What is science and how to teach to children Thesis

What is science and how to teach to children - Thesis Example Over the long run, the public funding dedicated to scientific study will be based on investments in the public involvement in science. NASA can be the most successful government illustration of how public education regarding the significance of science has straightly motivated public funding to complete its work. Its website transfers the science of the agency to the desktops of every citizen, allowing them to value the public venture in space exploration in actual time (Roberts 2005). The public must be constantly informed about what science is and what it is not, as well as how it helps the citizenship. This accountability is one that is extended among several professions and industries. For the triumph of a country, the professional scientists, media, educators, industry, and several others should all turn to be science communicators. The development from basic to applied science then being practical technologies, and, in medical science, from cellular to clinical study to useful disease cures and preventions, is based upon an educated public (Pober and Neuhauser 2001). This is due to the fact that it is the public who regulates both the policies and the money enabling contemporary science and medicine to advance and that which an individual does not comprehend, he tends to withdraw or deny support towards. Among the best means of aiding students on being educated on verbalizing science and in the construction of their understanding in the social context, are discussions. Because inquiring is a significant technique for educating science, educators or teachers are confronted with the challenge of managing meaningful discussions or discourses in a project- or inquiry based setting (Shwartz, 2009). New insights of expertise in science that emphasizes the significance of involving children in the discussions and applications of science have

What are the most significant factors affecting Foreign Direct Essay

What are the most significant factors affecting Foreign Direct Investment in China - Essay Example China has been a major FDI attraction since it experimented in 1980 and opened up to foreign investment is a few coastal cities and specialized industry parks and economic zones. Since the initial admittance of the first foreign enterprise into China in the early 1980s, the accumulated FDI inflows have reached and outstanding $ 1160.11Billion as of December 2011 . In the early 1992 when Deng was touring in the southern region of china, the quantity of FDI inflows made China become the world’s largest recipient of FDI among the developing nations and the second largest worldwide with the United States taking the lead although China was the leading recipient of FDI worldwide in the year 2002. This move has increased China’s overall economic reforms thus making China more integrated into the world economy which continues to promote the confidence of more foreign investors to attract even more FDI inflows towards China. As the reforms and changes of China’s economic structure have been induced by the large amounts of FDI inflows the evidence is exhibited by the significant changes of comparative advantage in it trade which is continuously increasing in terms of technology intensive, labour intensive and capital intensive productions. As a result, the factor bequest of China has even much stronger complementariness with the world meaning that even more factors influencing FDI in china are increasingly immerging and growing stronger over time (Sheng-xian and Hua 2012). China’s rise into its current position was mainly driven by the foreign direct investors who flocked into the country when it adopted the openness policy to allow FDI inflows into the country and has continued to grow due to its efforts in promoting FDI inflows (Sheng-xian and Hua 2012). This paper covers the most significant factors influencing FDI inflows into China while answering the questions why

English language needs for tour guides

English language needs for tour guides This chapter describes the methods of research and explains the methods used in the present study. This chapter is divided into five parts: objectives of the study and the research questions; description of the research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings. For the purposes of this study, I will classify the English language skills and functions for tour guides into four main categories. The language skills and elements are composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. Objectives of the Study and Research Questions This study aims to investigate present English language needs and benefits of learning English for Vietnamese tour guides. This studies’ data also hopes to reveal some of the problems foreign tourists face when dealing with Vietnamese tour guides, and the language skills and functions that are useful for tour guides to help overcome them. This research tries to answer two of the four main research questions: 2.What are the English language needs required for Vietnamese tour guides? 3.What are the benefits for English speaking Vietnamese tour guides, when compared to those with only their native language? The design of research methods for the present study was based on the most effective and efficient way to answer these two research questions. Research Types Overview of Research Types and Their Characteristics There two main types of research: qualitative research and quantative research. Qualitative research is a research type that is concerned with the study of what goes on in natural settings. The process of this research deals with an inquiry and understanding based on distinct methodologies within the tradition of inquiry that explores a social or human problem. The researcher is the main instrument of data collection to build a complex and holistic picture, to collect words and to analyze this information inductively, and to report detailed views of informants. In designing a study, one works with philosophical assumptions, possible frameworks, problems, and questions; and data collection through techniques such as interviews, observation, documents, and audio-visual materials (Cresswell, 1998). Some examples of qualitative research are: biography, which is a study on a single individual when material is available and accessible; phenomenology, which examines a phenomenon and the meaning it holds for individuals; a grounded theory, which is a study to generate o r develop a theory; an ethnography, which studies the behavior of a culture-sharing group; and a case study, which examines a case bound in time and place and looks for contextual material about the setting of the case. To sum up, it can be seen that qualitative research and quantitative research differ in terms of their key concepts, goals, approaches to design, and the types of problems that researchers have. Therefore, the selection of which research approach is appropriate in a given study depends on the problem of interest, available resources, the skills and training of the researcher, and the audience for the research (ibid). Quantitative research is a type of research that is concerned with an inquiry into an identified problem, based on testing a theory composed of variables, measuring with numbers, and analyzing data using statistical techniques. Reichardt and Cook 1979 cited in Nunan, 1992 suggest that quantitative research is â€Å"obtrusive, controlled, generalizable, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to and independent