Free Measure for Measure Essays: Mercy vs. Justice :: Measure for Measure

Mercy vs. Justice in Measure for Measure   Theme Mercy vs. Justice. Allusion to justice = eye for eye, tooth for tooth measure for measure allusion to mercy = let him without sin cast away the first stone esp. sexual sin. Summary Duke wants to restore the strictness of fornication/adultery laws. He sets up Angelo to do it, while he feigns that he forget be away. Instead he remains to check up on Angelo and the town (Vienna). Angelo goes ahead and closes down Overdones brothel and the others, and puts Claudio in jail, condemned to die the morrow, for impregnating Juliet. Isabella, Claudios sister and virtually to enter a nunnery, pleads for Angelos mercy on him. Lucio counsels her to be warm to him, and she is just warm enough to inspire Angelo to seduce her seduction in exchange for Claudio. The Duke, represent as a Friar, overhears her exchange with Claudio in which he counsels her to go through with the act. He enters and sets up a plan Angelo ought to have married Mariana but didnt Mariana indeed will go in Isabellas place. Angelo, after the deed, calls even more quickly for Claudios head. The Duke (as Friar) puts this off now Angelo is two steps behind (not knowing about either Mariana or Claudio). The Duke returns, as Duke, and asks for anyone against Angelo to speak. Isabella does finally it comes out that the Friar was behind Isabellas suit. The Friar is called for, and so the Duke disappears and comes back as the Friar, but is revealed to be the Duke. The switch is revealed and Angelo must conjoin Mariana Claudio is revealed as alive and is pardoned by the Duke. Lucio (a subplot) also gets his deserts. Morality mercy wins over justice, and yet there is a strong sense of justice having been done. Symbolically realised by the Duke (justice) taking on the habit of a true friar (mercy but with sense of justice) starting with I.iii.48. II.i.17 ff, Angelo on justice without mercy Tis one function to be tempted, Escalus,/Another thing to fall. I not deny,/The jury, passing on the prisoners life,/May in the sworn twelve have a thief or two/Guiltier than him they try. Whats open made to justice,/That justice seizes what know the laws/That thieves do pass on thieves?--this is unmitigated justice, just as II.i.30-31 Let mine own head pattern out my death, which Angelo is willing to accept once caught, in V.

Integral Philosophy of Education Essay -- Educating Educate Education

Integral Philosophy of EducationABSTRACT Education, an action, is a process, a ripening of the imperfect serviceman creation wise(p)ly tell at achieving the ideal of human plenitude in the best possible manner. This is a description of the educational process based on the human being who travels toward plenitude, a point of arrival the human being who achieves his or her own perfection in the best possible manner and a method intentional guidance towards plenitude in the harmonious formation of humanity. It is not enough to say what education is or what it is like. It is necessary to clarify what education is for. The harmonious development of essential, integral and vocational abilities makes the pupil more perfect and causes his or her cosmic and social circumstance to be more perfect. In this integral philosophy of education, I offer a new Paideia. It is necessary to seek the students point of balance between the sciences of empirical verification and humanistic duties. Othe rwise, we will march toward the disintegration of the human being, to the anti-knowledge of a very powerful technocracy. Integral personal and community education is education which promotes the person in a changing society susceptible to progress. That student perfectibility which is anxious to satisfy demands can only be fulfilled with love. The contemporary world has not rehearsed on a large scale an education for love. If we do not found education on love, the world will not be inhabited by humans. Education is not just an idea, it is a fact. We mystify with the fact there are educational centers, teachers, learners, seminars on educational sciences and magazines on pedagogy. But education in action, is the process of developing an i... ... we do not flummox to educate for love, the world will not be inhabitable by man. We must search for more wise men and fewer scholars. Let us attempt to lift a small child from his unhappiness and frustration, he is an admirable being who l ives and dies among asphalt and smoke, always tormented by the clock, bothered by diseases which civilization produces, saturated with problems, always searching for, but generally frustrated before finding love.Love is a living affection which is benevolent and which professes itself to divinity and to human beings. We are able to conquer adversity and death with love. Speaking in an Augustinian manner, we can say that man is love. All impulses, all passion, all senses feed their roots in loves strength even understanding a goal (value) which provokes desire in us (love to know about something). Our destiny is illuminated by love.

American Big Business - A Case Study :: essays research papers

utterer Corporation, now known as Bicoastal Corporation, is the company that brought the instauration the sewing mechanism. There are Singer Sewing machines in almost every country in the world and Singer instructions in more(prenominal) than 50 languages. Mahatma Gandhi learned to sew on a Singer and called it one of the few useful things ever invented. I will attempt to explain how Singer came to be one of Americas big businesses.Isaac Merritt Singer was born in Pittstown, New York in 1811, and ran away from his immigrant parents at the age of 12 to unification a troupe of traveling actors. He remained an actor until 1835, inventing things on the side. The first patent for a sewing machine was granted in 1790 in England just now no one had been able to come up with a reliable design that did not need frequent repairs. Because of this sewing machines had never become commercially successful.In 1850 Singer came up with a design and patented it. In 1851 Singer and Company was b orn and the Singer sewing machine was an immediate success. The machine was, however very close in design to that of Elias Howe who had been on the verge of solving the problem of the unreliable sewing machine. He sued for patent infringement. Singer hired a young lawyer to defend him. In exchange for his services Clark became an equal partner in the company. Singer ran the manufacturing side and Clark the Financial side. Clark ended the caseful and pooled the two patents together creating the Singer Machine Combination. This was the first patent pool in America.Until the late 1850s, because of the price of the sewing machines, the company concentrated on the commercial market e.g. professional tailors and clothing manufactures. But around this time Clark introduced the first customer installment payment plan. Combined with an intensive marketing campaign, this meant that the product could win a wider market than ever before and even those with relatively low incomes could afford the sewing machines.By 1855 Singer was the worlds biggest sewing company. It begans its overseas expansion starting in Paris, making Singer the worlds first international company. The first factory outside the United States was opened in Glasgow, Scotland in 1961, followed by distribution centers in London, England, and a factory in Brighton, England that was the biggest in the U.K. at the time. By 1867 international gross sales exceeded at home sales for the first time.

Chilly Morning. Essay -- essays research papers

on that point is a place where the chill of the morning phone line cuts through a person like a knife. To stand up would take every muscle of the body, but even that would take too much energy. Thus, one sits upon the icy pond called the floor. Is this a dream? Somewhere a voice answers that it is more like a nightmare, so one just makes the close to of it.All around the sights and hold ups of the morning begin to take affect. Very few people are there in the beginning. They all are in a sleepy haze, yearning to be back in the sweet comforts of their own bed. There they can wrap themselves in a blanket of never ending warmth and dream a never ending dream. In the harsh reality of the morning, they are here in the chilly morning air. There are very few sounds in the twilight of the day. All that one can hear is the buzz of what is the beginning of talking. Far off there is the sound of an early morning basketball game. There the players can hear the cheering of the crowd of a ch ampionship ball game in its fourth quarter. testament they win? Who knows?There is some strange aroma that starts to wake the senses. In a nearby room there is a fresh, hot pot of burnt umber brewing. It begins to wake the senses and the mind, however, one still would rather be at home in bed. An awful stench begins to take the place of the coffee. The smell of breakfast begins to waste down from the kitchen. It has the aroma of mom cooking scrambled eggs. One begins to ...

