Pocahontas Was Made Famous By Many Legends And Myths

The story of Pocahontas was made famous by many legends and myths told by people across the years, yet there is actually very little written records about her life experiences or her feelings. What we know about her is from the colonists in Jamestown virginia that documented parts of their lives and from captain John smith’s writings.Despite being a young ‘â€Å"savage† indian girl, Pocahontas was actually a smart young woman that was crucial and very significant to the foundation of the first English settlement in Jamestown Virginia. Her interesting life even had the power to inspire Disney to make a cartoon movie based on her story told by Captain John Smith. Pocahontas was born around 1595 with the name Matoaka and was one of the Powhatans leaders daughters. She was called â€Å"Pocahontas† as a nickname which meant â€Å"playful one,† because of her free spirited and playful nature. She was the daughter of Wahunsenakah, more commonly known as Pow hatan. Powhatan was a North American indian leader estimated to have ruled between 13,000 and 34,000 people and included more than 30 different tribes with their own chief. She had about 27 siblings,however, the colonists believed that she was her fathers favorite. In 1607 the English colonists arrived in Jamestown virginia to form a colony. At first the colony is very unsuccessful and the native americans are very weary of the new immigrants arriving in their territory. After a little hostility the Indians decide to welcome the newShow MoreRelatedThe Legacy Of Captain John Smith s Life Essay1278 Words   |  6 Pagesin this paper I will be covering several of his many achievements. In addition, I will be dispelling several of the popular myths in regards to his life that many modern day Americans believe in. Some of these more modern day myths or false narratives are due to his story being adapted and changed in order to make a children’s video by Disney, while others have been debated by historians ever since they were penned by Smith in one of his most famous works consisting of six volumes: The Generall HistorieRead MoreRomanticizing the Native American Indian: Pocahontas2596 Words   |  11 Pages20 year old woman, I was, absolutely, still in love with everything Disney. I was still very much enamored with the romance and fairy tale aspects of all their stories and movies. So when the Walt Disney Company released the animated feature â€Å"Pocahontas† in the summer of my 20th year, I had to see it. At the time, I thought I had hit the jackpot with this movie. â€Å"An American legend comes to life† is the tagline to get viewers interested in this movie. [1] A heroin, whom was a beautiful Indian andRead MoreDefining Value Added Animation to Promote Positive Living Environment: a Critical Study of Upin and Ipin4134 Words   |  17 PagesInfluences Imported animated movies have become important sources of entertainment to young and old Malaysians. People tend to get influenced very easily with what they see every day, and therefore, our minds are set to accept those kind of values without many questions. Also, with cable TV channels like Astro that has become a lot cheaper and more accessible, Malaysians are exposed to a wide varieties of entertainment. With all these lavish exposures, the issue now becomes more obvious, most of our localRead MoreOligopoly and the Disney Company.6632 Words   |  27 Pagesthere is trade. However, it has only recently gained grounds in this age of globalisation. Never before has oligopolistic competition been so fiercely contested across so many industries. The media industry in the United States of America (US) is one such industry. As a powerful communication tool, the media has attracted many companies but only a handful has grown big. These media giants have dominated the local market and are currently seeking to conquer the global media industry in search of

The Argument For Critical Thinking - 845 Words

1) When the Judge admonished the Jury, he told them they must reach a unanimous decision beyond a reasonable doubt. The hero of this movie appears to be Henry Fonda, the first juror to vote not guilty. He kept challenging the evidence by saying isn t it possible?...that the evidence was wrong. Do some critical thinking on this...using a good paragraph answer if isn t it possible? is the same thing as beyond a reasonable doubt. Start with a â€Å"yes† or â€Å"no† and then eleaborate. No, â€Å"isnt it possible† and â€Å"beyond a reasonable† doubt are two different concepts, on different platforms of thought. Simply put, one is a question and one is a definitive statement. The statement, â€Å"isn’t it possible†is a question that begs for critical thinking and analysis of a situation; a question that seeks an answer, interpretation, and reflection. The stament â€Å"beyond a reasonable doubt† is a closed statement. This statement commits to the idea that there could be no other logical explanation for the situation (conviction at hand). The movie 12 Angry Men is based on the premise of that very question â€Å"isn’t it possible.† The initial scenes and first half of the movie depict a group of men who are convinced â€Å"beyond a reasonable doubt† that the boy is guilty of movie. The mindset of these men was made up based on evidence that proves to be questionable. Henry Fonda convinces the men, through repeated series of questioning, that the boy is innocent. An individual convinced â€Å"beyondShow MoreRelatedEssay on Critical Thinking/Reflection1393 Words   |  6 PagesAssessing both critical thinking and the reflection process in learning, these aspects are both intertwined. Without one, you cannot have the other. With the use of critical thinking and reflection this thought process allows us to analyse, assess, evaluate, learn and develop arguments. However this can have a twofold affect in the learning process. The learning process means taking many aspects and perspectives into account to establish an argument. Critical thinking draws on questions such as:Read MoreCritical Thinking Application Essay example1049 Words   |  5 PagesCritical Thinking Application Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate. Implications for Teaching Thinking must be practiced inRead MoreCritical Thinking Application1030 Words   |  5 PagesCritical Thinking Application Paper Introduction Think deeply! Think and keep thinking. Still, not everyone who thinks or thinks deeply is actually critical thinking. You can be highly intelligent or have vast knowledge but that doesn’t mean that you can think critically. Using intelligence and knowledge to reach one’s rationale viewpoint and objective in what a critical thinker does. The opinions and beliefs of a critical thinker stand on firmer ground. Better decisions and problems solvingRead MoreWhat Is Critical Thinking?1033 Words   |  5 Pagesis Critical Thinking? As people going to school and getting a higher level of education, the teacher will ask them to think critically. Critical thinking is not just thinking normally but to think it deeply. When one person has a different point of view or idea with some other people make then that person should use his own point of view and think logically to prove his idea is correct and this action call critical thinking. In this essay, I will state that analyze thinking, logical thinking, andRead MoreCritical Thinking Essay1163 Words   |  5 PagesINTRODUCTION Critical thinking has been defined in great depth over thousands of years yet comparison of many of these definitions show the emphasis alters between what characteristic is deemed most important for each individual. However the definition alters, the same three important principles are always included: scepticism, open-mindedness and objectivity. It is important for each individual to conclude his or her own definition of critical thinking to enable a specific authenticity thatRead MoreOutline : Spring 2015 Final Exam Essay806 Words   |  4 Pagesof the following (worth 3 points each): 1. Ad Hominem: Appealing to someone’s prejudices, emotions and other interests rather than to someone’s intellect or reason. Ad hominem also means attacking an opponent’s character instead of answering his argument 2. Universal Negative: Also referred as the No Statement. it’s a universal proposition that denies something of all members of a class. No S (Subject) are P (Predicate). In light of universal negative, there are areas where you have things thatRead MoreCritical Reflection On The Course Experience Essay1197 Words   |  5 PagesCornell Instructor Thomas Riddle Hum 115 –FJT -06 April 29, 2016 Critical Reflection on the Course Experience in Humanities 115 I have not always been a critical thinker, but throughout my course of study at Guilford Technical Community College (GTCC), I have considerably progressed in academic discipline that allows my critical analysis skills from the beginning of the semester flourish to now. Taking Humanities 115, critical thinking enable this success throughout my semester courses. It was a challengeRead MoreCritical Thinking in Decision Making Essay848 Words   |  4 PagesCritical Thinking in Decision Making Debra Rodriguez MGT 350 August 6, 2012 Karen Allen Critical thinking is a mode of thinking where one improves his or her quality by applying intellectual skills to elements of decisions to make solid decisions to develop intellectual traits. It is important to enhance ones critical thinking skills to improve decision-making capabilties in life and create new opportunities. Critical thinking is the ability of evaluating and assessing thoughts with the aimRead MoreTwelve Angry Men, A Classic Of American Cinema844 Words   |  4 Pagesexample of critical thinking in action, and the factors that interfere with rational conscious reasoning. The twelve jurors, laden with a grave responsibility of deciding the fate of another human being, employ all kinds of critical thinking skills and techniques, making errors based on their personal biases, prejudices, and emotions. Due to the complexity of the human nature and human mind there exist a myriad of factors on which one’s ability for critical thinking and the inventory of critical thinkingRead MoreCritical Thinking And Ethical Dilemmas Essay983 Words   |  4 PagesCritical thinking is defined as fair, open-minded thinking that ask appropriate questions and considers all relevant information before reaching to a conclusion. AICPA recognises the importance of critical thinking and evaluates those skill s on the CPA exam. Hence, in this chapter critical thinking is discussed in following ways: 1) Process of constructing an argument, 2) Two approaches to logical reasoning, 3) Mistakes in reasoning and 4) Critical thinking and ethical dilemmas. Practicing professionals

Microsoft Competing on Talent free essay sample

Prime example is Steve Ballmer who helped Microsoft sustain leadership in competitive market. Bill Gates and Steve have deliberately fashioned an organization that prizes smart people. The intense interview process on thought process, problem solving skills and work habits ensured great match to Microsoft vision. Microsoft’s tight control on headcount to â€Å"n minus 1,† further reinforced the pressure to resist settling for the merely satisfactory candidate. Employees were retained by creating a comfortable work environment that provided privacy and morale boost. The work environment was also very competitive with anything less than 100% performance not good enough. Employee ownership has been the golden handcuffs with 10000 current employees options worth gt;1million in 1999. A well defined linkage between performance and brutally honest feedback has helped in retention. The rigorous selection process, challenging work environment and a organized review and reward process has made people Microsoft’s source of competitive advantage. 2)How effective are Microsoft’s human resource policies and practices? Have the informal processes of the 1980’s been appropriately adapted to the company’s growth during the 1990s? During the early 90’s, Microsoft needed all the drive and passion for its legendary Hard Core culture. We will write a custom essay sample on Microsoft Competing on Talent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That created individual excellence and a passion for product and technology. However, with growth Microsoft needs to establish a more formal process of leadership grooming and selection. I believe Ballmer with the help from Robert Herbold and Doug McKenna has instituted some effective HR policies that has helped the company growth What do you think of Ballmer’s recent changes to Microsoft’s human resource policies and practices? With Ballmer’s changes in HR policies, leadership development is taken seriously by Microsoft’s top executives. It also resolved the unevenness in the level of commitment of the early leaders. With a extensive groping of potential leaders in 3 categories, Microsoft is looking for immediate leaders and as well as planning on grooming the ones early on in the career that will affect Microsoft future. A well defined strategy has been established (70% development from current job; 20% form mentoring relationships with other people;10% formal training; Developing new training programs; Increasing mentorship; Looking at more job transfers potentially international assignments). An extensively structured in review and feedback process has helped in clarifying the success factor at Microsoft and has played a key role in ensuring open, honest communication, learning and diffusion of core norms and learning. Although the turnover rate is still low and offer acceptance at 90% for industry and 72% for campus, to entice great candidates and to reward performers a revision in base pay form 50th to 65th percentile and twice the opportunities for promotions has been established. Why did he make these changes? Microsoft hired brilliant technical people early on but they were not great managers or people developers. In early 90’s a Darwinian approach was used, only a few great leaders were hand picked which was just enough for a small organization. With growth, more effort needs to be put on leadership and management development.

