World Religion

1. His Holiness the Dalai Lama has been seen in the media more than any of his predecessors, which is understandable since his period of reign is much more technologically advanced compared to the others. He has been going to places like Australia, United States, and United Kingdom to give teachings and talks to the followers of his religion. His fight for the independence of Tibet from China is notable. He believes in the sacredness of his religion and the rights of the Tibetans to live independently from China's rule. Although he is presently living in exile, he is still trying to instill the Tibetan culture and tradition to his followers by establishing the Tibetan Institute of Performing Arts and the Central Institute of Higher Tibetan Studies. He has become political in a way due to trying to strengthen his ties with different countries. More recently, there were reports that His Holiness â€Å"attempted to incite sabotage of Beijing's Olympic Games in August 2008† (Telegraph. co. uk, 2008). However, this claim was denied by the Dalai Lama when he stated that â€Å"he did not support a boycott of the Beijing Olympic Games† (Thomson Reuters, 2008). While it seems better when His Holiness focuses on his religion and tries to win the independence of his kingdom, this would be impossible because of how the media has improved at this time, which gives him, his religion, and his people more exposure to the world than the previous Dalai Lamas. 2. â€Å"Yin/Yang is a symbolic representation of the universe that embodies the concept of change, relationships, patterns, process, or flow from one concept into the other, at all levels of existence† (Diamond, 2000, p. 51). One of the areas where yin/yang can be applied is in the field of medicine. Balance is important in a person's health. There are those who experience too much pain that they would try other untraditional ways just to relieve themselves of the pain. When there is imbalance, traditional Chinese medicine practitioners correct a person's health through â€Å"acupuncture, herbal remedies, exercise, diet, and lifestyle† (aworldofchinesemedicine, n. d. ) because these things would restore the balance and health of the person.

Byzantine and Islamic Civilizations

A civilization can be described as the culture of a complex society, not just the society itself. Every society, civilization or not, has a specific set of ideas and customs, and a certain set of items and arts, that make it unique. Perhaps the single most salient aspect of Byzantine culture was the transmission of classical culture. While classical studies, science, and philosophy largely dissipated in the Latin west, Byzantine education and philosophy still zealously pursued these intellectual traditions.It was in Byzantium that Plato and Aristotle continued to be studied and were eventually transmitted first into the Islamic world and then back into Western Europe. A basic education in Byzantium consisted first of the mastery of classical Greek literature, such as Homer (largely unknown in the West during this period)—almost all of the Greek literature we have today was only preserved by the Byzantines. Byzantine culture is important because of two lines of transmission.One line of transmission involved the exporting of classical Greek and Roman culture into Islam and, to a lesser extent, the transmission of Byzantine theological speculation into Islamic theology. The second is the transmission of Byzantine culture and religion to Slavic peoples, especially to the Russians. Byzantine cultural practices and beliefs are still practiced among Slavs today. Russian religion, art, philosophy, and even literature, such as the writings of Chekhov and Dostoevsky, show profound influences from Byzantine culture.The first flowering of ecclesiastical literature of Byzantium is Hellenistic in form and Oriental in spirit. Their works, which cover the whole field of ecclesiastical prose literature . The epigram, suited the Byzantine taste for the ornamental and for intellectual ingenuity. It corresponded exactly to the concept of the minor arts that attained high development in the Byzantine period . The influence of Byzantine art in Western Europe; particularly Ita ly was seen in ecclesiastical architecture.The Arab-Islamic culture played its leading part in the best way possible in building world scientific renaissance. While Europe was buried in the darkness of the Middle Ages, the Islamic -civilization (the cradle of the Arab-Islamic culture) was at its apogee. Islam greatly contributed to the advancement of science, medicine and philosophy. The imprint of the Arab-Islamic culture was predominant, noticeable and effective in many scientific, intellectual and cultural fields.Arab and Muslim scholars invented the numerical system; the figure Zero; the decimal system; the theory of evolution-one hundred years before Darwin; pulmonary circulation -three centuries before Harvey. They discovered gravity and the relationship between weight, speed and distance several centuries before Newton; they measured the speed of light, calculated the angles of reflection and refraction, computed the circumference of the earth, and determined the dimensions o f heavenly bodies. Many forms of Islamic architecture have evolved in different regions of Europe.Notable Islamic architectural types include the early Abbasid buildings, T- type mosques, and the central-dome mosques of Anatolia. The oil -wealth of the 20th century drove a great deal of mosque construction using designs from leading modern architects. Thus these two civilizations have enormously enriched this world especially Western Europe and laid a solid foundation for further enhancement in almost every field of activity thereby giving us so many reasons to be proud of. Bibliography: 1. Culture of Greece Wikipedia 2. Islamweb. net 3. European middle ages 4. Byzantine Civilization – Speros Vryonis

A Social Reminder

Later on, their children, Romina Montano and Julius Capule, engage in a love affair which worsens the cold connection between the two conflicting families. The couple strives hard to save their relationship, until they finally decided to abscond and marry each other giving birth to a child who became the key to solve the long existing clash the two families had. The actors that portrayed the characters in the movie like Sharmaine Buencamino, Nonie Buencamino, Isay Alvarez, Robert Sena, Eda Nolan and Dominic Roco showcased their magnificent acting prowess and delivery in their unconventional lines with humor and emotions. Its effective plot is also admirable because it gives extensive interest to its viewers. Behind this promotion, it tackles some of our country’s great social predicaments. In the movie, competition for money greatly influences a person’s every action and way of living. Commonly, it is the reason that crashes the important relationships and friendships we have. The case of eloping couples is one of the most common problems we hear that events to unplanned families and financial problems. It also illustrates disobedience to parents which may lead to distorted futures and broken families. Generally, the movie tells us that arguing because of money is a waste of time. Friendships should not be destroyed because of small problems. Instead, it should become stronger by these obstacles we face. There is nothing better than to be love and feel peace when you’re with your friends, neighbors and family. For me, this movie deserves a high mark for showing a total package short film and excellent cinematography. Furthermore, I would like to give this movie a credit in putting on a wonderful story in a short length film. A Social Reminder Later on, their children, Romina Montano and Julius Capule, engage in a love affair which worsens the cold connection between the two conflicting families. The couple strives hard to save their relationship, until they finally decided to abscond and marry each other giving birth to a child who became the key to solve the long existing clash the two families had. The actors that portrayed the characters in the movie like Sharmaine Buencamino, Nonie Buencamino, Isay Alvarez, Robert Sena, Eda Nolan and Dominic Roco showcased their magnificent acting prowess and delivery in their unconventional lines with humor and emotions. Its effective plot is also admirable because it gives extensive interest to its viewers. Behind this promotion, it tackles some of our country’s great social predicaments. In the movie, competition for money greatly influences a person’s every action and way of living. Commonly, it is the reason that crashes the important relationships and friendships we have. The case of eloping couples is one of the most common problems we hear that events to unplanned families and financial problems. It also illustrates disobedience to parents which may lead to distorted futures and broken families. Generally, the movie tells us that arguing because of money is a waste of time. Friendships should not be destroyed because of small problems. Instead, it should become stronger by these obstacles we face. There is nothing better than to be love and feel peace when you’re with your friends, neighbors and family. For me, this movie deserves a high mark for showing a total package short film and excellent cinematography. Furthermore, I would like to give this movie a credit in putting on a wonderful story in a short length film.

Vincent by Don Mclean Essay Example | Topics and Well Written Essays - 750 words

Vincent by Don Mclean - Essay Example He was residing in Massachusetts in an attractive federal designed residence. This house was referred to as the Sedgwick house. The Sedgwick household included an interesting individual whom Andy Warhol had worked with in the 60s, Edie Sedgwick. McLean composed the song in his dwelling that was filled with antiques. The motivation occurred to him one sunrise while he was on the veranda going through a work on Gogh. McLean discovered that a song about the artist could be composed out of Starry Night, the painting. The song makes use of the strings, guitar, vibraphone, and accordion (Whitburn 166). This paper will analyze the song, Vincent, by Don McLean, focusing on the lyrics, symbol, context, writing technique and how the music blends with the meaning of the song. The composer’s lyrics highlight his life situations. The lyrics of the song highlight how the writer comprehends what the difficulties of an artist are like. He asserts that the society does not know the reasons tha t make artists write or paint. McLean has experienced this situation himself. The writer of the song has come across the paintings of Vincent and has comprehended what Vincent was attempting to illustrate. The writer is attempting to communicate to the listeners that no individual would pay attention to what Vincent was attempting to say, and that individuals did not appreciate the correct meaning of the paintings because they perceived him as peculiar. The composer’s foremost point is that the society should become tolerant. The reiteration of the words, ‘starry starry night’, highlights the significance of the heavens. Vincent enjoyed night time and he had the ability to paint the skies with numerous stars. In the last chorus, Mclean asserts, â€Å"They would not listen, they are not listening still, perhaps they never will.† This shows how Van Gogh was not appreciated as a painter until he died (Whitburn 166). There is the use of symbol in McLeanâ€℠¢s song. The opening phrase, Starry Starry Night, is an indication of the painting, The Starry Night, by Van Gogh. The painting of Van Gogh and the song of Don McLean signifies what it feels like when an individual is not understood. The lines, â€Å"Paint your palette blue and gray† highlight the outstanding colors of Van Gogh’s painting, and they most likely are a testimonial to Van Gogh’s behavior of biting or sucking on his paint brushes during painting. The phrases, â€Å"ragged men in ragged clothes† and â€Å"how you tried to set them free† illustrates Van Gogh’s liking for the socially banished and humanitarian events. This is also highlighted in Van Gogh’s drawings and paintings. In addition, the lyrics, â€Å"They would not listen, they did not know how† signifies the family and a number of people who were significant of Van Gogh’s compassion to those presumed to be miserable (Whitburn 166). Finally, the line, â€Å"How you suffered for your sanity† symbolizes the schizophrenic condition which Van Gogh experienced. There are a number of situations that help in composing the song. McLean composed the song in his dwelling filled with antiques. The motivation occurred to him one sunrise while he was on the veranda going through a work on Van Gogh. McLean discovered that a song about the artist could be composed out of Starry Night, the painting. In addition, Van Gogh worked on his painting when he was experiencing one of his most trying times of his existence (Whitburn 166). During this time, he was put in prison in an asylum at Saint Remy. Van Gogh

