Truman s Decision For Dropping The Nuclear Bombs - 856 Words

Japans assault on Pearl Harbor was what pushed the United Staes to end up in WWII. After numerous fights and losses against the Japanese, Truman knew the time had come to make a move to end this war. Variables that legitimize the dropping of the nuclear bombs are to anticipate any longer setbacks, reason impact on the soviet union, local legislative issues, and the come up short of the Potsdam Declaration. Contentions made against utilizing the bombs are the setbacks of guiltless lives, and Japans armed force at the purpose of falling. Truman s choice to drop the bombs was a helpful decision. The utilizing of the nuclear bombs likewise had its post-war clashes; radiation in Japan, and struggle between United States and Soviet Union. There has been numerous elements given to legitimize Truman s choice of dropping the nuclear bombs. The primary avocation given was that Truman needed to keep any longer setbacks from collecting. It was apparent that the Japanese would battle until the very end. Japanese suicide missions, kamikaze pilots, affirmed this comment. Moreover, another variable given to legitimize the dropping of the bombs was to show to the Soviet Union how effective the United States is. Truman and his guides were positively mindful of how the bomb may impact the Soviet initiative (778). Residential governmental issues is likewise another component that legitimizes the dropping of the bombs. So much cash and time was put into the Manhattan Project that itShow MoreRelatedPresident Truman And The Dropping Of The Atomic Bomb1280 Words   |  6 PagesThroughout history there have been many important decisions made by our presidents that have affected our country for the better and for the worse. Even thoug h people claim that they could have made better judgement calls than what have been decided, no one knows exactly what circumstances the president is under when the decisions have to be made. In the case of President Harry Truman and the dropping of the atomic bomb, many speculators say that it was a great way to resolve the war with Japan whileRead MoreThe Atomic Bomb Was A Revolutionary Invention1528 Words   |  7 Pagesreached its peak with the US dropping atomic bombs on Hiroshima and Nagasaki in August of 1945. The atomic bomb was a revolutionary invention that raised many questions, most comprehensively, why? Why did we drop the atomic bombs? This question regarding the motivations behind dropping the atomic bomb has been mostly buried by the actual event. While Truman himself stated in an August 1945 radio address and further emphasized in his 1955 memoirs that the atomic bombs were dropped in order to â€Å"shortenRead MoreHarry S. Trumans Accomplishments: Dessegregation and Hiroshima1731 Words   |  7 PagesThe actions and decisions made by the United States President, leader of the free world, are subject to be analyzed, scrutinized, and debated for the rest of eternity. These decisions are how that man will be judged. Out of the 44 men to hold this honored position, one man, Harry S. Truman, made several proclamations such as the institution of Desegregation in the US Military, the dropping the atomic bombs, and the declaration of the Martial Law, which forever changed our society and the worldRead MorePresident Of The United States Essay1119 Words   |  5 Pagesmiddle of the war, America turned to Vice President Harry Truman. The American people were more than ready to end the war, but how? As Chief Executive of the United States it was no one’s but Truman job to do everything he could to finally put an end to World War II. He was very determined to achieve his and Roosevelts goal as quickly as possible. As soon as Truman learned about The Manhattan Project, he knew he was faced with a tough decision. The ability to end the war with the Japanese was in hisRead MoreAtomic Bomb Dbq949 Words   |  4 Pagesweapon, known as â€Å"the atomic bomb,† was used on the two Japanese cities: Hiroshima and Nagasaki, resulting in a death toll unprecedented by any military weapon used before and an immediate, unconditional surrender. Some historians believe President Truman decided to drop the atomic bomb in order to intimidate the Soviet Union whereas others believe it was a strictly military measure designed to force Japan’s unconditional surrender. In the Report of a Scientific Panel of nuclear physicists, some scientificRead MoreNuclear Strategic Game Between The United States And The Soviet Union913 Words   |  4 PagesEven though disaster was averted, the world came too close to destroying itself to let the lessons of October 1962 played from our memories. In this paper, I will show while the nuclear strategic game between the United States and the Soviet union was so dangerous. Good intelligence is crucial to making good decisions in such a dangerous situation. Acquiring that good intelligence pros to be quite dangerous and the Cuban missile crisis. Also complicating matters was the fact that the two leadersRead MoreDropping The Bomb Of Hiroshima And Nagasaki During World War II921 Words   |  4 PagesDropping the Bomb In 1945 America committed an act that some consider to be one of the most destructive acts in the world. It has been questioned why America would execute the devastating dropping of the bombs, nicknamed fat man and little boy, on Hiroshima and Nagasaki during World War two. One of the first and probably main factors for dropping the bombs was to end World War two as soon as possible. The cost of the war was steadily increasing and Truman wanted keep the cost as low as possibleRead MoreAtomic Bomb On Hiroshima, Japan, And The World War II983 Words   |  4 Pagesthen? President Truman thought so. In 1945, during the heightened onslaught of World War II with Japan, Harry S. Truman was faced with a difficult decision that would determine the future of the War and the future of our nation. Before Franklin D. Roosevelt passed away, he had been working on a secret, powerful, nuclear weapon that not even his Vice President knew about. This weapon was geared up and ready to end the War, but it came at a price. The radioactive material inside the bomb was only aboutRead MoreThe Dropping Of The Atomic Bomb1207 Words   |  5 PagesThe dropping of the atomic bombs in Japan was a very helpful source for the United States during the WWII. President Truman, took t he responsibility of dropping and creation of the atomic bomb. For the reason that The United States was seeking revenge on Japan for the attack at Pearl Harbor. The atomic bomb caused a high number of innocent Japanese deaths and also awful sickness. The atomic bombs left a big impact in the Japanese empire; also effected the Japanese at the time of the atomic bomb andRead MoreThe Nuclear Bomb: The Controversial Devision in World War II Essay899 Words   |  4 Pagesof the atomic bomb, President Truman made the most debated decision: the decision to use the most deadly weapon ever invented- the nuclear bomb. It was a very controversial decision. On one hand, the nuclear warheads ended World War II as quick as possible. On the other hand, it created mass destruction and devastated the two cities targeted: Hiroshima and Nagasaki. Some say that the United States did not have the right to deploy the two atomic bombs in Japan. The two atomic bombs killed more Japanese