The Great Gatsby Study Essay Example

The Great Gatsby Study Essay The conclusion of any novel should be both memorable for the reader and resonate with the main themes of the novel (i. e. the ultimate viewpoint of the author). The Great Gatsby manages to do this successfully, but only thanks to the last page of the novel, which contains exceptionally poignant and expressive writing. By the end of the novel, the main action of the novel (i. e. he passage between the confrontation of Gatsby and Tom at the Plaza Hotel and the deaths of Gatsby and Wilson) has happened: the novel has reached its climax, and now it is losing momentum fast. This leads to an inevitable feeling that the rest of the novel is somewhat of a formality, included merely to tie up the loose ends of the storyline. This lends this last section of a thought-provoking novel a rather artificial feeling, rather self-conscious and detached segment. By the time the reader reaches the very last section, the novel has lost the frenetic pace and contrast that characterised the chapters immediately preceding this conclusion and so the reader may be losing interest, meaning the ending is not memorable thus far. Fitzgerald has, though, worked very hard to emphasise many themes (Gatsbys funeral is poorly attended, showing his lack of actual status, Toms defiance and indifference, showing the amorality of the upper classes) in the closing stages of the novel, even through the lack of action in these closing stages. In the very last section of the novel (from Gatsbys house was still empty when I left), Nicks reflection is highly melancholic and contemplative Fitzgerald employs many aspects of narrative here to convey a sense of sombre finality. The lack of voice in this last section contributes to the feeling of loneliness (perhaps indicative of the true loneliness of Gatsbys life, even during his rampant parties, let alone in his death) and allows the narrative to become focused on Nicks brooding and pensive viewpoint. We will write a custom essay sample on The Great Gatsby Study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Great Gatsby Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Great Gatsby Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A good example of Nicks viewpoint is the description of Gatsbys mansion as a huge incoherent failure of a house, reinforcing the idea that Nick pushes throughout the novel: that social mobility is impossible, and that Gatsbys attempt to transform himself into a member of the elite social circles has failed (the failure here symbolised by the brand spanking new mock-Gothic mansion). The setting also shows the ultimate futility of Gatsbys dream: the grass on his lawn had grown as long as mine the reader is reminded of Gatsbys disdain of Nicks lawn when discussing the possibility of a reunion with Daisy, which only further stresses that all of Gatsbys hard work can be so easily undone, also showing the strength of time, and how no-one (not even the Great Gatsby) can emerge from a battle with time victorious; On the white steps (of Gatsbys mansion) an obscene word, scrawled by some boy with a piece of brick, stood out clearly in the moonlight this highlights the facts that Gatsby could never really integrate into East American society and that there are very few people that care for him (also shown by the pitiful attendance at his funeral). The American Dream is also dealt with in this final section, with Fitzgerald touching upon the dreams of the first American settlers and their similarities to those of Gatsby: they both saw a country with the scope for infinite possibility; a wondrous opportunity to re-invent themselves in a new land. Where this may have once been true, it does not need to be stated by Fitzgerald that Gatsby has failed to achieve this, adding to the feeling of sympathy and sheer sadness in the ending of the novel, portraying Gatsby, once again, as a victim of the changed times (i. e. a time where social classes have become fixed). Fitzgerald has hinted to the importance of time in the section already (as shown above): he also employs time as a device twice more, the second instance being one of the most powerful devices in the entire novel. The first instance is when Nick describes spending his Saturday nights in New York because he was constantly reminded of Gatsbys dazzling, gleaming parties when in West Egg, showing how Nicks life has been greatly impacted upon by Gatsby, but also showing how he wishes to forget the oppressive revelry and decadence of those parties, the latter of which shows that Gatsbys attempts to make himself popular end up pushing even those closest to him away, again highlighting the harsh hopelessness of his dream. The second (incredibly powerful) instance where Fitzgerald uses time embodies many themes of the book: Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eludes us then, but thats no matter tomorrow we will run faster, stretch out our arms further And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. It is on this note that Fitzgerald ends the novel, a note of despair at the foolishness of human optimism; a note of frustration at the impossibility of reaching the green light, regardless of its seeming proximity; a note of hopelessness concerning the irresistible pull of the past, haunting those who strive to transcend its boundaries. The moving ambiguity of the final segment shows Nick neither rejecting nor accepting the American Dream as a reality, merely his thoughts on the difficulty in achieving it, interlaced with a thoughtful farewell to his friend, who tried and failed to transform his dreams into a reality. It is, then, the last page or so of The Great Gatsby that saves the conclusion of the story. Previously, Fitzgerald had pushed the story into a state of relaxed formality which, following the breakneck pace of the climactic scenes, seemed almost irrelevant. The novel had made the transition from action to contemplation effectively, but was in danger of stagnating into a rather lifeless ending. It is on the last pages, where Nick (Fitzgerald) describes the fruitlessness of dreams with such expressiveness, that the ending transforms from being slightly formulaic into being a swirling cocktail of emotions and ideas on life, touching on issues almost shockingly fundamental with the characteristic exquisite simplicity that flows through the veins of this brilliant tale, making the conclusion both memorable for the reader and reflective of the prevalent themes of the novel.

Of Mice And Men - Hopes And Dreams Essays - English-language Films

Of Mice And Men - Hopes And Dreams Essays - English-language Films Of Mice And Men - Hopes And Dreams ofmiceandmenthesis Hopes and dreams are both the fuel and fire in Of Mice and Men. Stienbeck uses these to thicken the plot and make the reader take large interest into the characters outcomes. George and Lennie have a dream. Somedaywere gonna get the jack together and were gonna have a little house and a couple of acres an a cow and some pigs. [George, p. 15] Being lowly ranch hands, they dream of a better life, where they dont work for anyone but themselves. George, the much smarter one of the two, is quite optimistic about it. It seems that he has already talked with someone about buying his or her land. Lennie, the mentally retarded brute, is childly amused of the dream. He loves soft things, and touching them; and when George tells of the rabbits they will have on the farm, Lennie shivers in joy. Candy is a much older man, who has lost his hand. He isnt worth as much to the ranchs employer as the other men, so he fears unemployment. He too dreams of a better life. One day, in the bunkhouse, he overhears George and Lennie talking about their future plans. You know a place like that? [Candy, p. 59] George immediately grows suspicious of the man, defending the deal. Candy explains that he hasnt much time left before hes canned and he has no place to go. Candy offers a large sum of money to the two, and asks only to live there until he dies. George accepts and Candy is grateful. Went out to the Riverside Dance Palace his this guy. He said he worked for the pitchers, he said I was a natural, he was gonna put me in a movie [Curlys wife, p. 89] Curlys wife, the symbol of temptation in the novel, has dreams of her own. She wanted badly to become an actress, or work in show business. But, because of a cruel mother, she never met those dreams. Instead, she married Curly, who is a possessive pretty boy, and she is unhappy. Hopes and dreams serve as the main plot. With the loneliness of the setting and situation of the characters in the story, the dreams are quite practical and obtainable. Bibliography Of Mice and Men, John Stienbeck

How to Speak English With an American

How to Speak English With an American Speaking English is not only about using proper grammar. To use English effectively, you need to understand the culture in which it is spoken. Here are a number of important tips to remember when speaking English in the United States. American English Points to Remember Most Americans only speak English: While it is true that more and more Americans speak Spanish, most Americans only speak English. Dont expect them to understand your native language.Americans have difficulties understanding foreign accents: Many Americans are not used to foreign accents. This requires patience from both of you! Conversation Tips Speak about location: Americans love to talk about location. When speaking to a stranger, ask them where they are from and then make a connection with that place. For example: Oh, I have a friend who studied in Los Angeles. He says its a beautiful place to live. Most Americans will then willingly talk about their experiences living or visiting that particular city or area.Talk about work: Americans commonly ask What do you do?. Its not considered impolite (as in some countries) and is a popular topic of discussion between strangers.Talk about sports: Americans love sports! However, they love American sports. When speaking about football, most Americans understand American Football, not soccer.Be careful when expressing ideas about race, religion, or other sensitive topics: The United States is a multi-cultural society, and many Americans are trying very hard to be sensitive to other cultures and ideas. Talking about sensitive topics like religion or beliefs is often avoided in order to be sure not to offend someone of a different belief system.   Addressing People Use last names with people you do not know: Address people using their title (Mr, Ms, Dr) and their last names.Always use Ms when addressing women: It is important to use Ms when addressing a woman. Only use Mrs when the woman has asked you to do so!Many Americans prefer first names: Americans often prefer using first names, even when dealing with people in very different positions. Americans will generally say, Call me Tom. and then expect you to remain on a first name basis.Americans prefer informal: In general, Americans prefer informal greetings and using first names or nicknames when speaking with colleagues and acquaintances. Public Behavior Always shake hands: Americans shake hands when greeting each other. This is true for both men and women. Other forms of greeting such as kissing on the cheeks, etc., is generally not appreciated.Look your partner in the eye: Americans look each other in the eyes when they are speaking as a way of showing that they are sincere.Dont hold hands: Same-sex friends do not usually hold hands or put their arms around each other in public in the United States.Smoking is out!!: Smoking, even in public places, is strongly disapproved of by most Americans in the modern United States.

Family Medical Leave Act Essay Example | Topics and Well Written Essays - 500 words

Family Medical Leave Act - Essay Example It is important to notice that any federal employee or officer, who has been covered under subchapter V of chapter 63 under title 5, would not be eligible for this leave. Moreover if the employee has been working at such a worksite where the total number of employees is less than 50 then also that employee would not be eligible for family and medical leave. There are certain conditions due to which any eligible employees would be entitled to leave. An eligible employee would be entitled to leave in case of birth of son or daughter or in case of taking care of the same. If spouse, parent, son or daughter of an employee is having serious health condition then the employee would be entitled to leave in order to take care of them. If the employee himself/herself is seriously ill and as a result he/she could not perform properly then also he/she would be entitled to such leave. One of the main purposes of FMLA is to create the balance between the need of the families and demand of the workplace. Other important purposes include promoting economic stability and security of families, promoting the importance of family integrity which is a national interest. One of the most important purposes of FMLA is to entitle employees for taking reasonable leave so that they can care their son or daughter, spouse or parent who are having serious health condition. Employees would be entitled to this leave for their own health condition also (United States Department of Labor, n.d.). In case of FMLA employers do not need to pay wages during the leave periods. Total duration of this leave could be at the most 12 weeks. Sometimes health insurance premiums of workers’ are paid by the employers. As per FMLA these employers must continue to pay these premiums for their workers during the leave

Principles of accounting Assignment Example | Topics and Well Written Essays - 250 words

Principles of accounting - Assignment Example Each journal entry must have a credit and debit of equal amount. There are different ledgers accounts used in an accounting system such as the cash, expense, account receivable, equity, accounts payable, sales, and depreciation account among others. Each account has a normal balance. If the normal account is a debit the account increases through debit and decreases by way of a credit. When the normal account is credit the account increases through a credit and decreases by a debit. The income statement is a very important financial statement that provides information regarding the profitability of a company during an accounting period. All financial statements are prepared at the end of the accounting cycle. There a certain journal entries that affect only the income statement. An example of a journal entry that affects the income statement is recording a cash sale. For instance if the business makes a sale and the customer pays by cash the corresponding journal entry is a debit to c ash and a credit to sales. Based on the assumption that the normal balance of cash is debit this transaction increases the cash account of the company because the firm received money. The balance sheet is another major financial statement that is regarded as a statement of position.