Discussion Essay Example | Topics and Well Written Essays - 250 words - 159

Discussion - Essay Example In terms of my situation for consideration in class, educational leaders employing inspirational power in their management agenda achieve better results as compared to those employing coercive power in their leadership. The theory relevant to this scenario is Jean-Jacques Rousseau postulation that the practice of edification ought to endorse and hearten learners creativeness and ingenuity (Rebore, 2013). As further outlined by Rebore (2013), this postulation was based on the notion of independence and citizenship. The kind of power employed in educational leadership therefore will determine the level of performance. For instance, Rebore (2013) points out that individuals in educational leadership positions should shun away from coercive power and should only be used when all other forms of power have failed to achieve the intended results. Inspirational power, on the other hand, is based on motivation and encouragement (Rebore, 2013) thus school districts are likely to achieve better outcomes both in and outside the school district. In summary, the situation I am bringing to class for consideration relates to the forms of power that can be employed by school districts to help achieve high levels of performance. The theory relevant to this scenario is Jean-Jacques Rousseau supposition that edification approaches must hearten ingenuity among

Cross-culturalism in film Essay Example | Topics and Well Written Essays - 1750 words

Cross-culturalism in film - Essay Example A great deal of what society expects is framed within the messaging portrayed through media and film, such as in Hollywood's version of Joy Luck Club. Hollywood has a continued tendency to only feature idealized images of thin, young, blonde, and mostly obedient to someone images of the female and is mostly blamed for unhealthy attitudes, but scientific theories have indicated that the process of shaping female identity, like any other concept of belonging or 'right' social thought, is a reciprocal process (Yglesias, 2005). Even though films portray the idealized concept of what a woman should be, it is up to women in the 'real' world to define what they really are in order to help change the images they see in film to more accurately reflect reality. However, an examination of a film that focuses on women and female identity, such as Joy Luck Club, illustrates that issues of female identity are much bigger in reality than they are shown on screen. This is made even more complex when women must consider issues such as tradition and self-fulfillment as they transition between two different cultures, as they do in the American-made film Joy Luck Club. An important concept to understand in such a study of cross-cultural female identity in film is the idea of the sociological imagination. This term is used to discuss the process through which people internally determine their place within society and helps shape how we will behave in different situations (Mills, 2000). As we play this cyclical game of determining our place in society and determining how we should behave in relation to that idea, whether we decide to act according to what is expected of us or completely against it, will play a significant role in how we create our own identity. When we internally link our personal experience with what we understand of cultural expectations, we begin to classify ourselves and others into different social groups according to those beliefs. This sociological imaginatio n builds upon three observable aspects of being which include class, race and gender (Mills, 2000). Race and gender are pretty self-explanatory, but class may need a bit more definition. According to Mills (2000), the person's profession, their income level, their education, and several other elements considered desirable by a given culture can factor into the concept of class. Within the Western European and American cultures, for example, class is given to people who have a high level of education, dress in expensive clothing, and who have a career conducted from within a private office are considered to have more class than people who don't dress well or who have trouble articulating their thoughts. Since it doesn't necessarily follow that people who dress well and speak clearly make more money or have more power than people who dress poorly and struggle to make their ideas clear, class is considered to be a highly flexible and imprecise measure. The idea of class plays a signifi cant role in the forming of female identity, though, as can be seen in Joy Luck Club. On a micro-level, the many female characters in the film can be

Advocacy letter Essay Example | Topics and Well Written Essays - 250 words

Advocacy letter - Essay Example If there was only a small amount of trash, they picked it up and put it into a plastic bag. They then took this same plastic bag out of the restroom, and took an elevator to go to another floor. One student was eating a muffin in the elevator, and he then pushed a button that a janitor had touched with dirty gloves. Also janitors went to from one classroom to another to empty the trashcans in each room. They touched all of the classroom door knobs with dirty gloves. In the hospital, they did the same thing. They went from patient’s room to another to empty trash cans and hampers. If there was only a small quantity of trash or dirty linen, they transferred this into one bag to save trash bags. Janitors never changed their gloves both in school and in the hospital, and also they touched the dirty area first and then the clean area with the same gloves. Janitors usually have a low educational background. They need to be educated in the concept of germs and how germs are spread. They need to know what the clean areas and the dirty areas are, so that they can start working in the clean area first before touching the dirty ones. The best way to solve this problem is to provide a compulsory training program for all janitors which deals with issues like the way germs are passed on, and the dangerous implications of using the same gloves over and over again. I recommend that you consider implementing this suggestion immediately, for the sake of all our patients, visitors and

Effectiveness of Project finance in wealthy countries Research Paper

Effectiveness of Project finance in wealthy countries - Research Paper Example Qatari oil and natural gas reserves are over 15 billion barrels and 26 trillion cubic metres respectively. Oil and gas revenue account for over 50 percent of its total GDP and 70 percent of all government revenues. Over 85 percent of all export earnings are from gas and oil. In fact, Qatar is the largest exporter of Liquefied natural gas (LNG). It is also the third largest country after Russia and Iran with largest gas deposits. In addition, Qatar relies heavily on foreign labour. Since oil and gas were discovered and extraction commenced in the 1950’s, Qatar’s economy has experienced high real gross domestic product growth rate each year. According to Blanchard, the country recorded 16 percent real gross domestic growth rate in 20102. Qatar is one of the richest countries in the world and has the highest per capita income in the Arab world. The GDP and per capita income was $128 billion and $67,000 in 2010 respectively. In addition, Qatari citizens and residents enjoy higher standard of living as compared to most countries in the world. Oil and gas sector generated over 70 percent revenues to the exchequer and the government does not levy income tax on all its citizens. According to CIA, the budget revenues and expenditures were estimated to be $47.32 billion and $31.61 billion respectively in 20103. Qatar has one of the lowest tax rates in the world, a situation that has attracted direct foreign investment. Furthermore, the country can grant t ax exception for about 12 years. Although economic growth and development is largely attributed to proceeds from huge deposits of oil and gas, the government has developed political, social, economic policies that promoted high levels of governance and transparency; reduced business process bureaucracies; and improve political stability, making it one of the stable Arab states in spite of political turmoil in neighboring Arab states. Economist, the World Bank and Transparency international have

How do Nike, Adidas and other sports enterprises work with the spread Thesis

How do Nike, Adidas and other sports enterprises work with the spread of CSR (Corporate Social Responsibility) to highlight their own brands in China - Thesis Example The Cone Communications/Echo Global CSR Study organized by The Cone Communications, 2013, carried out a clear fact about the test to enterprises in present world’s continuously challenging and ever changing market place, and that is: the challenge of creating a â€Å"real and meaningful impact†. In modern world the question is not about engaging in Corporate Social Responsibility (CSR) but in how companies can use it to make an â€Å"impact†. An impact by which it can create a different image in the society, can create a better brand image among the people and also can establish a unique brand image among the people of the country. As such, CSR is not just an option anymore but is rather â€Å"emphatically and indisputably a must-do† (Cone Communications 3). Corporate social responsibility is about how a firms decisions and activities affect the society (Lamb et al 95). Corporate social responsibility requires action and accountability in five main dimensions, economic, legal, ethical, environmental and philanthropic (Lamb et al 95). These are areas a firm will need to work on and develop systems and activities that enables it to attain the best and holistic results in all they do. Over the years, marketing has evolved from its traditional position fueled by the economic ends and expectations of the Industrial Revolution. In the 1960s, marketing was based on the 4Ps, namely product, price, place and promotion (Lindgreen et al 123). In that era, marketing was a tool for the improvement of sales and the increment of profitability. The focus was on transactional marketing where the end was to increase transactions by calling on more customers to become interested in the products of a company. Contemporary marketing on the other hand requir es some degree of social marketing on the part of the corporate entity in order to

Should Prisoners Be allowed To Vote Essay Example | Topics and Well Written Essays - 1000 words

Should Prisoners Be allowed To Vote - Essay Example However, the ban is still not lifted in the country despite growing pressure from the European Convention on Human Rights (ECHR) to allow the prisoners to vote. This research paper presents evidence based discussion to illustrate the reality of the claim that â€Å"the UK prisoners should be allowed to vote because first, breaking a law does not deter a person’s right to vote and second, such a blanket ban is an infringement on ECHR.† ECHR works to preserve and promote human rights. This law was formed so that the suffering parties would be able to seek justice or plead for enforcement of rights. Now, the European Court has protested against the UK’s blanket ban on voting right of prisoners labelling it an unlawful action. But, the UK president, David Cameron, strongly opposed everything ECHR had to say on the subject. It is recently claimed by ECHR that â€Å"UK ban on prisoners voting ‘breaches their human rights† (Withnall 2014). This decision of the European judges is not respected in the UK because it is strictly believed by the parliament that prisoners should not be given right to vote. Previously, ECHR has released similar statements opposing the role played by the UK on prisoners’ voting rights. For example, a ruling passed by ECHR in 2005 based on a claim made by a convicted felon, John Hirst, said that all prisoners should be allowed to vote in the UK and no compensation shou ld be made to them by the government. In contrast to this, the UK parliament’s stand on the subject is that the powers of ECHR should be restricted because they have regularly become a hurdle in the imposition of ban on prisoners’ voting rights. It is claimed that the final decision must be made by the UK, not by the Europe (Press Association 2013). But, that condition should only be respected if it does not violate human rights. As the ban does in deed violate human rights, so the UK should not be given the freedom to prevent its prisoners from

Promote Equality and Inclusion in Children’s and Young People’s Settings Essay Example for Free

Promote Equality and Inclusion in Children’s and Young People’s Settings Essay The importance of diversity in an early years setting is that children need to have their own sense of identity and have a sense of pride in themselves and their cultures. Equality This means to treat everyone fairly and equally. Children should be treated as individuals, equally and fairly. Sometimes treating children equally, you have to treat them differently. All children should be valued for their individuality and offered any support they may need. Everyone should be treated with the care, consideration and respect that they have a right to and given the same opportunities to learn and achieve as others. Inclusion This mean to include everyone and meet the individual’s needs. It is a human right for every individual. Everyone counts and differences should be valued, respected and celebrated. Inclusion involves identifying barriers that prevent people from taking part, being involved and fitting in. Knowledge is needed to understand these barriers which can only then be broken down. It is everyone’s responsibility to remove these barriers. It involves making sure that all support systems are available in order for everyone to participate fully. The importance of having equality and inclusion in a setting is so the child does not have poor self-esteem or lack of respect or confidence. The child should not feel as though they are being stereo-typed which could make the child aggressive towards others and prevent the child from interacting. The child should believe in themselves and behave in accordance with others expectations. Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. Participation Every child matters, whether they have a different culture, race, gender or if they have a disability, all children have equality of learning and to participate to allow them to grow and meet their full potential. Discrimination Discrimination is a preconceived attitude towards members of a particular group formed only upon the basis of their membership of that group that leads to less favourable or bad treatment of that person. Discrimination could be direct or indirect. Direct discrimination is when a person is treated differently to other people when they are in the same circumstances and indirect is when discrimination is done un-intently. Potential effects may include: Causing upset Affecting an individual’s self-esteem Causing stress Individuals feeling isolated Affecting individuals’ hopes and expectations Creating tensions Leading to stereotyping Leading to labelling Producing prejudices The types of discrimination are:- Racial discrimination This is a belief that some races are superior then others based on the false idea that skin colour may make people better than others. Institutional racism This describes any kind of system of inequality based on race. It can occur in institutions such as public government bodies, private business corporations and universities. Disability discrimination Disability discrimination is about being denied equality of opportunity with their non-disabled peers because of their disabilities or impairments. Sex Discrimination People of one gender reinforce the stereotype that they are superior to the other gender. Discrimination is generally based on either prejudice or stereotypes. Prejudice means to prejudice people based on assumptions and stereotype refers to forming an instant or fixed picture of a group of people, usually based on false or incomplete information. By being discriminated can cause a lifelong effect on a child. They could feel shy and lack in confidence which can then stop them from fulfilling the full potential.