Le Corbusier The Modern Architecture - 1604 Words

The report includes the introduction of Le Corbusier(October 6, 1887 – August 27, 1965), He is a French architect, designers, artists, writers, and one of the pioneers of now known as the modern architecture. He was born in Switzerland, and become a citizen of France in 1930. Career for five years, his buildings constructed in Europe, India and the United States.when he was young he love art so much,became older he went to paris learn architecture, but he had some disease,he had to choose another place to study, so he went to Germany, and meet a lot of famous person. And mention five point of ARCHITECTURE : 1:the pilotis elevating the mass off the ground. 2: the free plan, achieved through the separation of the load-bearing columns from the walls subdividing the space. 3:the free facade, the corollary of the freeplan in the vertical plane. 4: the long horizontal sliding window and finally. 5:the roof garden, restoring, supposedly, the area of ground covered by the house. The Villa Savoye is a contemporary outstanding architect. Located at poissy in Paris. Designed in 1928ï ¼Å'finished at 1930.It looked so simple, but it use the long horizontal sliding window, making house more sunshine. The Villa Savoye is probably Corbusier s best known building from the 1930s, it had biggest effect on international modernism. It was designed achieved his emblematic Five Points,The basic principle of his new architectural aesthetics: 1.Support of ground-level pilotis, elevating theShow MoreRelatedLe Corbusier s View Of Architecture Or Revolution?1572 Words   |  7 Pagesâ€Å"Architecture or Revolution?† in Le Corbusier’s belief was the only way to avoid class-based revolution in industrialized architecture (Quirk, 2012). Le Corbusier, born Charles Édouard Jeanneret, was born into an artistic family in 1877 in a small village in Switzerland. His mother was a pianist and his father was a designer of watch dials. Even though he learned piano and father’s trade he got interested in the architecture when he was 13 years old. He learned from L’Eplatenier, a teacher in LaRead MoreLe Corbusier s Influence On The Modern Era789 Words   |  4 Pagesâ€Å"Architecture or Revolution,† in Le Corbusier belief the only way to avoid class-based revolution is industrialized architecture (Quirk, 2012). Le Corbusier (Charles Édouard Jeanneret) was born in an artistic family in 1877 in a small village in the Swiss. His mother was a pianist and his father was a designer of watch dials. He learned piano and father’s trade, however the man brought him to architecture was his teacher in La Chaaux-de-Fund. When he was thirteen, his teacher, L’Eplatenier, who openedRead MoreLe Corbusier s Theory Of Architecture Or Revolution?1643 Words   |  7 Pagessigns from branch and vines of forests. â€Å"Architecture or Revolution?† in Le Corbusier’s belief was the only way to avoid class-based revolution in industrialized architecture (Quirk, 2012). Le Corbusier, born Charles Édouard Jeanneret, was born into an artistic family in 1877 in a small village in Switzerland. His mother was a pianist and his father was a designer of watch dials. Even though he learned piano and father’s trade he got interested in the architecture when he was 13 years old. He learnedRead MoreAnalyzing Le Corbusier s Principles And Their Legacy1070 Words   |  5 PagesVers une architecture ANALYZING LE CORBUSIER’S PRINCIPLES AND THEIR LEGACY When one thinks of what modern architecture is, most people think of skyscrapers in Dubai or rotating buildings in China. But, in fact, this is not true. Modern Architecture began in the early 1900’s, but really came into mainstream architecture with the help of influential architect such as Le Corbusier. The specific book that solidified Corbusier’s principles, and essentially promoted his manifesto, was Vers Une ArchitecureRead MoreBiography Of Charles Edouard Jeanneret, The French Architect, Designer And Writer1748 Words   |  7 Pages Le Corbusier Student: Siena Geddes, 7693990 Class: 20th Century Design Lecturer: Manfred Huber Date: 1st September 2014 Word Count: 1921â€Æ' Charles-Édouard Jeanneret-Gris, better known as Le Corbusier, was a Swiss-French architect, designer, painter, urban planner and writer, active predominately in France, during the first half of the 20th century. Today, he is widely regarded to have been the most immensely influential architect, in terms of town planning and the architectural surroundingsRead MoreFive Points of Architecture Le Corbusier is one of the most significant architects from the 20th1100 Words   |  5 PagesFive Points of Architecture Le Corbusier is one of the most significant architects from the 20th century. He is known as one of the pioneers of modern architecture due to many of his ideas and ‘recipes’ within architecture. One of his most famous was ‘The Five Point of a New Architecture’ that he had explained in ‘LEsprit Nouveau’ and the book ‘Vers une architecture’, which he had been developing throughout the 1920s. Le Corbusier’ development of this idea altered the architectural promenade inRead MoreLe Corbusiers Church At Ronchamp1061 Words   |  5 PagesLe Corbusier was known for designing buildings and his theoretical works, which received considerable attention. His design had a strong impact on twentieth-century architecture and urbanism. Le Corbusier defined the five points (ukases) of good modernist design. His definition of the five point of architectural composition in modern architecture has been reformulated and commented by other famo us modern architecture . He was considered to be the first generations of International school of architectureRead More Le Corbusier Essay1559 Words   |  7 PagesLe Corbusier Architecture is the design of individual building and garden projects that make the realm of the voids visible, memorable and ultimately, useful. Crucial to the making of any city is the clear distinction of such projects by scale and character. Firstly, the definition of buildings and landscape that builds an urban collective form, a fabric. And secondly, civic and community buildings and gardens, physically distinguishable by their institutional purpose. Architecture and UrbanismRead MoreThe Photographic Representation Of One Building1549 Words   |  7 PagesMany famous architects have had their architecture promoted using photographs carefully constructed by a favourite photographer of theirs. Le Corbusier had Lucien Hervà ©. The well-known American photographer, Julius Shulman produced iconic photography of the Stahl house or Case Study House #22 by Pierre Koenig. Choose Le Corbusier, Koenig or another famous modern architect (It need not be an architect mentioned in the lecture course) and their photographer. Explain how they met, the architect’s philosophyRead MoreBiography Of Charles Edouard Jeanneret Gris1489 Words   |  6 PagesJeanneret-Gris was the target of global frustration, for his enlightened views on a new age of architecture were not ones that the early 20th century was willing to embrace. However, there were several voices that spanned from the decades of his life to the present day today, who uncovered t he man, the artist, the human being underneath the pseudonym of ‘Le Corbuiser’. Evidently, the voices that uncovered the workings of Le Corbuiser chose not to portray him as a one dimensional, systematic architect who followed

Compliance Laws and Regulations

Question: Case study about the "compliance law and regulation". Answer: Introduction For great catch business the steps in compliance are set up in the business law perspective. Compliance means that the business is in accordance to stipulated business rules and regulations to minimize risks. For the purposes of this Convention the terms "precautionary measures" or " food security measures" or " guarantee measures" are considered equivalent when used to indicate procedures or measures tending to guarantee the results or effects of current or future process as to the safety of foods to give to the customers. In instances of non-compliance the court may declare that this is limited only to some of the precautionary measures provided for therein. Steps in compliance laws and regulations The modification of the injunction and penalties for malicious or abusive requests shall be governed by the law of the place of performance Only if the affected justifies the absolute inappropriateness of the measure, or when the request is based on the impairment of the security lodged, the judge of the State of execution may lift such measure in accordance with its own law. Compliance with precautionary measures by the requested by the Australian food authority to get the certification certificate. The court that the execution of a a food order addressed may, without further ado and at the request of the Australian food authority, take the precautionary measures necessary, in accordance with its own law. When the preventive measure relates to food compliance, the judge or court requested may, with strictly territorial scope, effect the measure pending the final ruling at the court of the main process. Such declarations may be modified by subsequent declarations of the Australian f ood authority, which shall expressly indicate the territorial unit or units to which this Convention applies. Such subsequent declarations shall be transmitted to the food handlers like great catch and shall become effective thirty days after received. Sale of goods and consumer protection International Consumer marks sale of goods and consumer protection. This social movement, which began in the first half of the last century in Australia, watched his conquests were materializing in different degree protectionist regulations. This represented a conceptual clash between the business model that prevailed in the past century. Based on free enterprise, with another model in which it is justified to limit that freedom to a set of social obligations, whose beneficiary is the consumer, who is considered as the weak part of a consumer relationship. Therefore, as a business owner or independent food industry, you wonder why you have to meet a series of charges if the end of the day you want to offer services or products of high quality, beyond what the laws say. You feel suffocated because instead of dedicating yourself to your business and compete, you lose time and money in understanding and dealing with bureaucracy and paperwork. The starting point that justifies restrict ing the professional business freedoms or when the exercise of these, externalities arise whose costs are paid by consumers. Thus, the regulation seeks to prevent risks or abuses related to corporate activity affecting competition, equity ratio of consumption or physical integrity of consumers. These three aspects are what give pattern to a lot of restrictions, and worth to identify those that correspond to your business.. Food Standards Australia New Zealand is a legal and independent agency established by the Law of Food Standards Australia New Zealand Act 1991. By working in a legal and integrated power involving the governments of Australia and New Zealand system, we established regulations food for the two countries. FSA is part of the Ministry of Health and Senior Australian Government. In the other hand, we have the instance that better positioning on society and combat trade practices affecting equity or physical integrity of consumers ec:. In this instance you review are very broad aspects concerning adhesion contracts, advertising, commercial or industrial information, dispute settlement, industrial quality, gas stations, among many others. This is essential for your business is that you can draw and plan the best way for your regulatory compliance and is a formula to be more competitive. This means identifying the different obligations you have and take care of your business to comply with them. In addition, it identifies those regulations that are excessive or give guideline to arbitrary measures, and promote improvement. Undoubtedly, businesses must comply with regulations, but must demand that they 1do not disproportionately restrict entrepreneurial freedom, for only thus can build a path where it converges with consumer protection, through a culture of leg ality and compliance. Otherwise, we're just talking about bureaucracy without social benefit. Compliance in business culture The adaptation of a plan of compliance to different cultural environments in which we operate and to the diversity of our workforce is essential to facilitate the involvement of all in a true culture of compliance. cultural and linguistic adaptation of ethical codes of conduct and Compliance political adaptation to the cultural environment and the diversity of the workforce training and communication plans Compliance requirements in food industry In compliance with Royal Decree, of 18 February, on Sanitary General Registry of Food and Food Companies. the procedure of registration, modification or cancellation of companies or food establishments established in Spain is as follows:If the company or establishment has food facilities, it shall request the competent authority of the Autonomous Community where they are located, following the procedures established by it.If the company or property has no food facilities it shall request the competent authority of the Autonomous Community where its registered office is following the procedures established there. How to apply for a certificate? To request the issuance of a certificate of your company refer to: Procedure for requesting certificates. What Food products must be communicated to the competent authorities? Must communicate all presentations of products having the same composition as its main ingredients, flavors present differences, etc. The correct completion of this communication does not imply approval or authorization by the competent authorities of the marketing of products in Australia. The interested party may at the offices of the Administration to certify the completion of the permit application, to be provided with a receipt indicating the date of submission, accepting as proof a copy of the communication in containing the date recorded by the office receiving it. How to apply for the NHS? To apply for the award of identification code dietary foods for special medical purposes eligible for funding by the National Health System, it should address its request to, specifically the Office for the Promotion of Food Security. References Commercial insurance risks. (2008). Aberdeen, WA: Silver Lake Pub. 2003 protecting value study. (2003). [New York?]: Financial Executives Research Foundation. Hess, E. (2010). Smart growth. New York: Columbia Business School Pub. Kelly, D., Holmes, A. and Hayward, R. (2005). Business law. London: Cavendish. Kendrick, R. (2010). Cyber Risks for Business Professionals. Ely: IT Governance Pub. Atkinson, J. (2006). Private and public protection. Edinburgh: Dunedin Academic. Gates, S. and Leuschner, K. (2008). In the name of entrepreneurship?. Santa Monica, CA: RAND. Kahn, R. and Blair, B. (2009). Information nation. Indianapolis, IN: Wiley Pub. Latimer, P. (2006). Australian business law 2006. North Ryde, N.S.W.: CCH Australia. Latimer, P. (n.d.). Essential Australian business law. Loader, D. (2004). Regulation and compliance in operations. Amsterdam: Elsevier Butterworth-Heinemann. Wulf, K. (2012). Ethics and compliance programs in multinational organizations. Wiesbaden: Springer Gabler.