Short Term vs Long Term Goals Essay Example for Free

Short Term vs Long Term Goals Essay Former US vice-president Al Gore has hit out at company bosses and fund managers for damaging the environment by focusing on short-term goals. Speaking at the National Association of Pensions Funds annual investment conference in Edinburgh, Gore warned that companies obsession with meeting short-term profit targets rather than taking a longer term view, was hampering work to combat climate change. Goals Goal-setting ideally involves establishing specific, measurable, attainable, realistic and time-targeted objectives. Work on the goal-setting theorysuggests that it can serve as an effective tool for making progress by ensuring that participants have a clear awareness of what they must do to achieve or help achieve an objective. On a personal level, the process of setting goals allows people to specify and then work towards their own objectives — most commonly financial or career-based goals. Goal-setting comprises a major component of Personal development. Short Term Goals Short-term goals expect accomplishment in a short period of time, such as trying to get a bill paid in the next few days. The definition of a short-term goal need not relate to any specific length of time. In other words, one may achieve (or fail to achieve) a short-term goal in a day, week, month, year, etc Long-term goals are ones that you will achieve over a longer period of time Long-term goals often are our most meaningful and important goals. One problem, however, is that the achievement of these goals is usually far in the future. As a result, we often have trouble staying focused and maintaining a positive attitude toward reaching these goals. â€Å"If one of your long-term goals is to get an electrical engineering degree in five years, you can set up enabling goals for each semester or quarter of college that supports this long-term goal. These goals could include attending classes, participating in professional development and internship opportunities at your school, maintaining a certain grade point average, and staying up-to-date in your readings and assignments.† the end toward which effort is directed. You must be able to measure the outcome of your goals. When you set a goal you must include a time frame for achieving it. You can also specify amounts Dont be negative. Make sure your goal is something you want rather than something you want to avoid. Keep your goals realistic. Make sure you have the ability and skills necessary to reach your goal Many long term goals will have short term goals that lead to them. Your short term goals will relate to your long term goal. 6 Steps to Creating Achievable Goals: With every goal you must follow the 6 P’s:  Prioritize: You may have several goals. Prioritize them on your list. Positive: Use positive language. I will †¦, I’ll be†¦, I’ll have†¦ Precise: Be precise. I will have supper with my family three nights a week rather than I will be home earlier Performance: Measure your performance. Set time for starting and completing your goal. May 1 – I will be home at 5:30 three nights this week Practical: Make your goals practical. Do you have the control to make this work or do you rely on other people to meet your goal? Personal: Is this goal a personal goal or someone else’s desire for you?

Oedipus, The King And Allegory Of The Cave - Comparative Analysis Essa

In Sophocles’ play, Oedipus, the King, there are various instances where Oedipus tries to escape his destiny—enlightenment—only to discover the truth that he cannot. Similarly, in Plato’s â€Å"Allegory of the Cave† the prisoner travails to understand and adjust to his newly visited environment. In both works, the men first had to realize their ignorance before they could begin to acquire knowledge and true understanding of the complexities of the human condition. Specifically, in Oedipus, the King, it was Oedipus’ illusion of himself as a man unequaled in leadership whereas in â€Å"Allegory of the Cave† it was the prisoner’s initial refutations of enlightenment being shown him until he realizes its intellectual, spiritual, and social significance. In both articles of literature, there are places where their ignorance and eventual achievement of enlightenment is highlighted. In Oedipus, the King it is when he is accusing Creon of conspiring against him, calling him a â€Å"murderer† and supposedly having exposed him as a â€Å"robber attempting to steal†¦[his] throne.† Here, he does not yet realize that not only has not Creon attempted to overthrow him, but also that he is not the man who has already figured everything out about humanity as he thinks. He later does, fortunately, discover that he was not the true ill-fated man who never learned anything because he knew everything too soon. He discovers, after piercing out his eyes, that he has finally ar-rived at the truth of his life and that ...