A Street Car Names Desire Essay Example for Free

A Street Car Names Desire Essay A Street Car Named Desire deals with a culture clash between the Old South’s â€Å"plantation† mentality (priding itself on false pretenses) and the New South’s relatively uncivilized, yet real, grip on reality. The two characters who come to represent this tension are Blanche and Stanley Kowalski. Blanche advertises herself as a champion of â€Å"Southern Honor. † This entails an unfaltering dedication to virtue and culture. These are not, however, driving factors in her life but only mask her alcoholism and delusions of grandeur. By contrast, Stanley is an industrial worker who acts on habit and structure. Tennessee Williams juxtaposes illusion and reality by depicting the antagonistic relationship between the two by consistently employing symbolism. Blanche is constantly escaping the realities of life by retreating into her own fabrications. Her plummet into a delusional world begins when her beloved husband reveals himself to be gay and, soon after, shoots himself. She falls into a spiral of affairs after this event in a search to find emotional satisfaction and to reaffirm her womanhood. She ignores the obvious detrimental effect of her intimacies because all she wants is to be happy again: to be loved. Blanche physically escapes the reality of her life by leaving Belle Reve and Laurel to go to her sister’s home in New Orleans. Here, she misrepresents who she is and enters another relationship where she recreates her identity. When confronted about her lies, Blanche explains that she lies because she refuses to accept the hand fate has dealt her: I dont want realism. I want magic! Yes, yes, magic! I try to give that to people. I misrepresent things to them. I dont tell truth, I tell what ought to be truth. And if that is sinful, then let me be damned for it! (Williams, 34) Lying to herself and to others allows her to make life appear as she thinks it should be rather than as it is. Her final, deluded happiness (as her sister and Stanley commit her to an insane asylum) shows her acceptance that illusion is an adequate reality, but it also shows reality’s inevitable triumph. The driving force of reality, embodied by Stanley Kowalski, quickly dismantles all the falsities Blanche comes to represent. He is a practical man firmly grounded in the physical world who disdains fabrications. He finds meaning only in the primitive and straightforward: â€Å"Theres something downright bestial about him! He acts like an animal, has animals habits! Yes, something ape-like about him† (71). An animal would not create an alternate reality for a situation but would act according to the real, harshness of life in order to ensure its own survival. Stanley’s animal habits can be looked at as an appreciation only for tangible truths. In the end, Stanley succeeds in debunking all the false images Blanche created about herself. He goes out of his way to reveal Blanche’s past and then flaunts it in a crude, insensitive way: â€Å"Take a look at yourself here in a worn-out Mardi Gras outfit, rented for 50 cents from some rag-picker Do you know that Ive been on to you from the start, and not once did you pull the wool over this boys eyes? Ha ha! Do you hear me? Ha ha ha† (67). Stanley again asserts his bestial tendency, but this time to show his dominance. When he proceeds to physically rape her, he metaphorically strips her of the false reality she created. Williams uses symbolism to show that Blanche is trapped in a life of delusion. The Varsouviana Polka and the use of light are reoccurring symbols that elude to her disconnect with reality. The Polka is the music that played the night her husband committed suicide. Blanche says that it ends only after she hears the sound of a gunshot in her head. It plays at various points in the play, symbolising this event that triggered her mental decline. Whenever a situation gets too â€Å"real,† Blanche firmly believes she hears the Varsouviana, panics, and looses her grip on reality. Also, throughout the play, Blanche avoids appearing in direct, bright light, especially in front of Mitch: â€Å"And turn that over-light off! Turn that off! I won’t be looked at in this merciless glare†(45). It is clear she avoids the lights in efforts to conceal the reality of her age and fading beauty. Symbolically, Blanche avoids light in order to prevent Mitch from seeing her for who she is. She, once again, retreats into her own world of illusion. Blanche is never able to be looked at â€Å"in the light† and exposed. She never faces reality. Both Stanley and Blanche have a hard time relating to the other gender without sexual implications. The difference is that Stanley is upfront about this â€Å"animalistic† behavior towards women, while Blanche tries to paint herself as above the primitive nature of her sexual impulses. We can call one approach realistic and the other delusional, but it doesn’t change the fact that both characters approach interactions in a sexual way. What does this say about the nature of what is real and what isn’t? Williams seems to draw an ambiguous line. This implies that reality and illusions coexist in our lives, and what we choose to label our views and actions is just a matter of perspective.