of the observer or researcher†. The main characteristics of quantitative research are the following beliefs: reality is something that can be studied objectively; the researcher should remain distant and independent from what is being researched; research is value-free and is based primarily on deductive forms of logic and theories; hypotheses are tested in a cause-effect order; and the research goals are to develop generalizations that contribute to theory and to enable the researcher to predict, explain, and unders tand some phenomena Bogdan and Bilken (1982 cited in Maurice et al, 1987). There are considered to be three general types of quantitative methods: 1. Experiments, which are characterized by random assignment of subjects to experimental conditions and the use of experimental controls; 2.Quasi-experiments, by which studies share almost all the features of experimental designs except that they involve non-randomized assignment of subjects to experimental conditions; and 3. Surveys, which include cross-sectional and longitudinal studies using questionnaires or interviews for data collection with the intent of estimating the characteristics of a large population based on a smaller sample from that population (Maurice et al, 1987). Research may sometimes incorporate both quantitative and qualitative methodologies as will this study in order to get the reliability and trustworthiness of the research from results obtained from the questionnaire and the interviews carried out. Type of research in this study This study employed a qualitative approach utilizing some quantitative techniques in a needs analysis for the study of tour guides in Vietnam. The main method of the study was a survey conducted to explore the use of English of tour guides in Vietnam in order to analyze the present needs of using the target language in their workplace. The participants of the study were selected on a basis of convenience and availability. A questionnaire, with of a rating scale, was used for data collection. The data was then analyzed based on simple statistics, looking for averages and simple groupings to identify the needs and problems in order to find answers to the research questions. Sampling procedures in the present study The participants in this study were tour guides who work in the areas of Central, North and South Vietnam including 50 from areas in and surrounding Hue, Da Nang and Hoi An, 25 from the HCM City and surrounding area and 25 from the Hanoi region. The details of the travel agencies were found from the internet websites and from local knowledge. The method to assess the English language needs and problems of Vietnamese tour guides was a questionnaire. Several methods were used to make the questionnaire in order to maintain its reliability and validity. The benefits for the tour guides and the tourism industry were assessed from the interviews conducted. The interviews conducted were mostly limited to the local area with 20 participants from Hue, Da Nang and Hoi An although there were 5 interviews done in HCM City. The Construction of the questionnaire To create the questionnaire used in this study, I reviewed a number of research studies relating to the needs analysis and English for Specific Purposes (ESP discussed in the literature review Chapter 2), and then I reviewed some examples of questionnaires from similar research to find their outlines. Moreover, a wide range of textbooks about English for tourism were studied to find relevant information to use as content in the questionnaire. The first draft of the questionnaire was written in English and created with the objectives of the study and the research questions. The questionnaire was used in this study to obtain information from the tour guides in Vietnam. The questionnaire, given to the tour guides, had five main parts: General information; general opinions; needs of the English language for tour guides; Problems/difficulties faced with English language; and opinions about the benefits of learning English for Vietnamese tour guides. 1.General Information The general information was made up of three sections. The first asked the participants some personal information about their age, gender, education, and the amount of time they had worked as a tour guide. The second section asked about the importance of English, the amount of English they needed to use when they guide international tourists and who they use English language with in their daily tasks. The last part was about their English proficiency. The participants were also asked to rank language skills and elements that they used regularly, and problems with English language they had most. The language skills and elements in this questionnaire were composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. 2.General Opinions The second part consisted of two items. Item 1 asked the participants to indicate their feelings about the necessity of English language elements. They were to rank the elements on a scale of 1 to 5 in their opinions: 5=Essential 4=Very necessary 3=Necessary 2=Fairly necessary 1=Unnecessary. Item 2 was about the difficulty of English language elements. The participants were asked to rate their difficulties of English skills again using a rating of 1 to 5. 5=Very difficult 4=Difficult 3=Fairly difficult 2=Not very difficult 1=Not difficult 3.Needs of the English Language for Tour Guides The third part was about the needs of tour guides for the use of English skills or elements in the job. The questions covered information with various English language functions for tour guides. The questions were divided into four main domains of language skills: listening, speaking, reading and writing. Questions about translation, pronunciation, vocabulary in tourism, grammar and expressions were also included. Within each skill, the questions were divided into sub items asking about various roles and the functions for the tour guides. The participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 4.Problems and Difficulties Faced with English Language For this part the questionnaire was again used, as it was in part three, to discover and confirm problems and difficulties encountered by the tour guides in the daily activities. These questions aimed to point out common issues resulting from miscommunication or lack of understanding when using the English language. Again the participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 5. The benefits of learning English for Vietnamese tour guides The questionnaire ended with an opened item, allowing the participants to fill in either their comments or suggestions. Some expected benefits were suggested and offered as choices to agree or disagree with. The participants were also asked to rank those benefits in order of importance to them personally and professionally. This was followed up, where possible, with interviews requesting further clarification of their suggested benefits and those that were suggested to them in the questionnaire. Putting ticks in boxes and crossing numbers were ways of answering all the parts of the questionnaire. There were yes/no answers, multiple choice questions and ranked questions. The questionnaire used in the present study was written in English and then translated into Vietnamese to avoid any ambiguity, misinterpretation or problems for the participants. Pilot Study A pilot study was conducted to test the effectiveness of the questionnaire and to identify and eliminate ambiguity in the questions before it was used in the main study. Five people in different areas of the tourism and