Western Political Systems an Example of the Topic Government and Law Essays by

Western Political Systems The development of the western political system had strong influence from the ancient Greeks and Romans. The Greek and roman philosophies and kind of governance had an immense impact on the development of democracy in the western world. Ancient Greek philosophers such as Aristotle, Plato and Socrates gave the concepts of natural rights and the logical establishment of laws; which is evident in the western political system where laws are clearly stated and submitted for voting. Democracy as practiced in the western political system is defined according to the Encarta dictionary as the free and equal right of every person to participate in a system of government, often practiced by electing representatives of the people by the majority of the people. This system of government was passed from the ancient Romans and Greeks to the Americans, Belgians, Dutch, English, and Germans etc. Need essay sample on "Western Political Systems" topic? We will write a custom essay sample specifically for you Proceed An example of the spread of democracy can be cited in the case of England. For centuries, a monarch, who was often unfair and unjust, had ruled England. Finally, after a civil war the parliament was able to limit the power of the monarch and establish a healthy relationship between the government and the people. This idea of a power check prompted remembrance of the roman government and how it operated on a three-branch system. The United States of America also practiced democracy as far back as the 17th century (Rao, 2006). The kind of political system practiced in the eastern part of the world had been based on lineages, military power and witnessed regimes that were despotic and authoritarian in nature as opposed to the western political system. In the monarchy system of government, one person is the monarch (usually a king or queen, and in other cases emperor or empress). When the monarch dies, power passes to one of the monarchs children and in the event that there is no child the mantle of leadership passes to another family member and this is what was practiced in most parts of the eastern world for most part of their political history. China, for instance practiced this system of government. Dynasties after dynasties ruled in china; from the Shang dynasty (1583BC-1027BC) up to the Qing dynasty (1644-1911), these groups of monarchs had mostly ruled china (Rao, 2006). Countries like Afghanistan, Japan, Nepal, Thailand and the likes at some point in time also practiced this form of government. Also, this same region witnessed leaders who seized power; an example is the republic army that overthrew the Qing dynasty in the 1911 revolution and when Mao Zedong seized power in 1949(Rogaski, 2007). The various political systems have their benefits and their detriments. The democratic system is beneficial in the sense that as it is based on election, the voice of the people is heard and the wishes of the people could be easily granted by this system. In addition, the people are guaranteed participation in the process of electing their representatives. The detriments of this system are that, since it is the citizens who can elect representatives not all citizens are fully aware of the political scenarios in their country. This may result in people making the wrong decisions during elections. Also, since it is a short-term government, there might not be a clear-cut long-term policy plan for the community they rule (this is familiar with selfish governments and ones without foresight). The cost of political campaigns in democracies may mean that the rich are favored by the system, this scenario cause candidates to strike out deals with wealthy supporters; hence, offering them favor able legislation if the candidate is elected. The eastern political system also has its advantages and disadvantages. The advantages of the eastern political system (the military and monarchy system of government) are that the monopolization of resources gives them great potential power. Secondly, there is quick and effective response following an imminent war. Thirdly, provided the ruler has a focus they have long-term plans for the community they rule. The disadvantage of this system is that it usually lacks legitimacy (especially the military). In addition, the process of governance is frequently concealed and controlled; interests are mobilized to support the government rather than the government responding to public interests. Conclusively, the western political system has been greatly influenced by the Greek and roman governments; they introduced the separation of powers, laws and ordinances and the senate. In addition, they introduced the idea of natural rights, the right to vote and be voted into office. The eastern political systems on the other hand witnessed authoritarian, despotic regimes and were ruled by monarchs and leaders who seized power after revolt as in countries like North Korea and China in the early 20th century. The various systems as previously written have their benefits and detriments. However, comparing the two it can be concluded extensively that the western political system is preferable since it affords equal participation and representation. References Rao, B. V. (2006). World History. New Delhi: Sterling publishers. Rogaski, R. (2007). "Mao Zedong." Microsoft Student 2008 [DVD]. Redmond, WA: Microsoft Corporation.