European Politics Essay

Not long after taking office as President, Nicolas Sarkozy initiated a bold agenda of sweeping governmental and economic reform which enflamed controversy and engendered violent confrontation within the French government and among the French population regarding both the state of economic parity within French society, and France’s role in a swiftly changing global-political climate. Sarkozy, a former member of the National Assembly, a two-time appointee as Minister of the Interior, and a past President of the UMP, rose to prominence as a widely popular (and also widely unpopular) figure in the conservative wing of French politics. Although Sarkozy’s personal and romantic life as well as his financial dealings and his â€Å"public image† have all fallen under the intense scrutiny of the French and International media, the most controversial issues associated with President Sarkozy have generally been and continue to be issue and policy oriented. Prior to being elected President, Sarkozy made International news headlines when, as Minister of the Interior, â€Å"Sarkozy, insisted that Muslim women pose bare-headed for official identity photographs† (Scott, 2005), a move which provoked a storm of opposition within France and throughout the globe. However, Sarkozy’s intentions were even much wider than revealed by his policy regarding identity photos; Sarkozy’s â€Å"main recommendation, accepted by Chirac in January 2004, was for a law prohibiting the wearing of ostentatious signs of religious affiliation in public schools. This is now the law of the land† (Scott, 2005). Sarkozy’s record prior to becoming President indicated that he was a man unafraid to pursue a controversial course of action. As president, one of Sarkozy’s first publically criticized actions was his handling of a Libyan hostage crisis which involved the retrieval of Belgian health-care workers who had been held in Libya. In return for releasing the Belgians, the Libyan dictator Gaddafi was able to gain President Sarkozy’s signature on a treaty which transferred hundreds of millions of euros, along with important military equipment to Libya. This move was met not only with criticism but with a call for an investigation at the parlimentary level which was requested by the head of the French Socialist Party. Although this single example may seem slight in light of the forthcoming discussion regarding governmental reform and the EU policy on climate change which will form the heart of the present study of Sarkozy’s administration, the incident is illustrative of the odd duality which seems to stamp itself on many of Sarkozy’s policies, programs, and initiatives. The duality is one rooted on one side in what many might consider a superficial, yet effective, understanding of public image and political theater; on the other side, it is rooted in what many might call brutally pragmatic economics. Critics of Sarkozy go further than to call the President an economic pragmatist. Many members of Sarkozy’s own conservative party, the UMP, have criticized the President for being a strong advocate of free-trade while simultaneously backing sweeping reforms in the working-class sector including his â€Å"loi de modernisation de l’economie† (Lawday, 2007), or â€Å"Modernization of the Economy Law† which in addition to relaxing federal restrictions on retail prices and work-regulations, allowed workers who worked over thirty-five hours a week to collect their overtime pay tax-free. If, basically, Sarkozy’s economic policies reflect â€Å"a free-market, self-responsibility venture that he claims every advanced country in Europe, from Britain to those in Scandinavia, and lately Germany, has adopted to its advantage† (Lawday, 2007) they also reflect an essentially conservative philosophy which stands in odd contrast to Sarkozy’s iconoclastic image as an agent of change. As one observer phrased it, Sarkozy’s economic philosophy and national economic program â€Å"represents not so much novelty as catch-up politics with a conservative twist† (Lawday, 2007) and, as such, Sarkozy’s economic programs include the curbing of labor unions and their power. These aspects of Sarkozy’s approach to government and economic matters leaves little room for doubt that — at least in relation to financial matters — the President is a true conservative, although his vision may be, overall, a bit more modern than that which is commonly associated with conservatism, the end-result is the same. Sarkozy’s economic philosophies are important not only because they impact one of the most crucial sectors of public policy and governmental influence in France — the economy — but also because they indicate the aforementioned duality of purpose and bearing which seems to stand as part and parcel of Sarkozy’s political career. If on e the one hand, Sarkozy wanted to â€Å"amend the 35-hour working week so that it is no longer the reposeful regulation it implies† (Lawday, 2007), he also sought to simultaneously â€Å"force strikers to maintain a minimum service for trains, buses and other public services† (Lawday, 2007) and to â€Å"slice into the bloated state bureaucracy, where the unions are strongest, by permitting one replacement for every two retiring government office workers† (Lawday, 2007) while at the same time admitting — in the face of the recent global economic crisis — that laissez faire capitalism is dead. The economic platform and policies which Sarkozy has advocated indicate that — above all else — Sarkozy is a pragmatist. This fact is s very useful fact because, by keeping it firmly in mind, a more complete understanding of Sarkozy the politician can be gained. In point of fact, most of what passes for â€Å"populism’ in Sarkozy’s public image is precisely due to his pragmatic approach. His populist reputation as a French nationalist who is for robust immigration reform may collide somewhat uncomfortably with his status as the (rotating) President of the European Union, just as his stand on unions collides with his recent, public statements regarding socialism where Sarkozy responded to the question: have you become a socialist? — with the answer â€Å"Maybe† (Lawday, 2007). Sarkozy’s radicalism — which stands in sharp contrasts to his fiscal conservatism and his conservatism on issues such as immigration and unions — manifests itself not in ideology, necessarily, but within the framework of his aforementioned pragmatism. In other words, Sarkozy may be a populist to the extent that he adopts positions which will curry favor with French Nationalists, such as the â€Å"headscarf† legislation mentioned at the opening of this paper, he may be a fiscal conservative bent on busting the unions and generating a productive working class base for French society, but in each case his convictions, while arguably difficult to pin down under a single umbrella of ideology, are always enacted by way of robust action. Sarkozy may be many things, but one thing he certainly is not is a dawdler. One of the most illustrative examples of Sarkozy’s style and substance as a leader, and specifically as the President of France, is his massive reform of French government and the displacement of governmental power. Although — as will be demonstrated shorty — Sarkozy’s controversial reforms to French government have the design and purpose of bringing the government into the modern era of global-politics and allowing for a more efficiently run government within France itself, the same reforms have been assailed by Sarkozy;’s critics, primarily by the French Socialist party, as being tantamount to instating a dictatorship in France with Sarkozy himself enthroned as dictator. Although the specificities and complexities of Sarkozy’s reforming of French government pose much too vast a too vast to exhaust within the confines of this short discussion, the overall impact and intention of his reform policies offer profound insight into not Sarkozy’s ambitions as President but into the potentially radical reshaping of French government as well as France’s relationship to the EU. Before delving into the specifics of the reform legislation, it is useful to remember just how the French Constitution regarded the separation of governmental powers and — more importantly — what role the President of France was accorded by the Fifth Republic’s Constitution. Because Sarkozy’s program of governmental reform offers, as a centerpiece, the apparent expansion of Presidential power and authority, while simultaneously strengthening the role and power of parliament, sorting out the specific angles by which Sarkozy enabled the expansion of Presidential power can be quite difficult to achieve. However, the role of the French President, according to the Fifth Republic’s Constitution was limited: â€Å"Article 5 [†¦ ] states that the President â€Å"‘Provides by their arbitration for the regular functioning of the public authorities and the continuity of the State’† (Bell, 2000, p. 15), with nothing mentioned about the President’s own power to legislate. This aspect of the Constitution is the key area by which Sarkozy sought to expand, in the eyes of the anti-reformers, Presidential power. Specifically, the most controversial aspect of the reform-laws was Sarkozy’s † plan to allow the president to address parliament, opening up the possibility of a US State of the Union-style address. That has not been permitted since 1875, in an attempt to keep the executive and legislative branches separate† (BBC News), and it is by this seemingly simple move that Sarkozy expanded Presidential authority while simultaneously seeming to limit that same authority. Because the Fifth Republic’s Constitution calls for the President to function as an â€Å"arbitrator† the American-style Presidency of the President as the leader of the legislature, addressing parliament, becomes a specter of dread to those who view this as an incursion on the Constitutional separation of powers. While it is true that â€Å"Article 5, which implicitly restricts the Presidency, has been a subject of controversy† (Bell, 2000, p. 15), Sarkozy’s expansion of Presidential authority has proven to be even more divisive. Sarkozy’s plan to rewrite the Fifth Republic’s Constitution represents the two primary aspects of his governing style which have formed the roots of the current discussion; these aspects are his inherent conservatism and his obvious pragmatism. The reform legislation introduced radical, pragmatic steps toward affecting sweeping change in France and rewrote the French Constitution, but while Sarkozy verbalized his assurances that the reforms represented â€Å"‘Movement, change, modernity,'† (BBC News) as well as a victory for French democracy, the same reforms also contributed to the strengthening of Presidential authority and resulted in a divided parliament with Sarkozy’s reform bill passing â€Å"by 539 votes to 357 – one vote more than the three-fifths majority of the combined Assembly and Senate required to pass the reforms† BBC News), so if strengthening democracy was Sarkozy’s intention, his initial result was to divide the parliament and pass a sweeping reform to the French Constitution with next-to-no consensus. This fact in itself would seem to confirm the trepidation regarding his proposed reforms (now law) which engulfed his detractors in parliament. One of these detractor s, â€Å"Socialist senator Bernard Frimat told lawmakers before the vote at a special session at the Chateau of Versailles† (BBC News) that Sarkozy had offered a † â€Å"consolidation of ‘monocracy’,† (BBC News) but Sarkozy, always careful to play to populist ideas and ideals, counter-weighted the expansion of Presidential authority with corresponding limits and restrictions on the French Presidency. The reform laws while strengthening the President’s role in the legislature also limit the President to two five year terms, â€Å"gives parliament a veto over some presidential appointments, ends government control over parliament’s committee system, allows parliament to set its own agenda, and ends the president’s right of collective pardon† (BBC News). Seemingly, by these latter reforms, Sarkozy was interested in limiting not expanding the powers of the French President; however the telling point of the reform laws as they relate to the French Presidency lies within the mere expansion of the President’s role as a lawmaker rather than, as the Fifth Republic’s Constitution advocated, a â€Å"a neutral ‘umpire’ who has three principal tasks: i) to see that the Constitution is respected; ii) to ‘arbitrate’ to ensure the continuity of the state; iii) to be vigilant on the issues of national independence, territorial i ntegrity and the respect for treaties† (Bell, 2000, p. 16). Sarkozy’s vision of the President — and the reform legislation he was able to enact to realize this vision — stands in direct opposition to Article 5 of the French Constitution. Sarkozy’s radical pragmatism extends beyond the parameters and confines of French domestic issues into the realm of International affairs. As the acting President of the European Union, Sarkozy has applied a similarly â€Å"hands on† approach to issues of international importance such as climate change. As illustrated by Sarkozy’s reform legislation and the somewhat concealed agenda therein which provided for the expansion of Presidential authority, Sarkozy seems to have adopted a similar approach to his position as EU President. On the topic of global warming and climate change, Sarkozy has proven to be as pragmatic and as forceful as he was on the issues of crime, immigration, and government reform in France. At the thirty-third summit of the G8, Sarkozy offered a plan to reduce French CO2 emissions by half and what followed was the adoption of this concept by the G8 nations as a whole. Although the agreement which was reached at the summit was non-binding, Sarkozy’s lead enabled the G8 nations to put forth a collective plan to cut in half the global emissions of greenhouse gasses. Sarkozy continued to push for a binding agreement, but his efforts proved futile. Nevertheless, his approach to the issue of climate change represented, as his approach to governmental reform. a pragmatic and comprehensive approach to a hard problem. Of interest is the fact that the binding agreement regarding greenhouse gas emissions was apparently blocked by the United States with its President, George W, Bush, citing the refusal of third-world nations to also enter into the agreement. Responding tot his obstacle, Sarkozy turned his efforts not toward America or the Third World, but to China, utilizing his status as EU President to put forward a comprehensive and progressive energy policy which included a collaborative effort with the Chinese. Sarkozy’s successful brokering of a deal on energy adn climate change between the EU adn China marks one of the most important accomplishments of his pragmatic and often radical approach to governing. It is due to this combination of tenacity and creativity that Sarkozy has evolved from a controversial cabinet member in the French government known mostly for being a strong conservative to an actor on the world stage who seems to be equal parts populist and conservative. It is, perhaps, not necessary, to understand which of the aspects, conservative or populist is dominant in Sarkozy, it is possibly not even that important to understand, at a personal, human level, which aspect represents more honestly Sarkozy’s own world-view. While some observers may claim that Sarkozy’s populism is merely a smokescreen to conceal his ambitious moves toward a consolidation of personal power, others may claim, with good reason, that Sarkozy’s populism represents a genuine attempt to represent the global sea-change which has currently cast global economics and world-affairs into an ambiguous and dangerous place. No matter which of these perspectives lies closer to the objective truth of Sarkozy the man, the result of Sarkozy’s actions as a world-leader will involve much more than a consideration of President Sarkozy’s motives. One of the most compelling aspects of Sarkozy as a world leader is his simultaneous insistence of modernity while maintaining an acute, almost reverential, respect for the past. Like the other dualities apparent in Sarkozy’s governing style adn thinking style, this duality of â€Å"past vs. future† manifest, in Sarkozy, not as an abstract idealogy but in pragmatic application. In addition to his highly controversial reforms in regard to economics, government, unions, immigration, and climate change, Sarkozy has also generated a great deal of controversy regarding his position of cultural subjects and education in France. While seeming to be a strong nationalist with a true conservative’s reverence for tradition, Sarkozy has readily admitted that France has failed to â€Å"democratize† its culture and that in doing so, accomplished â€Å"one of the chief failures of the past 50 years of French government† (â€Å"Sarkozy out to ‘Democratize’,† 2007, p. B01). As always, his suggested course of action revealed a blend of populism and conservatism and fused the cultural concerns of France with the power of the French government: â€Å"Sarkozy defined â€Å"democratisation de la culture† as providing the means for the largest number of people to understand and appreciate Sophocles, Shakespeare and Racine. He added that the purpose of education is to â€Å"teach you how to tell the difference between ‘Madame Bovary’ and a police blotter, or between ‘Antigone’ and ‘Harry Potter. ‘ Later, you can read what you like. † (â€Å"Sarkozy out to ‘Democratize’,† 2007, p. B01) In conclusion, Sarkozy’s style of governing offers a curious and sometimes uncomfortable blend of populism and conservatism. In the area of domestic policy, he has proven to be both radical in his approach and keenly aware of the political impact of his pragmatic reforms, on international issues he has proven to be creative, opportunistic, and decisive. While Sarkozy’s bold embracing of â€Å"modernity† may be authenticated by his actions in some cases, many of his policies and programs reveal an essentially conservative politician who seeks, not merely reform, but the type of reform which ensures the continuation of his carefully crafted ideological beliefs.