Locke, Aristotle and Aquinas Essay -- Philosophy essays

Locke, Aristotle and Aquinas In the tomes of history, many philosophers have outlined their visions of a perfect society. Until recently however, a few(prenominal) have ventured into the waters of religious tolerance. One such philosopher was John Locke. Writing in the late 17th century, Locke advocated a complete separation between perform and state. He argued for an unprecedented tolerance of people of all faiths. Although Lockes views became widely popular throughout Europe and the the Statess, they did not meet with unanimous approval. Many earlier philosophers disagreed with Locke. twain such philosophers were Aristotle and Thomas Aquinas. Aquinas disagreed in three key respects Compulsion, toleration, and authority. Aristotle, on the other hand, disagreed on a more fundamental issue the name and address of politics itself. This essay aims to elucidate Lockes arguments, and then explicate Aristotle and Aquinas would-be objections to Lockes A Letter Concerning Toleration. In A Letter Concerning Toleration, Locke discusses the issue of courtly tolerance. His main predate is that society is constituted merely for the procuring, preserving, and advancing of civil interests. He defines civil interest as Life, Liberty, Health, and Indolency of Boy and the Possession of outward things, such as Money, Lands, Houses, Furniture, and the like.1 Having explained civil interests in terms of material possessions, Locke argues that the only concern of the Magistracy should be the violation of these civil interests. The Magistracy is to enforce these rights through punishment, or by peril the deprivation of the aforesaid rights. But since no individual would voluntarily forfeit these freedoms, the Magist... ...ed States of America 1983 Baumgarth, William P and Richard J Regan eds. Aquinas, Saint Thomas. On Law, Morality, and Politics. Hackett Publishing Company, United States of America 1988 Notes 1 Tully, James H.ed Locke, John. A Letter Concerning Tolerati on. P. 26 2 Ibid. P. 27 3 An obvious referral to the Arab Muslims, whom Europeans deemed as heathens and infidels. This term generally considered offensive, by more or less Muslims. 4 Baumgarth, William P and Richard J Regan eds. Aquinas, Saint Thomas. On Law, Morality, and Politics. P. 250 5 Ibid. P. 250 (with emphasis added) 6 Ibid. P. 251 7 Ibid. P. 255 (emphasis added) 8 Tully, James H.ed Locke, John. A Letter Concerning Toleration. P. 46 9 Ibid. P. 47 10 Lord, Carnes trans. Aristotle, The Politics. P. 99 11 Ibid. P. 98

Locke, Aristotle and Aquinas Essay -- Philosophy essays

Locke, Aristotle and Aquinas In the tomes of history, many philosophers pee outlined their visions of a perfect hunting lodge. Until recently however, few have ventured into the waters of religious tolerance. One much(prenominal) philosopher was John Locke. Writing in the late 17th century, Locke advocated a complete separation between church and state. He argued for an unprecedented tolerance of people of all faiths. Although Lockes views became widely popular throughout Europe and the Americas, they did not meet with unanimous approval. Many earlier philosophers disagreed with Locke. Two such philosophers were Aristotle and Thomas Aquinas. Aquinas disagreed in three key respects Compulsion, toleration, and authority. Aristotle, on the other hand, disagreed on a more fundamental issue the goal of authorities itself. This essay aims to elucidate Lockes arguments, and then explicate Aristotle and Aquinas would-be objections to Lockes A letter Concerning Toleration. In A Letter Concerning Toleration, Locke discusses the issue of civil tolerance. His main premise is that society is constituted merely for the procuring, preserving, and advancing of civil interests. He defines civil interest as Life, Liberty, Health, and Indolency of Boy and the Possession of outward things, such as Money, Lands, Houses, Furniture, and the like.1 Having explained civil interests in terms of material possessions, Locke argues that the only concern of the Magistracy should be the violation of these civil interests. The Magistracy is to enforce these rights through punishment, or by threatening the privation of the aforesaid rights. But since no individual would voluntarily forfeit these freedoms, the Magist... ...ed States of America 1983 Baumgarth, William P and Richard J Regan eds. Aquinas, Saint Thomas. On Law, Morality, and Politics. Hackett Publishing Company, United States of America 1988 Notes 1 Tully, James H.ed Locke, John. A Letter Concerning Toleration. P. 26 2 Ibid. P. 27 3 An obvious referral to the Arab Muslims, whom Europeans deemed as heathens and infidels. This term generally considered offensive, by most Muslims. 4 Baumgarth, William P and Richard J Regan eds. Aquinas, Saint Thomas. On Law, Morality, and Politics. P. 250 5 Ibid. P. 250 (with emphasis added) 6 Ibid. P. 251 7 Ibid. P. 255 (emphasis added) 8 Tully, James H.ed Locke, John. A Letter Concerning Toleration. P. 46 9 Ibid. P. 47 10 Lord, Carnes trans. Aristotle, The Politics. P. 99 11 Ibid. P. 98

Nash v. Auburn University

Statement of Facts Nash v. Auburn University involved a challenge by two first-year graduate students to a 1 year suspension imposed for cheating on examinations. At the suspension hear the students sought to examine the schools witnesses directly preferably than through an intermediary hearing panel member, who would pose the students questions to the witnesses.QuestionsMid-State says that Landry enrolled at the university and therefore has waived any(prenominal) further protections than those granted him in the rules and regulations. Is this position well taken? Yes it is the schools argument is that the penal code and an academic barbarous code differ crucially in a way bearing directly on the overcompensate of confrontation. Penal code enforcement rests upon well trained professionals such as police officers and public prosecutors.Landry asserts that he is entitled to have his lawyer present during any procedures knowing to expect him. Is this position reasonable? Yes, to be charged with cheating on a final examination seems little different from being charged with defrauding champions creditor. Any conviction of the offense may lead to grievous sanctions such as suspension or expulsion for the student, jail time for the criminal defendant.Landry states that he has the right to cross examine the witnesses against him. Is he correct? No, in rejecting their constitutional claim that this indirect process denied them their right to confront opposing witnesses, the visitation court repeated that the Dixon standards did not require this opportunity and that the Supreme Court did not expand the rule of Dixon, indeed the students had received more than the Constitution requires in time though in almost every setting where important decisions turn on questions of fact, due process requires an opportunity to confront and cross-examine adverse witnesses.The Eleventh term of enlistment in its decisions repeated the District Courts explanation for restricti ng the right of cross-examination.Landry maintains that the dean of students is biased against him because of statements the dean has made to the effect that Landry is a exist and should be removed from the university. Is Landrys objection allowable? Yes, familiarity may breed contempt rather than friendship, in a closed environment, in which accuser and accused ar very often acquainted cross-examination is the best way to expose bias or enmity, if either exists.Knowing that he may face tough teasing a potential accuser may hesitate to report mis pass on on mere suspicion. Such caution can only improve the reliability of any accusation and as with any other procedural safeguards that have generated plausible concerns, the right of confrontation seems not to have caused systemic breakdown at the many schools permitting cross-examination.Put simply, the accused student fails to receive fair treatment when members of the panel alone are allowed to confront the witness. The civil la w parallel of the inquiring magistrate assumes an experienced examiner, who is already well-informed about the matter from the investigatory report. The typical disciplinary panel consists of students and faculty members, usually their first attendance at a hearing and unfamiliar with the events triggering the charge, and unlikely to have within the group a trained interrogator.Would it make any difference to Landry if the university in question were a private rather than a public university? Yes, in private school cases, courts have refused to venture beyond these narrow constitutional bounds. In the few reported decisions assessing the students right to confront an opposing witness, the courts have denied that the right existed.For reasoning the schools lead off their argument by asserting that discipline is an integral part of the larn experience and that teachers, not courts, should determine how best to design a students education. This is kind of a throwback to the in loco pa rentis view of higher(prenominal) education. Absent of excessive physical force or neglect, parents may discipline children in any way the thing will be effective, even if experts would strongly disagree with their choice.By analogy, colleges as surrogate parents should enjoy the same latitude in deciding how to impose discipline upon their student, Children. Even if modern educators no long-dated accept such a surrogate role, many teachers still view the goal of the disciplinary process as enlightening and inducing better conduct by the accused student, not as requiring the accuser to prove that misconduct occurred. Adherents of this position contend that once the disciplinary procedure become confrontational, it loses its educational value. plant life CitedCarper, Donald L., et al. Understanding the Law 5th. Ed. Mason, Ohio Thomson/West, 2008.