hospitality industry from the local area in Hue City were the participants in the pilot study, carried out at the beginning of March 2015. Just over one week was allocated for the collection and review of the pilot questionnaire, but due to conflicting schedules it took just over two weeks to get the results. The return rate and the completed questionnaires was 100%. In the pilot questionnaire, an item of ‘others and please specify’ was included at the end of every section, where participants could propose any additional questions or English language expressions and functions they thought should have been asked (see Appendix 2). To administer the questionnaire, the researcher firstly handed out the covering letter to the manager of the chosen people where needed to ask for their permission. The cover letter consisted of an introduction of the research study and the university, the aim of the study, the importance of the study, general instructions and words of thanks to the participants and their management. Then, the questionnaires they could complete were given to the participants. This was then followed by arranging a time and date that the questionnaires could be collected and interviews with the participants could be given. The participants in the pilot study were 4 male participants and 1 female participant. The results of the survey showed that the participants were concerned about the importance of English in their tour guide occupations. They all suggested that speaking was the most important skill they needed in their jobs, followed closely by listening. Writing, reading, vocabulary in tourism, translation, grammar and expressions were the least important. However, concerning their difficulties of using English elements in their jobs, the majority of the participants found listening caused the most issues, followed by speaking (including pronunciation errors). Translation, writing, grammar, language expressions and reading were all considered to have fewer problems for them. Vocabulary for Vietnamese tour guides was generally found to be the least problematic and the easiest to overcome. Main Study After the questionnaire was revised and created based on suggestions and improvements to the pilot study, it was given to, or sent to, the participants selected for the main study: 100 tour guides from different companies and individuals during the first week of April 2015. They were then returned over the following weeks with the last of them received in late April 2015. Similar steps to the pilot study were taken for the collection of data. Firstly a covering letter was submitted, introducing the study, with reference to the Hue University College of Foreign Languages, to the managers and/or owners of the tour companies to get permission. The return rate within this time was 60% and any that were returned later then than April 2015 were left out of the study; only 50% of these were completed correctly and used for the data analysis. Data Analysis The analysis of data in the present study The questionnaires were checked and analyzed using basic statistics. The procedures in the present study looked for specific repeated trends and used, percentages (%), averages (X), and standard deviation (S.D.). The data was analyzed using the following statistical procedures. First, the percentages were used in the analysis of answers, concerning the general background of participants (Part I). Second, a five-point scale was used to score the levels of necessity, difficulty, needs and problems of English language for tour guides in Vietnam (Part II, III, and IV). Third, the information about the central tendency of the scores and Standard Deviation (S.D.) showing a measurement of the dispersion, giving information on the extent to which a set of scores varies in relation to the average score. Averages were used to calculate the level of necessity, difficulty, needs and problems of English language skills for tour guides in Vietnam. Fourth, scores were weighted to rank the needs and problems of English language elements for tour guides in Vietnam. A specific weight, as illustrated below, was assigned for each specific rank: RankWeighted Scores 18 27 36 45 54 63 72 81 Finally, the reliability of the responses for those items, which used a five-point scale was tested. Reliability, Validity, and Generalizability. Definitions of Reliability, Validity, and Generalizability Reliability is the extent to which an independent researcher, on analyzing one’s data, would reach the same conclusions and, a replication of one’s study would yield similar results. There are two types of reliability: internal reliability, which refers to the consistency of the results obtained from a piece of research; and external reliability, which refers to the extent to which independent researchers can reproduce a study and obtain results similar to those obtained in the original study (Nunan, 1992). Validity is the ability of an instrument to measure what it is designed to measure. Researchers and experts in the field are persons who decide that an instrument is observing what it is set out to observe. Two approaches of establishing the validity of a research instrument are logic and statistical evidence. There are three types of validity: face and content validity (the judgment based upon the logical link between the questions and the objectives of the study); concurrent and predictive validity (the judgment based on the degree to which an instrument can forecast an outcome and how well an instrument compares with a second assessment done concurrently); and construct validity (the judgment based upon statistical procedures) (Kumar, 1996). Generalizability is the way of drawing logical conclusion, or making an inference from certain results which explains some important implications of the results or is related to the research questions. Reliability, Validity, and Generalizability in the Present Study Reliability To check the reliability of the questionnaire, I used an internal reliability check for consistency of the results obtained from the study. The questionnaire used in the pilot study was considered to be more than satisfactory for the purpose of this study. Validity To ensure the validity of the questionnaire, the first draft of the questionnaire was constructed and revised based on recommendations from the participants and other people in the field. In the present study, the researcher used face to face interviews about the questionnaire to determine opinions on the validity. I then constructed the questions in the questionnaire based on the objectives of the study and the research question being asked. By checking the validity, each question or item on the scales and the questionnaire content must have a logical link with the objectives. The judgment that the questionnaire and interviews was measuring what it was supposed to, was based upon the relevant inferences the findings had to the study. Moreover, the validity of the questions was also checked by the participants in the pilot study. Generalizability This study used a mostly quantitative approach with three established needs including sampling, reliability and validity checking. Therefore, the results obtained could be generalized to the target population, the tour guides in Vietnam. This chapter has dealt with the research methodology and the design of the present study. The objectives of the study and research questions; research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings were also discussed. The results of the present study will be presented in the following chapter.