Crime Data Comparison Essay

Crime is being committed every second of each day around the world. Citizens of certain communities view crime as unwanted and causes of unnecessary stressors, although citizens from the lower class society view crime as a normal standard for everyday life. Certain crimes across the United States can be directly associated with gender, ethnicity. For instance, woman shoplift more than a man, and men conduct more violent offenses such as murder, armed robbery, and assault are associated with gender specific. The Federal Bureau of Investigations implemented a country wide database known as the Uniform Crime Report, which compiles statistics of criminal offenses from 18,000 thousand agencies that record and report crime data to the Federal Bureau of Investigations. The Uniform Crime Report is an essential tool for compare and contrasting the crimes across the nation and various components of crime causation. This paper will cover the various crime rates of Los Angeles, California, and Phoenix, Arizona, while employing the most recent statistics derived from the Uniform Crime Report. The Federal Bureau of Investigation’s Uniform Crime Reports on numerous crimes that have been committed in different areas, and while emphasizing violent crimes. Violent crimes include acts as robbery, murder, forcible rape, aggravated assault, and non-negligent manslaughter. In Los Angeles, California, has approximately 3,837,207 people as of 2011, and Phoenix, Arizona, has a population of 1,466,097 in 2011, which indicates the population size is quite different. The obvious hypothesis is that Los Angeles posses two times the amount of population than that of Phoenix. The crime comparison data clearly illustrates per one hundred thousand people residing in Los Angeles, California, committed 20045 violent crimes than that reported crime in Phoenix, Arizona, which 8089 violent crimes in 2011. In 2011, Los Angeles had reported 11956 more violent crimes than those compared to Phoenix. In 2011, according to the Federal Bureau of Investigations, the Los Angeles population commits 5.22% of violent crimes  per 1,000 residents with a violent crime rate amount 20045 occurrences, whereas Phoenix has an estimated population of 5.52% of 1,000 residents has commit violent crimes with the occurrence of 8089 (Herald Review, 2013). This signifies that Los Angeles has almost double the amount of individuals with a proportion of 2:1, which means that for every one individual residing in Phoenix, Arizona, there are two people in Los Angeles, California. The crime data indicates that Los Angeles has 44% less dangerous to live oppose to Phoenix. The crime data for Phoenix indicates that residents are 15.8% to get robbed, 2.2 % more likely to get murdered. Despite the number of citizens reported, the amount of crime committed has far greater ratio than that of Los Angeles (Herald Review, 2013). According to the data retrieved from the Uniform Crime Report Los Angeles ranked 95 out of 459 cities throughout California for violent crimes, and Phoenix was ranked number 16 out of 67 cities for violent crimes. Los Angeles has 3.07% of violent crimes when compared to Phoenix, which has 4.64% violent crimes. Phoenix has 0.55% crime and 0.63% for Los Angeles. Los Angeles has the larger percentage because the population is larger. Although the crime rates for Los Angeles, and Phoenix did change between the years of 2011 and 2012, there was a huge change in crime rates. Even though the rates of violent crimes have decreased by 1498 in Los Angeles, California, some crime rates have increased by 1345 in Phoenix, Arizona, although other crimes decreased. A number of factors take place regarding incidents of crimes and why they may have been committed that may explain the difference between the two. According to Schmalleger, hard determinism would be an acceptable understanding of crime causation (Schmalleger, 2013, p. 62). To understand the factors of crime causation theories, theories of crime must be examined because there is more than one factor present when an individual commits a crime. These theories include learning theory, labeling theory, social disorganization, trait theory, social conflict, choice theory, and life course theory. The social process theories, which include the labeling theory and learning  theory, take into thought that criminal behaviors in people are foreseeable based on the interaction with her or his environment. The learning theory is based on the main idea that one must be taught both the emotional and practical skills that an individual will need to commit a crime. These skills are characteristically â€Å"taught† by a friend or family member who shows criminal behaviors them self. The labeling theory is founded on the idea that society creates criminals and crime by placing labels on people who show deviancy. These labels may result in excluded from society and eventually could result in an individual to adopt the characteristics of that label (Gaines & Miller, 2006). The social disorganization theory is founded on the idea that criminal behavior is more likely to occur in areas where social organizations such as schools, family, and the justice system fail to apply control over the community. This means that if the laws, guidelines, and rules of the community or society are not being enforced, criminal activity is more likely to be higher in those communities than those who do enforce the laws (Gaines & Miller, 2006). The trait theory is founded on the belief that psychological and biochemical conditions play a major role in one committing a criminal act. If one has a psychological disorder or a hormonal imbalance, there may be an increased chance that the individual is vulnerable to giving into criminal urges. The choice theory is based on the belief that before one commits a criminal act, that individual weighs the possible benefits versus the costs of committing a crime. If that individual believes they have a greater chance of benefitting from that crime, she or he is most likely going to proceed with that crime (Gaines & Miller, 2006). According to Gaines and Miller, the life course theory is based on the thought that conduct problems such as stealing, lying, and bullying seen in childhood are strong indicators of someone showing future criminal behavior. The social conflict theory states that criminal behavior is founded on the conflict with a ruling social class labeling specific behaviors as illegal because of a social or an economic interest in protecting that community’s  status quo. This is based on the belief that instead of laws showing the values of an entire society, the laws only exhibit the values of the few in society that hold power, and has no oppositions in using the justice system as a means of ensuring that power is kept. If behaviors, such as these are not corrected later in one’s life with improvements such as jobs and positive relationships, wrongful acts of behavior will continue to exist, possibly leading to future criminal activity (2006). The life course theory could explain the differences of criminal activity between Los Angeles and Phoenix as well as the social process theory. The social process theory governs the labeling theory, and learning theory. The development of criminal behavior can be tribute to the environmental conditions. In many cases investigating crime indicate that each crime is different, also the factors contributing to a certain crime can differ. The commonality between the two crime riddled metropolitan areas are the environmental conditions that enhance criminal behavior. In the end crime causation can be linked to several theories but unless mentally unstable should be able to tell right from wrong. References Gaines, L. K. & Miller, R. L. (2006). Criminal Justice in Action: The Core. Retrieved from: http://search.proquest.com/docview/199569524?accountid=458 Schmalleger, F. (2012). Criminology today: An integrative introduction. (6th ed.). Upper Saddle River, NJ: Prentice Hall, p.62. The Federal Bureau of Investigation. (2013). A Word about UCR Data. Retrieved from: http://www.fbi.gov/about-us/cjis/ucr/word

Socratic Dialogue Definition and Examples

Socratic Dialogue Definition and Examples In rhetoric, Socratic dialogue is an argument (or series of arguments) using the question-and-answer method employed by Socrates in Platos Dialogues. Also known as  Platonic dialogue. Susan Koba and Anne Tweed describe Socratic dialogue as the conversation that results from the Socratic method, a discussion process during which a facilitator promotes independent, reflective, and critical thinking (Hard-to-Teach Biology Concepts, 2009). Examples and Observations The Socratic dialogue or the Platonic dialogue usually begins with Socrates professing ignorance of the subject matter. He asks questions of the other characters, the result being a fuller understanding of the subject. The dialogues are usually named after the key person interrogated by Socrates, as in Protagoras where this famous Sophist is questioned about his views on rhetoric. The dialogue has obvious relations to both dramatic form and argumentation. In the dialogues, the characters speak in ways appropriate not only to their own views, but to their speaking styles as well. Lane Cooper points out four elements of the dialogues: The plot or movement of the conversation, the agents in their moral aspect (ethos), the reasoning of the agents (dianoia), and their style or diction (lexis).The dialogues are also a form of dialectical reasoning, a branch of logic focusing on reasoning in philosophical matters where absolute certainty may be unattainable but where truth is pursued to a h igh degree of probability. (James J. Murphy and Richard A. Katula, A Synoptic History of Classical Rhetoric. Lawrence Erlbaum, 2003) The Socratic Method in Business[S]he could see that he was trying to teach the other men, to coax and persuade them to look at the factorys operations in a new way. He would have been surprised to be told it, but he used the Socratic method: he prompted the other directors and the middle managers and even the foremen to identify the problems themselves and to reach by their own reasoning the solutions he had himself already determined upon. It was so deftly done that she had sometimes to temper her admiration by reminding herself that it was all directed by the profit motive ... (David Lodge, Nice Work. Viking, 1988) The Socratic Method, According to H.F. Ellis What is the argument of the Idealist School of Philosophy against the absolute existence, or externality, of the objects of experience? A question of this kind is best answered by the Socratic Method, an admirable arrangement whereby you call yourself Philosopher and your opponent, who has no will of his own, Man in the Street or Thrasymachus. The argument then proceeds thus. Philosopher: You will, I suppose, agree that the Understanding, through the same operations whereby in conceptions, by means of analytical unity, it produced the logical form of a judgement, introduces, by means of the synthetical unity of the manifold in intuition, a transcendental content into its representations, on which account they are called pure conceptions of the understanding? Thrasymachus: Yes, I agree. Philosopher: And further, is it not true that the mind fails in some cases to distinguish between actual and merely potential existence? Thrasymachus: It is true. Philosopher: Then S is P must be true of all predicative judgements? Thrasymachus: Certainly. Philosopher: And A is not -A? Thrasymachus: It is not. Philosopher: So that every judgment may be taken either intensively or extensively Thrasymachus: Indubitably. Philosopher: And this is through the activity of the apperceptive unity of self-consciousness, sometimes called cognition? Thrasymachus: Indisputably. Philosopher: Which arranges the phenomena of the sense-manifold in accordance with the principles of a primitive synthesis? Thrasymachus: Incontrovertibly. Philosopher: And these principles are the Categories? Thrasymachus: Yeah! Philosopher: Thus the universal is real and self-existent, and the particular only a quality of the understanding. So, in the end, your opinion is found to coincide with mine, and we agree that there is no a priori necessity for the continued existence of unperceived phenomena? Thrasymachus: No. My opinion is that you are talking a lot of balderdash and ought to be locked up. Am I not right? Philosopher: I suppose you are. It will be observed that the Socratic Method is not infallible, especially when dealing with Thrasymachus.(Humphry Francis Ellis, So This Is Science! Methuen, 1932) Example of a Socratic Dialogue: Excerpt From Gorgias Socrates: I see, from the few words which Polus has uttered, that he has attended more to the art which is called rhetoric than to dialectic. Polus: What makes you say so, Socrates? Socrates: Because, Polus, when Chaerephon asked you what was the art which Gorgias knows, you praised it as if you were answering someone who found fault with it, but you never said what the art was. Polus: Why, did I not say that it was the noblest of arts? Socrates: Yes, indeed, but that was no answer to the question: nobody asked what was the quality, but what was the nature, of the art, and by what name we were to describe Gorgias. And I would still beg you briefly and clearly, as you answered Chaerephon when he asked you at first, to say what this art is, and what we ought to call Gorgias: Or rather, Gorgias, let me turn to you, and ask the same question, what are we to call you, and what is the art which you profess? Gorgias: Rhetoric, Socrates, is my art. Socrates: Then I am to call you a rhetorician? Gorgias: Yes, Socrates, and a good one too, if you would call me that which, in Homeric language, I boast myself to be. Socrates: I should wish to do so. Gorgias: Then pray do. Socrates: And are we to say that you are able to make other men rhetoricians? Gorgias: Yes, that is exactly what I profess to make them, not only at Athens, but in all places. Socrates: And will you continue to ask and answer questions, Gorgias, as we are at present doing and reserve for another occasion the longer mode of speech which Polus was attempting? Will you keep your promise, and answer shortly the questions which are asked of you? Gorgias: Some answers, Socrates, are of necessity longer; but I will do my best to make them as short as possible; for a part of my profession is that I can be as short as any one. Socrates: That is what is wanted, Gorgias; exhibit the shorter method now, and the longer one at some other time. Gorgias: Well, I will; and you will certainly say, that you never heard a man use fewer words. Socrates: Very good then; as you profess to be a rhetorician, and a maker of rhetoricians, let me ask you, with what is rhetoric concerned: I might ask with what is weaving concerned, and you would reply (would you not?), with the making of garments? Gorgias: Yes. Socrates: And music is concerned with the composition of melodies? Gorgias: It is. Socrates: By Here, Gorgias, I admire the surpassing brevity of your answers. Gorgias: Yes, Socrates, I do think myself good at that. Socrates: I am glad to hear it; answer me in like manner about rhetoric: with what is rhetoric concerned? Gorgias: With discourse. Socrates: What sort of discourse, Gorgiassuch discourse as would teach the sick under what treatment they might get well? Gorgias: No. Socrates: Then rhetoric does not treat of all kinds of discourse? Gorgias: Certainly not. Socrates: And yet rhetoric makes men able to speak? Gorgias: Yes. Socrates: And to understand that about which they speak? Gorgias: Of course... Socrates: Come, then, and let us see what we really mean about rhetoric; for I do not know what my own meaning is as yet. When the assembly meets to elect a physician or a shipwright or any other craftsman, will the rhetorician be taken into counsel? Surely not. For at every election he ought to be chosen who is most skilled; and, again, when walls have to be built or harbours or docks to be constructed, not the rhetorician but the master workman will advise; or when generals have to be chosen and an order of battle arranged, or a proposition taken, then the military will advise and not the rhetoricians: what do you say, Gorgias? Since you profess to be a rhetorician and a maker of rhetoricians, I cannot do better than learn the nature of your art from you. And here let me assure you that I have your interest in view as well as my own. For likely enough some one or other of the young men present might desire to become your pupil, and in fact I see some, and a good many too, who have this wish, but they would be too modest to question you. And therefore when you are interrogated by me, I would have you imagine that you are interrogated by them. What is the use of coming to you, Gorgias? they will say. About what will you teach us to advise the state?about the just and unjust only, or about those other things also which Socrates has just mentioned? How will you answer them? Gorgias: I like your way of leading us on, Socrates, and I will endeavour to reveal to you the whole nature of rhetoric.(from Part One of Gorgias by Plato, c. 380 BC. Translated by Benjamin Jowett) Gorgias shows us that pure Socratic dialogue is, indeed, not possible anywhere or at any time by showing us the structural, material, and existential realities of power that disable the mutually beneficial search for truth. (Christopher Rocco, Tragedy and Enlightenment: Athenian Political Thought, and the Dilemmas of Modernity. University of California Press, 1997) The Lighter Side of Socratic Dialogues: Socrates and His Publicist, Jackie At lunch, Socrates voiced his misgivings.Should I be doing all of this? he asked. I mean, is the unexamined life even worthAre you being serious? interrupted Jackie. Do you want to be a star philosopher or do you want to go back to waiting tables?Jackie was one of the few people who really knew how to handle Socrates, usually by cutting him off and answering his questions with a question of her own. And, as always, she managed to convince Socrates that she was right and avoid being fired. Socrates listened to her, then paid for both of their lunches and went right back to work.It was shortly after that fateful lunch that the backlash began. Socratess constant questions had become intolerable to many of the Greek elite. Still, as his Publicist had promised, he had become a brand. Imitators all over Athens were now practicing the new Socratic Method. More and more young people were asking each other questions and doing it with Socratess patented smart-assy tone.A few days later, Socrat es was brought to trial and charged with corrupting the youth.(Demetri Marti, Socratess Publicist. This Is a Book. Grand Central, 2011)