Power of The Few Over The Many Essays - Brave New World, Free Essays

Power of The Few Over The Many Essays - Brave New World, Free Essays Power of The Few Over The Many" The Eleventh Commandment portrayed the state church as being the supreme dictator. It is through the eleventh commandment that the church held it's power and control over the masses. Without the church and it's leaders to guide the masses, their society would have collapsed. However, compared to Brave New World, the whole society is conditioned to "work for everyone else"(Huxley 67) by the abuse and daily consumption of soma. Without the drug called soma, their society would have also collapsed due to withdrawal symptoms. The underlying reality between the two societies is that the masses are manipulated, controlled, and brainwashed, without resistance, to obey and follow their leaders through various methods of enforcement. The Brave New World is controlled by a select few who call themselves Resident Controllers and Directors. These elite few are able to control the production and selection process of societies masses. Mustapha Mond, Resident Controller for Western Europe, and the Director of Hatcheries and Conditioning, oversee the conditioning of embryos. Their powers and control over these particular jurisdictions gave them great power, and with that the ability to manipulate others. "'You ass'... said the Director,... 'Hasn't it occurred to you that an Epsilon embryo must have an Epsilon environment as well as an Epsilon heredity'"(Huxley 23). Through a hierarchy of Alaphas and Betas down to the lower cast Epsilon, everyone was suited for their job. The Director however, through his position of authority, was able to "... condition the masses to hate the country,"(Huxley 30). In doing so, the Director succeeds in creating an obedient society, which obeys and bows to every whim of his commands. The Resident Controller and Director were two authoritative figures that were able to control whomever and whatever each person worked at, even before they were conceived. Each cast had pre-conceived morals preached to them through conditioning, and to this end effectively brainwashed to the point of utter obedience. The outcome of this brainwashing by conditioning sets forth a society that exists in two tiers, the guardians and the domesticated animals. [who? why?->BNW] [who? why?->11th C] The church and it's head archbishops are able to control and manipulate the masses in North America by preaching the eleventh commandment through strict laws and enforcement practices. The eleventh commandment ordained that every man and women must be fruitful and multiply. Because of this commandment and of the militant ruling religionist enforcement, North America alone had four billion people, and yet the church continued to preach the eleventh commandment and it's practices. The competition between continents was the driving force behind the eleventh commandment. If it was not the competitiveness between ruling church states, the eleventh commandment would have been abolished. Through dictatorial control the repercussions of not being fruitful and multiplying, or of using contraceptive devices were most severe for any man or women, and quite often lead to punishment and extermination. Coupled to the acts of punishment, often drugs and other brainwashing techniques were used on those who did not obey the eleventh commandment. Through control and brainwashing of the masses the church was able to manipulate their society to the point of total utter starvation. [How? BNW] Manipulation and enforcement to the masses in the Brave New World was very easy for those who were in control. The techniques used by those in power were varied between the usage of subconscious persuasion, hypnopaedia, brainwashing, and chemical persuasion. Pavlovian conditioning was used on young children through constant manipulation and repetitive hypnopaedia. The use of chemical persuasion however could be seen to be more influent on the daily lives of the differentiating casts. It was part violence and part psychological manipulation for the people who lived in the Brave New World. For those individuals who did not conform to the standards set forth by their leaders, they were exiled to an island where they were left alone for the rest of their lives. [How? 11th C] While chemical persuasion was prevalent in the Brave New World, the accessibility and usage of drugs, especially contraceptive drugs, was strictly forbidden by the church. While the church enforced their commandments through a strict military totalitarian enforcement agency, people continued to seek contraceptive drugs. While some people were killed for their digressions against the church, most people were brainwashed to conform to the church commandments. "...it left a blankness where there normally must have been thousands of mostly unnoticed messages coursing to his brain. This was brainwashing!"(Lester 168). While most people did conform to the church's commandments, there were still however a select few who resisted the church and sought to move away from the 'arms

Arthur Millers Death of a Salesman (cited) Essay Example for Free

Arthur Miller’s Death of a Salesman (cited) Essay Marriage (796) , Death (671) , Arthur Miller (560) , Sales (458) , Death of a Salesman (121) , Willy Loman (98) , Henrik Ibsen (84) , A Doll's House (53) , Krogstad (43) , Nora Helmer (19) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Willy and Nora: Tragic Heroes or Home-wreckers? No one has a perfect life. Despite what Aaron Spelling and his friends in the media might project to society today, no one’s life is perfect. Everyone has conflicts that they must face sooner or later. The ways in which people deal with these conflicts can be just as varied as the people themselves. Some procrastinate and ignore their problems as long as they can, while others attack problems to get them out of the way as soon as possible. The Lowman and Helmer families have a number of problems that they deal with in different ways, which proves their similarities and differences. Both Willy Loman, the protagonist of Arthur Miller’s Death of a Salesman and Nora Helmer, protagonist of Henrik Ibsen’s A Doll’s House experience an epiphany where they realize that they were not the person the thought they were: while Willy’s catharsis brings about his death, Nora’s brings her to a new life; hers. Both character’s flaws bring about their departure from their respective families as well. They are both overly concerned with the appearances they and their families present to society: as a result they both project false images to others. From their appearance, both seem to be involved in stable marriages and appear to be going places. Willy’s job as a traveling salesman seems stable (although we never know what it is he sells) when he tells his family that he â€Å"knocked ’em cold in Providence, slaughtered ’em in Boston† (Miller 1228). It is not until Willy’s wife, Linda tells us that he â€Å"drives 700 miles and when he gets there, no one knows him any more, no one welcomes him† (Miller 1241). If that’s not enough to convince readers of his failure on the job, the fact that he gets fired after working for the same company for 36 years cements his incompetency in the business world to readers. While Nora does not work in the business world, (few woman, if any did over 120 years ago) her failure to take care of her responsibilities becomes quite evident as well. When the play opens and Nora enters with a Christmas tree and presents for the children, she gives off the impression of a good mother trying hard to prepare a great Christmas for her family. Upon further analysis we see that Nora’s duties, in general, are restricted to caring for the children, doing housework, and working on her needlepoint. Nora cannot complete these duties even with the full-time help of Anne Marie, a housekeeper who cleans up after Nora just as much as the children. When Nora and Kristine are having a discussion towards  the start of the play, Nora informs her friend that, â€Å"I’m so happy and relieved [with my marriage]. I must say its lovely to have plenty of money and not have to worry. Isn’t it?† (Ibsen 1119). The rosy picture she painted of her family and marriage are in stark contrast to the â€Å"stranger of a man† (Ibsen 1168) she refers to her husband as. We realize that she had not been living her life at all; rath er the life that her husband wanted her to live. While both Willy and Nora succeed in giving of the appearance of being competent, efficient and helpful family members who contribute to the well being of their respective families, they prove otherwise as the plays progress. While the two plays take place nearly 100 years apart, are set on different continents and each have completely different family members, both engage in lies and deceit that hurt their families; after which each protagonist leaves their family. Not only does Willy lie about his performance on the job, he lies about his â€Å"faulty car† as well. He tells his family that the Studebaker keeps malfunctioning when in reality we find out through Linda that he has been deliberately trying to kill himself. The biggest way in which Loman deceives his family is by cheating on his wife while away for work in Boston. When his eldest son discovers his father’s unfaithfulness, he loses all trust for his father, and Biff’s life pretty much goes downhill from there. Willy Loman’s lies, deceit, unfaithfulness have resulted in huge problems for his family. Nora also starts trouble in her household through lies and deceit. Nora’s crime of forgery is not even a crime in her mind; she does not realize that the law does not take into account people’s motivations behind their actions. While she knows that Krogstad has been associated with shady law practices, she does not realize that his crime was on the same level, if not less illegal than the one that she has committed. When Tourvald opens the letter and finds out about her crime, he goes ballistic, and cannot believe that his own wife could be capable of such a crime. This is ultimately the reason / situation that helps Nora realize that she must leave her family in order to begin to live her own life. But Nora even lies about the little things in life such as the eating of macaroons (Ibsen 1126). Her husband forbade her from eating them on account that they will rot her teeth, and when she is seen eating them in her house, she says that they are a gift from Kristine, which is a lie. Both Willy and Nora’s lies and deceitfulness frustrate their families to the  point where each protagonist much leave their family; although Willy’s departure is his death, Nora’s is the start of her real life. Both main characters also use an escape mechanism to leave reality when they realize that their lives are on the wrong path. When Loman starts to realize that his pride and joy in life, Bi ff, â€Å"is a lazy bum† (Miller 1218) he begins to talk to himself (Miller 1221). These mental lapses bring Loman to a happier place and time, when his kids were young and innocent and he thought that the best part of his life lay still ahead. This acts almost as a defense mechanism against the pains of reality for Willy. In the final scene, after Biff tells his father that he is â€Å"a dime a dozen† and that the Loman name really doesn’t mean much, Willy engages in the ultimate escape mechanism; suicide. Although it may appear on the surface to be a selfish and coldhearted move to spite his family, he actually did it so that his family may live a better life with money he thinks they will receive from his life insurance policy. When faced with the harsh pains of reality, Nora also uses defense / escape mechanisms to ignore the problems at hand first, then to conquer them in the end. She believes that she has done nothing wrong, and that if what she has done is illegal, that her good intentions will nullify the illegality of her forgery. When Krogstad informs her otherwise, tells her the possible repercussions of her act, and ultimately gives her an ultimatum, this is her first touch of reality outside of the doll’s house that she lives in. To cope with the harshness outside of t his doll’s house, she immediately retreats back inside and attempts to distract herself with Christmas decorations (Ibsen 1133). She uses the tree and presents to distract her from her problems, and tells the nursemaid Anne Marie that she’s too busy to play with her kids who want to see her because she must try to distance her mind from the subject at hand. Here she is only making the problem worse by not dealing with it. When she finally realizes that her â€Å"main duty [is] to [her]self† (Ibsen 1166), and that she has been living life according to what her father and husband have wanted rather than what she has wanted, Nora’s epiphany is complete. She knows that the only possible solution that can work for her is to leave right away. Willy and Nora both escape their problems first by drifting away with mental distractions, then when they fully realize their problems, they both must physically leave their families. For Willy this means death, for Nora, the  start of (a new) life. Willy and Nora share a fatal flaw: they try to make others happy before making themselves happy. All that Willy ever wanted in life was to be â€Å"well-liked† and for his sons to follow in his footsteps. Their lives focused too much on fulfilling others rather than themselves, and in the end this flaw led to their departure from each of their respective families. When Charley asks Willie â€Å"when the hell are you ever going to grow up?† and Biff declares that â€Å"we never told the truth in this house for 10 minutes† (Miller 1280) we realize that Willy will never grow up and that he must leave his family because he will never grow up and that nearly his whole life has been a farce. Similarly, when Nora tells her husband that the only way he (and her) can only change if Tourvald has â€Å"his doll taken away† (Ibsen 1168) we realize that Nora’s life too has been a farce and that she must leave in order to begin her own life. We will write a custom sample essay on Arthur Miller’s Death of a Salesman (cited) specifically for you We have essays on the following topics that may be of interest to you