Theories of Meaning free essay sample

The main concepts in the theory of reference are naming, truth, denotation (or truth of), and extension. Another is the notion of values of variables. All the notions of the theory of meaning are out of the same box. There are several theories of meaning, such as Referential Theory, Ideational Theory, Use Theory, and Behavioural Theory. 1. The Referential Theory The theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory. This theory was first expounded by Aristotle in the fourth century BC. It is generally possible to explain the meaning of a word by pointing to the thing it refers to. In the case of proper nouns and definite noun phrases, this is especially true. When we say The most famous English poet is William Shakespeare, we do use the most famous English poet and William Shakespeare to mean a particular person. We will write a custom essay sample on Theories of Meaning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When we explain the meaning of desk by pointing to the thing it refers to, we do not mean a desk must be of the particular size, shape, colour and material as the desk we are pointing to at the moment of speaking. We are using this particular desk as an example, an instance, of something more general. That is, there is something behind the concrete thing we can see with our eyes. And that something is abstract, which has no existence in the material world and can only be sensed in our minds. By saying desk is a piece of furniture with a flat top and four legs, at which one reads and writes, we are in resorting to the concept of desk, or summarizing the main features, the defining properties, of a desk. But not every word has a reference. Grammatical words like but, if, and do not refer to anything. And words like God, ghost and dragon refer to imaginary things, which do not exist in reality. What is more, it is not convenient to explain the meaning of a word in terms of the thing it refers to. The thing a word stands for may not always be at hand at the time of speaking. Even when it is nearby, it may take the listener some time to work out its main features. For example, when one sees a computer for the first time, one may mistake the monitor for its main component, thinking that a computer is just like a TV set. This Referential Theory of linguistic meaning would explain the significance of all expressions in terms of their having been conventionally associated with things or states of affairs in the world, and it would explain a human being’s understanding a sentence in terms of that person’s knowing what the sentence’s component words refer to. It is a natural and appealing view. Indeed it may seem obviously correct, at least so far as it goes. And one would have a hard time denying that reference or naming is our cleanest-cut and most familiar relation between a word and the world. Yet when examined, the Referential Theory has some problems: * Not every word refers to an actual thing. First, some words don’t refer to anything that exists. â€Å"Pegasus† does not denote anything real, because there is no winged horse after all * Referential Theory treats a sentence as a list of names for things to which the words refer. But a list of names says nothing: â€Å"William Shakespeare England† The meaning cannot be understood, if the sentence is not grammatically correct. * There is more to meaning than reference. Some words can refer to the same thing but not share the same meaning, for example â€Å"Elizabeth II† and â€Å"the Queen. † 2. The Ideational (Mental Image) Theory The 17th-century British linguist John Locke held that linguistic meaning is mental: words are used to encode and convey thoughts, or ideas. Successful communication requires that the hearer correctly decode the speaker’s words into their associated ideas. The meaning of an expression, according to Locke, is the idea associated with it in the mind of anyone who knows and understands that expression. This theory of meaning associates the meaning of a particular word with a particular idea in the human mind. But the ideational account of meaning, as Locke’s view is sometimes called, is vulnerable to several objections. For example, a person’s idea of â€Å"grass† can be associated in his mind with the idea of â€Å"warm weather†. But the meaning of â€Å"grass† or any other word may be different for each person. As the example shows, the ideational account ignores the â€Å"public† nature of meaning. Whatever meanings are, they must be things that different speakers can learn from and share with one another. If we suppose that a person associates the complex expression â€Å"brown cow† with the idea of fear, though he is not fearful of all brown things or of all cows—only brown cows. Thus, the meaning of â€Å"brown cow†, for this person, is not determined by or predictable from the meanings of â€Å"brown† and â€Å"cow†. Because the example can be generalized (anyone can associate any idea with any complex expression), it follows that the ideational account is unable to explain the compositionality of natural languages. These mental representations differ a lot among different persons. If one person hears the word strawberry, an image of an appetizing dessert plate – possibly covered with lots of whipped cream – might pop up. Another person might prefer them with powder sugar, and another one without any topping at all. Or one might even be disgusted by the idea of strawberries, because of a severe allergic reaction in the past. To be practically usable, the ideas need to have some generality, exceeding the individual level. But it is difficult to achieve this generalization without resorting to the notion of idea in the platonic sense that is somehow mysteriously present in people’s minds. A mental image theory cannot assure that speakers of the same language carry the same mental image for any given concept. To the extent that one speaker’s mental image of a â€Å"grandmother† is different from that of another speaker, the theory cannot explain our ability to communicate via language. A mental image theory predicts the possibility that every speaker has their own private language. If mental images do not supply the critical distinctions necessary for meaning another possibility would be that humans rely on a set of innate semantic features to construct meaning. The mental images we have for simple properties (such as red, hot, sour, etc. ) can never be stated. We simply cannot describe the meaning of the word â€Å"red† by using other words. If we could, then someone who has been blind since birth would know what red means by hearing a description of our mental image, which is impossible. 3. The Use Theory A radically different theory of meaning qualifies the meaning of an expression as its use in a language system. The Use Theory was developed in the 20th century be Ludwig Wittgenstein and John Austin. The Use Theory of meaning does not refer to an external entity (a referent, an idea, or stimuli and responses) to qualify a word’s meaning, but instead qualifies the meaning of a word as the value it gets through the linguistic system in which it is used. Many words do refer to things, and that many words have a mental image or idea associated with them, but the primary bearers of meaning are not words but sentences. Words have meaning only when they are used in sentences: without such a context they have no meaning. When we ask what some particular word means, we seem to be asking from the way it’s used in the sentence. In fact, the only meaning a word can have is the meaning it gains from the meaning of the sentences in which the word is typically used. The following sentences show how the different meanings of a word are expressed by using that word in different sentences: I gave him a hand with his baggage. (i. e. help) The crowd gave him a hand. (i. e. applause) Please hand me the scissors. (i. e. give) She is a green lawyer. (i. e. inexperienced) He is looking green. i. e. nauseous) We had a green Christmas last year. (i. e. without snow) But if the meaning of sentences is primary and the meaning of words is derivative – we cannot derive the meaning of a sentence from the meanings of sentences. Wittgenstein and Austin held that the meaning of sentences is to be found in their use. Language is a tool, and just as we don’t really know what a hammer is until we know what i t is being used to do. In order to know what a particular sentence means we need to ask, â€Å"What is this speaker in this particular context using this sentence? If someone says â€Å"Hold it†, we cannot know what the sentence means until we know what the speaker means. Did the speaker say â€Å"Hold it† to get someone to stop doing something, or to instruct someone to grasp hold of an object? Only when we have answered this question, we will know what the sentence means. It is important to pay attention to the context, for the context typically gives us the clues we need to determine what the speaker is using a sentence to do, and what the sentence means. There are various contextual features we can make use of, such as the social setting, the speaker’s personal goals, the nature and expectations of the audience, and what has just been said by other speaker. Changing the context of a sentence can sometimes dramatically affect its meaning. For example: The queen is in a vulnerable position: (a) when said by a spectator at a chess match and (b) when said by a teacher in a lecture on the role of monarchy in Britain. The President has been shot and died a few minutes ago: (a) when said by a character in a film and (b) when said by a radio announcer in a news broadcast. Let me go: (a) when said by a person whose arm has been grabbed by someone and (b) when said by a child, whose teacher has asked for a volunteer to run an errand. More commonly context affects meaning in equally dramatic ways. Usually, there are only a few possible uses of a sentence in any particular context, and we can make reasonable judgment of its primary or intended use. 4. The Behavioural (Speech-Act) Theory Speech act theory is built on the foundation laid by Wittgenstein and Austin. John Searle is most often associated with the theory. The Speech-Act theory is a theory where the effect of an utterance is analyzed in relationship to the speaker and listener’s behaviour. According to Searle, to understand language one must understand the speaker’s intention. Since language is intentional behaviour, it should be treated like a form of action. Thus Searle refers to statements as speech acts. The speech act is the basic unit of language used to express meaning, an utterance that expresses an intention. Normally, the speech act is a sentence, but it can be a word or phrase as long as it follows the rules necessary to accomplish the intention. When one speaks, one performs an act. Speech is not just used to designate something, it actually does something. Speech act stresses the intent of the act as a whole. Understanding the speaker’s intention is essential to capture the meaning. Without the speaker’s intention, it is impossible to understand the words as a speech act. Speakers perform acts by observing two types of rules: constitutive rules or definition rules (create or define new forms of behaviour) and regulative or behaviour rules (these rules govern types of behaviour that already exist). Theory of meaning that holds that the meaning of linguistic expressions can be explained in terms of the rules governing their use in performing various speech acts (e. g. , asserting, commanding, exclaiming, promising, questioning, requesting, warning). In contrast to theories that maintain that linguistic expressions have meaning in virtue of their contribution to the truth conditions of sentences where they occur, it explains linguistic meaning in terms of the use of words and sentences in the performance of speech acts. The meaning of a natural language is behaviouristic: the meaning of an expression, as uttered on a particular occasion, is either the behavioural stimulus that produces the utterance, the behavioural response that the utterance produces, or a combination of both. Thus, the meaning of â€Å"fire! † as uttered on a particular occasion might include running or calling for help. But even on a single occasion it is possible that not everyone who hears â€Å"fire! † will respond by running or calling for help. Suppose, for example, that the hearers of the utterance include a fireman, a pyromaniac, and a person who happens to know that the speaker is a pathological liar, the behaviour of each person is different, because the meaning of â€Å"fire! † for some is different from the meaning of â€Å"fire! † for those who run or call for help. Thus, the situations which prompt people to utter speech, include every object and happening in their universe. In order to give a scientifically accurate definition of meaning for every form of a language, we should have to have a scientifically accurate knowledge of everything in the speaker’s world. Conclusion All four theories consider the referential aspects, the individual aspects, and the social aspects. The theories of meaning are evidently short of detail on several important issues, for example, the public understanding of notions, the role of context and how it functions in determining meaning, the constraints on wide frameworks, and the types of ambiguity that the theories have. There is much more, of course, to a natural language than merely being a symbolic system; such a language may even amount, through associated features. Different theories elaborate on these in different ways and to different degrees. Bibliography 1. D. Davidson. Theories of Meaning and Learnable Languages. Oxford, 1984. 2. G. Evans . Truth and Meaning. Oxford, 1976. 3. M. Platts. Ways of Meaning. London, 1979. 4. R. Dale. The Theory of Meaning. London, 1996. 5. W. Hughes. Critical Thinking. London, 2006. Contents Introduction 1. The Referential Theory 2. The Ideational (Mental Image) Theory 3. The Use Theory 4. The Behavioural (Speech-Act) Theory Conclusion Bibliography