Non Experimental Research Design Psychology Essay

Non Experimental Research Design Psychology Essay This chapter details the methodology that will be used to conduct this study. Methodology is an approach, or method used to conduct a research. The aspects that will be discussed in this chapter include the researchs design, approach, sample, instrument, procedure, and also data collection and analysis. 3.2 Researchs Approach and Design 3.2.1 Researchs Approach There are two types of approaches used in research, which are quantitative approach and qualitative approach. According to Blaxter, Hughes and Tight (as cited in Hughes, 2006) Quantitative research is a study that concerned with the collection and analysis of data in numeric form. It emphasizes relatively large-scale and representative sets of data, and is often presented or perceived as being about the gathering of `facts. Qualitative research is concerned with collecting and analysing information in as many forms as possible, mainly non-numerical form. It focuses on exploring smaller numbers of instances or examples which are seen as being interesting or illuminating, and aims to achieve `depth rather than `breadth. In this study, the data collected by researcher will be in numerical form, which obtained from the questionnaires. Thus, the approach used in this study is quantitative research. 3.2.2 Researchs Design According to Chua Yan Piaw (2006), there are three main designs in research, namely true experimental design, non-experimental design, and quasi-experimental design. True experimental design studies the relation between the independent variables and manipulated variables, manipulates the independent variables and observes the changes on manipulated variables. Non-experimental design is used when the treatment is not possible as the independent variables naturally exist, and the respondents will be randomly distributed into every group. This design studies the relation between independent variables and manipulated variables without manipulate the independent variables. Besides that, quasi-experimental design normally used to evaluate the effectiveness of certain program when then the randomly distribution of the respondents in the study is not possible. It studies the relation between independent variables and manipulated variables (Chua, 2006). Non-experimental research design According to Chua Yan Piaw (2006), there are a lot of non-experimental designs, including survey, field research, case study, action research, ethnography, and so on. Survey is one of the most widely used non-experimental research design, which used in different form of media, such as magazine, newspapers, and television to collect data from subjects who respond to a series of questions about behaviors and opinions regarding to certain issue, or to survey the effectiveness of a product or plan. Normally interview or quetionnaires will be used in collecting data. Field research refers to gathering primary data from a natural environment without doing a lab experiment or a survey, where the researcher must be willing to step into new environments and observe, participate, or experience those worlds by themselves. Case study is an in-depth analysis of a single event, situation, or individual, where the researcher examines existing sources like documents and archival records, conducts in terviews, engages in direct observation, and even participant observation, to collect the information in depth regarding to individual behaviours and social conditions. Action research refers to the research initiated to solve an immediate problem or a reflective process of progressive problem solvin lef by individuals working with others in teams or as part of a community of practice to improve the way they address and solve problems. Survey 3.3 Sampling According to Gay and Airasian (2003), sampling is the process of selecting a number of participants for a study in such a way that they represent the larger group from which they were selected (p. 101). Selecting a sample is a very important step in conducting a research study, particularly for quantitative research. The goodness of the sample determines the meaningfulness and generalizability of the research results (Gay Asian, 2003, p. 103). 3.3.1 Population The first step in sampling is to define the population. A sample comprises the individuals, items, or events selected from a larger group referred to as a population. The population is the group of interest to the researcher, the group to which the results of the study will ideally generalize (Gay Airasian, 2003, p. 102). The location of this study is Sabah, and the populations of this study are all the upper form students in secondary schools in Sabah, who are 16 to 17 years old. Initially, the researcher will obtains the information about the upper form students from all the secondary schools in Sabah, and then determine the samples which are involved in this study. The researcher will get the information about the total number of upper form students in each of the schools, because it might influences the outcomes of the study. 3.3.2 Sampling Method According to Chua Yan Piaw (2006), there are two main sampling methods, which are probability sampling and non-probability sampling (p. 189). According to Gay and Airasian (2003), probability sampling, which also known as random sampling, methods are possible for the researcher to specify the probability, or chance, that each member of a defined population will be selected for the sample, and these sampling are all based on randomness in the selection of the sample (p. 103). Non-probability sampling, which is also known as non-random sampling, methods do not have random sampling at any stage of sample selection, it is used when the random sampling is not possible, such as teachers or administrators select students or classes as the samples (p. 114). In this study, random sampling method will be used to select the sample. Gay and Airasian (2003) states that there are four basic random sampling techniques or procedures, namely simple random sampling, stratified sampling, cluster sampling, and systematic sampling, which are also referred to as probability sampling (p. 103). Simple random sampling is the process of selecting a sample in such a way that all individuals in the selected population have an equal and independent chance to be selected for the sample, where the randomness in sampling takes the selection of the sample completely out of the researchers control by letting a random, or chance, procedure select the sample (p. 103). Stratified sampling is the process of selecting a sample in such a way that identified sub-groups in the population are represented in the sample in the same proportion that they exist in the population (p. 106). Besides that, cluster sampling randomly selects groups, not individuals; all the members selected groups have similar characterisics, and it is most useful when the population is very large or spread out over a wide geographic area (p. 108). Lastly, systematic sampling is the sampling technique in which individuals are selected from a list taking every Kth name (p. 110). Although the instrument of students national identity is designed to be applicable to all students in Malaysia, the secondary school students will be selected to test the instrument in this study. The rationale of choosing upper form students as the target population to test the instrument is they might be more mature if compared to the lower form students who are only 13 to 15 years old. They might have a better understanding on the items stated in the questions, and perhaps they will give their response seriously. So, the outcomes which obtained from the upper form students might be more reliable and trustworthy if compared to lower form students. All upper form students from the secondary school in Sabah are over sampled. Two random samples of 200 students and 2500 students will be purchased for the two survey studies by using cluster sampling method. A number of schools will be randomly selected from each of the districts in Sabah as the representatives of those districts. The secondary school students in Sabah are eligible to receive the mailed survey. In the first survey study, the questionnaire will be initially sent to the random sample of 200 students to examine test-retest reliability of the instrument and its subscale. Then, a repeat mailing survey will be sent to the respondents from the initial mailing again. The test-retest reliability of the instrument will be examined using the data from the remaining surveys returned from both the initial and repeat mailings. In the second survey study, the sample needed to be large in order to conduct factor analysis to test the construct validity of the instrument. There is a general agreement among measurement methodologists that large sample sizes are required for the stability of results of factor analysis, the use of larger sample sizes in applications of factors analysis tends to provide results such that sample factor loadings are more precise estimates of population loadings and are also more stable, or less variable, across repeated sampling. The researcher will send the refined questionnaire to the second random sample of 2500 students in order to perform factor analysis, and then to test construct validity and internal consistency reliability of the instrument. 3.4 Researchs Procedures This study will be conducted in two stages. Stage one is the instrument development, and stage two is the instrument testing and refining. Stage one consists of three steps and stage two consists of five steps. Each of these steps is described in the following section. 3.4.1 Stage One: Instrument Development The instrument development stage has three steps: (1) developing conceptual and operational definitions of the construct of students national identity, (2) generating item pool, and (3) determining the format for measurement (or selecting a scaling technique for the measurement). All the three steps in this stage involved determination of content validity of the instrument of students national identity. a. Step 1: Developing Conceptual and Operational Definitions of the Construct. The first step in developing this instrument is to determine clearly what the concept of students national identity is. The definition of the construct, students national identity, is based onà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ (need more information from chapter 2) b. Step 2: Generating an Item Pool for the Instrument The focus of second step is to generate a large pool of items for all the dimensions of the construct of students national identity. In the beginning stage, it is better to generate more items. Thus a 60 items scale might be evolve from an item pool over a hundred items. The instrument of students national identity is designed to measure the degree to which a student à ¢Ã¢â€š ¬Ã‚ ¦. Wording of the items is very important and should reflect this goal of the instrument. Appropriate wording can accurately capture the essence of the construct. The items are evaluative in nature and can reflect respondents views about the desirability of something. Moreover, the researcher developed several negatively worded items with careful wording that examine students à ¢Ã¢â€š ¬Ã‚ ¦ besides developing positively worded items that measure students national identity. The purpose of constructing several negatively worded items is to detect respondents with acquiescence bias by their response pattern if there is any. Those respondents will not be included in the data analysis to avoid or minimize the influence caused by acquiescence bias. The issues related to acquiescence bias were discussed in detail in Chapter 2. After a large pool of items that measures students national identity is established, the dissertation committee will be first critique all the items before sending the item pool to the expert panel for content validity review. The researcher will revises the item pool based on comments of the dissertation committee. The items which are repetitive, inappropriate or poorly worded, confusing, or irrelevant to the construct will be eliminated or revised. After this revision, 84 items were retained in the instrument. c. Step 3: Determining the Format for the Instrument The researcher considers the format simultaneously with the generation of items so that the two are compatible. The Likert scales with five responses options is chosen to develop the instrument measuring the students national identity. Each item is presented as a declaration sentence, followed by the response options that indicate varying degrees of agreement with the statement. The five response options are: (1) strongly disagree, (2) disagree, (3) either agree or disagree, (4) agree, and (5) strongly agree. These five points Likert scales are ordinal scale level. Each item in the instrument is classified as two broad categories, which are favourable (positive) or unfavourable (negative). Scoting is reversed for negatively worded items such that disagreement with a negatively worded resulted in high score. At this step, the development stage is completed. Then, the researcher will moves on to the next stage, which is instrument testing and refining. 3.4.2 Stage 2: Instument Testing and Refining The instrument testing and refining stage includes give steps: (1) establishing content validity of the instrument, (2) developing directions for responding, (3) preparing a revised draft of the questionnaire, (4) examining test-retest reliability and pretesting internal consistency reliability, dan (5) testing construct validity and internal consistency reliability. All steps in this stage involve refining the instrument and testing the psychometric properties of the instrument. a. Step 1: Establishing Content Validity of the Instrument Determining the number of experts needed has always been somewhat arbitrary in content validity determination. According to Lynn (1986) (as cited in Wynd, Schmidt, Schaefer, 2003), a minimum of five experts (rates, observers, or judges) and a larger number of categories for data assignment yield greater absolute agreement and increase the risk of chance agreement. The use of more experts may therefore contribute directly to chance agreement (pg 511). The use of only two judges is not only statistically unjustifiable, but also it places the instrument developer at great risk of an erroneous conclusion that content validity has been achieved when it actually has not (Bu, 2005, pg 73). In this study, five experts who either have conducted research related to students national identity or have interest in students national identity will be asked to review the instrument as the content experts. A delineation of the full content dimentions of the construct of students national identity with specific instructions pertaining to the content relevance of each item are provided to the experts by mail or email for review. The five will be asked to return the instrument and their comments within four to five weeks. This review serves multiple purposes related to determining and maximizing the content validity of the instrument. First, having experts review the item pool, confirm or invalidate the definition of the phenomenon of students national identity and the content validity of the instrument is quantified. The experts will be asked to rate how relevant they think each item is related to what the researcher intends to measure. The instrument of students national identity includes three subscales. The general objective of the subscale of à ¢Ã¢â€š ¬Ã‚ ¦ is to measure the degree to which the studentà ¢Ã¢â€š ¬Ã‚ ¦ Under the broad objective, more specific objectives that are assumed to measure relevant items will provided as well. The intensity of students national identity can fluctuate over time but they are considered stable during a certain period of time, typically three to four weeks. These objectives will be sent to experts along with the instrument. The experts will be asked to rate the content relevance of each item to its general objective and its more specific objective. Content validity index (CVI)à ¢Ã¢â€š ¬Ã‚ ¦.. In addition, the experts will be asked to clarify reasons and provide suggestions if they disagree with some items included in the instrument. Second, the experts will be asked to evaluate the items clarity and conciseness. Sometimes, the content of an item may be relevant to the construct but its wording may be problematic. This yields problems on item reliability because an ambiguous or otherwise unclear item, to a greater degree than a clear item, may reflect factors extraneous to the latent variable. Third, in addition to judging each item, the experts will be asked to identify phenomena that were omitted from the instrument as a part of the content validity assessment. Thus, by asking experts to review the instrument in a variety of ways the researcher could capture the phenomenon of interest, and the expert reviewers help the researcher maximize the content validity of the instrument. The researcher will be paid careful attention to all suggestions from these content experts then made an informed decision about how to use their advice. The instrument will be revised to enhance content validity with the consensus of the dissertation committee. b. Step 2: Developing Directions for Responding The procedures for responding to the statements, as well as the meaning of the anchor points on the continuum, will be carefully develop and then reviewed by the dissertation committee chair and colleagues to avoid confusing respondents. Dillman (1978) (as cited in Bu, 2005) proposed some ideas about providing directions to subjects on how to answer questionnaires. He states that the encirclement process results in fewer ambiguous markings and should be encouraged. It is important that the same marking procedure be used throughout the questionnaire. Lower case letters are preferred for directions because of their greater readability (pg 76). The researcher will apply these suggestions when developing directions for responding. c. Step 3: Preparing a Draft of the Questionnaire. This step involves constructing a draft of the questionnaire and assessing the questionnaire. Three activities will be completed in this step. First, a section of questions for gathering demographic information from participants will be designed and included in the survey along with the instrument of students national identity. The purpose of developing this section of questions is to gather information that would be used to describe characteristics of the participants. Second is the issue of ordering the questions in the questionnaire. In this study, items that are measuring the same dimension will be grouped together. The questions that request demographic information are put at the end of the questionnaire. The questionnaire consists of two parts. Part one is composed of a series of items pertaining to students national identity. Items represented à ¢Ã¢â€š ¬Ã‚ ¦.dimensionsà ¢Ã¢â€š ¬Ã‚ ¦.. The form of the instrument of students national identity looks like the following sample. Item Strongly disagree (1) Disagree (2) Either disagree or agree (3) Agree (4) Strongly agree (5) Item 1 1 2 3 4 5 Item 2 1 2 3 4 5 Item 3 1 2 3 4 5 à ¢Ã¢â€š ¬Ã‚ ¦ Part two of the questionnaire consists of the demographic questions and includes à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ as well as characteristics such as age, gender, ethnicity, geographic location. Third, the questionnaire is distributed to à ¢Ã¢â€š ¬Ã‚ ¦. For the review of clarity of directions, ease of responding and time needed to fill out the questionnaire. d. Step 4: Examining Test-Retest Reliability and Pretesting Internal Consistency Reliability After questionnaire is produced, the researcher conducts two survey studies to gather data to examine construct validity and reliability of the instrument. Step 4 is to examine test-retest reliability of the instrument, preliminarily test internal consistency reliability of the instrument, and perform item analysis. It is assumed that the construct of students national identity does not change in subjects within two to three weeks. The researcher initially mailed the questionnaire to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. In two to three weeks, a repeat survey will be mailed to the respondents from the initial mailing. The test-retest reliability of the instrument of students national identity and its à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..subscales are examined among the subjects responding both the initial and the repeat mailings. Cronbachs alpha of the instrument and its à ¢Ã¢â€š ¬Ã‚ ¦. Subscales is calculated using the data from the questionnaires returned from the initial mailing to pretest internal consistency reliability of the instrument and itsà ¢Ã¢â€š ¬Ã‚ ¦.subscales. In addition, an item analysis for each subscale will be performed using the data from the returned questionnnaires from the initial mailing for the purpose of refining the instrument. An item needed to meet Likerts criterion of internal consistency in order to be retained in the scale. A given item whose score significantly correlated with the relevant scale score, which is à ¢Ã¢â‚¬ °Ã‚ ¥ 0.3 is considered to meet the criterion of internal consistency and is retained in the instrument. An item whose score does not significantly related to the scale score, which is à ¢Ã¢â‚¬ °Ã‚ ¤ 0.3, is rechecked and determined for retainment, elimination or revision depending on theory, content of the item, function of the item in the instrument. e. Step 5: Testing Construct Validity and Internal Consistency Reliability In this step, the refined survey will be sent to à ¢Ã¢â€š ¬Ã‚ ¦.. to collect data in order to examine the construct validity of the instrument using factor analysis and the internal consistency reliability of the instrument using Cronbachs alpha. Factor analysis is performed using data from the returned questionnaires. Factor analysis is used to determine construct validity of the instrument of students national identity and select items for inclusion in the instrument. Factor analysis is a broad category of approaches to determine the structure of relations among measures (Nunnally Bernstein, 1994). Factor analysis can be used to determine: (1) grouping variables, (2) which variables belong to which factor and how strong their relationship, (30 how many dimensions are needed to explain the relations among the variables, and (4) a frame of reference to describe the relation among the variables more conveniently. There are two major approaches to factor analysis: exploratory factor analysis and confirmatory factor analysis. In exploratory factor analysis, one seeks to summarize data by grouping together variables that are intercorrelated. The variables themselves may or may not have been chosen with potential underlying structure in mind. Exploratory factors are defined to achieve a mathematical objective such as maximizing the variance accounted for. In confirmatory factor analysis, factors are defined directly, which incorporate the properties such as the number of factors and content (or variables) of each factor that have been hypothesized and then determine how well these fit the data (Nunnally Bernstein, 1994). According to Tabachnick Fidell (1983), exploratory factor analysis is usually performed in the early stages of research to consolidate variables and generate hypotheses about relationships in a reduced data set. Confirmatory factor analysis generally occurs later in the researc h process, when a theory about structure is to be tested or when hypothesized differences in structure between groups of research units are tested. Variables are specifically chosen to reveal underlying structural processes. Data used in confirmatory factor analysis, then, might be different from those used in exploratory factor analysis. Cronbachs alpha will be calculated in this large sample to determine the internal consistency reliability of the instrument of attitudes toward patient advocacy and its three subscales. Up to this step, the instrument of students national identity will be established. 3.5 Data Collection Schedule and Procedures There are some differences between the data collection schedule and procedures for the test-retest study and the construct validity study. For the test-retest reliability study, surveys with the cover letters will be mailed to the 200 randomly selected subjects. A stamped returning envelope will be included in the mail for return of the survey. A code number will be attached to the 200 subjects, and those respondents from the initial mailing survey will be identified and sent a repeat survey within two to three weeks after the initial mailing in order to examine test-retest reliability. Thus, anonymity of respondents is not ensured in the test-retest reliability study for the purpose of the repeat mailing to those who returned the survey. Considering budget limitation for the dissertation, the researcher will makes only one contact with the 2500 randomly selected subjects. In this contact, a mailing that included the survey, a detailed cover letter explaining the nature of the study and asking for response and a business reply envelope will be sent to the 2500 subjects. Since only one contact was made to the 2500 students, anonymity of respondents is ensured in the study. A codebook for data entry will be developed and reviewed. A data entry program will be set up to facilitate inputting data. Data will be entered as responses to the questionnaire are returned. Entered data will be verified to check for errors in data input by going over 25% of the returned and entered questionnaires and running frequencies of each item of the questionnaire. Any differences between original data entry and verification required checking the raw data and correcting the entered data. Data analysis will begins after completion of data entry and involved statistical consultation with the dissertation committee members. 3.6 Data Analysis and Interpretation Three types of data analyses will be conducted in this study, which are analysis related to reliability, analysis related to validity, and descriptive statistics. First, the content validity of the instrument will be determined by CVI. The CVI was the proportion of items given a rating of 3 (relevant and needs a little revision) or 4 (very relevant) to the objectives of a measure based on 4-point ordinal scale by at least six out of the seven experts (à ¢Ã¢â‚¬ °Ã‚ ¥86% agreement) in this study. Second, data from the respondents returned from the initial mailing in the test-retest study will be used for the analysis of Cronbachs alpha to pretest the internal consistency reliability of the instrument. Data from the questionnaires that are returned from both the initial and the repeat mailings will be used for examining the test-retest reliability. A total score for each of the subscales and the whole instrument will be obtained with the initial mailing, and a second total score for each of the subscales and the whole instrument will be obtained with the second mailing. The test-retest reliability coefficient of the instrument and its subscales will be obtained by correlating the initial mailing scores with the second mailing scores using Pearson Product Moment Correlation Coefficient. High correlation coefficient indicates high stability or test-retest reliability of the instrument. This reliability coefficient above .70 is considered satisfactory. Third, item analysis will be performed using data from the questionnaires returned from the initial mailing. Correlations among items within each subscale and between each item with the total subscale score will be examined. Items with low correlations with the relevant subscale score ( Fourth, factor analysis will be performed using data from the questionnaires to determine the construct validity of the instrument of students nationasl identity. Factor analysis is à ¢Ã¢â€š ¬Ã‚ ¦() In this study, exploratory and confirmatory factor analysis approaches will be used to examine the construct validity of the instrument. Exploratory factor analysis will be first performed to extract factors from the instrument of students national identity and determine the items to be included in the instrument. If evidence for construct validity exists, the number of factors resulting from the analysis should approximate the number of dimensions assessed by the instrument, and the items with the highest factor loadings defining each factor should correspond to the items designed to measure each of the dimensions of the instrument (Waltz et al., 1991). Exploratory factor analysis consists of two stages: extract factors and rotating extracted factors (Nunnally Bernstein, 1994). The analysis first condenses the variables (items) into the smallest number of factors that explain the most variance. Principal component analysis (PCA) and principal axis analysis (PAF) are two most popular ways to condense data. à ¢Ã¢â€š ¬Ã‚ ¦.. Then, three most common statistical rules were used to determine the number of factors. First, the Kaiser-Guttman rule retains factors with absolute eigenvalues of 1.0 or greater. However, this rule tends to suggest too many factors. The second rule is scree test that uses relative changes in these eigenvaluesà ¢Ã¢â€š ¬Ã‚ ¦.. Since the unrotated factors are usually difficult to interpret, the second stage of exploratory factor analysis is to rotate these factors to make them more meaningful or more interpretableà ¢Ã¢â€š ¬Ã‚ ¦.. Orthogonal and oblique rotations Results of the exploratory factor analysis will also be used for identification and selection of indicators (items) for the instrument. Confirmatory factor analysis was used to validateà ¢Ã¢â€š ¬Ã‚ ¦In confirmatory factor analysis, the researcher specifies which items load on each factor according to preconceived theory to test the theory. The result of this analysis indicates how well the empirical data actually conform to these specifications, that is, whether the items actually form the theorized constructs. In order to test the fit of the model to the data, multiple fit indices that reflect somewhat different facets of model fit are suggested à ¢Ã¢â€š ¬Ã‚ ¦.. Goodness-of-Fit Index (GFI) Comparative Fit Index (CFI) Adjusted Goodness-of Fit Index (AGFI) Root Mean Square Residual (RMR) Root Mean Square Error of Approximation (RMSEA) Finally, Cronbachs alpha will be calculated using the data from the returned surveys to determine the internal consistency reliability of the instrument and its subscales. High Cronbachs alpha indicates that the instrument has high internal consistency. Nunnally and Bernstein suggest that, for the newly developed instrument, the Cronbachs alpha with .70 is acceptable. Also, descriptive statistics such as frequency, mean, and standard deviation will be used to describe the characteristics of the sample in both the test-retest reliability study and the construct validity study. Test-retest reliability, item analysis, descriptive statistics, exploratory factor analysis and Cronbachs alpha will be performed using SPSS version 20.0.0 for Windows. AMOS 5.0 for