2018 2019 Full Review of Every ACT Test Date

2018 2019 Full Review of Every ACT Test Date SAT / ACT Prep Online Guides and Tips Figuring out the best ACT test date for you isn’t always easy, especially if you’re stuck debating between two or more upcoming ACTs. Before you choose a date, ask yourself:which date will work best with your schedule? Will you have any obligations or extracurriculars around that time? When are your college application deadlines? This guide introduces all upcoming ACT test dates for the 2018-19 testing year and also offers specific advice on the best possible dates for sophomores, juniors, and seniors. 2018 ACT Test Dates These fall and early winter ACTs are some of the best dates for juniors looking totake their first ACT. They’re also good for seniors who want to take the ACT a final time before their college applications are due. As for sophomores, most of these dates are too early and should be avoided. September 8, 2018 Registration Deadline: August 10, 2018 Late Registration Deadline: August 26, 2018 Sophomores This test date is at the start of the school year and is therefore too early for sophomores. As a sophomore, you won’t yet have studied the bulk of concepts tested on the ACT, so there won’t be much point in taking it this early. In addition, because most sophomores don’t know for sure where they’ll be applying to college just yet, you probably won’t have a concrete list of schools or a specific ACT goal score in mind. If you’d really like to get a head start on your ACT prep, you can use this time to begin some light studying: try out some official ACT practice questions, get familiar with the test format, and take a look at a few official practice tests. Juniors This is a great date for juniors to take their first ACT. By this time, you should be familiar with most ACT content. This date also gives you plenty of time to retake the ACT in the spring, summer, and/or fall of your senior year, if needed. (We recommend taking the ACT at least twice since you’re more likely to get a higher score on your second try!) Finally, this test date gives you the whole summer to prep for the ACT, which can be helpful if you're not a fan of studying during the school year and having to juggle classes and test prep. Seniors Seniors can use this test date to take their final ACT before college application deadlines. If you’re applying early decision or early action, this date easily allows you to get your ACT scores to your colleges in time. (Most early decision/early action deadlines are around November.) Furthermore, since you’ll have the whole summer to prep for the ACT, you won’t have to worry about balancing test prep with college applications. Who said Halloween candy can't be brain food for the ACT? October 27, 2018 Registration Deadline: September 28, 2018 Late Registration Deadline: October 14, 2018 Sophomores Again, this test date is still early for sophomores. However, if you really want to get exposure to the ACT, you have three main options at this point: Option 1:Take a full-length ACT practice test.Doing this can help you learn more about the format and content of the exam. Just note that you won’t have studied all the concepts being tested on it yet. Option 2:Take the PreACT,which is a practice ACT for sophomores. This test is similar to the PSAT (a practice SAT), only it's not associated with a scholarship competition. The PreACT may be administered any time during the school year between September and June. Schools choose whether (and when) they want to administer it. To learn more about the PreACT and your high school's plans for it, speak with your guidance counselor. Option 3: Take the PSAT,which will be administered on October 10, 2018. Even though the PSAT is a practice test for the SAT and not the ACT, taking it can be a smart way to get in some general test-taking practice and help you determine whether you should take the SAT or ACT. It can also help prepare you to take the PSAT again as a junior when you'll be eligible for the National Merit Scholarship Program! Juniors This October test date is another great date for juniors, especially if you missed the earlier one in September. This ACT date gives you ample time to see your scores and then prepare for a retake in the spring or summer. If you’ve decided to take the PSAT, however, I don’t advise taking the ACT at this time. Studying for both tests could easily overwhelm you- and might even confuse you, too, sincethe PSAT/SAT and ACT, albeit similar, are not identical in content or form. Seniors Seniors can choose this test date and still get their ACT scores to colleges in time. Since most regular application deadlines are January 1, this is a good time to take the ACT one last time should you want to. If you'reapplying early action/early decision, this date should work for most schools- but be aware that it'll likely be the last possible ACT you can take. Don't forget that you’ll be pretty busy around this time as you prepare your college applications, so I highly recommend opting for an earlier test date if possible. If only this adorable Arctic fox administered this wintry ACT. December 8, 2018 Registration Deadline: November 2, 2018 Late Registration Deadline: November 19, 2018 Sophomores Although this test date is still early for 10th graders,if you’re really curious about what the ACT is like, go ahead and give it a shot. Remember not to put too much pressure on yourself to get a high score; you still haven’t learned all the ins and outs of the concepts tested on the ACT, after all! Ultimately, it's still a better idea to just focus on taking ACT practice tests instead of taking the actual ACT. (Plus, you’ll save money!) Juniors While you can definitely take the ACT on this date, it might overlap with your finals, so I suggest taking it on one of the earlier test dates if possible. If you haven’t taken the ACT at all and really want to get your first one over with before spring, this is a solid date to choose. Just make sure you have a plan for balancing your finals with your ACT prep. Seniors This is the last possible ACT test date for most seniors. If you're applying regular decision, most colleges should be able to accept ACT scores from this date; some won't, though, so make sure to check with your colleges directly before you register for this test. As is the case for juniors, since this test date might overlap with your prep for finals, it's important to strike a healthy balance in your schedule so that you don’t overwhelm yourself. C'mon, Frank, you had one job- to drag in the 2019 statue and get out of the frame! *sighs* 2019 ACT Test Dates Although seniors likely won’t be able to take the ACT after early winter, these test dates should work well for sophomores and juniors. February 9, 2019 Registration Deadline: January , 2019 Late Registration Deadline: January 18, 2019 This test date is not available in New York. Sophomores You can take the test on this date if you really want to, but just know that it’s still pretty early for sophomores. You’ll likely struggle the most with the Math section, especially if you’re in Geometry class. If you’re in Algebra II or higher, however, you should know most of the math concepts being tested and could give it a shot if you're truly interested. Juniors Juniors can opt for this test date if they wish, but it’s most likely better to wait to take the ACT until spring, especially if it’s your second ACT and you took your first test back in the fall. Waiting for a spring test date will give you more time between tests to prep and hone your weaknesses so you can ultimately achieve a bigger score increase. Moreover, if you choose this winter test date, you’ll likely have to do a significant amount of ACT prep over your winter break. Seniors This is the final test date seniors can choose if applying regular decision at select colleges. Though most colleges won’t accept ACT scores from the February test date, some will, especially those with late application deadlines. If you’re thinking of taking the ACT one final time, make sure to check whether the schools you’re applying to will accept scores from this test date or not. Ah, spring. When you can finally study for the ACT in the same field Edward Cullen sparkled in. April 13, 2019 Registration Deadline: March 8, 2019 Late Registration Deadline: March 25, 2019 Sophomores This is a good date for high-achieving sophomores to try out the ACT. By this time, you should have learned most of the concepts on the test (though there might be some math ones you’ve yet to master). I suggest using this test to get a baseline score and to figure out what your biggest weaknesses are so you can start to think about what you'll need to concentrate on in your future prep. After you get your scores, you can take the ACT again in the fall of your junior year, and if you hit your goal score then, that's it- no more ACT! This gives you a huge advantage, as it lets you get the test out of the way early and gives you extra time to work on your college applications. Juniors This April test date is an excellent time for juniors to take the ACT for the first or second time, as it shouldn’t conflict with finals. Plus, by this point, you’ll have learned all the major concepts that are tested on the ACT. If this is your second ACT, you’re doing a great job of organizing your time. If you're able to hit your goal score on this date, you won’t have to retake the ACT and can instead use the summer to relax and focus on getting a head start on your college applications. If you still haven’t taken the ACT, however, I recommend doing so by this test date. This way, you’ll still have the whole summer to study and retake it at the end of summer or in the fall of your senior year should you need to raise your scores. Seniors Unfortunately, this test date is too late for seniors, as nearly all college application deadlines will have passed by this time. Be sure to get in your final ACT by December (or possibly February, depending on your colleges’ deadlines). June 8, 2019 Registration Deadline: May 3, 2019 Late Registration Deadline: May 20, 2019 Sophomores This is another great date for sophomores to take the ACT. With this date, you’ll get your ACT scores back by mid-summer and can use the rest of the summer to start prepping for a retake at the beginning of your junior year. The only big disadvantage is that this date might conflict with finals, which can make it tricky to prioritize your prep time wisely. Juniors This is another solid option for juniors, especially if you want to get the ACT over with before summer vacation. As I mentioned above, however, this test date could conflict with your finals, so make sure you’re using your time smartly and aren't overwhelming yourself with too many study sessions. Ideally, you’ll check your schedule before you register for this date so you can know exactly when all your tests are and when you can dedicate time to studying for each of them. If possible, I recommend opting for the April test date instead of this one, as that one is a lot less likely to coincide with finals and other important school tests. Summer challenge: eat your ice cream before it melts while taking an ACT practice test! Bonus points if you don't get any ice cream on your test. Triple bonus points if you don't care and just lick it off. July 13, 2019 Registration Deadline: June 14, 2019 Late Registration Deadline: June 24, 2019 This test date is not available in New York or California. Sophomores This is a good date for sophomores who want to get their first ACT done before junior year. By this time you’ll have learned nearly all the big concepts on the test. Therefore, you can use this ACT to get a more accurate feel as to what your biggest strengths and weaknesses are. One big plus is that you won’t have to deal with any classes or homework as you prepare for this test, since it’s in the middle of summer.Unfortunately, this means that you’ll be spending about half the summer studying, so think deeply about whether this is OK before you sign up for it. You’ll get your scores in August, which doesn’t give you a ton of time to assess your performance and prepare for a retake in September. That being said, you should have enough time to prep for a retake in either October or December. Juniors This is an excellent test date for juniors who don’t want to prep during the school year and don’t mind studying over the summer. You also won’t have to worry about college applications at this time, so feel free to channelallyour energy into getting a great ACT score! Review: The Best ACT Test Dates for 2018-19 In total, there are seven ACT test dates for the 2018-19 testing year, which are as follows: September 8, 2018 October 27, 2018 December 8, 2018 February 9, 2019 (not available in New York) April 13, 2019 June 8, 2019 July 13, 2019 (not available in New York or California) For sophomores, the best test dates are those at the end of the school year and those in the summer: April, June, and July. These dates are good since they give you time to learn most of the content on the ACT; they also give you ample time to prepare for and later retake the exam during your junior year. When it comes to juniors, pretty much all ACT test dates work well. We typically advise juniors to take their first ACT in the fall and their second ACT in the spring. Following this schedule will give you plenty of time to retake the test a third time in the fall of your senior year, if needed. Seniors can take their final ACT in the fall (September or October),as these dates should allow enough time for scores to get to colleges before applications are due- even if you're applying early action or early decision. Seniors can also do the December or February dates but only if absolutely necessary- and if the colleges you’re applying to have specifically stated they will accept test scores from these dates. What’s Next? For more tips on how to find the best ACT test date for you, check out our in-depth guide to ACT test dates for 2018 and 2019.Once you pick a date, spend some time learning what you'll want to bring to the test- and what you'll want to leave behind! You know how to find the ideal date for you- but what about the ideal test center? Get tips in our guide to choosing the best ACT test center. Curious about SAT test dates, too?Read our full guide to choosing SAT dates for 2018 and 2019! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Argue for Johnny F.Sale Essay Example | Topics and Well Written Essays - 1500 words