Pink Floyd The First Band In Outer Space Essays -

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Childhood emotion

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Zaras Supply Chain Management Strategy Essay Example | Topics and Well Written Essays - 1500 words

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Educational Change Essay Example | Topics and Well Written Essays - 1250 words

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Realistic Fiction Genre Study Essay Example | Topics and Well Written Essays - 2000 words

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The Causes And Solutions For Academic Stress Psychology Essay

The Causes And Solutions For Academic Stress Psychology Essay The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Survey research design was used to examine the causes of academic stress. Non- probability purposive sampling technique was used to draw the sample of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used. SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Results indicate that there is no difference in gender and M.Phil and Ph.D students on the level of academic stress. Chapter I Introduction The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Stress is one of the most crucial of all areas of human understanding (Hancock and Szalma, 2008). The inability to cope with demands placed on a person is referred as stress (Seaward, 2007). According to Blerkom (2009), attending college can be stressful for many students because they are forced to deal with so many new responsibilities, opportunities, challenges, and decisions. This study explored what students themselves said about the stresss causes related to their university. In academic, social, and employment settings, stress is often reported by individuals. The most recognized definition of stress was conceived by Hans Selye over 70 years ago, who stated that stress is the non- specific response of the body to any demand for change (Durstine, 2009). Academic stress falls in the category of performance stresses in which people report being pressured to have high productivity and to meet time demands (McGraw, 2008). The students face different kinds of stressors in their life, such as the pressure of academics with a responsibility of success, uncertain future, and difficulties envisaged for integration into the system (Gilany and Amr, 2010). There are different kinds of academic stressors particular to students such as academic, financial, time, health related and self-imposed types of stressors. Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competition with other students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor relationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007; Awino and Agolla, 2008), semester system, and ins ufficient resources to perform academic work. Other causes of academic stress can be summation of the number of exams, projects or papers due for students during a specified period of time (Weidner, Kohlmann, Dotzauer, Burns, 1996). Academic stress is viewed as a chronic stress because of the nature of academic demands (Hulstein, 2009) and it varies from individual to Individual (Sulaiman and Akinsanya, 2011). In 2010, Shah, Hasan, Malik and Sreeramareddy conducted a research on undergraduates in a Pakistani medical school. The objectives of their study were to assess perceived stress, sources of stress and their severity and to assess the determinants of stressed cases. A cross-sectional survey was carried out among undergraduate medical students of CMH Lahore Medical College, Pakistan during January to March 2009. The survey was based on questionnaire. Perceived stress scale was used to assess the perceived stress. To assess sources of stress and their severity a questionnaire co nsisted of 33-item was used. Students reported a higher level of perceived stress and mostly were related to academic and psychosocial domains. This research supports that academic issues are also a major source of stress for students. Many college students experience stress as they are concerned about their academic performance. Ross, Niebling and Hecker (1999) conducted a research to determine the major sources of stress among college students. They used Student Stress Survey (SSS). The scale consisted of 40 potentially stressful situations. The scale comprised of interpersonal, intrapersonal, academic, and environmental sources of stress. The items in the scale were classified as daily hassles and major life events. Participants were 100 students at a mid-sized, Midwestern university and varied in year in school, age, gender, and major. Overall, daily hassles were reported more often than major life events, with intrapersonal sources of stress being the most frequently reported source. The top five sources of stress were; change in sleeping habits, vacations/breaks, and change in eating habits, increased work load, and new responsibilities. The findings from this study may be further used to examine which source s of stress cause the highest levels of stress among college students, and may be helpful in creating stress management programs. Students experience stress when they realize that their courses are much more demanding and fast paced than were their high school classes. Lifestyle changes are another common source of stress for college students. Balancing work, home, and school responsibilities puts additional stress on students (Blerkom, 2009). It is not uncommon to see teaching personnel in institutions of learning develop strange attitude and cold feet to work which leads to academic stress. Most often, classes are skipped and when they are not skipped, they are abrupt. Evaluations (both formative and summative) are handled carelessly. Teachers role as models, guide or counselors, are no longer the usual parlance. When all these happen, the teacher, the students, and infect, all educational resources suffer (Sulaiman and Akinsanya, 2011). In 2010, Conner, Pope and Galloway did a study to explore what students themselves said about the causes of their school-related stress and then looked at ways to reduce it. They gathered data from 2006 to 2008, from 3,645 students, attending seven high performing high schools in the California Bay Area. Many students reported feeling stressed out, overworked, and sleep deprived. More than 70 percent of students reported that they often or always feel stressed by their school work, and 56 percent reported often or always worrying about such things as grades, tests, and college acceptance. The schools that participated in this study joined a research-based intervention program. This program guided school teams of multiple stakeholders as they design and implement site-based policies and practices that reduce student stress and promote greater student engagement, academic integrity, health, and well-being. Academic stress can have both positive and negative consequences if it is not well managed (Agolla Ongori, 2009). Fisher (1994) provides an overview of the effects of stress on performance, daily efficiency and health, and reports the results of research into stress in academic environments (for both staff and students). She explores the origins and nature of academic stress, personal vulnerabilities and coping mechanisms and proposes ways in which individuals can be helped. She emphasizes how working conditions and practices must be changed in order to reduce stress in academic life. When students perceive excessive or negative stress they experience physical and psychological reactions to stressors (Misra Castillo, 2004). Excessive amount of stress that is experienced by university students can have negative academic, emotional, or health outcomes (Marshall, Allison, Nykamp, and Lanke, 2008). Students psychological and physical well-being can be also affected by college classroom challenges and it is another negative impact of academic stress (Hall, Chipperfield, Perry, Ruthig, and Goetz, 2006). Academic stress can also lead to depression and physical illness (MacGeorge, Samter, Gillihan, 2005). It is important to the society that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general economy of any nation (Agolla Ongori, 2009).   Objectives The purpose of the present research is to know the causes of academic stress reported by M.Phil and Ph.D students of different departments of University of the Punjab, Lahore. Solutions for the reported causes are also find out in this research. It will make the University administrator to know how to monitor and control the stress factors that are responsible for the students stress. Research Questions What are the causes reported by students that lead to academic stress? What are the solutions for the causes of academic stress? Is there any difference in the level of academic stress of M.Phil and Ph.D students? Is there any gender difference in the level of academic stress? Chapter II Methodology Research design Survey research design was used to examine the causes of academic stress reported by the M.Phil and Ph.D students of University of the Punjab, Lahore. Sample and Sampling Strategy Non- probability purposive sampling technique was used to draw the sample because the choice of the sample was contingent upon the availability and consent of the participants. Sample was drawn on the bases of following inclusion criteria. Day scholars currently enrolled in the M.Phil program. Day scholars currently enrolled in the Ph.D program. Male and female students currently enrolled in M.Phil or Ph.D program. Hostelites are not included due to rule out confounding. