24 March 2015) Two armed robbers attacked a guy that walked down the street in Johannesburg CBD. They wanted to carry his bags and he refused. They threatened him with a knife and robbed him of R40. Shortly after the incident the victim saw a police officer and alerted him. The two thugs were arrested and the money and knife found on them. They appeared in court on the 23rd oh March. Swift action and decisive, witnessed by many bystanders. 1.5.a) Crime prevention through environmental design (CPTED):. Lab (2014: 54) is of the opinion that the hardenings of architectural design, that include the whole layout of cities and neighborhoods as well as houses by means of physical security measures prevent crime. In other words if you design a neighborhood for instance with just one or two entrance/exit roads; you can effectively prevent crime by controlling the traffic. If those access routes are protected by CCTV cameras that monitor the traffic, even better. b) Neighborhood Crime Prevention: Lab (2014: 85) mentions that Neighborhood and Block Watches increases community awareness. The community discusses common problems and gets to know each other they look out for each other and solve problems together. The community also contributes and pool recourses, for instance by patrolling the neighborhood with their own vehicles at own expense. Garscom is a very successful community-policing group that operates in the Garsfontein area. It is run and organized by the community and has regular interaction with the Garsfontein Police Station. Another function of the forum is that they have an open door to the Station Commander where they report good and bad performances by the members of the station. c) Displacement and Diffusion: According to Lab (2014: 113) if a community makes it more dangerous for a armed robber to rob a shop, due to the fact that more and more shop owners armed themselves, the robbers would move to a safer neighborhood to target. In other words if a home owner installs burglar proofing to the windows of his house and install an burger alarm and build a two meter wall around his house, the would be burgled would rather target a softer target and if a whole neighborhood does the same the burglar would target a different neighborhood that is a softer target. d) Using the mass media to prevent crime: According to Lab (2014: 136) the implementation of the mass media to fight/prevent crime can be very effective. TV Shows like â€Å"Crimestop† and â€Å"When Duty Calls† where crime is reported and where photos of known criminals or suspects are shown and the public’s cooperation is requested are very useful in preventing crime. e) Developmental Crime Prevention: According to Lab (2014:158) this type of primary crime prevention, targets the potential of people to become criminals. In other words it targets the behavior, beliefs and attitudes that are learned by youths. These programmes target the youth and attempt to embed the right environments and learning at an early stage. Essentially what the youngsters learn and are exposed to dictate their future behavior. Captain Crime Stop has been used to great effect in the past to visit pre and primary schools with presentations and shows to influence kid’s behavior. a) Prediction for Secondary Prevention: According to Lab (2014: 194) The prediction of future offending where proper variables are used to perform analysis in order to prevent crime can be very effective. The two types are Clinical and Actuarial prediction. Clinical prediction involves more personal interviews and evaluations, where Actuarial prediction is done based on known parameters in available data. Data can be collected per police ward as per the CAS System and the management can analyze the data on for instance house robberies and then design a plan specifically to curb these types of crimes in the area. b) Situational Crime Prevention: According to Lab (2014:215 – 235) this type of crime prevention focuses to a great extent on planning before implementation. It leads to a more focused approach where places, individuals, and different things at risk are identified that are at risk to victimization and repeated victimization is prevented. For example, smash and grab incidents occur regularly at the robot on the fly-over in Garsfontein road. Female drivers early in the morning or just before sunset are targeted. A task team is formed and tasked to draft a plan on how to prevent the victimization of female drivers that drive alone in their cars. c) Partnerships for crime prevention: According to Lab(2014: 