Argue for Johnny F.Sale - Essay Example In order to claim his benefits, Sale should work hard to progress from an amateur level to professional level. As such Sale would take advantage of his pictures, jerseys, videos and other promotional items that would generate him individual revenue. Briefly, NCAA is a none-profit organization that generates its revenues from television contracts, game events and so forth. Research shows that, NCAA primary source of revenue is television contracts. For example, in fiscal year 2006 – 2007, television and marketing revenue accounted for approximately 81.9 percent of the NCAA’s total revenue. This statement indicates that NCAA receives a lot of money from revenue generated from selling of player’s pictures, jerseys and other promotional items. Though making a lot of profit, players are not shareholders or beneficially. NCAA incurs its expenses through its operation activities that include staff wages, events organization just to mention but a few. NCAA has set forth rules for protecting its revenue. However, this paper presents a case where an Amateur player â€Å"Johnny F. Sale† demands a share of the revenue generated from his pictures, jerseys that contain his name, videos and so forth. According to NCAA rules, Sale being an amateur does not qualify to enjoy any share or revenue generated by NCAA. Such privileges are for professional players. NCAA rule state that for a player to qualify to professional level, he needs to do two of the following: (1) Try playing for a professional team and one is responsible for his expenses. Contrary, for expenses in a period of up to 48 hours, one can receive a reimbursement. (2) One may also look for a job at a hockey school. The wages for teaching are not a violation of NCAA rules. The two rules simply mean a student is not a beneficiary of the revenue generated from promotional items bearing his name, picture or video clip. Sale felt that he had the potential to benefiting from revenue generated f rom the selling of his name, pictures and video clips on NCAA website despite being a student. As a result of restrictive NCAA law, the organization has faced numerous cases in court for not complying with a player grievance. Summary of Facts In fact, NCAA benefits from the players’ names, pictures, videos clips and other promotional items. On the other hand, players do not benefit, and NCAA has put in place rules that restrain the players from benefiting until they attain professional status. This clearly shows a violation of their right to earn a living from their sporting activities while still under training. As a result, Sale would like to sell his own pictures, name, video clips and likeness. However, as per the existing rules, should he choose to do so, he will be violating NCAA rules hence becomes ineligible to compete in intercollegiate athletics. His long-term focus is to continue playing under amateur level. Moreover, he was intending to benefit from pictures of hi s own and other promotional items that concern him. Sports being in the business industry like any other business should earn the participants income from the activities they carry out while in that industry. Therefore, there are Sports law set forth to provide policies for players, sponsors and training institutions. Policies that concern players are in three categories namely; amateur, professional and international sports policies. There is

Finance Essay Example | Topics and Well Written Essays - 1000 words - 6

Finance - Essay Example This is because when an employee cannot be understood, making good use of that employee will be hard (Arthur, pg 15). From my own perspective, communication skills play a very important role in moving the organization forward. It is through this quality that issues such as conflict, stress in the organization, and also good relationship between senior and junior employee can be managed. From the point of a new employee, it may be different. This is because individuals come from different background and what say to be a good communication skill may be different from their perspective. Problem solving skills, most employers currently are looking for employees who are motivated to handle challenges arising in the work place with little direction being offered to them. Such kind of people are able to know what kind of actions they are suppose to take when there are challenges or problems. For instance, employer don’t expect to tell their employees what to do when there is fire bre ak out but rather they expect employees to know that they need to take action to rescue the situation (Arthur, pg 24). In my own opinion, I think that having skills to solve problems is very important because it helps one to handle certain issues on their own. An advantage of this is that it helps an individual to think on solutions to the given problem. Loyalty, this is a key quality most employers do look for when hiring new employees. The issue of trust between employer and employee has to exist. Employers do not require employees who cannot be trusted while representing the organization. From the point of an employee, it may be challenging to be loyal due to conflict of interest. An employee may realize later on that the employer is dealing in illegal business such as drugs and so it may be hard on the part of the employee to be loyal (Arthur, pg 26). Competency, some occupations require skills in order to perform a task e.g. in accounting, and legal fields. When looking for a n ew employee, the employer must consider the job in offer and the level of competency of the new employee. For example if the job on offer is accounting job then the new employee must possess accounting knowledge from college, university. With this the new employee stands a chance in getting the job (Arthur, pg 30). This is a quality that must be considered in my own opinion. This is because when you hire a person who has a background of what he is expected to do, then I believe that the output of that employee will be high. Team player, most employers consider this quality because it plays a very important role in increasing productivity of the organization. This quality enhances the ability of people to work together towards achieving the organizations goal. From my perspective, team building is a factor that should not be overlooked while hiring a new employee. The aspect of having individuals working as a team normally increases their productivity and hence helps in working towar ds the organizations goal (Arthur, pg 34). To the new hiree, this will help him or her to get along with fellow employees in the organization. I think it should not be emphasized so much especially where we have a big company since other employees will take advantage over other fellow and they will not give all their input in the realization of the

International Economic History Since 1870 Essay

International Economic History Since 1870 - Essay Example The industrial and manufacturing base was strengthened with electrification and military expansion contributing towards strengthening the country’s economy through the development of a strong domestic base. The strength of Japan’s institutions played a significant role in the strength of its economy, so that even after the Second World War and subordination to the Supreme Commander of the Allied Powers, Japan was able to re-emerge as one of the strongest economies of the world (Allen 1981). Japan’s economy has demonstrated a remarkable rise as compared to other countries, and the period of significant economic growth has been marked by three spurts in growth in the 1910s, the 1930s and 1960s. There have been several reasons that have been proffered for the meteoric economic rise of Japan. Perhaps this can best be summed up in the words of one Japanese economist, â€Å"Japan is an example of a fantastically creative response to defeat†¦.[which] brought about †¦.a far greater scale of devastation in the economy of Japan, necessitating a fresh renovating start in almost every aspect.† (Tsuru, 1993, p 67) The long period of Tokugawa rule could be viewed as an isolationist state, or as some researchers have postulated a period of peace and stability that fostered initiatives by the State to improve economic conditions within the country (Ohkawa and Rosovsky, 1973). During the period of enforced isolation, the economy of Japan was inextricably linked with politics and the culture of the shogun and daimyo ensured that a strictly regulated internal system flourished within the country, which enabled sustained domestic growth. The role of the State in fostering economic growth has also been supported by Mosk(2001) and Minami (1994), who have highlighted the achievements of the Togukawa era , when there was a high level of urbanization