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Sample was drawn from different departments of University of the Punjab, Lahore such as center for high energy physics, department of statistics, department of physics, department of economics, institute of chemistry, and department of botany because it is the purpose of the research to find out the academic stress reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Demographic characteristics of the sample are given in Table 1. Table 1 Demographic Characteristics of the Sample (N= 55) Characteristics Male students (n=20) Female students (n=35) Age in Years 21 24 3 (15.00) 25 (71.40) 25 28 10 (50.00) 10 (28.60) 29 32 7 (35.00) 0 (0.00) Programme M.Phil 12 (60.00) 25 (71.43) Ph.D 8 (40.00) 10 (28.57) Job Status Yes 10 (50.00) 5 (14.30) No 10 (50.00) 30 (85.70) Marital status Married 5 (25.00) 2 (5.70) Unmarried 15 (75.00) 33 (94.30) Instruments Academic stress questionnaire was developed by the researchers in order to determine the causes of academic stress reported by M.Phil and Ph.D students of University of Punjab, Lahore. First part of the questionnaire pertained the demographic information (name, gender, age, programme, job status and marital status) of the participants. In second part section I was consisted of 21 statements of causes of academic stress. Each statement has four possible options as always (1), often (2), sometimes (3), and never (4). The participant was asked to encircle any one of the four options which was appropriate for them. The II section was consisted of 13 statements of causes of academic stress and the participants were asked to encircle those statements which are mostly faced by them. The Cronbachs Alpha reliability of scale I is .82 and of scale II is .504. Procedure To formally initiate the study an authority letter explaining nature of study was taken from the department of Applied Psychology, University of the Punjab, Lahore and then signed by the supervisor to collect the data. Consent form was prepared and finalized to obtain participants willingness to participate in the research. The data was collected from the different departments of Punjab University. Authority letter explaining nature and purpose of the study was provided to the chairpersons/heads/principals of the Departments of the University if the Punjab, Lahore. The heads of the departments allowed researchers to collect data and some of them referred the researchers to the coordinator for further help, who settled time with researchers for data collection. On the fix day the coordinator took the researchers in the class where the students were available. The subjects were approached and were briefed about the purpose of the research. After their consent and willingness to partici pate in the research, questionnaires were given to fill up. The questionnaires were completed in the researchers presence. Some departments arrange the classes for data collection and were very cooperative. But some department allows collecting the data after classes timing. Institute of Biochemistry did not allow to collect the data from their students. Statistics SPSS (version 16.0) was used to determine the descriptive statistics of sample and independent sample t-test was applied to compare the academic stress level reported by M.Phil and Ph.D students of University of the Punjab, Lahore. Qualitative analysis was used to find out the solutions given by the students. Chapter III Results The present research is aimed to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Non- probability purposive sampling technique was used to draw the sample. Sample consists of 55 M.Phil and Ph.D students (male students=20, female students=35) of University of the Punjab, Lahore. Indigenous questionnaire was used and following results are obtained. Table 2 Causes of academic stress reported by students (n=55) Causes of Academic Stress Often + Sometimes + Always (% ) Never (%) Solutions Teachers cover too much of the course content in their lecture which causes difficulty in assimilation of the knowledge. 83.60% 16.40% 20 Teachers teaching method is difficult to comprehend. 69.10% 30.90% 23 Too many assignments are given by teachers in a limited time. 67.30% 32.70% 20 Some teachers give assignments which are beyond the course content. 54.60% 45.40% 14 Some teachers give assignments which are beyond the course content. 78.20% 21.80% 32 The students do not have any choice for the number of credit hours per semester. 85.50% 14.50% 25 Difficulties in gathering data for research project. 41.80% 58.20% 13 Unplanned workshops with credit hours between 2-6 hours which enhance work loads for the students. 80.00% 20% 27 Students shyness towards asking questions. 65.45% 34.55% 14 Difficulty in completing group assignments due to the lack of pre plan distribution of workload among the group members. 80.00% 20% 19 Subjective biasness in allocation of grades. 61.82% 32.73% 20 Little training for power point presentation. 67.27% 32.73% 20 Insufficient facility for power point presentation with multimedia. 83.64% 16.36% 23 Class rooms are not well equipped to promote optimal learning. 72.73% 27.27% 23 Class rooms furniture is not conducive for lengthy classes. 83.64% 16.36% 22 Lack of alternative arrangements in case of sudden power breaks up. 100% 0% 19 Poor access to internet. 87.27% 12.73% 25 Lack of printing facility in computer room. 80.00% 20% 26 Lack of facility for photo copying in the library. 80.00% 20% 25 There is no latest reading material in the library. 87.00% 13% 24 Study is often affected by class mates chatting. 67.30% 32.70% 17 Table 3 Difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. M.Phil Students (n=37) Ph.D Students (n=18) 95% CL Variable M SD M SD t(53) p LL UL Cohens d Reported Academic Stress 58.05 7.16 61.56 11.44 -1.39 .17 -8.55 1.55 -0.31 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 3 represents the results of difference in the level of academic stress reported by M.Phil (M=58.05, SD=7.16) and Ph.D (M=61.56, SD=11.44) students of Punjab University, Lahore. The results t(53)=.17,p Table 4 Difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Male Students (n=20) Female Students (n=35) 95% CL Variable M SD M SD t(37.54) P LL UL Cohens d Reported Academic Stress 59.15 9.38 59.23 8.70 .031 .91 -5.08 5.24 .23 Note. Cl = confidence interval; LL = lower limit; UL = upper limit. Table 4 represents the represents the results of gender difference in the level of academic stress reported by male (M=59.15, SD=9.38) and Ph.D (M=59.23, SD=8.70) students of Punjab University, Lahore. The results t(37.54)=.91,p Qualitative Analysis of Solutions given by Students Item 1 Out of 55 students, 46 (i.e. 83.6%) reported item 1 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Course should be according to the credit hours and cover properly. Teachers have to focus on the topic so that main concepts of students can be clear and not to cover the course. Teachers should cover the course that can be bearable for students in the limited semester time and easy to prepare. Increase the number of working days. Increase the number of working days so that course can be completed with in time, inside schedule classes. Item 2 Out of 55 students, 38 (i.e. 69.1%) reported item 2 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: Teachers should present the material with diagrams. Teachers should be explanatory. There should b teacher training sessions. Practical aspects of topic should be high lighted. Modern and latest methodology must be used. Item 3 Out of 55 students, 37 (i.e. 67.3%) reported item 3 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Assignments should be limited. Topics should be allocated early. Focus should be on quantity not on quality. Item 4 Out of 55 students, 30 (i.e. 54.6%) reported item 4 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Assignments should be about course. Assignments should be relevant to contents. Main points should be explained. Item 5 Out of 55 students, 43 (i.e. 78.2%) reported item 5 as a cause of academic stress. 32 students gave the solution to overcome this cause. The basic solutions are: Choice should be given not only for credit hours but also for subjects. Participants of students should made compulsory in policy making process. Item 6 Out of 55 students, 467(i.e. 85.5%) reported item 6 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Research should be given in time. Research supervisor must be helpful and give proper guide line. Government should provided official data websites. Facilities for data collection should be provided. Item 7 Out of 55 students, 23 (i.e. 41.8%) reported item 7 as a cause of academic stress. 