Depression Essay -- essays research papers

One of the scariest emotional experiences a person can ever suffer during their lifetime is to experience a form of depression. Over one in five Americans can expect to get some form of depression in their lifetime. Over one in twenty Americans have a depressive disorder every year. Depression is one of the most common and most serious mental health problems facing people today. However, depression is often not taken seriously because of the large use of antidepressant drugs and the large number of sufferers. Depression is a serious illness and should be taken as so. Contrary to the popular misconceptions about depression today, it is a serious and deadly disorder.1   Ã‚  Ã‚  Ã‚  Ã‚  Depression in its various forms (insomnia, fatigue, anxiety, stress, vague aches and pains, etc.) is the most common complaint heard in doctors’ offices. There are three primary forms of depression. Major depression, like the flu, has a beginning, middle, and an end. Major depression often lasts for months. Left untreated, it tends to reoccur. Each reoccurrence tends to last longer and is more debilitating than the one before. Chronic depression is a low grade, long-term depression that can go on for years. Some people have had it most of their lives. Long term, low-grade depression is also known as dysthymia. Dys, meaning disorder, and thymia meaning mood. Dysthmia is then a disorder of ones mood. The last type is manic depression. The lows of this depression can alter with days or weeks of maniaextreme feelings, unreasonable thoughts, and inappropriate, sometimes destructive behavior. The manic-depressive person fluctuates from one emotional pole to anoth er, often in rapid swings. 3   Ã‚  Ã‚  Ã‚  Ã‚  There are many symptoms of depression. Symptoms can include persistent sad or â€Å"empty† mood, loss of interest or pleasure in ordinary activities, including sex, decreased energy, fatigue, being â€Å"slowed down†, Sleep disturbances such as insomnia, early morning wakes or oversleeping, eating disturbances such as loss of appetite and weight, or weight gain, difficulty concentrating, remembering or making decisions, feelings of guilt, worthlessness, helplessness, thoughts of death or suicide, suicide attempts, irritability, excessive crying, or chronic aches and pains that don’t respond to treatment. Many people who have clinical depression can feel down, sad, ... ...gloominess, pessimism, introversion, self-criticism, deep feelings of inadequacy, and excessive brooding and worrying. People who regularly behave in dependent, hostile, and impulsive ways appear at greater risk for depression. Psychologists also believe that stressful experiences can trigger depression in people who are predisposed to the illness. About 20 percent of women experience an episode of depression after having a baby; this is called postpartum depression. Also, people who experience child abuse appear to be more vulnerable to depression than others.1   Ã‚  Ã‚  Ã‚  Ã‚  Depression affects people all around the world and takes over many lives. It is a detectable disease. Most every case of depression is very personal, and usually has it’s own specifications and circumstance. By speaking with people who have depression in their families and being a sufferer of the disease myself, I’ve realized that it’s not the end of the world and there are ways to get help. Treatment for depression is relativity inexpensive but whatever the cost; it is more than made up for an increased productivity, efficiency, physical health, improved relationships, and enjoyment of life.