Female Political Candidacy :: Politics Political Science

Female Political Candidacy Abstract Factors which influence female political candidacy were investigated. The results indicated significant gender differences on the following hypotheses: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race was also considered but was not found to be a significant barrier to female candidacy. This significantly predictive model has regional and international implications, and future studies will tested it comparatively by state and region to affirm its generalizability. Female Political Candidacy: A Racial and Gender Perspective This study examines the use of interpersonal power by females in elected political positions, the factors that influence women to run for elected office, and the barriers that hinder female candidacy. Drawing from three areas of gender difference - women and development (IWPR, 2000), institutionalization of power relationships (Parsons, 1969), and socialization of gender roles (Bennett and Bennett, 1999; Lindsey, 1997) - the research focuses on women in elected political leadership positions using a comparison of women and men matched by elected positions in the State of Mississippi, USA. The hypotheses were: H1: Female and male political leaders will differ in their uses of interpersonal power; H2: Female and male political leaders will identify different motivations in seeking public office; and, H3: Female and male political leaders will differ in their perception of barriers to participation as political candidates. The secondary perspective of race is evaluated using statis tical methods on a non-matched comparison of African Americans and Caucasians who responded to the gender study. Economic arguments and incentives for policy supporting broad-based political representation are numerous. There is widespread acceptance that peoples who have little political voice are overlooked in the distribution of public goods and have less access to education and health. Kenworthy and Malami (1999) note that representative critical mass necessary for females as a social group to exert a substantial influence on politics is considered to be 30% of a legislative body, while Harvard sociologist Rosabeth Moss Kantor puts representation at closer to 50% to make a difference in the culture of an institution (Ivins, 2001). The United States Agency for International Development notes that while almost all peoples around the world, specifically women, have a legal right to vote, actual female participation is inhibited by cultural, social, economic, legal and educational constraints (USAID Fact Sheet, 1997).

Essays: Political Philosophy and New York Essay

Course Rationale: The paper provides an understanding of evolution and transformation of international relations as a discipline. It tries to look at issues in international relations from a thematic backdrop by trying to address change and continuity in the same. From a conceptual background, the paper identifies principal actors and some of the processes that are key to contemporary international relations. Course Content: Lectures 1. Nature and Scope of International Relations : Understanding International Relations, Evolution of the discipline, Its interdisciplinary nature. (10) 2. Approaches and Theories of International Relations: Classical and Scientific; Realism and Idealism, NeoLiberal and Neo Realist. (14) 3. Actors in International Relations: State and State System, State and Globalisation and Non-State (International NGOs & MNCs) (12) 4. War and Conflict: Nature and Causes; Traditional & Non- Traditional Threats to society, Changing nature of conflict(14) PS 7: Western Political Thinkers (Plato to John Locke) Course Rationale: The paper seeks to provide a critical understanding of the main philosophical themes in Western Political thought as represented by select thinkers from the early Greek period to the modern period. It emphasizes on both the life and works of the thinkers linking it to the dominant paradigms of the time. Course Content: Lectures 1. Plato: Life and works; the Republic – Justice, Education, Communism, Philosopher King: Rule of Law. (10) 2. Aristotle: Life and works; State; Classification of Governments, Revolution; Citizenship; Family and Property; Slavery; Education. (10) 3. Niccolo Machiavelli: Life and works; Human Nature, Prince; Religion and Politics; Government; Realism. (10) 4. Thomas Hobbes: Life and works; Social Contract, Sovereignty. (10) 5. John Locke: Life and works; Social Contract Theory; Sovereignty; Natural Rights; Theory of Consent, Right to rebel. (10) PS 8: INDIAN ADMINISTRATION Course Rationale: This course would enable students to understand and analyse the structural and organizational framework of the Indian Administration. It does this by focusing on both the evolution of the public services and the reforms that are required in a liberalizing era. Course Content: Lectures 1. Indian Administration: Integrity and Transparency, Forms; Causes and remedies of Administrative Corruption, Offices of Lokpal and Lokayuta, Right to Information Act 2005. (13) 2. Planning and Administration: Socio economic objectives of planning, Planning Commission, National Development Council, Decentralised planning. (13) 3. Basic Public Services: Education, Health, Sanitation, and Housing. (Case studies) (12) 4. Reforming Public Administration: Good Governance, Privatization and Competition. (12) Readings for PS 5 & PS 8: 1. Public Administration and Public Affairs, Nicholas Henry – 8th edition 2. Public Administration – A Avasthi and S. R. Maheshwari 3. Administrative in Changing Society Bureaucracy & Politics in India – C. P. Bhambri. 