13 students gave the solution to overcome this cause. The basic solutions are: Workshops should held but for 1-2 hours maximum. Workshops should be in week days not in off days. Workshops should be planned according to the subject. No such work shops should be planned. Number and quantity of work shops should be pre planned. Item 8 Out of 55 students, 44 (i.e. 80%) reported item 8 as a cause of academic stress. 27 students gave the solution to overcome this cause. The basic solutions are: Teachers should be lenient. There should be student teacher understanding. Teachers should be more encouraging towards the students. Teachers should be friendly. Teachers behavior should be motivating. Item 9 Out of 55 students, 36 (i.e. 65.45%) reported item 9 as a cause of academic stress. 14 students gave the solution to overcome this cause. The basic solutions are: Marks should allotted for effort of group and there should a leader in the group. The assignment should be given individually rather than in group. The other solutions are group member should be cooperative and There should be plan for group work. Item 10 Out of 55 students, 44 (i.e. 80%) reported item 10 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: There should be no favoritism by the teachers. It should be abolished. There should be external examiner Paper should be shown to the students after the marking. Item 11 Out of 55 students, 34 (i.e. 61.82%) reported item 11 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: There should be a proper computer classes as a course work. And there should be seminars and workshop on it Item 12 Out of 55 students, 37 (i.e. 67.27%) reported item 12 as a cause of academic stress. 20 students gave the solution to overcome this cause. The basic solutions are: Department should provide facility Multimedia should be fixed in the classes Administration should take step. Item 13 Out of 55 students, 46 (i.e. 83.64%) reported item 13 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The infrastructure should be good There is need of over head projector in every classroom. The other solutions are noise due to fans must be reduced; Mick for teachers also provided, Proper air condition and heater in summer winter respectively should be facilitate. Item 14 Out of 55 students, 40 (i.e. 72.73%) reported item 14 as a cause of academic stress. 23 students gave the solution to overcome this cause. The basic solutions are: The chairs should be comfortable more chairs should be provided Item 15 Out of 55 students, 46 (i.e. 83.64%) reported item 15 as a cause of academic stress. 22 students gave the solution to overcome this cause. The basic solutions are: UPS generator should be must provide to each department. Item 16 Out of 55 students, 55 (i.e. 100%) reported item 16 as a cause of academic stress. 19 students gave the solution to overcome this cause. The basic solutions are: IT center must be well established, department lab should be upgrade, WIFI signal should also be provided. Item 17 Out of 55 students, 48 (i.e. 87.27%) reported item 17 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: The printing facility should be provided in the computer lab. Item 18 Out of 55 students, 44 (i.e. 80%) reported item 18 as a cause of academic stress. 26 students gave the solution to overcome this cause. The basic solutions are: Photocopy machine should be buy by the department. Item 19 Out of 55 students, 44 (i.e. 80%) reported item 19 as a cause of academic stress. 25 students gave the solution to overcome this cause. The basic solutions are: Library should be upgrade. Department should increased the budget to buy latest books and journals. Good books must be under assessed by the students. Item 20 Out of 55 students, 48 (i.e. 87.2%) reported item 20 as a cause of academic stress. 24 students gave the solution to overcome this cause. The basic solutions are: Labs should be well equipped. Funds should be increased. Instruments, chemicals should be provided by increasing funds. Sufficient number of computers should be provided in Ph.D lab. Infrastructure should be improved. Item 21 Out of 55 students, 37 (i.e. 67.3%) reported item 21 as a cause of academic stress. 17 students gave the solution to overcome this cause. The basic solutions are: Chatting should not be happened. Students should be well mannered and teachers should be little bit strict in this way. There should be fine. Any other cause and solution Result is mostly late in the department. It should be in time. For M.Phil students there is no time for job. The time table should be in such a way that students can do their jobs. Communication problems associated with students about faculty so there should b regular arranged meetings between advisor and chairman. Libraries must b provided with latest books and research related material. Favoritism is a major problem. Unbiased teachers irrespective of beauty and gender of students must be hired. Institute should be politics free. Proper counseling and guidance for students. Chapter IV Discussion The primary purpose of the present research was to explore the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. This chapter discusses the major findings of the research with reference to the topic under study. Data was drawn from different departments of Punjab University, Lahore. This research investigated the common causes of academic stress among the students and to what extent students experienced stress. The results indicated that there are a lot of causes of academic stress reported by students. The analysis was done by calculating the percentage of respondents who gave a high rating on the causes of academic stress. The result indicates that students do experience academic stress due to many reasons related to their departments as shown in Table 2. The finding is consistent to earlier studies (Ongori, 2007; Awino and Agolla, 2008; Ross, Niebling and Hecker 1999). Our finding reflects that, most of the students are experiencing stress in their daily academic activities. Amponsah (2010) conducted a study to investigate stress levels, experiences of stress and coping strategies of non-UK students studying at the University of Manchester, UK. The main purpose was to consider their perceived stress levels, their experiences of stress and their coping strateg ies and to link these to the continents from which they came, their gender and whether they were graduates or undergraduates. This research consisted of two phases. Survey method, perceived stress scale (PSS), the inventory of college students recent life experiences (ICSRLE) and the coping inventory for stressful situations (CISS) were used. Key findings indicated that, time pressure and work demands were the non UK students most stressful experiences. Gender was the most significant predictor of non-UK students stressful experiences, whilst female students expressed higher levels of distress than their male counterparts. The results indicate that there is no difference in gender on level of academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. There is also no difference in the Level of Academic Stress Reported by M.Phil and Ph.D Students of Punjab University, Lahore. The ratio of male and female students and M.Phil and Ph.D students was not equal in s ample so the results can not be generalized. Students also gave solutions to these academic stresses. The percentages of these solutions are in table 2. Students gave the solutions to academic stress related problems and also reported some others problems and their solutions. Many problems are related to the course content and to the facilities. 100% students reported academic stress due to the lack of alternative arrangements in case of sudden power breaks up. More than 80% students reported course content as a cause of academic stress. More over they reported that politics in academia, gender and subjective biasness and late result declaration also caused academic stress. Limitations and Suggestions The sample size was small because M.Phil and Ph.D students enrolled less than the other students. Some departments did not allow to collect data from their students. Ratio of male and female students is also not equivalent because female students are more than the male students in Punjab University, Lahore. Ratio of M.Phil and Ph.D students is also not equivalent because M.Phil students are more than the Ph.D students in Punjab University, Lahore. More over Ph.D students are not easily available in the departments. The sample size should be large so that results can be generalized. The university should take action to sort out the problems of the students. So that their stress can be reduced and they can give more concentration to their studies. Conclusion The present research explored the causes and solutions for academic stress reported by M.Phil and Ph.D students of Punjab University, Lahore. Many causes are reported that leads to the academic stress. It has been concluded that there is no differences in M.Phil and Ph.D students in reporting academic stress fur