Aust Prohibition Act :: essays research papers

Various international treaties and conventions (e.g. International Narcotics Control Board), has provided Australia with guidelines and regulatory measures that the Commonwealth government must put into action within the criminal justice system. Australia became a part of significant treaties and conventions to uphold strong alliances with other nations (Such as the U.S.). The preparedness of Australian Governments to sign these various treaties, and modify domestic drug laws accordingly, seems largely to have been a function of the country’s subordinate status on the world stage, and its desire to be seen as a good ‘international citizen’, rather than being driven by concern within Australia about the problems posed by illicit drugs (Brereton, D. 2000:90). The Act or drug laws within particular treaties and/or convention was based on basic offenses such as (to name a few), cultivation, possession, trafficking, and supply. The need for such drug laws was however, a consequence for external development, not so much required in Australia. Countries such as the U.S. prompted such regulation and seem to hold greater power in pushing these developments forward. A number of concerns have arisen over the last decade into reasons why certain drug policies have been passed within National and International boarders. To help and explain how prohibition became the only means of limiting drug use and regulation of drugs. Drug use was seen to increase public costs and deduct time and profit from employers and within society according to certain governments. The economic argument centres on the profits to be made by the sellers on the one hand and the losses sustained by employers of users and/or society in general (Brown, Farrier, Egger and McNamara. 2001:1070). This suggests that not only would drug use be seen as a problem within State and National boarders, but also internationally. Therefore it was believed that if all Commonwealth government were under the same treaties and/or convention this would decrease the use of Psychotropic substances, and also, deter drug trafficking, supply and demand. Another important factor that increased prohibition of only certain drugs within Industrialized Western Countries was argued by Brown et al (2001:1071) we can derive a powerful and historically sustainable argument that those drugs which are currently legal in Western Countries are those in which there is an indigenous history both of use and capital investment, while those which are illegal are those which are produced in Third World Countries, where the costs of use exceed the profit to be to be made.

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill a Movking Bird Tolerance Comes into Play Tolerance is a good virtue to own, without it there is no way to succeed. To Kill a Mockingbird is a great novel written by Harper Lee. In this book, a great deal of tolerance is shown by Atticus. His tolerance is shown especially in the town, when dealing with his kids and when talking to Aunt Alexandra. The theme of tolerance is shown by Atticus when he is in the town. Many of the town's people give Atticus a hard time because he is defending a black in court and he is white. There is a white person against the black yet Atticus is defending the black person, and that is what makes some people give him a hard time. In a quote from the book: "Your father's no better than the Niger's and trash he works for," said Mrs. Dubose to Scout. People just like Mrs. Dubose talk behind Atticus and also say mean or hateful things about him because he is defending a black. Although they say all this stuff he has enough tolerance and does not fight back nor say mean and/or hateful things towards them. He uses his self-control (tolerance) and lets them talk. He expresses in the book that, people can talk and say but you do not have to do anything about it. Atticus just lets it pass by him. This is one way he shows tolerance in the book. The theme of tolerance is shown by Atticus, when he is dealing with his kids. His two kids, Scout (girl) and Jem (boy), do get into mischief. And when they do he deals with it calmly and rationally. A quote dealing with this particular incident were he is talking to Scout is: "Let's get this clear: you do as Calpurnia tells you, you do as I tell you, and as long as your aunt's in the house you do as she tells you. Understand?" Atticus says this to Scout after she mouthed off at Aunt Alexandra. He calmly and rationally dealt with the situation then moved on. He didn't yell, hit, or argue, just simply stated the obvious. He shows a lot of tolerance when dealing with Scout and her stubborn ways. He does the same with Jem (Jeremy) as well. He treats his kids with respect as if they were adults. He does hot argue he says what he wants and if there is a conflict he walks away from it.