4. Public Administrative – A. R. Tyagi 5. Public Administration – N. B. P. Sharma 6. Modern Public administration — – F. A.. Nigro and L. S. Nigro 7. Introduction to the study of Public administration N. O. White 8. Indian administration — S. S. Maheshwari 8. P. H. Appleby, Policy and Administration, Alabama University of Albama Press, 1957. 9. A. Avasthi and S. R. Maheswari, Public Administration, Agra, Lakshmi Narain Aggarwal, 1996. 10. D. D. Basu, Administrative Law, New Delhi, Prentice Hall, 1986. 11. C. P. Bhambri, Administration in a Changing Society: Bureaucracy and Politics in India, Delhi Vikas, 1991. 12. M. Bhattacharya, Public Administration: Structure, Process and Behaviour, Calcutta, The World Press, 1991. 13 . ————, Restructuring Public Administration: Essays in Rehabilitation, New Delhi,Jawahar, 1999. 14. M. E. Dimock and G. O. Dimock, Public Administration, Oxford, IBH Publishing Co. , 1975. 15. ———— Administrative Vitality: The Conflict with Bureaucracy, New York, Harper, 1959. 16. E. N. Gladden, The Essentials of Public Administration, London, Staples Press, 1958. 17. J. M. Gaus, A Theory of Organization in Public Administration, Chicago, University of Chicago Press, 1936. 18. J. La Palombara (ed. ), Bureaucracy and Political Development, Princeton NJ, Princeton University Press, 1967. 19. S. R. Maheshwari, Administrative Theories, New Delhi, Allied, 1994. 20. S. R. Nigam, Principles of Public Administration, Allahabad Kitab Mahal, 1980. 21. F. A. Nigro and L. S. Nigro, Modern Public Administration, New York, Harper and Row, 1984. 22. O. Glenn Stahl, Public Personnel Administration, New York, Harper & Brothers, 1956. 23. D. Waldo (ed), Ideas and Issues in Public Administration, New York, Mc Graw Hill, 1953. 24. N. D. White, Introduction to the Study of Public Administration New York, Macmillan, 1955. PS 9: International Institutions and Issues Course Rationale : The course specifically deals with some of the key international institutions and themes that have guided international relations in the recent times. It tries to look at both the organizational and policy issues relating to the institutions and seeks to bring out the concerns from a developing country perspective. Course Content: Lectures 1. International and Regional Institutions : IMF & WB, WTO, SAARC & EU (14) 2. Diplomacy: old and new, diplomatic immunities & privileges changing Nature of Diplomacy (12) 3. UN: Structure, functions & Reform (10) 4. Contemporary International Concerns: Terrorism, Environment and Refugees (14) Readings for PS 6 & PS 9: 1. Axelrod, The Evolution of Co-operation, New York, Basic Books, 1984. 2. A. Baldwin (ed. ), Neo-realism and Neo-liberalism, New York, Columbia University Press,1993. 3. —— (ed. ), Paradoxes of Power, New York, Basil Blackwell, 1989. 4. Bennett (ed.), Nuclear Weapons and the Conflict of Conscience, New York, Charles cribner’s Sons, 1962. 5. D. G. Brennan (ed. ), Arms Control, Disarmament and National Security, New York, George Braziller, 1961. 6. C. Brown, International Relations Theory, London, Harvester Wheatsheaf, . M de Bueno and D. Lalman, War and Reason: Domestic and International Imperatives,New Haven CT, Yale University Press, 1992. 7. H. Bull, The Control of the Arms Race, New York, Praeger, 1961. 8. ————, The Anarchical Society: A Study of Order in World Politics, London, Macmillan,1977. 9. S. Burchill et. al. , Theories of International Relations, Hampshire, Macmillan, 2001. 10. E. H. Carr, The Twenty Year Crisis, London, Macmillan, 1939. 11. ————, Conditions of Peace, New York, The Macmillan Company, 1944. 12. I. Claude, Power and International Relations, New York, Random House, 1962. 13. K von Clausewitz, War, Politics and Power: Selections, Chicago, Henry Regnery Company, 1962. 14. A. A. Couloumbis and J. H. Wolf, Introduction to International Relations: Power and Justice,New York, Praegar, 1989. 15. W. D. Coplin, Introduction to International Politics, Chicago, Markham, 1971 K. W. Deutsch, The Analysis of International Relations, New Delhi, Prentice Hall, 1989. 16. J. E. Dougherty, How to think about Arms Control and Disarmament, New York, Alfred A. Knopf, 1962 17. ———— and R. L. Pfaltzfraff, Jr. , Contending Theories of International Relations, Philadelphia, 18. J. B. Lippincott Co. , 1970. 