the Tao Of Pooh Book Review Essay -- essays research papers

THE TAO OF POOH Philosophy is a complicated subject. Since the beginning of human existence, many tried to come up with theories about life, happiness, reality and knowledge. From philosophical ideas different beliefs sprung, and existence of different religions followed. Every theory raised by a philosopher attracted different followers. In today's modern society aside from major religions, there are thousands of others that suggest that their explanations to universal questions are the only accurate ones, and all of these religions seek to gain more followers to join their "way". One of these religions is the religion/philosophy of Taoism. Taoism has it roots in China, where the founder of Taoism Lao-Tse was searching for a way that would avoid the constant feudal warfare and other conflicts that disrupted his society during his lifetime. The result was his book: Tao-te-Ching. Lao-Tse described Taoism as a path or a way which one must follow in order to reach inner serenity and peace. In order to reach these inner goals one must live in harmony with nature and natural process that creates the balance in the universe. The novel, written by Benjamin Hoff embodies the spiritual beliefs of Taoism, through the famous cartoon character of Winnie-the-Pooh. In this novel, Hoff shows that the character of Pooh is amazingly consistent with the principles of Taoism. He brings about explanations of Taoism through Pooh and explanations of Pooh's behaviour through Taoism, which eventually shows that Taoism is not simply an old religion or ancient philosophy, but a practice that can be used by every individual here and now in their every day lives. In this novel each major principle of Taoism is followed by an explanation made though a humorous story staring Winnie-the-Pooh and his friends. -2- SUMMARY OF MAIN IDEAS The first main principle of Taoism that is presented in this novel is the idea that things in their original simplicity contain their own natural power, power that is easily contaminated and lost when that simplicity is altered. This principle is also known as the Uncarved Block. Winnie-the-Pooh is very significant in this principle of the Uncarved Block, because he illustrates the perfect example of an individual that follows this principle. Pooh always exists in his "natural state", he is... ...oundation of all living things that exist in this world. The mission of Taoism is not to force its beliefs on people, but to help them realize their inner-self and guide into a happy life in harmony with nature. To best summarize Taoism a quote from Lao-Tse can be used: "We believe in the formless and eternal Tao, and we recognize all personified deities as being mere human constructs. We reject hatred, intolerance, and unnecessary violence, and embrace harmony, love and learning, as we are taught by Nature. We place our trust and our lives in the Tao, that we may live in peace and balance with the Universe, both in this mortal life and beyond." There are thousands of religions that offer endless solutions to end suffering, to restore peace and unity in the world. For decades philosophers tried to come up with ways to find happiness, but in the end there was only one answer. The answer came from a some would call silly, others wise bear by the name of Winnie-the-Pooh, w ho discovered the secret for happiness in and old religion, founded by a great master Lao-Tse. This religion became the answer for the endless search for happiness and the answer was Taoism.

Explain What Christians Believe About the Sanctity of Life and Especially Their Responsibility Essay

All Christian beliefs, believe in the sanctity of life. This means that life is sacred as God has given us life. But many of the different Christian religions have different views on the way both Abortions and Euthanasia should be handled. Catholics believe that life begins at the moment of conception. But from a quote from Jeremiah 1:5 ‘Before I formed you in the womb I knew you’. This shows that God has already given the child there special personalities and talents even before they are born. This quote forms the base of the Vatican’s Stance on contraception. They completely disagree with condoms, ‘The Pill’ and any other forms of contraception. They are also totally against the idea of Abortion. This is shown in the Humane Vitae. Mother Teresa is totally against Abortion as from this quote we can tell that she thinks that it is a sin. ‘Any country that accepts Abortion, is not teaching its people to love, but to use any violence to get what it wants’. This shows that she backs up the views of the Roman Catholic that Abortion is a tragic sin. But the Church of England and many other religions such as Quakers and Lutheran believe that Abortion is acceptable to have an Abortion in certain circumstances, such as rape or when mental or physical damage cause be inflicted on the mother or/and child. They disagree with the beliefs of the Roman Catholic as we all have free will and having Abortion is in the rights of free will. Also there is no quote the bible that clearly states that Abortion is wrong. At the other end of the life scale Euthanasia is also another controversial issue. All Christians believe that we as human are all created by God. This is shown in Psalm 139:16 ‘You saw my unborn body’. This shows that when David sung the psalm he was telling the people that God knew you before you were born, showing that as our bodies an minds are unique we all must treat our minds with respect as otherwise we shall be committing a sin against God. Due to the fact that Jesus was human and he was the person who saved us from original sin then Euthanasia is a sin against God. Under no personal or social circumstances could ever, can now, or will ever, should Euthanasia ever render such an act lawful in itself†. Pope John Paul II clearly states in this quote made in 1989 that he is totally against the idea of contraception. In the bible it states that God is the only person who can take a life. This shows that the Roman Catholics are all against the idea of Euthanasia, making it a mortal sin. Where as the Church of England and the Society of Friends would argue that if the person is likely to die very soon then using free will they should be allowed to use euthanasia as they no that they are going to die any way. Also they believe that someone should not be put to sleep immediately, but they can stop taking the medication that is keeping them alive to speed up the death. But this can cause the law trouble as they cannot tell completely what has happened. In the law it is illegal to have euthanasia performed on you. If you were found guilty you would have to face charges of man slaughter. In the it says that death is not the end of the road only the end of the first part.