Angels Demons Chapter 113-117

113 Something was wrong. Lieutenant Chartrand stood outside the Pope's office and sensed in the uneasy stance of the soldier standing with him that they shared the same anxiety. The private meeting they were shielding, Rocher had said, could save the Vatican from destruction. So Chartrand wondered why his protective instincts were tingling. And why was Rocher acting so strangely? Something definitely was awry. Captain Rocher stood to Chartrand's right, staring dead ahead, his sharp gaze uncharacteristically distant. Chartrand barely recognized the captain. Rocher had not been himself in the last hour. His decisions made no sense. Someone should be present inside this meeting! Chartrand thought. He had heard Maximilian Kohler bolt the door after he entered. Why had Rocher permitted this? But there was so much more bothering Chartrand. The cardinals. The cardinals were still locked in the Sistine Chapel. This was absolute insanity. The camerlegno had wanted them evacuated fifteen minutes ago! Rocher had overruled the decision and not informed the camerlegno. Chartrand had expressed concern, and Rocher had almost taken off his head. Chain of command was never questioned in the Swiss Guard, and Rocher was now top dog. Half an hour, Rocher thought, discreetly checking his Swiss chronometer in the dim light of the candelabra lighting the hall. Please hurry. Chartrand wished he could hear what was happening on the other side of the doors. Still, he knew there was no one he would rather have handling this crisis than the camerlegno. The man had been tested beyond reason tonight, and he had not flinched. He had confronted the problem head-on†¦ truthful, candid, shining like an example to all. Chartrand felt proud right now to be a Catholic. The Illuminati had made a mistake when they challenged Camerlegno Ventresca. At that moment, however, Chartrand's thoughts were jolted by an unexpected sound. A banging. It was coming from down the hall. The pounding was distant and muffled, but incessant. Rocher looked up. The captain turned to Chartrand and motioned down the hall. Chartrand understood. He turned on his flashlight and took off to investigate. The banging was more desperate now. Chartrand ran thirty yards down the corridor to an intersection. The noise seemed to be coming from around the corner, beyond the Sala Clementina. Chartrand felt perplexed. There was only one room back there – the Pope's private library. His Holiness's private library had been locked since the Pope's death. Nobody could possibly be in there! Chartrand hurried down the second corridor, turned another corner, and rushed to the library door. The wooden portico was diminutive, but it stood in the dark like a dour sentinel. The banging was coming from somewhere inside. Chartrand hesitated. He had never been inside the private library. Few had. No one was allowed in without an escort by the Pope himself. Tentatively, Chartrand reached for the doorknob and turned. As he had imagined, the door was locked. He put his ear to the door. The banging was louder. Then he heard something else. Voices! Someone calling out! He could not make out the words, but he could hear the panic in their shouts. Was someone trapped in the library? Had the Swiss Guard not properly evacuated the building? Chartrand hesitated, wondering if he should go back and consult Rocher. The hell with that. Chartrand had been trained to make decisions, and he would make one now. He pulled out his side arm and fired a single shot into the door latch. The wood exploded, and the door swung open. Beyond the threshold Chartrand saw nothing but blackness. He shone his flashlight. The room was rectangular – oriental carpets, high oak shelves packed with books, a stitched leather couch, and a marble fireplace. Chartrand had heard stories of this place – three thousand ancient volumes side by side with hundreds of current magazines and periodicals, anything His Holiness requested. The coffee table was covered with journals of science and politics. The banging was clearer now. Chartrand shone his light across the room toward the sound. On the far wall, beyond the sitting area, was a huge door made of iron. It looked impenetrable as a vault. It had four mammoth locks. The tiny etched letters dead center of the door took Chartrand's breath away. IL PASSETTO Chartrand stared. The Pope's secret escape route! Chartrand had certainly heard of Il Passetto, and he had even heard rumors that it had once had an entrance here in the library, but the tunnel had not been used in ages! Who could be banging on the other side? Chartrand took his flashlight and rapped on the door. There was a muffled exultation from the other side. The banging stopped, and the voices yelled louder. Chartrand could barely make out their words through the barricade. â€Å"†¦ Kohler†¦ lie†¦ camerlegno†¦Ã¢â‚¬  â€Å"Who is that?† Chartrand yelled. â€Å"†¦ ert Langdon†¦ Vittoria Ve†¦Ã¢â‚¬  Chartrand understood enough to be confused. I thought you were dead! â€Å"†¦ the door,† the voices yelled. â€Å"Open†¦!† Chartrand looked at the iron barrier and knew he would need dynamite to get through there. â€Å"Impossible!† he yelled. â€Å"Too thick!† â€Å"†¦ meeting†¦ stop†¦ erlegno†¦ danger†¦Ã¢â‚¬  Despite his training on the hazards of panic, Chartrand felt a sudden rush of fear at the last few words. Had he understood correctly? Heart pounding, he turned to run back to the office. As he turned, though, he stalled. His gaze had fallen to something on the door†¦ something more shocking even than the message coming from beyond it. Emerging from the keyholes of each of the door's massive locks were keys. Chartrand stared. The keys were here? He blinked in disbelief. The keys to this door were supposed to be in a vault someplace! This passage was never used – not for centuries! Chartrand dropped his flashlight on the floor. He grabbed the first key and turned. The mechanism was rusted and stiff, but it still worked. Someone had opened it recently. Chartrand worked the next lock. And the next. When the last bolt slid aside, Chartrand pulled. The slab of iron creaked open. He grabbed his light and shone it into the passage. Robert Langdon and Vittoria Vetra looked like apparitions as they staggered into the library. Both were ragged and tired, but they were very much alive. â€Å"What is this!† Chartrand demanded. â€Å"What's going on! Where did you come from?† â€Å"Where's Max Kohler?† Langdon demanded. Chartrand pointed. â€Å"In a private meeting with the camer – â€Å" Langdon and Vittoria pushed past him and ran down the darkened hall. Chartrand turned, instinctively raising his gun at their backs. He quickly lowered it and ran after them. Rocher apparently heard them coming, because as they arrived outside the Pope's office, Rocher had spread his legs in a protective stance and was leveling his gun at them. â€Å"Alt!† â€Å"The camerlegno is in danger!† Langdon yelled, raising his arms in surrender as he slid to a stop. â€Å"Open the door! Max Kohler is going to kill the camerlegno!† Rocher looked angry. â€Å"Open the door!† Vittoria said. â€Å"Hurry!† But it was too late. From inside the Pope's office came a bloodcurdling scream. It was the camerlegno. 114 The confrontation lasted only seconds. Camerlegno Ventresca was still screaming when Chartrand stepped past Rocher and blew open the door of the Pope's office. The guards dashed in. Langdon and Vittoria ran in behind them. The scene before them was staggering. The chamber was lit only by candlelight and a dying fire. Kohler was near the fireplace, standing awkwardly in front of his wheelchair. He brandished a pistol, aimed at the camerlegno, who lay on the floor at his feet, writhing in agony. The camerlegno's cassock was torn open, and his bare chest was seared black. Langdon could not make out the symbol from across the room, but a large, square brand lay on the floor near Kohler. The metal still glowed red. Two of the Swiss Guards acted without hesitation. They opened fire. The bullets smashed into Kohler's chest, driving him backward. Kohler collapsed into his wheelchair, his chest gurgling blood. His gun went skittering across the floor. Langdon stood stunned in the doorway. Vittoria seemed paralyzed. â€Å"Max†¦Ã¢â‚¬  she whispered. The camerlegno, still twisting on the floor, rolled toward Rocher, and with the trancelike terror of the early witch hunts, pointed his index finger at Rocher and yelled a single word. â€Å"ILLUMINATUS!† â€Å"You bastard,† Rocher said, running at him. â€Å"You sanctimonious bas – â€Å" This time it was Chartrand who reacted on instinct, putting three bullets in Rocher's back. The captain fell face first on the tile floor and slid lifeless through his own blood. Chartrand and the guards dashed immediately to the camerlegno, who lay clutching himself, convulsing in pain. Both guards let out exclamations of horror when they saw the symbol seared on the camerlegno's chest. The second guard saw the brand upside down and immediately staggered backward with fear in his eyes. Chartrand, looking equally overwhelmed by the symbol, pulled the camerlegno's torn cassock up over the burn, shielding it from view. Langdon felt delirious as he moved across the room. Through a mist of insanity and violence, he tried to make sense of what he was seeing. A crippled scientist, in a final act of symbolic dominance, had flown into Vatican City and branded the church's highest official. Some things are worth dying for, the Hassassin had said. Langdon wondered how a handicapped man could possibly have overpowered the camerlegno. Then again, Kohler had a gun. It doesn't matter how he did it! Kohler accomplished his mission! Langdon moved toward the gruesome scene. The camerlegno was being attended, and Langdon felt himself drawn toward the smoking brand on the floor near Kohler's wheelchair. The sixth brand? The closer Langdon got, the more confused he became. The brand seemed to be a perfect square, quite large, and had obviously come from the sacred center compartment of the chest in the Illuminati Lair. A sixth and final brand, the Hassassin had said. The most brilliant of all. Langdon knelt beside Kohler and reached for the object. The metal still radiated heat. Grasping the wooden handle, Langdon picked it up. He was not sure what he expected to see, but it most certainly was not this. Angels & Demons Langdon stared a long, confused moment. Nothing was making sense. Why had the guards cried out in horror when they saw this? It was a square of meaningless squiggles. The most brilliant of all? It was symmetrical, Langdon could tell as he rotated it in his hand, but it was gibberish. When he felt a hand on his shoulder, Langdon looked up, expecting Vittoria. The hand, however, was covered with blood. It belonged to Maximilian Kohler, who was reaching out from his wheelchair. Langdon dropped the brand and staggered to his feet. Kohler's still alive! Slumped in his wheelchair, the dying director was still breathing, albeit barely, sucking in sputtering gasps. Kohler's eyes met Langdon's, and it was the same stony gaze that had greeted Langdon at CERN earlier that day. The eyes looked even harder in death, the loathing and enmity rising to the surface. The scientist's body quivered, and Langdon sensed he was trying to move. Everyone else in the room was focused on the camerlegno, and Langdon wanted to call out, but he could not react. He was transfixed by the intensity radiating from Kohler in these final seconds of his life. The director, with tremulous effort, lifted his arm and pulled a small device off the arm of his wheelchair. It was the size of a matchbox. He held it out, quivering. For an instant, Langdon feared Kohler had a weapon. But it was something else. â€Å"G-give†¦Ã¢â‚¬  Kohler's final words were a gurgling whisper. â€Å"G-give this†¦ to the m-media.† Kohler collapsed motionless, and the device fell in his lap. Shocked, Langdon stared at the device. It was electronic. The words SONY RUVI were printed across the front. Langdon recognized it as one of those new ultraminiature, palm-held camcorders. The balls on this guy! he thought. Kohler had apparently recorded some sort of final suicide message he wanted the media to broadcast†¦ no doubt some sermon about the importance of science and the evils of religion. Langdon decided he had done enough for this man's cause tonight. Before Chartrand saw Kohler's camcorder, Langdon slipped it into his deepest jacket pocket. Kohler's final message can rot in hell! It was the voice of the camerlegno that broke the silence. He was trying to sit up. â€Å"The cardinals,† he gasped to Chartrand. â€Å"Still in the Sistine Chapel!† Chartrand exclaimed. â€Å"Captain Rocher ordered – † â€Å"Evacuate†¦ now. Everyone.† Chartrand sent one of the other guards running off to let the cardinals out. The camerlegno grimaced in pain. â€Å"Helicopter†¦ out front†¦ get me to a hospital.† 115 In St. Peter's Square, the Swiss Guard pilot sat in the cockpit of the parked Vatican helicopter and rubbed his temples. The chaos in the square around him was so loud that it drowned out the sound of his idling rotors. This was no solemn candlelight vigil. He was amazed a riot had not broken out yet. With less than twenty-five minutes left until midnight, the people were still packed together, some praying, some weeping for the church, others screaming obscenities and proclaiming that this was what the church deserved, still others chanting apocalyptic Bible verses. The pilot's head pounded as the media lights glinted off his windshield. He squinted out at the clamorous masses. Banners waved over the crowd. Antimatter is the Antichrist! Scientist=Satanist Where is your God now? The pilot groaned, his headache worsening. He half considered grabbing the windshield's vinyl covering and putting it up so he wouldn't have to watch, but he knew he would be airborne in a matter of minutes. Lieutenant Chartrand had just radioed with terrible news. The camerlegno had been attacked by Maximilian Kohler and seriously injured. Chartrand, the American, and the woman were carrying the camerlegno out now so he could be evacuated to a hospital. The pilot felt personally responsible for the attack. He reprimanded himself for not acting on his gut. Earlier, when he had picked up Kohler at the airport, he had sensed something in the scientist's dead eyes. He couldn't place it, but he didn't like it. Not that it mattered. Rocher was running the show, and Rocher insisted this was the guy. Rocher had apparently been wrong. A new clamor arose from the crowd, and the pilot looked over to see a line of cardinals processing solemnly out of the Vatican onto St. Peter's Square. The cardinals' relief to be leaving ground zero seemed to be quickly overcome by looks of bewilderment at the spectacle now going on outside the church. The crowd noise intensified yet again. The pilot's head pounded. He needed an aspirin. Maybe three. He didn't like to fly on medication, but a few aspirin would certainly be less debilitating than this raging headache. He reached for the first-aid kit, kept with assorted maps and manuals in a cargo box bolted between the two front seats. When he tried to open the box, though, he found it locked. He looked around for the key and then finally gave up. Tonight was clearly not his lucky night. He went back to massaging his temples. Inside the darkened basilica, Langdon, Vittoria, and the two guards strained breathlessly toward the main exit. Unable to find anything more suitable, the four of them were transporting the wounded camerlegno on a narrow table, balancing the inert body between them as though on a stretcher. Outside the doors, the faint roar of human chaos was now audible. The camerlegno teetered on the brink of unconsciousness. Time was running out. 116 It was 11:39 P.M. when Langdon stepped with the others from St. Peter's Basilica. The glare that hit his eyes was searing. The media lights shone off the white marble like sunlight off a snowy tundra. Langdon squinted, trying to find refuge behind the faà §ade's enormous columns, but the light came from all directions. In front of him, a collage of massive video screens rose above the crowd. Standing there atop the magnificent stairs that spilled down to the piazza below, Langdon felt like a reluctant player on the world's biggest stage. Somewhere beyond the glaring lights, Langdon heard an idling helicopter and the roar of a hundred thousand voices. To their left, a procession of cardinals was now evacuating onto the square. They all stopped in apparent distress to see the scene now unfolding on the staircase. â€Å"Careful now,† Chartrand urged, sounding focused as the group began descending the stairs toward the helicopter. Langdon felt like they were moving underwater. His arms ached from the weight of the camerlegno and the table. He wondered how the moment could get much less dignified. Then he saw the answer. The two BBC reporters had apparently been crossing the open square on their way back to the press area. But now, with the roar of the crowd, they had turned. Glick and Macri were now running back toward them. Macri's camera was raised and rolling. Here come the vultures, Langdon thought. â€Å"Alt!† Chartrand yelled. â€Å"Get back!† But the reporters kept coming. Langdon guessed the other networks would take about six seconds to pick up this live BBC feed again. He was wrong. They took two. As if connected by some sort of universal consciousness, every last media screen in the piazza cut away from their countdown clocks and their Vatican experts and began transmitting the same picture – a jiggling action footage swooping up the Vatican stairs. Now, everywhere Langdon looked, he saw the camerlegno's limp body in a Technicolor close-up. This is wrong! Langdon thought. He wanted to run down the stairs and interfere, but he could not. It wouldn't have helped anyway. Whether it was the roar of the crowd or the cool night air that caused it, Langdon would never know, but at that moment, the inconceivable occurred. Like a man awakening from a nightmare, the camerlegno's eyes shot open and he sat bolt upright. Taken entirely by surprise, Langdon and the others fumbled with the shifting weight. The front of the table dipped. The camerlegno began to slide. They tried to recover by setting the table down, but it was too late. The camerlegno slid off the front. Incredibly, he did not fall. His feet hit the marble, and he swayed upright. He stood a moment, looking disoriented, and then, before anyone could stop him, he lurched forward, staggering down the stairs toward Macri. â€Å"No!† Langdon screamed. Chartrand rushed forward, trying to reign in the camerlegno. But the camerlegno turned on him, wild-eyed, crazed. â€Å"Leave me!† Chartrand jumped back. The scene went from bad to worse. The camerlegno's torn cassock, having been only laid over his chest by Chartrand, began to slip lower. For a moment, Langdon thought the garment might hold, but that moment passed. The cassock let go, sliding off his shoulders down around his waist. The gasp that went up from the crowd seemed to travel around the globe and back in an instant. Cameras rolled, flashbulbs exploded. On media screens everywhere, the image of the camerlegno's branded chest was projected, towering and in grisly detail. Some screens were even freezing the image and rotating it 180 degrees. The ultimate Illuminati victory. Langdon stared at the brand on the screens. Although it was the imprint of the square brand he had held earlier, the symbol now made sense. Perfect sense. The marking's awesome power hit Langdon like a train. Orientation. Langdon had forgotten the first rule of symbology. When is a square not a square? He had also forgotten that iron brands, just like rubber stamps, never looked like their imprints. They were in reverse. Langdon had been looking at the brand's negative! As the chaos grew, an old Illuminati quote echoed with new meaning: â€Å"A flawless diamond, born of the ancient elements with such perfection that all those who saw it could only stare in wonder.† Langdon knew now the myth was true. Earth, Air, Fire, Water. The Illuminati Diamond. Angels & Demons 117 Robert Langdon had little doubt that the chaos and hysteria coursing through St. Peter's Square at this very instant exceeded anything Vatican Hill had ever witnessed. No battle, no crucifixion, no pilgrimage, no mystical vision†¦ nothing in the shrine's 2,000-year history could possibly match the scope and drama of this very moment. As the tragedy unfolded, Langdon felt oddly separate, as if hovering there beside Vittoria at the top of the stairs. The action seemed to distend, as if in a time warp, all the insanity slowing to a crawl†¦ The branded camerlegno†¦ raving for the world to see†¦ The Illuminati Diamond†¦ unveiled in its diabolical genius†¦ The countdown clock registering the final twenty minutes of Vatican history†¦ The drama, however, had only just begun. The camerlegno, as if in some sort of post-traumatic trance, seemed suddenly puissant, possessed by demons. He began babbling, whispering to unseen spirits, looking up at the sky and raising his arms to God. â€Å"Speak!† the camerlegno yelled to the heavens. â€Å"Yes, I hear you!† In that moment, Langdon understood. His heart dropped like a rock. Vittoria apparently understood too. She went white. â€Å"He's in shock,† she said. â€Å"He's hallucinating. He thinks he's talking to God!† Somebody's got to stop this, Langdon thought. It was a wretched and embarrassing end. Get this man to a hospital! Below them on the stairs, Chinita Macri was poised and filming, apparently having located her ideal vantage point. The images she filmed appeared instantly across the square behind her on media screens†¦ like endless drive-in movies all playing the same grisly tragedy. The whole scene felt epic. The camerlegno, in his torn cassock, with the scorched brand on his chest, looked like some sort of battered champion who had overcome the rings of hell for this one moment of revelation. He bellowed to the heavens. â€Å"Ti sento, Dio! I hear you, God!† Chartrand backed off, a look of awe on his face. The hush that fell across the crowd was instant and absolute. For a moment it was as if the silence had fallen across the entire planet†¦ everyone in front of their TVs rigid, a communal holding of breath. The camerlegno stood on the stairs, before the world, and held out his arms. He looked almost Christlike, bare and wounded before the world. He raised his arms to the heavens and, looking up, exclaimed, â€Å"Grazie! Grazie, Dio!† The silence of the masses never broke. â€Å"Grazie, Dio!† the camerlegno cried out again. Like the sun breaking through a stormy sky, a look of joy spread across his face. â€Å"Grazie, Dio!† Thank you, God? Langdon stared in wonder. The camerlegno was radiant now, his eerie transformation complete. He looked up at the sky, still nodding furiously. He shouted to the heavens, â€Å"Upon this rock I will build my church!† Langdon knew the words, but he had no idea why the camerlegno could possibly be shouting them. The camerlegno turned back to the crowd and bellowed again into the night. â€Å"Upon this rock I will build my church!† Then he raised his hands to the sky and laughed out loud. â€Å"Grazie, Dio! Grazie!† The man had clearly gone mad. The world watched, spellbound. The culmination, however, was something no one expected. With a final joyous exultation, the camerlegno turned and dashed back into St. Peter's Basilica.