Video Gamers Essay Example | Topics and Well Written Essays - 750 words

Video Gamers - Essay Example Because the systems and new games are not usually available at bargain prices, this world is also often filled with those individuals who have a decent amount of disposable income available to them, aka young professionals. While all gamers seem to feel it’s important to solve the game’s challenge and tend to lose themselves in the action of the game sometimes to the effect of losing track of real time, different types of games attract different types of gamers (â€Å"Profile†, 2006). For example, Halo 2, Half-Life 2 and FEAR, which are first person shooter games, would be likely to attract gamers who have a high need to succeed and expect to beat the game even on their first play. Multiplayer games like Counter Strike, while still featuring similar characteristics to the games listed above, can often appeal to those individuals who enjoy a challenge and don’t mind spending the time necessary to meet it. When not able to actually be at home and involved in their particular favorite video game, gamers can often be found participating in activities that further their video game world, such as shopping for new gadgets or researching new games. Because of the nature of the video game world and the involvement of players within this world, gamers are usually not involved in many other leisure-type activities, preferring to devote their time to solving the latest game challenge or investigating the new technologies available for game development. However, gamers are not necessarily isolated individuals secretly plugging away at defeating the latest cyber enemy in the dark.

None Assignment Example | Topics and Well Written Essays - 250 words - 17

None - Assignment Example As matter of fact, the Hindu community must have moved from somewhere. Secondly, Hindu religion traces its origin sometime just before the onset of modernization (Bryant, & Patton, 2005). Notably, the timing of the start of Hinduism and Aryan migration rhyme; supporting the AIT arguments. Moreover, the immigration is assumed to consist of different ethnic groups who after settling united to make a common language and culture. Every theory must be criticized by at least one scholar given that people make different opinions. The critics of AIT are not strong enough to question its viability. For instance, the Aryan inversion theory is based on existence of dead bodies found in a cave (Bryant, & Patton, 2005). However, there is no precise evidence that these bodies were massacred, hence terming the whole theory a weak critique. Though, its not clear whether the Aryans found natives in the region, no invasion evidence exists either. Moreover, the invasion theory was meant to protect colonizers. Culture and social setups differ and may sometimes irritate. Public relations advocate for understanding and accommodating every person’s culture in order to coexist. However, the understanding ought to be two-way, otherwise one party will be humiliated. Non- western cultures are complicated. To me Japanese culture irritates. Though the shame culture has build their reputation, consulting before their tribesmen before making any decision irritates. Secondly, treating strangers with excess suspicion retards their socializing