237 – 254) it includes Community policing. A very typical example is the old model of the British Police, the bobby on the beat. A specific police officer is assigned to a street, like for instance Oxford Street. He patrols this street every shift and gets to know all the shop owners, newspaper sales vendors and other people that frequent the street. He knows the ins and outs of the area and the people that frequent there providing a â€Å"personal† service to them. In Garsfontein specific police officers per shift are assigned to specific sectors to work in. d) Drugs, Crime and Crime Prevention: According to Lab (2014: 255 – 296) drugs and the use and sale of drugs have a definite effect on crime in an area. Drug addicts to support their habits for instance commit theft, prostitution and other petty crimes. Focus on the drug dealers and take them out of the equation and you bring down the levels of crime. e) Removing the potential reward(s) of the crime: According to website of The New York City Alliance Against Sexual Assault under the heading: Factsheets: Crime Prevention (http://www.svfreenyc.org/survivors_factsheet_17.html : Date of access: 24 March 2015) it mentions the removal of the potential reward(s) of the crime as a form of secondary crime prevention. It mentions that shop owners place tags on clothes that marks/stains the clothing with ink is it is removed after been stolen, thus rendering the reward/clothing useless. Another example closer to home is the method used by cash in transit companies to arm the cash containers with ink cartridges that stains the money if the container is opened after been stolen. 1.7.a) Specific Deterrence: Imprisonment : According to Lab(2104: 301 – 304), imprisonment serves as a form of tertiary deterrence. He argues that it is not the most effective form, but one of the most accepted forms used by society/the judicial system to prevent recidivism. b) Incapacitation: Tertiary Crime Prevention: According to Lab (2014: 297 – 335) involves tertiary crime prevention the actions taken to prevent the offender to repeat such an offence. Most of tertiary crime prevention falls with in the formal judicial system that means suitable punishment or pain inflicted by the court of law on an offender. It also serves, as deterrence for would be offenders to prevent them from committing crimes. For instance if a car-thieve receives a ten to fifteen-year sentence, it should prevent him from committing another similar offence once he served his sentence. According to the web page of US Legal.com Definitions, incapacitation is defined as :† the effect of a sentence in terms of positively preventing the sentenced person from committing future offenses. This concept is different from the theory of specific deterrence in which an offender is punished to make him/her understand the specific consequences of his/her offense. Incapacitation aims to prevent future crimes by taking away the offender’s ability to commit offenses† (http://definitions.uslegal.com/i/incapacitation-sentencing/ Accessed 24 March 2015). The three strikes rule is a good example of this type of tertiary prevention. This law means that an offender with two prior convictions is sentence to life imprisonment for the third offence. (Stanford Law School, Stanford Three Strikes Project, https://www.law.stanford.edu/organizations/programs-and-centers/stanford-three-strikes-project/three-strikes-basics Accessed 24 March 2014) c) Electronic Monitoring: According to Lab (2014: 310 – 316) the use of electronic monitoring provides a new avenue of incarceration. The convict is attached to an electronic monitor that monitors his movement and keep the convict for instance under house arrest and monitors enables the authorities to ensure that he remains in his house. d) Rehabilitation: According to Lab (2014 : 317 – 335) rehabilitation of criminals was the major method of tertiary crime prevention. He also argues that there is no uniform opinion that rehabilitation is very effective in recidivism. Lab mentions various rehabilitation programs like Cognitive-Behavioral Interventions, Intensive supervision and Restorative Justice as some that are implemented. Question 2 2.1.On the website BLAIR Analytics (http://www.bairanalytics.com/community/blog/crime-analysis-101-the-sara-model/, Accessed 24 March 2015), they outline the SARA Model as the steps that are taken in a problem orientating policing approach. These steps are: Scanning: The following information is gathered during this step: You need to identify recurring problems of that is of