Role of Interstimulus Delay in Iconic Memory

Role of Interstimulus Delay in Iconic Memory Sensory memory is the initial structure in the Atkinson and Shiffrin’s modal model of memory. This memory structure temporarily stores information from sensory stimulation for processing and transferring to short-term memory. Within fractions of seconds, this memory will degenerate if remain unattended (Shiffrin Atkinson, 1969). There are two kinds of sensory memory which is iconic memory and echoic memory. Iconic memory is crucial as it stabilizes vision despite the presence of saccadic movements which disturbs visual adaptation to stimulus (Ciccarelli White, 2012). Hence, any delay in between the sensory stimulation and the recollection will cause an effect to the iconic memory. The question is; how much are we able to recall from our iconic memory after a period of delay? In 1967, Neisser coined the term iconic memory and assumed that all visual information are initially held there before being transported to longer lasting memory upon cue (Gegenfurtner Sperling, 1993). Iconic memory involves vision persistence where trails of light retained for fragments of second in memory (Goldstein, 2011). Haber (1983) described iconic memory as the availability to perceive the information briefly after terminating visual stimuli. The persistence and decay of the visual information in iconic memory is first presented in Sperling’s partial report (Sperling, 1960). In partial report paradigm, there is a brief delay prior to the selection cue in reporting the stimuli. The brief delay or known as the interstimulus interval (ISI) which is a time period in between two stimuli (Reed, 2013). ISI is the interval between the end of the visual stimulus and the onset of the cue tone before reporting the displayed information in the partial report technique (Chow, 1985). The effect of ISI on iconic memory in partial report can be explained by Sperling’s theory of iconic memory. Sperling stated that observers have the ability to temporarily store a large capacity of visual information, however as the information decayed rapidly due to the delay, the subjects were only able to report an average of 4.5 items (Sperling, 1960). Hence, as the interval prolonged, the effectiveness of iconic memory decreases despite the large capacity in storage. Besides that, another theory that can explain the cue delay in partial report is the Bundesen’s theory of visual attention. This quantitative model assumed that the sum of perceptual processing resources which determines the rate of processing is inadequate for the information displayed. Processing resources are used to filter information as distractor and target using selective attention. After the allocation of the processing resources, the information races for encoding in the limited capacity visua l short-term memory (Petersen and Andersen, 2012). As the encoding process is time consuming, the information decays as the selection cue delay prolongs thus affecting the items recollection. The partial report paradigm was pioneered by Sperling’s (1960) dissertation in Harvard University. Due to the subjects’ immediate-memory capacity in whole report, he devised a technique called partial report which was to only report a particular array of items arrangement according to different cue tones for each rows projected after the stimulus was displayed. Three to four items per row were used due to limited perceptual span. Higher tone was for upper row, medium tone for middle row and lower tone for lower row. In his study, he aimed to investigate on information decay by measuring the accuracy of the report. This study was conducted on 5 trained subjects who were scheduled for 3 sessions weekly for a total of 12 sessions. Before the subjects report the information, he delayed the instructional tone for 0.0s, 0.15s, 0.30s and 1s after the stimulus display. The results indicated steep decline in accuracy of report as the delay was longer. 91% of the subjects were ab le to accurately report the stimulus but as the delay increased to 1s, the accuracy declined to 69%. He concluded most visual information were registered in the sensory memory but decayed rapidly within fractions of a second (Sperling, 1960). Through his research, he was able to show that in testing immediate-memory, not just knowing the limit of the perceptual span actually is but the ability to recall the items seen needed to be measured. With his findings that perceptual span is actually larger than the ability to recall them, his pioneering study pointed to the discovery of sensory storage. Another study conducted by Merikle (1980) in University of Waterloo, Canada supports the findings by Sperling (1960) in terms of cue delay effect in partial report. This experiment aimed to test on partial report superiority as the cue delay increased for both categories (letters or numbers) and spatial cues (top or bottom). The partial report and whole report were tested on 18 subjects where they were shown 90 sets of stimulus displays from both types of stimulus and the cue were delayed for -250ms, 0ms and +250ms and. The results indicated that spatial cues are more effective than category cues. Both types of partial report condition performed better than whole report, but the decline in performance was greater than whole report when cue were more delayed (Merikle, 1980). This study illustrated that the advantage of partial report is compromised as the cue delay increased. Perhaps, the advantage is due to instruction to report according to rows enhances the accuracy as it involves spatial processing of the stimulus compared to whole report. On the contrary, Darwin, Turvey and Crowder (1972) findings did not show any significant change in partial report over time. This study was conducted on 12 Yale University undergraduate. In contrast to previous studies by Sperling (1960) and Merikle (1980), auditory stimulus was presented and the indicating cue was in the form of slide projection. A set of 20 stimuli with combinations of monosyllable letters and numbers were given over headphones and the ISIs was 0s, 1s, 2s and 4s. They were asked to report the item and the location as indicated in the stimuli. The findings showed that there are no significant differences of performance between each interval (Darwin et al., 1972). One might argue that perhaps this is due to the echoic memory and not iconic memory. However, Sperling’s (1960) assumption on sensory storage decay across time in partial report should apply to auditory memory. Thus, the result should indicate significant rapid decrease of accuracy in partial report. The insignificant finding could be due to the complex instruction that also tests on their spatial processing apart from recalling the items. Furthermore, Kuhbandner, Spitzer and Pekrun (2011) investigated on the consequences of emotion-inducing stimuli on the iconic memory decay. 45 with 32 females and 13 male students from University of Munich took part in this study. Emotion-inducing stimuli which were threatening, neutral and positive stimuli consisted of objects and animal pictures. The indicator was shown in a form of arrow after the ISIs of 14ms, 71ms, 229ms, 500ms and 1000ms. 8 trials were conducted for each stimuli conditions and delays. The subjects reported 4 chosen items out of 12 verbally. As expected, the iconic memory degenerated rapidly as the delay time increased however, for threatening stimuli; the results indicated slow decay of information (Kuhbandner et al., 2011). From this study, we can observe that emotion encourages persistence in iconic memory regardless of the delay period. Perhaps, due to the higher number of females in this study affected the results as emotional perception are different acros s genders. This study suggested that emotional processing occurred faster than selective attention in iconic memory processing. As we can see from previous studies discussed, various adaptations of Sperling’s (1960) partial report paradigm ware used. However, most studies on partial report that supported Sperling’s findings were conducted at least thirty years ago. A current study on the interstimulus delay effect using neutral stimulus on iconic memory needs to be conducted in order to observe whether Sperling’s assumption are still applicable to this date. Past researches have conducted partial report experiments using traditional tachistoscopes (Sperling, 1960; Merikle, 1980) however for this present study, CogLab 2.0 computer application were used for better and more comprehensive material in data collection. For this research we aimed to observe the effect interstimulus intervals on the iconic memory. Iconic memory was measured by the percentage of the recalled items. We hypothesized that the increase in interstimulus interval decreases the percentage of recalled items. Methods Study design In testing out the hypothesis, we conducted an experiment with repeated measure design. Data was gathered through convenient sampling. For this study, the independent variable was the interstimulus interval (ISI) whereas the dependent variable was percentage of the recalled items. Participants Participants in this study consist of 28 (10 males and 18 females) undergraduate Sunway University psychology students who are enrolled in Cognition and Perception course with the age range of 18 to 35 years old. As a part of the coursework, students were rewarded with 1% credit for participating. In selection of participants, the inclusion criterion was those who are wearing visual and hearing aids whereas the exclusion criterion was non-psychology students. Measurement In conducting this experiment, we have used Wadsworth CogLab online laboratory 2.0 (Goldstein, 2011) computer program. Specifically, under the sensory memory section, we have selected partial report experiment. Interstimulus interval. The interstimulus interval was between the end of the stimulus matrix display and cue tone onset. Each interval was varied at 20milisecond (ms), 100ms, 300ms, and 1000ms. Percentage of recalled items. The numbers of correct letters reported for each delay trials are recorded and totaled regardless of the order of the letters. The percentages of the scores are then calculated according to each interstimulus interval conditions. Procedure Ahead of the tutorial class, every student was informed to bring their own headphones to reduce distractions during the experiment. All students who were present on the day of the experiment gathered in the computer lab with one computer for each student. This experiment was only conducted in one session with all participants at once with estimated time of completion at about 20 minutes. All participants were assigned to complete every condition of the interstimulus intervals. As the class started under the supervision of a lecturer, the students were allowed to read the instructions and start the experiment at their own pace. They were required to fill in their student ID and put on their headphones before beginning the experiment. As they started, they were exposed to 3 different cue tones to familiarize them with indicator tone on which row to report. Low-pitched tone was for bottom row, medium-pitched sound for middle row and lastly high-pitched tone for the upper row. For a tota l of 60 trials, each trial started as they pressed the space bar and they had to fixate their vision on a small asterisk at the screen center. After one second and a half, 33 matrix of alphabets appeared on the screen for a duration of 150ms. The interstimulus interval started after the matrix flashed and at the offset of the tone. A tone was played as the indicator and the letters of the indicated row were typed. These procedures were repeated for each trial and the students were asked to keep their eyes fixated on the center throughout the experiment. The results were immediately displayed for each participant on their performance and submitted to e-Learn for pooled data collection. Results To test the decrease of percentage of recalled items as the interstimulus interval increases, the results were analyzed using repeated measure ANOVA due to the nature of the experiment where all conditions were tested on within the same subjects. Interstimulus interval was classified as categorical variable with four conditions (20ms, 100ms, 300ms, and 1000ms) whereas the dependent variable, the percentage recalled was a continuous variable. The results illustrated significant decrease from the 20ms to 100ms interval on the percentage recalled, Wilk’s Lambda = .011, F (3, 25) = 4.56, p = .011. To observe the informational decay pattern, further test of pairwise comparison demonstrated that there was there was a significant decline between the 100ms interval and 1000ms interval (mean difference= 8.730; p = .02). Furthermore, between 300ms interval and the 1000ms, there was a significant decrease (mean difference = 8.10; p = .009). However, no significant decrease was found from 20ms interval to 100ms interval (mean difference = 1.99; p = 1.00) to 300ms interval (mean difference = 1.35; p = 1.00), and to 1000ms interval (mean difference = 6.75; p = .136). In addition, there was no significant decrease found between the 100ms interval and 300ms interval (mean difference = .635; p = 1.00) but. Generally, since there are greater decrease from 100ms and 300ms interval to 1000ms interval, there were overall decrease across the increasing interstimulus intervals. The mean scores for each interstimulus interval are shown in table 1. Table 1 Mean and standard deviation of percentage of recalled items after interstimulus delay Discussion This research was carried out to examine the effect of interstimulus delay on the effectiveness of iconic memory. Our hypothesis was testing on whether longer interstimulus delay causes lower performance in the percentage of the test items recalled. The statistical analysis on our data showed that there was indeed a significant decrease in percentage of recalled items across the increasing length of interstimulus interval thus supporting our hypothesis. Our result was found to be consistent with the findings from previous studies (Sperling, 1960; Merikle, 1980) which showed that the information decayed as the time delay increased. On the contrary, our outcome did not support the findings from the studies conducted by Darwin et al. (1972) which indicated no significant difference between the interstimulus intervals and study by Kuhbandner et al. (2011) which indicated persistence of iconic memory despite 1000s of delay. A possible reasoning for this finding is the iconic memory decayed over time due to the use of neutral stimulus items where 12 random letters were briefly displayed. These random letters were non-relatable to one another to make sense of the information. According to the Atkinson and Shiffrin’s (1969) modal model of memory, the sensory memory acted as the pathway to the short-term memory and the information decayed rapidly if remained unrehearsed before further processing of the information. Thus, as the stimulus displayed provided no significance for participants to further process in short-term store and stimulates the information decay. This justification can be supported by the finding by Kuhbandner et al., (2011) as the usage of the emotion-inducing stimulus, particularly threatening stimulus caused longer visual persistence due to the human survival instinct. Hence, the type of visual stimulus used explains why iconic memory is short-lived. Besides that, another possible rationalization on decreasing percentage of recalled items over time was due to blinking. The blinking action momentarily disrupts our vision as we are receiving the visual stimuli. Thomas and Irwin (2006) claimed that blinking restrained cognitive processing from their findings in conducting partial report experiment. Their findings showed that more errors were found under blinking condition. As blinking hinders cognitive processing, it is aligned to the Bundesen’s theory of visual attention where limited processing resources is available hence it requires more time to process more information (Petersen and Andersen, 2012). Blinking puts further setback in the information processing thus leading to the decay of unattended information. Strengths and Limitations As we conducted this experiment in one session where all participants were tested in one sitting, all participants experienced similar external conditions including lighting and temperature that may affect the attention. The similar extraneous conditions contributed to the strength of this study. Besides that, a relatively large number of samples for experimental design research also helped to strengthen this study. For limitations, the convenience sampling method of only conducting the research on a class of psychology students is not representative of the population in Sunway University. Thus, it is difficult to generalize our findings as psychology students are more familiar with the CogLab experiments and the theoretical assumption of partial report. Furthermore, this test was conducted early in the morning as soon as the class begins. The students were not in full-alert state during that hour as they rushed to get to class hence may affect their cognitive processing. Future studies and implications To improve the present study, one of the ways that future researcher can apply is to conduct the experiment on subject from different courses in this university. To remove any biasness in sampling, psychology students should be an excluded as they have basic knowledge on cognitive processing. Besides that, another way to improve this study is by using other types of visual stimulus such as combination of letters and numbers per row to see whether it has an effect on their iconic memory. The current finding suggests that there should be very short intervals in between visual aid presentation especially in videos and movies for visual persistence. Besides that, the finding implies that rehearsals from longer duration of visual display help in retaining the iconic memory. Conclusion In conclusion, this study focuses on iconic memory where we assumed that the percentage of recalled items decreases as there is increase in interstimulus interval. The statistical data analysis indicated that there is a significant decrease in percentage of recalled items as the interval period prolonged. The iconic memory theory (Sperling, 1960) and theory of visual attention (Petersen Andersen, 2012) explained on how the delay affects the iconic memory performance. Iconic memory performance decreases over time due to the decay of information. The finding from this study has implication on filming industries to edit their video materials to reduce the iconic memory effect as cut-scene changes.