19. W. Epstein, Disarmament: 25 years of Effort, Toronto, Canadian Institute of International Affairs, 1971. 20. ————, The Last Chance: Nuclear Proliferation and Arms Control, New York, The Free Press, 1976. 21. R. A. Falk, Law, Morality and War in the Contemporary World, New York, Frederick A Praegar, 1963. 22. ————, Legal Order in a Violent World, Princeton NJ, Princeton University Press, 1968. 23. H. W. Forbes, The Strategy of Disarmament, Washington DC, Public Affairs Press, 1962. 24. J. Frankel, The Making of Foreign Policy, London, Oxford University Press, 1963. 25. —————, Contemporary International Theory and the Behaviour of States, New York, Oxford University Press, 1973. 26. J. Galtung, The True Worlds: A Transnational Perspective, New York, The Free Press, 1980. 27. F. I. Greenstein and N. W. Polsby, Theory of International Relations, Reading Massachusetts,Addison-Wesley, 1979. 28. S. H, Hoffman (ed. ), Contemporary Theory in International Relations, Englewood Cliifs NJ, Prentice Hall, 1960. 29. S. H. Hoffman, Essays in Theory and Politics of International Relations, Boulder Colorado, Westview Press, 1989. 30. K. J. Holsti, Why Nations Realign, London, Allen and Unwin, 1982. 31. ————, The Dividing Discipline, Boston, Allen and Unwin, 1985. 32. ————, Peace and War: Armed Conflicts and International Order 1648-1989, Cambridge, Cambridge University Press, 1991. 33. A. Hurrell, â€Å"Collective Security and International Order Revisited† International Relations,Vol. II, No. 1, April. 34. C. W. Kegley and E. R. Wittkopf, World Politics: Trends and Transformation, New York, St. Martin’s Press, 1995. 35. G. Kennan, â€Å"Morality, Politics and Foreign Policy† in The Virginia Papers on the Presidency, edited by K. W. Thompson, Washington, University Press of America, 1979, pp. 3-30. 36. ————, The Nuclear Delusion, New York, Pantheon Books, 1982. 37. R. O. Keohane, After Hegemony: Cooperation and Discord in the World Political Economy, 38. Princeton NJ, Princeton University Press, 1984. 39. ———— (ed. ), Neo-realism and Its Critics, New York, Columbia University Press, 1986. 40. ————, International Institutions and State Power, Boulder Colorado, Westview Press, 1989. 41. ———— and E. Ostrom (eds. ), Local Commons and Global Interdependence: Heterogeneity and Co-operation in Two Domains, London, Sage, 1994. S. D. Krasner (ed. ), International Regimes, Ithaca NY, Cornell University Press, 1983. 42. H. D. Lasswell, World Politics and Personal Insecurity, New York, McGraw-Hill Book Company, 1953. 43. L. L. Martin, Coercive Cooperation: Explaining Multilateral Economic Sanctions, Princeton NJ, Princeton University Press, 1992. 44. H. J. Morgenthau, Politics Among Nations, 6th edn. , revised by K. W. Thompson, New York, Alfred Knopf, 1985. 45. F. S. Northedge, The International Political System, London, Faber and Faber, 1976. 46. W. C. Olson and A. J. R. Groom, International Relations: Then and Now, London, HarperCollins Academic, 1991 and M. Onuf, â€Å"The growth of a discipline reviewed† in International Relations, edited by S. Smith, Oxford, Basil Blackwell, 1985. 47. R. E. Osgood and R. W. Tucker, Force, Order and Justice, Baltimore, Johns Hopkins Press,1967. 48. E. Ostrom, Governing the Commons: The Evolution of Institutions for Collective Action, Cambridge, Cambridge University Press, 1990. 49. K. A. Oye (ed. ), Co-operation Under Anarchy, Princeton NJ, Princeton University Press,1986. 50. N. D. Palmer and H. Perkins, International Relations, Calcutta, Scientific Book Company,1971. 51. W. H. Riker, The Theory of Political Coalitions, New Haven CT, Yale University Press, 1962. 52. B. Rivlin, â€Å"Regional Arrangements and the UN System for Collective Security†, International Relations, Vol II, No. 2, August. 53. A. Roberts, â€Å"The UN and International Security†, Survival, Vol 35, No. 1, Spring. 54. J. N. Rosenau, International Studies and the Social Sciences, Beverly Hills California and London, Sage, 1973. 55. ————, World Politics: An Introduction, New York, The Free Press, 1976. 56. M. P. Sullivan, Theories of International Politics: Enduring Paradigm in a Changing World,Hampshire, Macmillan, 2001. 57. V. Van Dyke, International Politics, Bombay, Vakils, Feffer and Simons, 1969. 58. J. A. Vasquez, The Power of Power Politics, London, Frances Pinter, 1983. 59. ————, The War Puzzle, Cambridge, Cambridge University Press, 1993. 60. S. P. Verma, International System and the Third World, New Delhi, Vikas, 1988. 61. K. N. Waltz, Theory of International Politics, Reading Massachusetts, Addison- Wesley, 1979. 62. ————, â€Å"The Emerging Structure of International Politics†, International Security, 18, 1993,pp. 44-79. 