concern to both the public and the police. You need to identify the consequences of the problem for the community and the police as identified in the first step. The identified problems need to be prioritized. The next step is to develop goals that are not very specific, but are broadly defined. Before you can continue you need to reassure that the problems exist. Next you need to find out how often the problems occur and what the duration of these problems were. The next step is to choose the most prevalent problems for closer scrutiny. Analysis: Following the steps taken in the scanning phase you need to identify and form an understanding of situations and conditions that pre-empt or precede and also are present with the identified problem. The data then need to be collected pertaining to the problem need to be identified. Identify similar types of problems and research them. Make a list of how the problem is now being dealt with and also look at how the current response reflects the strong points and the weak points of the approach. The scope of the problem needs to be narrowed down and you need to look at specifics. Make a list of all he available recourses that may help you to obtain a better or deeper understanding of the problem. The last step is to design a workable hypothesis on why there is a problem. Response: The â€Å"R† in SARA stands for response. You completed the â€Å"S† scanning process of the problem and also completed the â€Å"A† analysis of the problem. Now you need to look at the response. Take the following steps: Have a brainstorming session to look for new type of interventions/strategies Look out for other communities that experience similar challenges and have a look at their solutions. Identify what of those solutions or strategies you want to use. Draft a response plan and gather all role players. Stating the specific objectives for the response plan. The last step in this section is to implement the planned interventions. Assessment: Following the implementation of the plan(s) you have to do a proper assessment: You need to find out is the designed plan was initialized and evaluate it. You need to gather qualitative and quantitative data of both before you responded with the plan and after you responded and compare it. Look at your goals that were set for the plan and find out if the specific objectives were reached. The process doesn’t stop here; you need to keep on looking for new strategies that may enhance the initial plan. Remember it is an ongoing process and you need to continuously assess and evaluate the process to make sure that is effective. (Website: Center for Problem- Orientated Policing, University at Albany, State University of New York. http://www.popcenter.org/about/?p=sara Accessed 24 March 2014) 2.2.a) Strengths: Identify and list all the strong points and attributes of your Unit or Police station and note it down. b) Weaknesses: Identify and list all the weaknesses or perceived weaknesses of your Unit or Police station in dealing with the problem. c) Opportunities: Identify and list all the opportunities you have available to deal with the identified problem. d) Threats: Identify and list the threats experienced or anticipated. 2.3.a) planning b) organizing c) leading d) controlling List of References Steven P. LAB, Crime Prevention, 2014, 8th Edition, Anderson Publishing, and imprint of Elsevier 225 Wyman Street Waltham, MA 02451, USA Southern Business School, Crime Prevention Management 1 Study Guide (CPM 100), 2008 Business School Revised 2014 (New Edition), Plot 10, R28 Service Road, Diswilmar, Krugersdorp. The Merriam-Webster On-line dictionary, (http://www.merriam-webster.com/dictionary/deterrence date of access 19 March 2015) (Schmalleger, 2003, p. 406), (http://www.bookrags.com/essay-2005/4/17/32917/6373/#gsc.tab=0, Accessed: 19 March 2015). News24 on the 22nd of March 2015. Two held for Joburg armed robbery http://www.news24.com/SouthAfrica/News/Two-held-for-Joburg-armed-robbery-20150322: Date Accessed 24 March 2015 Website: The New York City Alliance Against Sexual Assault under the heading: Factsheets: Crime Prevention http://www.svfreenyc.org/survivors_factsheet_17.html : Date of access: 24 March 2015 Web page of US Legal.com Definitions, http://definitions.uslegal.com/i/incapacitation-sentencing/, Accessed 24 March 2015 Website BLAIR Analytics http://www.bairanalytics.com/community/blog/crime-analysis-101-the-sara-model/, Accessed 24 March 2015 Website: Center for Problem- Orientated Policing, University at Albany, State University of New York. http://www.popcenter.org/about/?p=sara Accessed 24 March 2014 1