The Protestant Reformation Essay Example for Free

The Protestant Reformation Essay The protestant reformation was primarily an economic event because the entire idea of reforming the church started with the validity of the sale of indulgences. Indulgences were purely for economic gain when it came to the catholic church. Because of this sale of indulgences protestants and other anti-pope figures such as Savonarola, Hus, Wycliffe, and Luther, began speaking out of the corruptions and abuses of the church. It it was for the sale of indulgences (purely economic) there would be no reason for the reformation. The sale of indulgances went on for a long while. They were peddled everywhere. They were sold for several reasons, such as funding crusades, pope pocket money, feed the humanistic tasts of the pope. The people recieved salvation, were excused from all sin and future sin and guaranteed a seat in heaven. Basically a form of religious taxation, the church began raking in enormous amounts of money. The Catholic heirarchy alone owned 75% of all the money in France, and 50% of the wealth in Germany. Besides the sale of indulgances clergymen began selling titles, positions, offices, etc. to rake in even more money. The most famous peddler of indulgances was Archbishop Tetzel, who traveled from town to town, especially throughout Germany, (Wittenburg)T hough by this time the special sale of indulgances had gone under way. This indulgance gave you complete absolution from all sins, and treatment for future sins. That would definetly guarantee you a spot in heaven. The money from the sale of these indulgances was going to pay for the rebuilding of St. Peters Basilica. He gained the attention of Martin Luther, the founder of the protestant revolution, and he attacked Tetzel, and challenged the sale of indulgances. Luther was angered at this. He posted up his 95 theses at Wittenberg Castle, in which he denounced the selling of indulgences. Part of his anger was that German money was going to Rome. Thanks to the printing press, the 95 theses were printed all over Germany. In Address to the Christian Nobility, he said that secular government had the right to reform the church. Now Luther wasnt stupid. To a degree he sucked up to the nobles because he knew that if the nobles went with him, that would mean that his ideas, and later his reformation would be successful, because it had support from the the people with power. In On the Babylonian Captivity of the Church, Luther attacked the sacraments. Finally  in Liberty of a Christian Man, he hit it: salvation by faith alone. In response Pope Leo X issued a Bull (papal decree, not the other kind of bull) and demanded that Luther recant. Luther took the Bull, went outside and publicly burned it, he no longer accepted papal authority, and the pope excommunicated him. In 1521 he went before the Diet of Worms, when asked by Charles V, Holy Roman Emperor, who said: Do you or do you not repudiate your books and the errors that contain? Luther responded, Unless I am convicted by Scripture and plain reason I do not accept the authority of popes and councils, for they have contradicted each other my conscious is captive to the Word of God; I cannot and I will not recant anything, for to go against conscience is neither right nor safe. God help me, Amen. Martin Luther and his beliefs and followers were who started the protestant reformation. So without these economic factors the Protestant reformation would never have had reason to begin, therefore the reformation was primarily economic.

Comparing the Character of Creon in Oedipus and Antigone :: Oedipus Antigone

Comparing the Character of Creon in Oedipus and Antigone Creon does not learn a lesson from Oedipus' accusatory behavior. Instead he adapts this bad personality trait. Throughout Antigone, he accuses everyone who tries to give him advice of betraying him. Whereas, in Oedipus, he is falsely accused by Oedipus of trying to take over the throne. This paper will compare and contrast his behavior and evaluate if he learned anything from one play to the next. Creon was seen in a different context in Oedipus compared to his character in Antigone. In Oedipus, he wanted nothing more than to help Oedipus rid the city of whatever plague the gods were hurling at them. Creon goes to Apollo's shrine to find out why the gods are angry and then brings Tiresias to help Creon see what has the gods angry. Oedipus does not want to believe the truths Tiresias is telling him and falsely accuses Creon of plotting against him to become king of Thebes. Creon is so hurt by this that he tells the chorus, "This accusation against me by our ruler Oedipus, It's outrageous. (514)" By the end of the play, Creon tells Oedipus that "I'm always as good as my word; I don't speak before I think(1520)." In Antigone, Creon becomes king of Thebes after Polynices and Eteocles commit fratricide in battle. Antigone commits her ‘crime of reverence(74)' by burying Polynices after a direct order from Creon dictating that everyone leave him on the ground, unburied. Creon first accuses the council of elders of being stupid and old (281) when they suggest that the gods were behind Polynices' burial. After this, he goes on a tirade against men who supposedly were not happy with his leadership and therefore paid off the watchmen to bury the body. Creon blames the watchman of burying the body for money and the watchman tells him that, "It's terrible when false judgment guides the judge (323)." After the Watchman comes back and tells Creon that they found Antigone burying Polynices' body a second time, Creon accuses Antigone of breaking the law. Antigone does not feel she has broken the law because she is obeying laws passed down from the gods and not Creon's man-made law. Creon is so angry that someone would disobey his edict that he orders Antigone to be buried alive and that Ismene be put to death also. Ismene had nothing to do with the crime but Creon blames her regardlessly.

Ethical Dilemma Essay

In searching for a solution to the ethical dilemma of animal factories using antibiotics to keep animals well, I think there is only one solution; that is to stop buying animal products that come from these places. The hard part is getting more people to follow suit. The hard part about getting people to stop buying a certain product is that consumer’s don’t always know the risks or problems associated with a certain product, in this case, meat that is tainted with antibiotics. When consumers in the United States go to the grocery store or market, we are so hurried in our lives that checking where the food comes from often is not of importance. If consumers are to make a change, they first need to be educated, and this takes time, so someone has to get the word out, and on a large scale. I would contact major media sectors and draw their attention to the problem. I would check out Internet sources and make blogs or posts of my own. I myself would become an educated consumer and stop buying these products. I would speak to medical professionals such as my family physician to ask about the potential dangers of eating meat and poultry that had been fed antibiotics, and I would change my diet accordingly. I might even get my own hens if my city allowed that in city limits, and I would suggest to others that they do the same. I would share what I know with others and refuse to buy products from animal factories. This is the power that I hold as a consumer, and I would utilize it to solve this ethical dilemma.