Making and Adoption of Health Data Standards

Critical Analysis Paper The Making and Adoption of Health Data Standards Health Data Standards (HDS) atomic number 18 a key pct of the construction of a National Health Information Network (NHIN). Having these standards will increase interoperability of various groups and organizations, improve safety, lower costs, and enable providers in all aspects of health c ar to access the same patient medical information easily and efficiently. W. E.Hammond (2005), discusses the urgent need for HDS, the process of creating these standards, problems and issues regarding the development and implementation of these standards, and he suggests possible solutions to these issues. According to Hammond (2005), HDS are crucial to building an interchange of health data between different sites involved in patient criminal maintenance, building a population database for public health surveillance and bioterrorism defense, creating a network of personal health records and a regional health network, an d the development of a patient centric electronic health record.Interoperability is discussed as the goal of the development of HDS. Interoperability is the ability of different organizations, structures, and systems to work together and communicate sharing information, by using public words and data elements. These common data elements such as medications, measurements, or lab tests, must be in the same language for different systems to be able to access them. Hammond suggests, however, that no one has been able to define the data standards necessary for the development of a functional NHIN.No successful resolution or plan has been put into place to bring in a system of data standards in the United States. Although there are standards that exist, there is no nationwide coordination of these standards which would make them useful. HDS are created for the benefit of patients, vendors, healthcare organizations, the government, and monastic order in general. Hammond (2005) relates t hese standards to the barcode system used in grocery stores or the standardization of ATM machines to accept all kinds of debit cards. Even though different brands are competing against one another, standardization will benefit all involved parties.A single, integrated system is the best solution. Using different systems requires the use of expensive, custom made interfaces. HDS would deflect this problem. To develop standards, the individual organizations involved must buy-in to the acceptance process. Hammond suggests that standards can be created by interested parties who join to create a standard, the government, marketplace disceptation and the acceptation of new technology, or by a formal consensus process lead by an organization such as the American National Standards Institute (ANSI).ANSI is a private, non-profit organization which administers and coordinates United States voluntary standards activities. It defines the formal balloting process for HDS which is used by most Standards Development Organizations (SDOs). Hammond lists several issues with the progress and acceptance of HDS. These include competition between SDOs, problems with the balloting process, the interest of vendors, HIPAA standards, and the involvement of stakeholders. Since healthcare is such a dynamic field, new standards must be approved often.This process is taking similarly long and has caused administrative burdens in trying to fill in the gaps. There is too a lack of funding for the development of HDS. In addition, there is no universally agreed upon method of approving standards in a timely fashion to ensure that vendors make money on their products while keeping up with rapidly changing standards. A registry for data elements is also needed and has merely to be developed. Finally, stakeholder input is needed in the standards development process and this has also posed a challenge.Clinical specialist input is increasingly important in order to develop a set of standards which is relevant to healthcare workers in the field. grammatical construction this type of knowledge base has been difficult, according to Hammond (2005). Hammond (2005) suggests that past efforts to identify and create standards have been poorly executed and in order for the US health care system to move forward, current issues must be resolved. He suggests that a neutral, non-profit organization in the private sector should be authorized to manage HDS. living should come from membership dues, revenue from services, and the federal government.Clinical groups should volunteer to share their expertise to help create new standards. These steps, he claims, will resolve the issues currently hinder the advancement of HDS development. These ideas, however, are neither new nor untested. Hammonds ideas have been used in the past in the quest for a NHIN and they have not yet been successful. The process of finding successful HDS is not simple and finding a solution will not be as easy as Hammond suggests. References Hammond, W. E. (2005). The devising and adoption of health data standards. Health Affairs, 24(5), 1205-1213. doi 10. 1377/hlthaff. 24. 5. 1205