63. A. Wolfers, Discord and Collaboration, Baltimore, Johns Hopkins University Press, 1962. PS 10:Western Political Thinkers (Rousseau to Marx) Course Rationale : The course seeks to promote a critical understanding of the main philosophical themes in Western Political thought as represented by selected thinkers primarily from the modern period. It emphasizes on their life and works and their major theoretical and philosophical contributions. Course Contents: Lectures 1. Jean Jacques Rousseau: Life and works; Social Contract Theory; Theory of General Will; Popular Sovereignty. (10) 2. Edmund Burke: Life and works; Conservative Philosophy; State; Revolution; Blend of Liberalism and Conservatism. (10) 3. James Stuart Mill: Life and works; Liberty; Representative Government and Democracy; Individualism. (10) 4. George Wilhelm Fredrick Hegel: Life and works; History; Dialectic; Idealist Theory. (10) 5. Karl Marx: Dialectical Materialism ; Interpretation of History; Theory of Surplus Value; Class War; Dictatorship of the Proletariat ; Classless society (10). Readings for PS 7 & PS 10: 1. J. W. Allen, A History of Political Thought in the Sixteenth Century, London, Methuen, 1967. 2. A. Ashcraft, Revolutionary Politics and Locke’s Two Treatises of Government, London, Allen and Unwin, 1986. 3. ————, Locke’s Two Treatises of Government, London, Unwin and Hyman, 1987. 4. A. Avineri, The Social and Political Thought of K. Marx, New Delhi, S. Chand and Co. , 1979. 5. Sir E. Barker, The Political Thought of Plato and Aristotle, New York, Dover Publications,1959. 6. ————, Greek Political Theory: Plato and His Predecessors, New Delhi, B.I. Publications, 1964. 7. ————, The Politics of Aristotle, translated with introduction, notes and appendix, Oxford, Oxford University Press, 1995. 8. R. N. Berki, The History of Political Thought: A Short Introduction, London, Dent, 1977. Sir I. Berlin, The Hedgehog and the Fox, London, Weidenfeld and Nicolson, 1953. 9. ————, Karl Marx: His Life and Environment, Oxford, Oxford University Press, 1963. 10. W. H. Bluhmn, Theories of Political System: Classics of Political Thought and Modern Political Analysis, Englewood Cliffs NJ, Prentice Hall, 1965. 12. J. Bowle, Western Political Thought: A Historical Introduction from the Origins to Rousseau,London, Jonathan Cape, 1947. 13. ————, Politics and Opinion in the Nineteenth Century: A Historical Introduction, London. Jonathan Cape, 1954. 14. C. Brinton, English Political Thought in the Nineteenth Century, London, Allen Lane, 1933. 15. J. Bronowski and B. Mazlish, Western Intellectual Tradition, Harmondsworth, Penguins, 1960. 16. K. C. Brown (ed. ), Hobbes’ Studies, Cambridge Massachusetts, Harvard University Press,1965. 17. J. H. Burns (ed.), The Cambridge History of Political Thought, 1450-1700, Cambridge,Cambridge University Press, 1991. 18. H. Butterfield, The Statecraft of Machiavelli, New York, Collier, 1962. 19. F. P. Canavan, The Political Reason of Edmund Burke, Durnham NC, Duke University Press,1960. 20. E. Cassirer, The Philosophy of the Enlightenment, Princeton NJ, Princeton University Press,1932. 21. ————, The Myth of the State, New Haven CT, Yale University Press, 1946. 22. G. Catlin, A History of Political Philosophers, London, George Allen and Unwin, 1950. 23. F. Chabod, Machiavelli and the Renaissance, translated by D. Moore, New York, Harper and Row, 1958. 24. J. W. Chapman, Rousseau- Totalitarian or Liberal, New York, Columbia University Press, 1956. 25. A. Cobban, Rousseau and the Modern State, London, Unwin University Books, 1964. 26. J. Coleman, A History of Political Thought: From Ancient Greece to Early Christianity,London, Blackwell, 2000. 27. L. Colletti, From Rousseau to Lenin: Studies in Ideology and Society, translated By J. Merrington and J. White, New Delhi, Oxford University Press, 1969. 28. D. Coole, Women in Political Theory: From Ancient Misogyny to Contemporary Feminism, New York, Harvester Wheatsheaf, 1993. 29. M. Cornforth, The Open Philosophy and the Open Society: A Reply to Sir Karl Popper’s Refutation of Marxism, London, Lawrence and Wishart, 1968. 30. M. Cowling, Mill and Liberalism, Cambridge, Cambridge University Press, 1963. 31. M. Cranston, (ed. ), Western Political Philosophers, London, Fontana, 1964. 32. R. Crossman, Plato Today, London, Allen and Unwin, 1939. 33. M. Curtis, The Great Political Theories 2 Vols. , New York, Avon, 1961. 34. W. L. Davidson, Political Thought in England: The Utilitarians from Bentham to Mill, Oxford, Oxford University Press, 1957. 35. S. DeGrazia, Machiavelli in Hell, Princeton NJ, Princeton University Press, 1989. 36. P. Doyle, A History of Political Thought, London, Jonathan Cape, 1933. 37. J. A. Dunning, History and Political Theories, New York, Macmillan, 1902. 38. W. Ebenstein, Great Political Thinkers, New Delhi, Oxford & IBH, 1969. 39. J. B. Elshtain, Public Man, Private Woman: Women in Social and Political Thought, Princeton 40. NJ, Princeton University Press, 1981. 41. M. B. Foster, W. T. Jones and L. W. Lancaster, Masters of Political Thought 3 Vols, London, George G. Harrap and Co. Ltd. , 1942, 1947 and 1959. 42. R. G. Gettel, History of Political Thought, New York, Novell & Co, 1924. 43. D. Germino, Modern Western Political Thought: Machiavelli to Marx, Chicago, University of Chicago Press, 1972. 