Dementia in the world Essay

Alongside traditional A Levels in Physics, Chemistry and Biology, QMC offers an A Level in Applied Science. This is an ideal course for pupils who have studied the GCSE Applied Science and who are interested in a science based career. COURSE ENTRY REQUIREMENTS General entry requirements are 5/6 GCSEs at C or above to include Double Science, English and Mathematics. WHAT KIND OF JOB/DEGREE CAN THIS SUBJECT LEAD TO? Success in the A Level will enable you to apply for work in science based companies, the NHS or apply for Foundation degrees at university such as: FdSc Applied Medical Technology FdSc Medical Imaging (Radiography Technician) FdSc Medicines Management (Pharmacy Technician) FdSc Oncological Therapies (Oncology and Radiography Technician) FdSc Paramedic Science, currently available at Portsmouth DURING THE AS COURSE YOU WILL STUDY THE FOLLOWING TOPICS: In the AS year you will be studying 3 units which cover all 3 sciences. Two of the units are assessed by portfolio with the third unit being assessed by examination. This course is therefore best suited to students who find producing a steady flow of written reports preferable to sitting several exams at the end of the year. The portfolio units look at how science is put to use in the workplace. You will visit a range of local organisations and see science in action. Back at College you will learn how to carry out some of the techniques that scientists use at work and write reports about issues relevant to the use of science. As you go you will build up a portfolio of evidence of your growing skills. The examined unit focuses on the use of science in healthcare. You will look at how the body’s circulatory and respiratory systems work, and how they can be monitored and investigated. This will include considering the ethical issues involved when diagnosing and treating illnesses. DURING THE A2 COURSE YOU WILL STUDY THE FOLLOWING TOPICS: In the second year you will be learning how to carry out an extended investigation and then choose one you would like to study in depth. This investigation, and a unit on the techniques involved in genetic engineering and biotechnology, are both assessed by portfolio. A final examined unit brings together all the skills you have developed during the course on working as a scientist, including collecting samples, developing methods for carrying out tests, working safely, analysing data, and ensuring accuracy and reliability in all you do. HOW IS THIS COURSE ASSESSED? AS Level A2 Level 3 Units. 2 units portfolio evidence, 1 unit examination 3 Units. 2 units portfolio evidence, 1 unit examination IF YOU REQUIRE ANY ADDITIONAL INFORMATION †¦ Please contact the Head of Department, Dr Eddie Grimble, on (01256) 417500