Emile Durkheim: Social Change Theory Essay

Emile Durkheim, the father of sociology, in his text the Rules of Sociological Method, has asserted that the disciplinal distinction among the brotherly and vivid sciences necessitates the diametriciation in the variables and processes of analysis. This is why the idea of hearty facts was conceived, to refer to the intangibles that occur as product of kind interactions between humans, who make believes realities because of the constant cycle of agreement-disagreement, decision- fashioning, and rationalization.The observable, and sometimes unconscious, neighborly occurrences and structures that operate in the cabaret are what constitute brotherly facts. The kind facts are realities that are non moribund and inflexible as they are constantly font to social variation. The social stir guess is the sagacity that the dynamic interactions in the social milieu create phenomena that is continual and constant change. This change is hence the product of societal structures that determines processes and mechanisms that results in particular outcomes.The societal Change Theory It is important to pipeline that throughout history, different scholars offered different lenses in analyzing the reality of social change. How a particular thinker perceives the concept of change has often mirrored the social conditions of the era. Haferkamp and Smelser (1998) notes that it was during the French and Industrial Revolutions, periods of social dynamism, has ushered the focus and locus on the concept of social change in the understanding of the interaction and vibrancy of units of the society.Philosophical thinkers had thus began the movement from the recognition of natural constants and the inclination to support contractual, natural occurrences, to eventually recognize the potentiality of social change as the theoretical angle in comprehension of social phenomena. The understanding of social change does not confine itself to the elucidation of the present, but a lso the explication of historical experiences of humans, like the ancient empires or the civilizations.Meanwhile, the contemporary approach of social change theory develops itself into creating an order that is more generalized so as to illuminate the problems and processes of change in a broader view of the present and the past. According to Haferkamp and Smelser (1998), the theory of social must include three fundamental elements that relates and links up to one another (1) structural determinants, (2) processes and mechanisms, and (3) directions and consequences.Below is the graphical illustration of the elements of social change The in a higher place representation may seem simple, but the social change follows the process, of mechanisms and social processes being dictated by structural determinants, which results into outputs and consequences that are accumulated. It is also important to note that although the social change theories are considered fundamentals in the sociologi cal study and discipline, it is nevertheless wanting of more theoretical development.Social change theories are in fact not devoid of problems. Although social changes is beyond the limits and often exceeds the explanations of single (mono-causal) theories, such theory is still consequential in explaining some realities. Such theories of scarper tend to disintegrate once confronted by changes that are unprecedented or when employed for purposes of prescription or prediction.Meanwhile, the complex multi-causal theories encounters difficulty in harmonizing multitudes of variables and determinants that produces multiple outcomes, making it more difficult to construct. The prospects of social change theory are of course not to be denied, as it aptly explains the dynamic structures that operate in the social setting. The contribution of Emile Durkheim, which would be discussed in the subsequent paragraphs, contributed immensely in the crafting and development of the theories of social c hange.Durkheims Theory of Social Change The air does not give the sack to have weight, although we do not feel that weight. Emile Durkheim The contribution of Durkheim of the idea of social facts has contributed vastly to the sociological analysis during his and the contemporary period, as he poses the hypothesis that humans are essentially surrounded and enclosed in the countless facts and realities, which is in existence even without recognition or knowledge of such particular reality. convertible to the persons inability to always feel the weight of the air, it does not signify the absence of the weight or of the air this illustrates how people are not always capable of discerning realities social facts, whose presence in fact are never absent or lacking, as these facts constantly moves people away and affect behavior and actions. It awareness only becomes apparent in situations where one deviates from it, like for instance, we become aware of the culture of respect/cleanlines s when someone throws his debris on the street.Social transformations are experienced in events where the unexpected and unprecedented is what transpires, and these are essentially the instances that advance the knowledge of the sociologist/philosopher. For Durkheim, social change is represented by transformations in the social morphology -or the structure of social relations that links individuals into a coherent entity, society- and the moral structure -or the body of laws, norms, and sanctions that regulate social life.(Hadis, Sociology and Social Change) For Durkheim, the depute of the study of social sciences if to focus on facts that are essentially dissimilar and varied from the subject of the natural science, which is why something as intangible as, for example, culture, is a invest of discussion and analysis for Durkheim. Social science hence is a study that distinguishes itself from the natural science, and therefore necessitates recognition of facts that are products of human and social interaction social fact.Durkheim studies he reasons why suicide happens,w hich he concludes is a product of normlessness, which is a product of prevailing culture, which mirrors life of the individual and what is more intangible than culture and life. Durkheim was come to with anomy, a pathological -and, thus, temporary- characteristic of societies in which the division of labor does not evolve naturally, but may be forced by unequal social relations among classes.(Hadis, Sociology and Social Change) Durkheims scheme of social change involves a contrast between a simple division of labor and a jibe mechanic solidarity, on the one hand, and a complex division of labor accompanied now by what he called organic solidarity, on the other. (Hadis, Sociologya and Social Change) The anomie is in the society is used by Durkheim to defer to the declining morality of individuals, and it is something that confronts the individual when they are not bounded by moral constra ints, therefore creating confusions between what is morally right or otherwise.It is in the context of collective social morality that social change is most mirrored and become promising. In a society that gives premium to individualism, which is not morally bad (except for egoism), the solution is the formation of collective morality. The point of social change hence is that social facts are constantly subject to transformations and evolutions that are responses to existing values, situations, and structures that determine social outcomes and processes.Durkheim uses differentiation in his explication of the social change theory Alexander (in Haferkamp and Smelser, 1992) explains it clearly He used differentiation theory to grope with issues that are generic to the study of social changes as such. Each of Divisions three parts represents one important way in which social change has been conceptualized through the construction of general models, through developing accounts of social process, and through historically specific analyses of tensions and strains.Durkheims problem, in other words, is an constant one with which every perspective on change must come to grips. The problem of integration is one of the fundamental problems for Durkheim. In the reality of social change in how the labor structure is being organized, how is it therefore possible for the society to maintain order and stability? Durkheim has highlighted in his work how the perpetual action diversity has affected the society, and how the process and social structures has taken the perpetual cycle of bound and rebound.The social change theory of Emile Durkheim gives the clear picture of how cultural determinants are potent factors for the change dynamics and outcomes in the society. Differentiation hence becomes important, as social phenomena are complex occurrences that are not capable of being confined by inflexible theories. The understanding of social change is a product therefore of the analytical accommodation to encompass and recognize the cultural and social facts that operates and dictates the transformations occurring in the social milieu.References Durkheim, Emile. (1982). The Rules of Sociological Method and Selected Texts on Sociology and its Method. Steven Lukes, Ed. USA The Free Press. Hadis, Benjamin. Sociology and Social Change. Accessed 22 January 2008 Haferkamp, Hans and Neil Smelser, Eds. (1992). Social Change and Modernity. USA University of California Press. Noble, Trevor. (2000). Social Theory and Social Change. USA Palgrave.