The Use Of Vulgarity in the Works of Allen Ginsberg Essay -- Biograph

The Use Of Vulgarity in the Works of   Allen Ginsberg  Ã‚     Ã‚  Ã‚   The beat poets were the voice of a generation. Unadulterated honesty and truth is a primary objective of the beat poets, and to them this honesty and truth is best achieved with a raw, oftentimes vulgar language that can make some readers uncomfortable. In this excerpt from his book, Allen Ginsberg, Thomas Merrill comments on the truth exhibited by the poet: ...such a commitment to internal truth not only permits but demands the uninhibited confessions that tend to make conventional readers squirm. Many beat writers, especially Ginsberg, flaunt their most intimate acts and feelings...in an aggressive street language (2). In Ginsberg's collection of poems, Reality Sandwiches, 1953-1960 , "The reader gets a good taste of Ginsberg's mouth... which, as usual is uninhibitedly and often flamboyantly honest (Merrill 88). The unabashed honesty in this collection often concerns sex and drugs, those subjects being important for this generation of rebellion. In "The Green Automobile," a poem about a fantasy road-trip enjoyed by Ginsberg and Neal Cassady, his one time lover, Ginsberg presents images of a sexual nature. Two of the images follow: I'd honk my horn at his manly gate,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   inside his wife and three   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   children sprawl naked   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   on the living room floor.   Ã‚  Ã‚   (Ginsberg, Reality Sandwiches 11) Neal, we'll be real heroes now   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   in a war between our cocks and time:   Ã‚  Ã‚   (15) Even if some readers pay little attention to the allusions to homosexuality, one of the images, the one concerning Cassady's children, could make some readers uncomfortable. The imagery here is strong, it is this strength of imagery that ... ...s "Howl" and "On Neal's Ashes" the vulgarities are used not merely for effect, but to truly convey the feeling he wishes to express. Although some are made to feel uncomfortable, the true nature of the poet is to convey feeling, and this is done in an extremely proficient manner. Works Cited Ginsberg, Allen.  Ã‚   Reality Sandwiches 1953-1960.  Ã‚   San Francisco:  Ã‚   City Lights Books,  Ã‚   1963. - - - .  Ã‚   "Howl".  Ã‚   Contemporary American Poetry-5th Edition.  Ã‚   Ed. A.Poulin Jr..  Ã‚   Boston:  Ã‚   Houghton Mifflin,  Ã‚   1991.  Ã‚   175-182. - - - .  Ã‚   "America".  Ã‚   Contemporary American Poetry-5th Edition.  Ã‚   Ed. A.Poulin Jr..  Ã‚   Boston:  Ã‚   Houghton Mifflin,  Ã‚   1991.  Ã‚   182-184. - - - .  Ã‚   "On Neal's Ashes".  Ã‚   Contemporary American Poetry-5th Edition.  Ã‚   Ed. A.Poulin Jr..  Ã‚   Boston:  Ã‚   Houghton Mifflin,  Ã‚   1991.  Ã‚   188. Merrill, Thomas.  Ã‚   Allen Ginsberg.  Ã‚   Boston:  Ã‚   Twayne,  Ã‚   1988.

Jealousy and Love in The Lady, or the Tiger? by Frank R. Stockton Essay

Jealousy and Love in The Lady, or the Tiger? by Frank R. Stockton Women will do almost anything for love, to be loved, or to keep love. That is their mission. When women become jealous, however, the love they want to hold onto disappears, becomes selfishness, and one does not know if it is love anymore. In the short story â€Å"The Lady, or the Tiger?† written by Frank R. Stockton, a semi barbaric princess motions which door her lover, the accused man, must open to either receive punishment or a reward. The punishment is to be devoured by a fierce tiger and the reward is to be married to a lovely damsel of the court. This semi barbaric princess loves the man and chooses which door the man deserves to open. Like many women in love, this princess would not dare to let another woman take her lover away from her. Instead, jealousy takes over and the door that opens will emerge a tiger because she will go berserk to see her man happy with another woman, and will prefer to have him eaten by a tiger and await the princess herself on a heavenly earth. According to Frank R. Stockton, he states, â€Å"How in her grievous reveries has she gnashed her teeth and torn her hair, when she saw his start of rapturous delight as he opened the door of the lady† (150). Obviously, this describes her frenzied actions as the lovely damsel appears at the door on the right. If she leads her lover to the door with the damsel behind it, this princess will be green with envy to see him happily marrie...