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essays

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essays Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Essay Topic: We Real Cool The present research was carried out in order to investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. The survey instrument used as the means to test the hypothesis was a self-complete questionnaire containing both closed and open questions. This was piloted and then administered to an opportunity sample of 21 first year undergraduates at West Suffolk College. The quantitative data was analysed using the SPSS computer package. The results reveal a correlation coefficient of r=.816 indicating a strong positive correlation, which was then statistically tested and shown to be significant at the 0.01 level. The qualitative data was analysed and found to support the quantitative data. The results and findings in both cases support the hypothesis and so it can therefore be concluded that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. This study is interested in self-esteem in relation to satisfaction in the undergraduate student population. It seeks to investigate how high or low self-esteem affects the way a person sees their world. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. Self-esteem is one of the most studied aspects of individual difference in personality. Humanist, psychodynamic, social psychological and cognitive theorists have emphasised the importance of self-esteem. The impact on the individual of having either high or low levels of self-esteem may not simply affect their life expectations but also impact at a societal level. There is a belief, supported by Baumeister (1999), that low self-esteem is responsible for a broad assortment of personal and social problems. There is a dearth of evidence that suggests that school programs aimed at raising childrens self-esteem produce a reduct ion in crime, delinquency, drug abuse and underachievement in school. (Baumeister 1999). Curry and Johnson (1990) describe high self-esteem as a secure sense of identity and an ability to acknowledge and value ones own efforts and achievements. They stress a connection between high self-esteem, confidence, energy and optimism and argue that these traits have their roots in early years. Baumeister, Rice and Hutton (1989) discuss self-esteem in terms of motivational orientation, with high self-esteem giving a self-enhancing orientation. In other words a person considered to have high self esteem is more likely to seek to capitalise on their good traits and pursue successes even under risky conditions. On the other hand people with low self-esteem have a self-protecting orientation and avoid failures and set backs. (Baumeister 1999). The importance of understanding more about self-esteem in relation to education is clear. A suitable means of doing this is in the guise of a straightforward satisfaction questionnaire the process of which students are quite familiar with. With the focus of self esteem and student satisfaction in mind the following experimental hypothesis has been drawn up. Experimental Hypothesis There is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction Null Hypothesis Any correlation between levels of self-esteem and levels of undergraduate satisfaction is due to chance factors. Method The survey instrument used in this study was a self-complete questionnaire, which was developed for the purpose of identifying levels of satisfaction and self esteem. The self esteem indicators were based on the Rosenberg (1965) self esteem scale (see appendix 5). The main reason for the use of a questionnaire as opposed to semi-structured interview or any other method was for practical reasons and speed. The questionnaire uses a mix of open and closed questions allowing for the collection of both qualitative and quantitative data. One of the drawbacks of using this method is that it does not allow for probing, prompting or the collection of additional data. It is however quick to administer, relatively cheap and convenient for respondents. The questionnaire was broken into 3 short sections in an attempt to avoid respondent fatigue. The first section was made up of 3 qualitative questions, which were deliberately positioned at the start in order to capture the students comments while fresh. The second section was made up of a bank of quantitative questions with a 4 point Likart scale. These questions required the respondent to read a statement and then mark whether they strongly agreed, agreed, disagreed or strongly disagreed with the statement. The answers were coded and given a score, ranging from strongly agreed = 4 and strongly disagreed = 1. Finally section 3 called for demographic information and more general questions probing long term goals. (Bryman 2004). A pilot study was performed and the questionnaire re designed accordingly. The resulting questionnaire was then administered. The quantitative data was analysed in order to establish the correlation coefficient, the strength of the correlation, which was then statistically tested for significance. The qualitative data was analysed and findings compared to the quantitative data. An opportunity sample of 21 participants made up of 20 females and 1 male agreed to take part. The group consisted of first year students on degree programs within the West Suffolk College. Eleven of the participants were Humanities degree students and 10 were Behavioural Studies and the ages ranged from 19 41+. Standard forms (appendix 1-3) were produced in order to make replication of the survey possible. These included an information/consent form (appendix 1), a request for further information form (appendix 2) and a self-complete questionnaire (appendix 3). A group of 1st year undergraduate students were approached within designated lecture time and invited to take part in a student satisfaction survey. An ethically approved information/consent form was issued and the students were asked to read through and sign it to give their consent. An additional form was provided to collect the details of those who wanted further information on the survey or a copy of the research findings. The respondents were informed that the whole process would only take about 10 minutes and their responses would remain entirely confidential. The purpose of the survey was explained briefly although no mention was made with regard to the self-esteem aspect of the questions. Participants were also informed of their right to withdraw at any time and asked if they had any questions prior to proceeding. Results Descriptive statistics Table 1 PPT No Course Sex M/F Age Satisfaction Score Self-esteem score Positive word score Long term goal 1 B/S F 19-21 14 11 5 Degree then job 2 H F 32-41 16 16 2 teaching 3 B/S F 42+ 12 12 4 Ed Psych 4 H F 42+ 14 14 4 Gain degree 5 B/S F 19-21 12 10 0 Get a job 6 H F 22-31 13 12 4 teaching 7 H F 22-31 14 13 3 No long term goal 8 B/S F 22-31 11 9 2 Not sure if I will even complete course 9 B/S F 42+ 13 13 5 Open minded 10 B/S F 22-31 13 10 1 unsure 11 B/S F 22-31 16 15 5 MA Psych 12 B/S F 42+ 15 16 5 Teaching primary 13 B/S F 32-41 12 12 3 Ed Psych 14 H F 32-41 15 14 3 Achieve best grade 15 H F 42+ 11 11 4 Teach primary 16 H M 42+ 13 13 2 Teach 17 H F 22-31 16 15 3 1st Class Hons 18 H F 32-41 12 12 4 Teaching 19 H F 19-21 13 14 3 teaching 20 B/S F 32-41 14 12 5 Rewarding career/independance 21 H F 22-31 12 10 2 Teach Not sure if good enough Total 281 264 Mean 13 13 St Dev 1.6 2 Table 1 lists the program of study, age group and gender of the 21 respondents. It also lists the total scores for satisfaction and self-esteem taken from the quantitative part of the questionnaire together with the mean and standard deviations. The table also includes the individual respondents positive word scores, which were derived from the qualitative data collected. The final column details the respondents long-term goal, which was part of the demographic section of the questionnaire and shows that 8 out of the 21 respondents aim to go into teaching, 3 respondents hoped their degree would lead onto a job but did not specify the type of job. 3 respondents said they would like to undertake a Masters degree and/or go into Educational Psychology. 