70 Words and Phrases to Identify a Horse

70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse By Mark Nichol An extensive vocabulary surrounds the various subjects pertaining to horses. Below is a list of contemporary and historical words and phrases referring to horses distinguished by characteristics such as color or type of use (but not by breed- hundreds of distinct breeds exist). Some entries also include other meanings for the terms. 1. bay: a reddish-brown horse 2. black: a black horse 3. bronco: a wild horse of North America’s western region 4. buckskin: a yellowish horse with a dark mane and tail; also, the skin of a deer and the leather produced from it, or, previously, to a person dressed in such leather 5. carriage horse: a horse selected, based on appearance and graceful gait, to draw a carriage 6. cart horse: a horse used to draw heavy loads 7. charger: a horse ridden in battle, tournaments, or parades; also, a large platter 8. chestnut: a grayish-brown or reddish-brown horse; also, a type of tree, the wood of the tree, or the nuts produced by the tree (and to the horse chestnut, a separate species), as well as a callus on a horse’s leg or a tired joke, expression, or song 9. chunk: a strong, stocky horse smaller than a draft horse; also, a large or thick amount or part of something 10. cob: a stocky, short-legged horse; also, an ear of corn or the core of it, a male swan, a clay-and-straw mixture for building structures, or a type of Spanish coin 11. cold blood: any one of various breeds of horses bred for calmness and strength 12. colt: a young male horse; also, a young, inexperienced person or a member of a youth sports team 13. courser: an energetic, fast horse 14. cow horse: a saddle horse trained for herding cattle 15. cow pony: see â€Å"cow horse† 16. cutting horse: a saddle horse trained to separate animals from a herd 17. destrier: see charger 18. dobbin: a slow horse, or a horse used on a farm 19. draft horse: see â€Å"cart horse† (also spelled, in British English, â€Å"draught horse†) 20. dun: a grayish-yellow horse with a dark mane and tail; also, that color, or drab and dull 21. feral horse: a free-roaming horse of domesticated ancestry, often loosely referred to as a â€Å"wild horse† 22. field hunter: see hunter 23. filly: a young female horse; also, a girl or a young woman 24. foal: a horse less than a year old; the phrase â€Å"in foal† means â€Å"pregnant† 25. galloper: a fast horse 26. gelding: a castrated horse 27. grade horse: a horse of unknown breed or mixed breed 28. hack: a horse available for hire, a worn-out horse, or an easygoing saddle horse (and see hackney); also, a ride on a horse, a vehicle that can be hired for transportation or its driver, a person (especially a writer) who works primarily for financial gain, an inexperienced or inept athlete, or a computer expert or someone who accesses a computer or a computer system to steal information or cause damage (or an instance of such an act) 29. hackney: a horse for riding or driving (and, capitalized, a breed of small, high-stepping horse); also, a vehicle that can be hired for transportation 30. hot blood: any one of various breeds of horses bred for agility and speed 31. hunter: a strong horse used in fox hunting and stag hunting; also, a person who hunts wild animals or a dog trained to help in hunting, or a person who searches for something (as a treasure hunter), or a type of pocket watch 32. Iberian horse: any one of various breeds of horse once bred in Spain and Portugal 33. jade: a worn-out or temperamental horse; also, a flirtatious or disreputable girl or woman 34. jennet: previously, a small horse from Spain; also, a donkey or a stallion-donkey hybrid (also called a jenny) 35. mare: a mature female horse (or other similar animal); also, a supernatural being that was said to cause nightmares 36. mount: a saddle horse (and an instance of riding a horse, especially in a race); also, a frame or a support, or a mound or a mountain 37. mustang: a small, strong wild horse of North America’s western region; also, a commissioned officer in the military who began service as an enlisted person 38. nag: an old, worn-out horse; also, someone who annoys with repeated complaints or comments 39. Oriental horse: any one of various breeds of horse bred in the Middle East 40. pack horse: a horse used for carrying supplies 41. paint: a horse with patches of white and another color (sometimes distinguished from pinto to describe a pinto with quarter horse or Thoroughbred ancestry); also, a liquid layer applied to an object or structure, or slang for makeup or, in basketball (as â€Å"the paint†), the free throw lane 42. palfrey: a saddle horse other than one ridden in battle, or a small, easygoing horse to be ridden by a lady 43. palomino: a light cream or golden horse 44. piebald: a horse (or any other animal) spotted with white and another color, especially black; also, a spotted pattern like this 45. pinto: see paint 46. plug: see nag; also, something used to connect devices or to stop a hole or something resembling one, a piece of compressed tobacco, or a favorable mention that provides good publicity 47. polo pony: a horse used in the sport of polo 48. pony: a small, stocky horse (or in plural form, as slang, racehorses); also, a small glass for beer or liqueur, or a word-for-word translation of a text in a foreign language, especially when used to cheat on an examination 49. quarter horse: a small, strong horse good at running fast for short distances 50. racehorse: a horse bred and trained for competitive racing 51. riding pony: one of several types of horse used in competitive horseback riding 52. road horse: a horse used for pulling a carriage on a road 53. roan: a horse whose hide has white hairs mixed with a darker color; also, such a mixture, especially with a base of red 54. rouncey: an all-purpose horse ridden during the Middle Ages, as distinct from a warhorse (also spelled rouncy or rounsey) 55. saddle horse: a horse used for riding 56. show hunter: a hunter (see hunter) used in competitive horseback riding rather than for hunting 57. show pony: a type of riding pony (see â€Å"riding pony†) 58. skate: see nag; also, a shoe or an attachment for a shoe equipped with wheels (for rolling on a hard surface) or a blade (for sliding on ice), or a period of skating, or a flat fish with large fins, or slang for man 59. skewbald: a horse with patches of white and any other color than black 60. sorrel: a brownish-orange or light brown horse (or other animal); also, that color, or any one of several plants that produce a sour juice 61. sport horse: a horse used in various horseback-riding competitions (also spelled sporthorse) 62. stallion: an adult male horse (or other animal), especially one used for breeding 63. steed: a horse that is ridden, especially an energetic one 64. stock horse: a horse used in herding cattle 65. thoroughbred: a horse (or other animal) whose parents are from the same breed; technically, in capitalized form, a particular breed often bred for racing 66. trotter: a horse trained to trot in races; also, a pig’s foot used in cooking 67. warhorse: a large horse ridden in battle; also, a person with much experience (especially a politician or a soldier) or a familiar piece of visual or performing art 68. warmblood: any one of various breeds of horses bred to combine the characteristics of cold-blood and hot-blood types of horse 69. workhorse: a horse used for work other than riding, driving, or racing; also, a dependable, hardworking person or machine 70. working hunter: a type of show hunter (see â€Å"show hunter†) used in fence-jumping competition Want to improve your English in five minutes a day? 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6 University Jobs That Will Boost Your Resume

6 University Jobs That Will Boost Your Resume 6 University Jobs That Will Boost Your Resume There is a bit of a misconception that university jobs are only available for students who gain employment through work study, or graduate students who become TAs. In reality, there are a variety of on campus jobs available to anybody who chooses to apply, that can be a great addition to a student’s resume. If you want to   get an on campus job that earns you serious job consideration down the road, take a look at the following positions. 1.  College Radio Station Personality If your college campus is home to a radio station, you have probably enjoyed listening to that radio station, or maybe attending some of the concerts your college radio station has promoted. Maybe you have even fantasized about going on air or being behind the scenes. Here is some good news. You can do these things, even if you aren’t a part of the Mass Comm or radio broadcasting school. If you have an idea for a radio, or some extra time, let that be known. You might just get hooked up with a show of your own. Your college radio station might have jobs in production, advertising and more. You don’t need to be a part of the broadcasting or Mass Comm program either. 2.  College Newspaper Journalist Most colleges have at least one student run newspaper, if not more. What you may not know is that they are frequently hiring people to work as journalists, columnists, assistant editors and more. If you enjoy writing, and have an interest in sports, entertainment, campus life, or news and politics, consider putting in an application. You’ll meet some great people and earn money doing something you enjoy. 3. Resident Assistant This may not seem like a fun job at first. After all, who wants to be the person in the dorm rooms that breaks up loud parties and enforces other rules? However, if you have the ability to get along with others and be a bit of a diplomat, RA is not a bad position to hold. You’ll save money on your own tuition and fees, and you will pick up people skills that will serve you very well in the future. 4.  Financial Aid Clerk There are frequently many jobs available in the financial aid office. Student workers are needed for data entry, assisting people with applications, manning phones, and dealing with paperwork. If you have aspirations of working in the finance industry, customer service, or in any business setting, this job might be perfect for you. You will also develop specialized computer skills that may make you more appealing than job applicants who are not experienced with office applications. 5.  Dining Hall Employee This is hard, busy, fast paced work that isn’t suited for people who aren’t used to being active and on their feet for long periods of time. However, if you have the stamina for it, this is a great job to have. First, you’ll almost certainly eat for free, whether that’s an official or unofficial benefit. You will also learn culinary skills, customer service skills, cash handling, and to deal with purchasing, receivables, and inventory. All of these are great practical skills to have when you are trying to land that first entry level job post graduation. 6.  Maintenance Assistant If you are an engineering student or in any other field that will involve mechanics, construction, or electricity, consider putting in an application with your school’s maintenance department. They often hire student workers to assist with repairs around the college campus. In any given day, you might paint, help troubleshoot and solve electrical problems, and assist with HVAC repairs. The result of all of this is that you will have a few impressive technical skills to add to your resume. If you are not sure where to begin, ask your advisor. He or she will be able to tell you who to speak with about on campus jobs. If you qualify for work study, your financial aid office will be able to help you find the best on campus job for you.