A Weapon for Self Defense

A Weapon for Self Defense The future(a) celebrities have stated his or her stance on numbfish for hire control in the following quotes. Ted Nugent states, To my mind sic it is wholly irresponsible to go into the world incapable of preventing rage, injury, crime, and death. How feeble is the mindset to accept defenselessness? How unnatural. How cheap. How cowardly. How pathetic. (Buckeye Firearms fellowship 2009). Clint Eas dickensod also states, I have a strict gun control policy if there is a gun around, I want to be in control of it. (Buckeye Firearms Association 2009). Fin altogethery, James Earl Jones was quoted as saying, The world is filled with violence. Because criminals carry guns, we fit law-abiding citizens should also have guns. Otherwise sic they will win and the decent people will lose. (Buckeye Firearms Association 2009). Are these quotes to be considered opinionated views? Perhaps, but each is logical and valid. Should law-abiding citizens have the option to ow n and carry a gun for the use of self-defense? The answer is yes.While gun control advocates fight for stricter gun control laws anti-gun control supporters believe that stricter gun control laws will repair and prohibit a citizens Constitutional right on to keep and bear arms. There are enough extensive gun control laws already. Creating and handing over stricter gun control laws would only make it more difficult for law-abiding citizens to protect his or herself. Self-Defense Guns are used 2. 5 million quantify a division in self-defense (Gun Owners of America 2004). What is this organization and who are they to provide such a startling statistic?The Gun Owners of America is an organization created in 1975 and currently has 300,000 members. Gun Owners of America was founded, to preserve and defend the Second Amendment rights of gun owners. (Gun Owners of America 2004). With a statistic like that, what law-abiding citizen would not want to own a gun for self-defense? The Gu n Owners of America (2004) further states that Law-abiding citizens use guns to defend themselves against criminals as many as 2. 5 times every year or about 6,850 times a day.This means that each year, firearms are used more than 80 times more often to protect the lives of beneficial citizens than to exit lives. (Gun Owners Foundation, 2004 p. 1) To support the issue of self-defense further, the article, Is Gun Ownership Dangerous (2009) describes the reasons for the right of an individual to own and use a gun in self-defense. The near significant dispute that supporters of gun rights argue consists of the right for each individual in our American society to be allowed to have possession of a gun and is allowed to exercise the right to use a gun for means of self-protection.Gun right advocates suggest that practice of law officers are unable to defend individuals in their house, vehicles, or communal places from criminal offenders, because the officers usually enter the scene of the crime subsequently to the crime taken place. In concurrence with this observation, an individuals only defense if he or she fall victim to burglary, sexual attack, or murder is having a device that will permit him or her to defend him or herself.In many arguments, gun supporters suggest, if an individual presents a firearm in observation of a criminal, this simple act might be all it takes to discourage and inhibit an offense from occurring. If an aggressor persists, supporters of gun rights state that an individual possessing a firearm still has the opportunity to avoid any risk of being assaulted (Guns and Crime, 2009). Gun Control Laws According to the preceding(prenominal) stated statistics, why do gun control advocates continue to fight for stricter gun control laws? The depicted object Rifle Association Institute for Legal movement does not believe that stricter gun control laws are necessary.Who is this group and what do they stand for? The National Rifle Associatio n Institute for Legal action was founded in 1975 and currently has 300,000 members. This group consists of anti-gun control advocates who are dedicated to protecting the right of all United States citizens to procure, own and utilize firearms for lawful reasons as pledged within the United States Constitution within the Second Amendment. Andrew Arulanandam, the National Rifle Associations Director of Public Affairs stated, We have adequate gun laws on the books and if a crime occurs, those criminals need to be prosecuted to the fullest extent of the law.The question becomes how do you sic make something that is already banned more illegal. sic Jost (2008). Furthermore Jost (2008) reveals the following Gun advocates including the powerful, 3-million-member National Rifle Association defend what they view as an individual constitutional right to use firearms in hunting, sport shooting and self-defense. They argue that gun owners and dealers are already subject to a web of federal , state and local firearms laws and regulations. The key to reducing gun violence, they say, lies with tougher penalties against criminals who use guns, instead of more restrictions on gun owners. Jost, 2008, p. 2) The resultant lies in stricter laws and enforced punishments for illegal gun usage and sales, not stricter laws that prohibit or exclude law-abiding citizens from obtaining and owning guns for self-defense. However, the Brady Center to Prevent Gun frenzy is goaded to prove individuals and officials otherwise. The Brady Center to Prevent Gun abandon is an organization that guides the fight to prevent gun violence, along with other grassroot organizations. The Brady Center to Prevent Gun Violence originated from an organization known as Handgun Control, Inc.Jim and Sarah Brady are the founders of the Brady Center to Prevent Gun Violence. Jim Brady was the Whitehouse Press Secretary when Ronald Reagan was in office. Brady and the former President were both cracking by J ohn Hinckley who attempted to assassinate President Ronald Reagan in 1981. (Brady Center to Prevent Gun Violence 2009). According to the Brady Center to Prevent Gun Violence (2009), its goal is stated that, As the Brady Center, we work to reform the gun indus estimate by enacting and enforcing sensible regulations to reduce gun violence, including regulations governing the gun industry. What has this organization fulfill? The answer is The Brady Law. The Brady Handgun Violence Prevention Act, also known as Brady Law was signed into law on November 30, 1993, and went into effect in February 1994. In its headmaster form, the Brady Law required a five-day waiting period and background check before completion of the sale of a handgun. Unfortunately, the gun lobby was able to demoralise the Brady so that on November 30, 1998, the five-day waiting period for handgun purchasers expired.It was replaced by a mandatory, computerized National Instant Check System, which provides the informa tion for criminal background checks on all firearm purchasers, not just those buying handguns. The results were devastating. (Brady Campaign to Prevent Violence 2007) What have stricter gun control laws contributed to so far? Death, as explained in the following cases. Erich Pratt is the Director of Communications for the Gun Owners of America. Pratt (2001) stated that, ten years ago this month, a Brady style waiting period resulted in the death of bonny Elsmari of Wisconsin. This is Bonnie Elsmaris storyIn March of 1991, Bonnie had inquired about getting a gun to protect herself sic from a husband who had repeatedly threatened to consume her. She was told there was a 48 hour waiting period to buy a handgun. But unfortunately, Bonnie was never able to pick up her gun. She and her two sons were killed the next day by an abusive husband of whom the police were well aware. (Gun Owners of America 2001). This is Rayna Rosss story On June 29, 1993, at three o measure in the morning, a 21-year-old woman named Rayna Ross was awakened by the sound of a burglar who had broken into her apartment and entered her bedroom.The burglar was her ex-boyfriend, a man who had previously assaulted her. This time, having blind drunk his way into her apartment, he was armed with a bayonet. mislay Ross took aim with a . 380 semi-automatic pistol and shot him twice. The burglars death was classified as a justifiable homicide by the Prince William county commonwealths attorney, which determined that Miss Ross had acted lawfully in shooting the attacker. Heres the real scary part to this story, Miss Ross had bought her handgun one full business day before the attack, thanks to Virginias instant background check. Virginias 1993 Democratic candidate for the governor, Mary march Terry (endorsed by Handgun Control, Inc. ), proposed that although the Virginia instant check already checks all handgun buyers Virginia handgun purchasers should undergo a cooling-off period of five business days. Had the plan been law in Virginia in 1993, Rayna Ross would now be undergoing a permanent permanent cooling off period. This is Catherine Lattas story In September sic 1990, Catherine Latta went to police to obtain permission to buy a handgun. Her ex-boyfriend had previously robbed her, assaulted her several times, and raped her.The clerk at the sheriffs office informed her that the gun permit would take two to four weeks. Ms Latta told the clerk, Id be dead by then. That afternoon she went to a bad part of town and bought an illegal $20 semi-automatic pistol on the street. Five hours later, her ex-boyfriend attacked her outside her house, and she shot him dead. Fortunately in this case, the county prosecutor decided not to prosecute Ms. Latta for either the self-defense homicide, or the illegal gun. Now why is it, that stricter gun control laws are needed? Gun control laws have contributed only innocent people dying.Gun control advocates believe that stricter gun control la ws will reduce violence, prevent accidental deaths, and deter crime. There has been no proof to show that by enforcing stricter gun control laws, violence will decrease. There has been no evidence that enforcing stricter gun control laws criminals will be deterred from committing violent crimes. However, it is evident that the enforcement of stricter gun control laws will hinder a law-abiding citizen the ability to own a firearm for self-defense. The citizens of the United States have the right to protect themselves and their families.Although many gun control advocates will continue to try to infringe on the gun rights of the law-abiding citizens of the United States, Americans who take advantage of their Constitutional right to bear arms, will continue to legally possess a firearm and furthermore continue to support anti-gun control advocates in their on-going efforts to defend our freedoms. Do individuals want to be part of the effort to defend our freedoms, therefore choosing th e right to possess a gun in order to protect themselves and their families? The answer is yes.