3 respondents reported that gaining a degree was their long term goal, 1 of whom is aiming for a first class honours degree. The 4 remaining respondents said they were unsure, open-minded or had no long-term goal. Generally satisfaction sc ores tended to be high with a mean score of 13 (the lowest possible score being 4 and the highest 16). Deviation from the mean was minor with a standard deviation of 1.6 for satisfaction and 2 for self-esteem. SPSS was used to calculate the correlation, which is illustrated in the scatter gram in appendix 4. Correlation measures the extent to which the self esteem and satisfaction scores tend to change together or co-vary. Appendix 4 illustrates the strong positive correlation found with the self esteem and satisfaction scores. Regression analysis estimates the best fit of the line through the scatter of related pairs. SPSS generated descriptives showing the scores, mean and standard deviations for both self esteem and satisfaction broken down into age groups can be seen in appendix 17. Fig. 1 Breakdown of Scores by Age Fig 1 Compares the means scores for self-esteem and satisfaction and breaks them down into the separate age groups. See appendix 16 for SPSS generated age, score summary. Self-esteem scores vary from mid to high. The greatest difference in scores can be seen in the 22-31 age group. The scores were also analysed in terms of the program of study in order to see if there was any difference between the responses of the behavioural studies and humanities students (see appendix 7) in which case little difference was found. Inferential statistics In order to determine any significance in the correlation, Pearsons Product Moment parametric test was applied. This test was selected, as it is the most appropriate for use with the interval data generated by the self-esteem and satisfaction scales used in this study. SPSS was used to calculate the level of significance. (See appendix 6) The results displayed in table 2 below, show the correlation to be significant at the 0.01 level thereby confirming that the null hypothesis may be rejected. (Coolican, 1999). Table 2 Sample size (N) Correlation coefficient (r) Hypothesis Significance 21 .816 2 tailed 0.01 Analysis The qualitative data discussed below has been taken from the responses to three questions. In the first, respondents were asked to list 5 words, which they felt best describe the person they are. See appendix 8. The words were then analysed and common themes drawn out. Appendix 9 is a table showing the chosen words in order of most frequently used. The words were broken down into the following categories, positive, negative and neutral, low self-esteem and high self-esteem. Appendix 10 includes a bar chart showing the resulting breakdown. Of the 105 words in total used by the 21 respondents, 51 words were classified as positive and only 4 were classified as negative. The two pie charts in appendix 10, illustrate the breakdown of high self-esteem and low self esteem words used. These findings clearly reflect a high level of positive self-description by respondents and a very low negative self-description. Friendly, confident and content were the most frequently used high self-esteem w ords and self-conscious was the most frequently used low self-esteem word. The comparison between the number of high and low self-esteem words in the bar chart (appendix 11) serves to further illustrate the strength of self-esteem in the respondents. The second question focused on the best and worst things about college. Transcripts of the respondents comments can be seen in appendix 12. Common themes were drawn from the transcript and detailed in the table shown in appendix 13. It was observed that the number of positive comments, which totalled 40, far outweighed the negative comments which totalled 25, thus further supporting the view that students are generally satisfied with their college experience. Two bar charts were created to illustrate the findings. See appendix 14. Finally, the third question was-What do you hope to have achieved on completion of the course? Transcripts may be seen in appendix 15. Respondents comments fell into 2 main categories, that of achievement of the degree course and secondly that of self-fulfilment. Further analysis is required in order to identify any possible meaning behind this. In reviewing the qualitative data sets and comparing them with the individual scores for satisfaction and self-esteem a common theme is revealed. The 4 respondents with the highest scores for self-esteem and satisfaction, (respondents nos. 2,11,12 and 17 highlighted in yellow on table 1), tended to have more specific and ambitious long-term goals. For example, respondent 11s long-term goal is to go on to achieve a Masters in Psychology and respondent 17s goal is to gain a first class honours degree. In contrast the 4 respondents with the lowest scores (nos. 5, 8, 10 and 21 highlighted in green) had much less ambitious and specific long term goals. Respondent 8 who scored the lowest out of all the respondents for self-esteem replied not sure if I will even complete the course. From this it is possible to argue that those with higher esteem tend to be more ambitious and more specific in their goals. This would concur with the findings of Baumeister, Rice and Hutton (1989) in regard to motivational orientation. Discussion The intention of this research was to address the hypothesis that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. Statistical testing has demonstrated a significant correlation between these two variables and this has been further supported by the more descriptive data provided by each respondent. The strengths and weaknesses of the method, sample and application will now be reviewed. The method of accessing the sample was efficient in terms of response rate. The aim was to obtain 20 completed questionnaires. 25 questionnaires were issued thus allowing for up to 5 spoiled or withdrawn question sheets. 21 completed questionnaires were returned along with their corresponding information/consent forms correctly signed. The high rate of respondents may have been affected by an element of conformity pressure. The lecture theatre location and timing were conducive to the high response rate and the fact that the lecturer introduced the researcher and clearly gave her approval further encouraged co-operation. It also meant that all the respondents were subject to the same external conditions. Despite the possible pressure to take part, the respondents may have felt uneasy about writing their answers in the close proximity of their classmates; this could alter the responses given and t hus the reliability of the study. By capturing an audience in this opportunist way, one inevitably ends up with an unrepresentative sample. In this case a group of students from a limited no of courses namely Humanities and Behavioural Studies Degree programmes. They were all first years and all but one, female. These imbalances are bound to bias the results. The program of study a particular student may be studying is likely to have an effect, however little difference in responses could be identified between the Humanities and Behavioural Studies students. It would however be dangerous to assume that this would be the case across all undergraduate subjects. It can argued that Humanities and Behavioural studies subject may attract similar types of students and the views or experiences of an undergraduate engineering group for example, may vary considerably. The focus of the study is concerned very much with general overall satisfaction with college experience. It has deliberately steered away from specifics such as satisfaction with individual modules, methods of delivery and course content. The open ended questions have however highlighted a host of factors affecting satisfaction which have not been fully analysed in this case. The findings have simply been used to indicate general levels of satisfaction. The self esteem aspect of the study has revealed that in this research sample levels of self-esteem scores range from mid to high with no scores indicating low self-esteem. A possible explanation for this may be that few people with low self-esteem would even consider attempting a degree course in the first place. Further investigation may shed more light on this possibility. It has proved useful to have a mix of data in order to gain a more balanced view. There was a tendency for some respondents to tick the same response column to all quantitative questions. This happened in 4 cases. This could mean that the respondent felt that the same answer applied to all questions or they were just arbitrarily ticking the same box with little thought. Bryman (2001) describes this as acquiescence, the tendency for people to consistently agree or disagree. One way to identify if the respondents are really reading the questions and answering accordingly is to include the odd reversed score question. The option to split the order of questions to avoid possible order affects was considered, should the study be taken further this may well be worth consideration. A minor level of deceit was employed in that respondents were not informed about the self-esteem aspect to the study. This was considered to be of minimal ethical consideration and acceptable in order to prevent any affects resulting from the participants knowing that their self-esteem was the subject of the study. This study also notes that 13 respondents completed the further information form requesting a copy of this report. Conclusion and Implications This study has established a relationship between satisfaction and self esteem in that those with higher self-esteem have reported greater satisfaction with their college experience compared to those with lower self-esteem. This has been demonstrated through a significant, strong, positive correlation of the variables supported by qualitative data. It must however be noted that the correlation of these factors does not imply cause and effect. In other words it can not be concluded that one has an effect upon the other. It is also impossible to state with any authority that those with higher self-esteem tend to be more satisfied with their college experience across education as a whole. The sample in this study is too narrow to make that assumption. The possibility that college life only appeals to those with higher self-esteem can not be ignored either. It may be the case that Higher education may not attract those with low self-esteem. It has been established through the literature that self-esteem is a useful trait to possess. Baumeister (1999) suggests that raising self-esteem could bring about dramatic improvements to both the individual and society as a whole. Inclusion and lifelong learning are driving forces throughout education today. Watson and Taylor (1998). Perhaps by attempting raise levels of self esteem from an early age access to higher education may be increased.