Why Smart Phones Should Be Banned in Class

The cons of cell phones in school are numerous. The source of much public debate, the issue of whether to allow children and teens to bring their mobile phones to school has been discussed ad nauseam clear across the country, but even now, there is no clear-cut answer, solution or conclusion. Below we will discuss the many reasons why it might not be a good idea to allow the use of cell phones in the classroom. There are many reasons why cell phones should not be allowed in the classroom. Distractions When a child is in school, his or her purpose there is to learn, whether it be about Columbus sailing the ocean blue or about how electricity works. Young people are more easily distracted than their elders because they tend to have shorter attention spans. If they become bored with the class material, it doesn't take much for them to take out a Motorola Razar to play some cell phone games. How can you expect a teen to absorb all that knowledge if they're not even paying attention. Cheating Obviously, kids won't be able to take out their cell phones and talk to one another in the classroom during an exam, but the concept of â€Å"passing notes† has stepped into the age of technology, thanks to the advent of text messages. These can be sent quite discretely while in the classroom. Taking it one step further, a student can excuse himself to go to the washroom, only to use that time to send text messages and leave voice mails. You also have to bear in mind that cell phones are advancing and improving faster than ever. Certain smart phones can surf the Web (looking for test answers), others have advanced calculators, and depending on the software, it may even be able to run custom applications. The possibilities for cheating and copying are literally limitless, and thus another con of cell phones in school.

Joseph Estrada and National Service Training Essay

Republic Act 9163 is an act establishing the National Service Training Program (NSTP) for tertiary level students. Its short title is â€Å"National Service Training Program (NSTP) Act of 2001. † It was passed by the House of Representatives and the Senate of the Republic of the Philippines on December 19, 2001. It was subsequently approved by Philippine President Gloria Macapagal-Arroyo last January 23, 2002. RA 9163 or the National Service Training Program (NSTP) Act of 2001 NSTP is â€Å"a program aimed at enhancing civic consciousness and defense preparedness in the youth by develop-ing the ethics of service and patriotism while undergoing training in any of its three (3) program components. † (RA 9163). Section 2 Rule 1 of the Implementing Rules and Regulations (IRR) of the NSTP Act states the role of the youth in nation-building. It says: 1.  In recognition of the vital role of the youth in nation-building, the State shall promote civic consciousness among them and shall develop their physical, spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs. 2. As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in military, literacy, civic welfare programs and other similar endeavors in the service of the nation. ROTC is â€Å"a program institutionalized under Sections 38 and 39 of Republic Act 7077 designed to provide mili-tary training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. â€Å"(RA 9163). CWTS refers to â€Å"programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry. (RA 9163). LTS is a ? â€Å"program designed to train students to become teachers of literacy and numeracy skills to school chil-dren, out of school youth, and other segments of society in need of their service. † (RA 9163). NSTP Act states that â€Å"all incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any baccalaureate and in at least two (2) year technical-voca tional or associate courses, are re-quired to complete one (1) NSTP component of their choice, as a graduation requirement. † (RA9163 IRR). More-over, NSTP component chosen by the student shall be undertaken in two (2) terms and be credited for a 3-unit subject per term. Important and lasting beliefs or ideals shared by the members of a culture about what is good or bad and desirable or undesirable. Values have major influence on a person’s behavior and attitude and serve as broad guidelines in all situations. Some common business values are fairness, innovation and community involvement. 2. The monetary worth of something in areas such as accounting, economics, marketing or mathematics. A value can be defined as your personal belief on a moral or ethical issue. For example, those who have strong family values believe that families should always eat meals together. Those who have strong Christian values find it important to attend church each sunday. Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. Education requires instruction of some sort from an individual or composed literature. The most common forms of education result from years of schooling that incorporates studies of a variety of subjects. â€Å"