Neutrality of money

The dis divert of property refers to the popular opinion that the effect of changes in an economys nominal add up of bullion will affirm no personal effects on the rattling variables manage the satisfying GDP, traffic and usage and notwithstanding the nominal variables such as the prices, allowance and the exchange position are affected. It was the trite feature of the classical1 macro scotch model of unemployment and pomposity that was based upon the effrontery of quickly change nearsighted competitive commercializes and the bills trade was governed by the touchstone surmisal (Ackley, 1978).This resulted in what was known as the classical dichotomy the existing and fiscal sectors of the economy could be analysed separately as significant variables bid output, employment and legitimate elicit pass judgment would not be affected by whatever was going on in the nominal segment of the economy and vice-versa. The accusative of the present endeavour is to explore this opinion of disinterest by delving into its theoretical motivations and tail and thereby introspecting upon the accomplishment to which distinguishing amid minuscule stretch out and want flail neutrality are important before briefly exploring the viable methods of empirically investigating the notion and concluding.In the standard classical macroeconomic model, which was the basis of answering all macroeconomic questions before Keyness General hypothesis brought forth its capturing assault onto it, the connection between the coin append and the price take was made through and through the total theory thus implying that the price level would parti-color to ensure the actual nub assume, which was anticipate to be a function of the real coin tally, was in alignment with the open lend of output determined in the market for drive.The bill theory solely posits that real funds balances are conveyed in proportion to real income. This can be expre ssed asMD/ P = (1/v).Y where MD represents the nominal work up for cash balances, P the price level, v the swiftness of circulation of notes and concludingly Y the real GDP. Now by assumption, v is unvaried MD equals the egress of money which is exogenic (MD, = MS = M) in equilibrium and Y is fixed at its equilibrium nurture (Y= Y*) determined in the advertise market. As a result the quantity theory equating basically becomes an equation that determines the price level for antithetical levels of money. We have, P = v.(M/Y*) .Evidently, changes in the money provide now shall hardly influence the prices. This is the basis of the notion of neutrality of money which beca practice is a direct derivative of the assumption of the quantity theory itself (Carlin and Soskice, 1990).An increase in the try of money signly leads to a skip in the aggregate get hold of above the real output (Y*, which is exogenous to the money market) due to increased approachability of cash balances. Due to the overabundance submit occurrence the prices are pushed up until the demand for real output reduces to equal the tot of it. Note that in the classical system, the rate of interest plays the role of equating savings and investment funds at full employment and does not enter the money market.However, in the 1930s the great depression which was fundamentally a situation of cascading mass unemployment had no convincing explanation in equipment casualty of the classical framework which proposed that an economy would forever operate at full employment. This situation of mass unemployment and the lack of forthcoming explanations of the phenomenon in terms of the classical full-employment framework provided the setting for the introduction of the Keynesian model of unemployment.Although he upheld the assumption of perfectly competitive markets, he assumed prices to be fixed and money wages to be rigid and obstinate especially in the downward counsellor in the sh ort run thereby implying the inability of the prices and wages to adjust to waste supply situations in the labour market employment and output were determined by the effective aggregate demand in the product market. Consumption was assumed to be a function of real income implying savings, essentially the remainder of real income after consumption to be a function of real income as well rather than a function of real rate of interest as in the classical framework, and aggregate demand was made up of the plotted expenses for consumption, investment and government expenses (for a shut economy).Contrary to the classical model, in the Keynesian framework the rate of interest serves in equating real demand and supply of money rather than equating investment and full employment savings. This set up not only brings forth the incident of equilibrium with unemployment prevalent in the labour market, it also dispels the concept of neutrality of money. An exogenous increase in the money suppl y through its effect on the real rate of interest affects the amount of investment and through that causes a change in the aggregate demand and thus in the real output and employment. So, this framework proves the non-neutrality of money the short run (Mankiw, 2000).But in the coherent run, money can be deemed to have neutral effects through the following reasoning. An increase in the money supply will reduce the interest rates and increase investment. However, as the money supply rises, the real stock of money balances exceeds the desired level thus necessitating the phthisis on goods to be raised in order to re-establish the optimum and in that creating an trim demand in the goods market. In the long run prices and wages are perfectly flexible and in the presence of excess demand, there is a rise in the price level until the excess demand is satisfied, at the new equilibrium.Again this rise in prices leads to an increase in the demand for money and thus leads to a comeback of the real interest rates and investments to their initial levels (Patinkin, 1987). Therefore, in the long run money supply increases have no effects on real interest rates, investment, or output in the long run. So, we get wind that although money is actually non-neutral in the long run due to the wage-price inflexibility in the short run, in the long run money has neutral effects. Infact, Patinkin (1956) notes that not only is money neutral in the short run but this short run neutrality is absolutely necessary for the quantity theory to hold. If this non-neutrality is denied and the classical dichotomy is accepted, and then there is no theory of money, quantity theory or otherwise.Testing the neutrality of money would require one to evaluate the effects of altered money supply has on real variables like the real GDP, employment and real interest rate. unitary approach possible would be to use a time serial data set with determine for these variables.A regress would be run to ascertain the extent of effects if any, the changes in money supply over time has had on the real variables. In fact, Fisher and Seater (1993) have use time series data in this manner to test the neutrality of money. Their methodological compend however requires the usage of advanced econometric tools. Many consequent studies2 have espouse this methodology to test time series data for different regions and check for neutrality of money.Another option would be to use cross section data with different regions specified by different money supply values. By gauging the differences in the values of the real variables of these regions and relating these with the differences in the money supply values through regression analysis can be another air of testing for neutrality of money.So, to sum up, we have seen that although short run neutrality of money is not a valid proposition, money does not have real effects in the long run. In the final section we have suggested two possible appro aches to testing the neutrality of money.ReferencesAckley, G., (1978). Macroeconomics Theory and Policy, in the altogether York MacmillanBoschen, J.F. & Otrok, C.M., (1994) abundant run neutrality and superneutrality in anARIMA framework comment, American Economic revaluation 84, 1470-1473.Carlin, W., & Soskice, D., (1990) Macroeconomics and the Wage Bargain A red-brick Approach to Employment, Inflation, and the Exchange Rate, U.K. Oxford University PressFisher, M.E. & Seater, J.J., (1993) Long run neutrality and superneutrality in an ARIMA framework, American Economic Review 83, 402-415.Mankiw, N.G., (2000) macroeconomics 4th ed, expense publishers, New YorkPatinkin., D. (1987) Neutrality of money, The New Palgrave A Dictionary of Economics, v. 3, pp. 639-4Patinkin, D., (1956) Money, interest and prices An integration of monetary and value theory, New York Row Peterson 1 1 should be beware of the misleading latent of the term classical and note its explicit presence in macr oeconomics and its modern adoptions in the forms of new classical economics and thereby avoid confusing it with the school of economic thought associated with Marx, Smith and Ricardo. 2 e.g., Boschen and Otrok (1994) for the US