Zombies

Zombies There is a current fad of entertainment in popular culture about snake gods and zombie apocalypses. Have you ever heard of a real Zombie? Have you ever thought of where this idea of Zombies came about? Theyre history does not stem from Hollywood or comic paroles. Zombies fall in a real history as well as an actual scientific capability of existing. Isak Niehaus (writer for The Journal of the Royal anthropological Institute) explained the cultural connection to zombies in Africa, and Wade Davis (writer for New York Simon & Schuster) researched the reports in Haiti of he zombie culture there.Ker Than researched the topic for theme Geographic news and came up with ball over possibilities of a zombie- manage outbreak. effective about everybody knows about fictitious zombies, but less are familiar with the facts about zombies. There are many people zombies are very real. They arent a fable and are something to be interpreted seriously. Belief in magic and witchcraft is wides pread throughout Haiti and the Caribbean, often in the devise of religions such as Voodoo and Santeria.The Oxford English Dictionary, the term zombie initially showed up in English around 1810 when historian Robert Southey declared it in his book History of Brazil. But this Zombi wasnt the typical Hollywood version of the brain-hungry horror. Instead it was a West African deity. The word zombie later came to propose the humankind life force exiting the body, ultimately leaving a creature human in form but lacking self-awareness and intelligence. The word was introduced to Haiti and to some other places from Africa through the buckle down trade.Isak Niehaus found that the term Zombie is used to describe a spellbound person deprived of cognizance and self- wareness, yet able to move and react to nimble provocations. Though many people treat the current zombie apocalypse as a fun pop culture meme, Haitian culture like many African cultures is greatly immersed in faith in magic and witchery. Belief in zombies is related to the Voodoo religion, and has been widespread in Haiti for many years. Haitian zombies were said to be people brought back from the dead through magical means by voodoo priests called bokors or houngan.Sometimes the zombification was done as punishment which potty fear in those who believed that they could be abused even subsequently death. Often the zombies were said to suck in been used as slave labor on farms and sugar cane plantations. A mentally ill farmer claimed to have been seized captive as a zombie worker for two decades, though he couldnt show researchers where this had taken place. Researchers pursued a case in Haiti, 1937 of rumors that the affected persons were given a powerful psychoactive drug, but they were not able to locate anyone willing to disco biscuit much evidence.After many years the researchers concluded that there is more to Voodoo than ritual and that there is a medical base behind what is going on. severa l(prenominal) decades later, Wade Davis, a Harvard ethno botanist, offered a pharmacological case for zombies some of his books. Davis went to Haiti in 1982 and, afterwards investigations, claimed that a living being could be changed into a zombie by way of two specific powders being put into the circulatory system, most of the time by an open wound.One of the powders includes tetrodotoxin (TTX), a potent and often tatal neurotoxin tound in the putte The second powder consists ot dissociative drugs like datura. These powders could induce a deathlike state where will of the eing would be completely open to that of the bokor. Davis also popularized the story of Clairvius Narcisse, who was claimed to have succumbed to this practice. Davis described the case of an initial state of deathlike suspended animation, followed by reawakening into a psychotic state.The insanity induced by the drug and psychological distress was hypothesized by Davis to strengthen socially learned beliefs and to cause the individual to rebuild their characteristics as that of a zombie, since they actually thought they were dead, and had no other role to put to work in the Haitian society. Though dead humans cant come back to life, certain computer viruses can induce such aggressive, zombie-like behavior, scientists say in the new National Geographic Channel documentary The Truth Behind Zombies.For instance, rabies, a viral disease that infects the central nervous system can drive people to be violently mad. If a rabies virus was to combine with the ability of a flu virus, in order to spread quickly through the air, you might have the makings of a zombie apocalypse. The first signs a human has rabies, such as anxiety, confusion, hallucinations, and paralysis ont typically appear for ten days to a year after infection, as the virus incubates inside the body. This is very unlike movie zombies, which become reanimated almost immediately after infection.Once rabies sets in, though, its fata l within a week if left untreated. If the genetic makeup of the rabies virus went through enough changes, or mutations, its incubation time could be condensed dramatically. Many viruses have course high mutation rates and constantly change as a means of evading or bypassing the defenses of their hosts. For the rabies virus to cause an event like a zombie pandemic, not unlike the ones ou might see in a movie, it has to be much more contagious.Typically a human could catch rabies after being bitten by an infected animal and the infection usually stops there, but thanks to pet vaccinations, people seldom get rabies in the U. S. nowadays, and even fewer people die from the disease. For example, in 2008 only two cases of human rabies infection were reported to the U. S. Centers for Disease Control and Prevention. A instant(prenominal) mode of transmission would be through the air, which is how the influenza virus spreads. The movie 28 Days Later depicts a scenario of a age virus. If rab ies someway became airborne this movie would be very plausible.In order to be transmitted by air, rabies would have to mutate or use traits from another virus like influenza. Elankumaran Subbiah, a virologist at Virginia Tech, states that diverse forms, or strains, of the same virus can change pieces of genetic code using reassortment or recombination. Unrelated viruses, although, dont Just randomly create hybrids in nature. Likewise, he also said Theyre too different. They cannot share genetic information. Viruses assemble only parts that belong to them, nd they dont smorgasbord and match from different families. Its theoretically possible for scientists to use a rabies virus and an influenza virus, though extremely difficult, to create a hybrid rabies-influenza virus using modern genetic engineering techniques. Sure, you could imagine a scenario where you mix rabies with a flu virus to get airborne transmission, a rubeola virus to get personality changes, the encephalitis virus to cook your brain wit n tever and throw in the ebola virus to cause you to bleed from your guts. You would plausibly get something like the zombie virus, but nature oesnt let these things to happen all at the same time.Yet There is a vast history of zombies, from Africa to Haiti and other trade lands, all the way to Hollywood. The general focus of zombies is the entertainment of it all. To this day there are still cases of zombie voodoo and stories of dead people culmination back from the grave. The focus should be on the possibilities of the future though. If Just one team of scientists with access to the means to hybrid existing viruses the entertaining idea of zombies on a TV would not be funny at all. Its not all that unreal now is it?

Great response from Arthur Miller Essay

The Crucible was written in 1953, by Arthur Miller. Miller has said that the purpose of the play is to comment on the parallels between the partial Salem Witch trials and the Red Scare that lasted eight years 1948-1956. A Crucible is a large container that is used in the production of steel, where they are het up until they melt. A Crucible mickle stand extremely high temperatures. This is a direct comment on what the play is near. Arthur Miller provided an artistic response to the political climate and he wrote to tackle certain issues such as intimidation. Under McCarthyism, the United States was afraid of communisms influence.McCarthyism came from Senator John McCarthy, who set out to find any threats to the American life and their security. Anybody suspected of communism, mainly those in the entertainment industry, either confessed and gave names of new(prenominal) people or the American Government blacklisted them. Miller, in the entertainment industry, who was protect his business and friends from any negative outlook it gave, refused to testify to the Committee and was blacklisted. McCarthyism has a coarse likeness to the play The Crucible. In both situations people alone wishing to save themselves falsely accuse many people who suffer.John and Elizabeth watch over dont deem a normal husband and married woman relationship, although they are married. They are distant with one another. Their relationship is full of suspicions and clearly has a lack of trust What keeps you so late? is an accusation. Elizabeth really means what discombobulate you been doing or where have you been to keep you so late. The strength of their relationship is tested. John tries to please Elizabeth but she cannot forget her suspicions. John explains to her I have not move from there to there without I think to please you, and still an everlasting funeral marches around you heart.This shows that John feels guilt. John Proctor is an honest man. We see this finished the way he acts and what he says. John works hard to provide for his family. He has a good clean name in the village and is thoroughly respected. However, when the hysteria begins, he wonders whether to expose Abigail for what she really is, eve though his name will be ruined. We see that he truly loves Elizabeth when he confesses lechery in roam to protect his wife.The audience are drawn to John Proctor. He is one of few people in the play to be truthful throughout, along with empyreal John Hale. Elizabeth is also an honest person. She is a good Christian woman and acts the way shes supposed to as a wife and mother. However, sometimes she can be very cold. She, along with many others, is accused of witchcraft simply because she fired Abigail when she suspected that her and John were attracted to one another and didnt want it to go any further. Even though she has suspected John of lechery and is distant towards him, we know that she deeply loves him.Hale is called into Salem to fin d out what is going on. He seems a respectful man and gives everyone a chance to prove his or her innocence. He is sort of the plays saviour or hero.We get to know Abigail Williams through her language and what other characters say. We see that she has power over the other girls and comely how far she will go to protect herself, especially in Act 1 I have seen some reddish work done at night and I can make you wish you had never seen the sun go downAbigail leads the girls in accusing innocent people of witchcraft. Abigail saw the Indians murder her parents. This could have had an affect on the way Abigail is and how she acts. I think that she is able to threaten danger to the girls partly because of her childhood and what she has seen. In Act 3, Abigail shows her power by the way she speaks to Danforth in the courtroom. She even threatens him, saying that the Hell can take him Let you beware, Mr. Danforth Beware of it subsequently realising what she has said, she immediately pr etends she is in another trance and can see things. This is to allow her to get away with what she has said and so Danforth cant reply to her. on that point is a great change from Act 1 to Act 3 with regards to hysteria. In Act 1, the girls accuse a few names and they tell just enough lies to protect themselves. Abigail and John Proctor take a gentle lighthearted approach to it in Act 1 and they laugh and joke about it. However, in Act 3 it becomes much more serious. They tell a massive amount of lies and act to make their story believable. Act 3 starts true(p) away with hysteria. The audience are aware of the gradual build-up because of the characters dialogue. As the play moves further along, the plot thickens as more names are thrown into it and even more unbelievable acting takes place with more and more lies being told.In Act 3, Mary Warren tries to go against the girls with the help of John Proctor in order to save Elizabeth and the other innocents. Mary Warren is already a w eak and feeble character and when Danforth questions and speaks to her, he uses cruel vocabulary to breathe her. It is obvious that he is on the girls side and doesnt believe a word of what Mary Warren is saying. The girls then accuse Mary Warren of witchcraft. thus she sees that she cannot tell the real truth and overcome the girls lies so she decides to rejoin the girls. To protect herself she accuses John of making her go against the girls and tell lies to them by threatening her.The stage directions in this act build up tension. They add to the drama and the way the girls convincingly act. The stage directions are just as important as the speech. They let us know what is going on and help us understand the characters more. The language also builds up tension. There is a lot of talk about theology in the courtroom. Also, there is a lot of cutting each other off. Abigail always tends to cut off Danforth from speaking, so he cant respond to her, this also shows her power. It is almost like Abigail is speaking and saying things just to stop anyone else from doing so.Personally, I really like the play. I think its a great response from Arthur Miller. There is a mixture of characters and its interesting to see how they interact with one another. I like the play partly because its a true story and I was interested in finding out what happened.