Theme of love in Roman Fever Essay Example | Topics and Well Written Essays - 1500 words

Theme of love in Roman Fever - Essay Example It was recorded live during the work's New York premiere production, given at the Manhattan School in December 2001. Ward (b. 1917) has had a long, distinguished career, the highlight of which was the Pulitzer Prize he was awarded in 1962 for his opera The Crucible, after Arthur Miller's play. His musical idiom, here as elsewhere, is quite conservative tonally (he asserts in the notes that the line between opera and Broadway is becoming increasingly blurred), but he understands the effective deployment of dissonance and variety. This is best demonstrated in the last ten minutes of the hour-long piece, when an accidental meeting in Rome of two old friends -- twenty years after they first spent time there together -- results in a series of intense revelations that turn long-held assumptions upside-down for both of them. Wharton's story has a shocker of a dosing line, which librettist Roger Brunyate has preserved. The section leading up to it flits in and out of an arrestingly rhythmic 7/8 feel, unlike anything we've heard in the rest of the piece. Prior to that, the music has been unfailingly pleasant, if occasionally meandering, and the characters successfully drawn, but Ward and Brunyate have had to struggle with the fact that not much happens in the story -- the surprises begin only toward the end. Dorothy Grimley, as Alida, has a moving aria about the clanging church bells and the unpleasant memories they bring back. The four women (two mothers and their daughters) have a beautiful quartet, an outstanding example of vocal ensemble writing. The orchestrational and vocal flights of fancy in the latter part of "They kissed our hands" (for the two girls, sung by Amy Shoremount and Eudora Brown) help us forget that the beginning is a direct lift from Cole Porter's "It's DeLovely." In all, Roman Fever is an adroit, thoughtfully expanded operatic treatment of a great story, if not a great opera in itself; there is, however, plenty to enjoy. The continuing commitment to the production of contemporary opera by the Manhattan School is an invaluable experience for its students, who for the most part outdo themselves when given the chance to sing challenging new roles. The four young women in the cast (Erin Elizabeth Smith completes the quartet as Grace) all sing clearly and attractively; each mother/daughter pair shares a similar vocal coloring, so that similarity of sound is familial, not generational. Maxime Alvarez de Toledo divertingly rounds out the cast of five as a self-dramatizing waiter singing in Italian-accented English. The students of the Manhattan School of Music Opera Orchestra are in fine form under conductor David Gilbert. The Story Two old friends, Alida Slade and Grace Ansley, are finishing lunch on the terrace of a Roman restaurant and move to the parapet, where they benignly contemplate the magnificent ruins of the Palatine and the Forum. Remarking that the scene below is the most beautiful view in the world, the two ladies agree to spend the afternoon on the terrace. Alida arranges with the waiter to permit them to stay until evening. They hear their daughters, Barbara Ansley and Jenny Slade, departing to spend the afternoon with two eligible young Italian men, and Grace remarks that the young women will probably return late, flying back by moonlight from Tarquinia. It becomes evident at this point that Grace has a closer relationship with her daughter than Alida has with Jenny because Alida did not know where the girls were going. Also, Barbara remarks a bit ruefully to Jenny as the two of them depart that they are leaving their mothers with nothing much to do. At that point, Alida broaches the

Case analysis Study Example | Topics and Well Written Essays - 750 words

Analysis - Case Study Example As of now, at the second level, no forms of registration limitations exist for .co domains, which take their parent entity from go.co. What this means is that any individual or company at all can get registered unto a .co domain. Internet and website pundits such as Alexa classify go.co to generally fall under web portals (Management Study Guide, 2012). For the purpose of the present case study therefore, the company, Go.co will be analyzed as a separate and independent company from the ccTLD category but pushed into the wider web portal category as key competitors seem to be springing up quickly on a daily basis in that broader industry scope as a web portal. Industry Analysis Major International Competitors .com Countries: USA, Argentina, Mexico, Brazil, Italy, Romania Type of Company: Common Stock 30 Day Average Volume: 3,607,911 Domain Name System Security Extensions (DNSSEC): Yes Yahoo Country: Germany, Japan, USA, Mexico, Italy Type of Company: Common Stock and ADR 30 Day Avera ge Volume: 23,252,490 DNSSEC: Yes AOL Countries: Germany, USA Type of Company: Common Stock Shares outstanding: 93.97 DNSSEC: No Baidu Country: Singapore, Germany, Mexico, USA Type of Company: Common Stock 30 Day average Volume: 4,581,215 DNSSEC: No .uk Country: UK, Germany Type of Company: Common Stock Shares outstanding: 2.32 DNSSEC: Yes GO.CO Country: France Type of Company: Common Stock Shares outstanding: 1.34 DNSSEC: Yes Xing Countries: Germany, UK Type of Company: Common Stock 30 Day Average Volume: 548 DNSSEC: No Source: Bloomberg (2012) GO.CO is comfortably treated as part of the web portal competitive industry because of the line of business and area of web operation under taken by .CO and the other web portals. In a typical scenario, almost all of these companies provide search engine and online sale services and so can all come under the same umbrella in a comfortable manner (Quick, 2009). From the table, there are two major competitors identified for go.com if the compa ny wants to position itself at a point where it would gain its accolade as an international force in the web portal industry. These companies or competitors are .com and .uk. Already, .com is ranked as the number most popular internet TLD by Alexa, whiles the same source ranks .uk as number two (Roberts, 2009). From the table, which presents the 30 Day Average Volume and shares outstanding, not much can be said to refute this fact. Strategic Analysis Models SWOT Analysis Strengths A globally strong parent company, GO.CO and other major TLD, which is the .com domain. Multi-operational web system and function Reduced capital intensive growth path as a result of existing franchise model Brand equity, which creates a competitive edge. Weaknesses Inability to rise as a third force in the global web portal industry Over dependence on franchise ownership by other subsidiaries of its parent company Static innovative growth to match modern trends of web browsing. Opportunities Ever growing n eed among internet users for search engines and other web portals Ever growing population of internet users (Quick, 2009) Growing affordability of companies to promote internet use (Vancouver, 2006) Threats Rapid growth of smaller competitors such as AOL and Xing as competitive web portals. Global economic rebasing (Garderner, 2006) Larger competitors entering into further alliances for growth. Porter’s Five Forces Analysis Intensity of Competitive Rivalry Very High The revenue turnover of the key competitor namely Yahoo, and that of the