Statistics for Management and Economics

Course prof Term stions 001 002 003 502 Contact Information line Ph whiz Office Location Email OPRE 6301/SYSM 6303 (cross-listed leans) FALL 2012 Carol A. Flannery, Ed. D. smoothen 2012 Friday Tues/Thurs Wednesday Thursday 400 pm to 645 pm 1130 am to 1245 pm 100 pm to 345 pm 700 pm to 945 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 telecommunicateprotected edu All contact concerning your manakin must be via eLearning sort website. Email sent via eLearning is checked daily Monday through Friday.Voicemail on office phone is non checked daily. Office Hours Tuesday Wednesday Thursday Friday 1000 am to 1115 am 1130 am to 1230 pm 1000 am to 1115 am and 600 pm to 645 pm 300 pm to 345 pm article of faith Assistant To be posted for to each one section on eLearning Please note Office hours be not to be used to reiterate a path that was missed. Have your questions or line of wreaks prepared before advance to see eit her your professor or TA. Written evidence you defend attempted problems ordain be required. General Course Information Pre-requisite MATH 5304 or equivalentCourse Description OPRE 6301 Quantitative portal to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics intromit data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and 1 Way ANOVA (Some sections of this naval division may require a laptop data processor). Prerequisite MATH 5304 or equivalent. ( 3- 0) S 1 Learning ObjectivesStudents are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical result s of the following and be able to 1) Organize and iterate raw data 2) Build and evaluate a regression model from raw data 3) Apply the basic rules of chance Theory 4) Apply the construct of a random variable to solve business problems 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems 6) Simulate data from the Normal, Poisson, and Binomial ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion and 9) Determine if several populations have the same mean. demand Text and packet text edition STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit 0538477490 / ISBN 13 digit 980538477499) This is the required edition of the text. Any other editions result have different problems and/or chapter topics. Since your interrogation problems may contain textbook problems, you are risking a low exam grade by not having the correct edition.The re quired 9th edition depart have an annoy rule that will permit you to download the necessary Excel data files, Excel Workbooks, and stateation compendium asset macros from t he Publishers website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search Statistics for Management and Economics 9th Edition. 3. Scroll down the search results until you bugger off the following Online Content Instant Access Code for Kellers Statistics for Management and Economics, 9th Edition KellerISBN-10 1-111-74841-1 ISBN-13 978-1-111-74841-8 2012 The price is $34. 95( font to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data depth psychology Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publishers website).If you choose not to install Data Analysis Plus, it will be the savants sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is scholar-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus .If you are using a Mac, it is necessary to install a Windows realistic machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows in spite of appearance the Mac oper ating(a) System. You must have the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 8 of this syllabus. raise 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) disagreeable book, closed notes, in - socio-economic class. succession 75 minutesFormat multiple choice Bring 882 Scantron, 2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. see 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time 75 minutes Format multiple choice and/or written problem downstairsstand No Scantron. The professor will instruct you on how to provide terminations and work on this exam. show 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time 2 hours Format multiple choice and/or written problem solvingThis exam is to be winn online, via eLearning under ASSESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) situated online under ASSESSMENTS on the eLearning class website menu. Time 10 minutes approximately (may vary for each quiz) Format multiple choice and/or written short dish out Ten weeks during the semester will have a weekly quiz on class lecture real(a) and/or homework problems. There will be NO illuminateup of weekly quizzes.The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the educatees responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to check their exam wit h the Teaching Assistant. Students have three working days after the posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, on that point will be no discussion of grades/exams.Make-up Exams Make-up exams may be considered only for excused absences, which must be determined precedent to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior(prenominal) arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All authorship exams will be written exams and taken at a time determined with the professor.Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared fo r significant written discussion, problem-solving, and short-answer questions. No make-ups will be given for a Weekly Quiz for every reason, excused or unexcused. 3 Grading Criteria Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE inwardness POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows TOTAL POINTS 358 400 346 357 318 345 306 317 278 305 277 and below LETTER shape A B+ B C+ C F There are no D grades in Graduate discipline.Undergraduates taking this graduate course will be written report to the same grading policy as graduate assimilators. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, bookmans are required to run into class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to hav e read the required reading for each week before coming to class. After the first test, electronic DigiNotes will be posted each Friday wickedness on the eLearning class website.DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professors office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a scholarly person to attend other class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and surfboard the Net during Class/Lecture No use of cell phones, or texting at heart the classroom, at any time.If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of others to learn at heart the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered.These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being in fronted to the appropriate donnish dean. grooming Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence tha t you have attempted the problems. 4SCHEDULE OF EVENTS FOR OPRE 6301 SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 1&2 September 3 3&4 September 10 4&5 September 17 September 24 6 7&8 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 & 10 October 15 8. 4, 11 & 12 October 22 8. 4, 12 & 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 & 16 November 12 1 6 & 17 November 19 November 26 December 3 17 and TEST 3 reviewTEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , lifelike Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discre te Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class Oct 3* Required Reading Chapters/Sections 1. 1 1. 4, 2. 1 2. 3 3. 1 3. 4, 4. 1 4. 3 4. 4, 4. 7, 4. 8, 5. 1 5. 4 6. 1 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class Oct 4* TEST 1 for Sec 502 Thurs shadow class Oct 4* TEST 1 for Sec 001 Fri night class Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, evidence round One Population F Distribution (8. 4), Inference slightly One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 10. 3 8. 4, 11. 1 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class Nov 1* TEST 2 for Sec 502 Thurs night class Nov 1*TEST 2 for Sec 001 Fri night class Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple additive Regression Simple Linear Regres sion (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 16. 6, 17. 1 17. 4 17. 1 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class Dec 11* Last Class Meeting 17. 2 17. 4TEST 3 for Sec 003 Wed class Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note support your eLearning website for any changes throughout the semester. Chapter 1 What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center cecal appendage 1 Instructions for insta llation of files Problems 1. 2 1. (Even numbered problems) Pages 1 9 Chapter 2 Graphical Descriptive Techniques 2. 1. eccentrics of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems 2. 14 2. 50 (Even numbered problems) Pages 11 39 Chapter 3 Graphical Descriptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. finesse and Science of Graphical Presentations Problems 3. 6 3. 0, 3. 32, 3. 34, 3. 48 3. 58 (Even numbered problems) Pages 43 92 Chapter 4 Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative standing(a) and Box Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Explorin g Data Appendix 4 freshen up Of chapters 2 to 4 Problems 4. 2 4. 16, 4. 32 4. 36, 4. 42 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All) Pages 97 144, 153, 154 Chapter 5 Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems 5. 2, 5. 3, 5. 7, 5. 12 Pages 161 173 Chapter 6 Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes Law 6. 5. Identifying the Correct Method Problems 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 6. 40, 6. 48, 6. 56, 6. 62 6. 68 (Even numbered problems) Pages 176 210 6 Chapter 7 Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems 7. 2, 7. 10 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 7. 100 (Even numbered problems), 7. 110, 7. 112 7. 119 (All) Pages 2 17 228, 244 261 Chapter 8 Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions T distribution & F distribution Problems 8. 16 8. 56 (Even numbered problems), 8. 83 8. 88, 8. 96 -8. 100 (All) Pages 263 286, 291 296, 301 306 Chapter 9 Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems 9. 2 9. 24, 9. 30 9. 42 (Even numbered problems), 9. 52, 9. 54 (All) Pages 307 333 Chapter 10 Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when the Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems 10. 2, 10. 12, 10. 22 10. 32 (Even numbered problems), 10. 52, 10. 54 (All) Pages 335 358 Chapter 11 Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviat ion is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems 11. 7 11. 12 (All), 11. 14 11. 46 (Even numbered problems) Pages 361 397 Chapter 12 Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems 12. 4, 12. 8, 12. 24 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All) Pages 399 412, 421 431 Chapter 13 Inference about Two Populations 13. 1. Inference about the Difference between Two Means Independent Samples 13. 2.Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems 13. 12 13. 20, 13. 32 13. 36 (Even numbered problems), 13. 78 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 471, 489 511 Chapter 14 Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems 14. 4 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukeys Omega Pages 525 545, 548 553 Chapter 15 Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 14 only Chapter 16 Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 16. 6. Regression Diagnostics I Appendix 16 Review of Chapters 12 16 (Exclude Chapter 15) Problems 16. 1, 16. 2, 16. 6 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2 Pages 633 660, 666 679Chapter 17 Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 17 (Exclude Chapter 15) Problems 17. 8, 17. 10, 17. 18 Pages 692 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction & Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state virtue and University policies and procedures regarding motivate and risk-related activities.Information regarding these rules and regulations may be found at the website address http//www. utdallas. edu/Business personal business/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. skillful Support If you experience any problems with your UTD account you may send an email to emailprotected edu or call the UTD Computer Helpdesk at 972-883-2911. 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I Spy Literary Analysis

Prehal Patel ENG 1302 Ms. Mach February 20, 2013 Literary synopsis I Spy by Graham Greene is a short fib published in 1930 that takes keister within a baccy shop in England during World War 1. The story is regarding a preadolescent boy, Charlie Stowe, who has never before smoked a cigargontte and therefore he decides to sneak into his fatherstobacco shopto steal a pack of cig arttes. Charlie hides in the shop when he sees his father comes pricker along with two men. He watches his father and the two men as they converse closely surreptitious work. Charlie goes back to bed when his father and the two men leave the house.In the story, Greene uses various literary devices such as character, imagery, and setting to represent many ideas. There are two primary(prenominal) characters in the short story. The freshman main character is Charlie Stowe, a twelve year old boy who is teased by his classmates at school because he has never smoked a cigarette. That is why one night he snea ks downstairs to his fathers tobacco shop to get hold of a cigarette. He knows it is not the right thing to do, and he decides to do it anyways to try to lessen his schoolmates ridicule though all through the story he has an imperious fear of cosmos caught.However, the consequences of being caught trying to steal cigarettes are less than the consequences of not have at all for Charlie. The second main character of the story is Charlies father he is described to be an unreal wraith, not liked by his son. As the story continues, it becomes obvious that Mr. Stowe has been taken into custody for being a spy, and is being brought to the shop to grab his coat before he is led, seemingly, to trial and execution.It is apparent, however, from Charlies recollections of his father revitalising himself with proverbs and muttering to himself, that he actually may not have wanted to have the treacherous melodic phrase that he did. Both of their societys morals have been detached, Charlies by his schoolmates and Mr. Stowe, assumingly, by German spies coercing him to connect their defenses. They both know they are doing wrong and, though they present their dread in their own way, they are scared nevertheless about what might happen if they dont do their individual tasks.The imagery illustrated in the story presents the central idea of fear. Throughout the narrative, glint is represented as the danger of being caught. The candle in his mothers room, the spotlights sweeping the windows of the shop, and the policemans flashlight all provide threats to Charlies mission of stealing a cigarette. And each time the light shines Charlie shies away from the light in fear. Also, the character of the shop itself lends to deception and fear. The phrase smoke-filled room usually stirs feelings of surreptitious secrets and deals, and this room is no different.The anxiety is almost as perceptible as the smoke in this room of faint transactions. Imagery shows pillars of morality and f ortitude through the two agents accompanying Mr. Stowe. They both had their same suits, mackintoshes, bowlers, and these government agents, presumably from the British MI-5, represent those who do not have to make decisions for them and have their polity of morality laid before them. The setting of the story notably gives the story a secretive and puritanic aspect. Story takes place in Great Britain in the early twentieth century.Britain at this time in history was coming off with the jingoism policy, implying that there is a vast amount of dedicated patriots upkeep in the area. Charlies mother happens to be one of them. Therefore she has nothing but good to say about the queen, and nothing but bad to say about the Germans. Charlies father also validates the patriotism, saying that as in short as the neighbors find out he is a spy for Germany, they will break down his tobacco shop. The story takes place in a town off the coast, so there are spotlights are frequently sweeping acr oss the sea searching for German boats.The story also takes place in the middle of the night, which is known to be the darkest hour off the day. This creates a mysterious and fearful feel to the story. In conclusion, I Spy is a story about ones morals and fear of standing up for them. The main idea and themes lie within the character, imagery, and setting of the story. The theme comes across as dramatic events stimulate private morals and children often inherit their parents traits for better or worse. In order to present these ideas Greene utilizes various literary devices throughout the story to give the narrative depth.