44. W. H. Greenleaf, The British Political Tradition, 2 Vols, London, Methuen, 1983. 45 A. Hacker, Political Theory: Philosophy, Ideology, Science, New York, Macmillan, 1961. 46. E. Halevy, Growth of Philosophical Radicalism translated by M. Morris London, Faber & Faber, 1928. 47. J. H. Hallowell, Main Currents in Modern Political Thought, New York, Holt, 1960. 48. I. W. Hampsher-Monk, Modern Political Thought from Hobbes to Marx, Oxford, Basil Blackwell, 1992. 49. R. Harrison, Bentham, London, Routledge, 1983. 50. I. Kramnick, The Age of Edmund Burke: The Conscience of an ambivalent Conservative,New York, Basic Books, 1977. 51. G. Klosko, The Development of Plato’s Thought, London, Methuen, 1986. 52. H. J. Laski, Political Thought from Locke to Bentham, Oxford, Oxford University Press, 1920. 53. P. Laslett, John Locke’s Two Treatises of Government, Cambridge, Cambridge University Press, 1960. 54. R. B. Levinson, In Defense of Plato, Cambridge Massachusetts, Harvard University Press,1953. 55. C. B. Macpherson, The Political Theory of Possessive Individualism: Hobbes to Locke,Oxford, The Clarendon Press, 1973. 56. K. Martin, French Liberal Thought in the Eighteenth Century, New York, New York University Press, 1954. 57. A. MacIntyre, A Short History of Ethics, New York, Macmillan, 1971. 58. C. C. Maxey, Political Philosophies, New York, Macmillan, 1948. 59. C. H. McIlwain, The Growth of Political Thought in the West, New York, Macmillan, 1932. 60. D. McLellan, Karl Marx: The First 100 Years, London, Fontana, 1983. 61. K. R. Minogue, Hobbes’ Leviathan, New York, Everyman’s Library 1977. 62. J. B. Morall, Political Thought in Medieval Times, New York, Harper Torchbooks, 1958. 63. S. Mukherjee and S. Ramaswamy, A History of Political Thought: Plato to Marx, New Delhi, Prentice Hall, 1999. 64. R. G. Mulgan, Aristotle’s Political Theory: An Introduction for Students of Political Theory,Oxford, The Clarendon Press, 1977. 65. R. L. Nettleship, Lectures on Plato’s Republic, London, Macmillan, 1967. 66. M. Oakeshott, Hobbes on Civil Association, Oxford, Basil Blackwell, 1975. 67. S. M. Okin, Women in Western Political Thought, Princeton NJ, Princeton University Press, 1979. 68. C. Pateman, The Disorder of Women, Cambridge, Polity Press, 1993. 69. H. F. Pitkin, The Concept of Representation, Berkeley, University of California Press, 1967. 70. ————, Fortune is a Woman: Gender and Politics in the thought of Niccolo Machiavelli,Berkeley, University of California Press, 1984. 71. J. Plamentaz, Man and Society 2 Vols. , London, Longman, 1963. 72. J. G. A Pocock, The Machiavellian Moment: Florentine Republic Thought and the Atlantic Republican Tradition, Princeton NJ, Princeton University Press, 1971. 73. Sir K. R. Popper, The Open Society and its Enemies 2 Vols. , London, Routledge and Kegan Paul, 1945. 74. P. Riley, Will and Legitimacy, Cambridge Massachusettes, Harvard University Press, 1980. 75. A. Ryan, J. S. Mill, London, Routledge and Kegan Paul, 1974. 76. B. Russell, History of Western Philosophy, London, George Allen and Unwin, 1961. 77. G. H. Sabine, History of Political Theory, 4th edn. , revised by T. L. Thorson, New Delhi,Oxford and IBH, 1973. 78. A. Saxonhouse, Women in the History of Political Thought: Ancient Greece to Machiavelli,New York, Praegar, 1985. 79. M. L. Shanley, and C. Pateman, Feminist Interpretation and Political Theory, Cambridge, Polity, 1991. 80. M. Q. Sibley, Political Ideas and Ideologies, New Delhi, Surjeet Publications, 1981. 81. T. A. Sinclair, A History of Greek Political Thought, London, Routledge, 1951. Q. Skinner, The Foundations of Modern Political Thought, 2 Volumes, Cambridge, Cambridge University Press, 1990. 82. S. B. Smith, Hegel’s Critique of Liberalism, Chicago, University of Chicago Press, 1989. 83. Sir L. Stephen, History of English Thought in the 18th Century 2 Vols. , London, London School of Economics and Political Science, 1902. 84. L. Strauss, The Political Philosophy of Hobbes: Its Basis and Genesis, Oxford, The Clarendon Press, 1936. 85. ————, Thoughts on Machiavelli, Chicago, University of Chicago Press, 1958. 86. ————, Studies in Platonic Political Philosophy, Chicago, Chicago University Press, 1964. 87. J. L. Talmon, The Origins of Totalitarian Democracy and Political Messianism: The Romantic Phase, London, Secker and Warburg, 1960. 88. T. L. Thorson, Plato: Totalitarian or Democrat, Englewood Cliffs NJ, Prentice Hall, 1963. 89. J. Tully, A Discourse on Property: John Locke and his Adversaries, Cambridge, Cambridge University Press, 1980. 90. C. E. Vaughan, Studies in the History of Political Philosophy before and after Rousseau, 91. Manchester UK, University of Manchester Press, 1925. 92. H. Warrender, The Political Philosophy of Hobbes: His Theory of Obligation, Oxford, The Clarendon Press 1957. 93. N. Warburton, J. Pike and D. Matravers, Reading Political Philosophy: Machiavelli to Mill, London, Routledge in association with Open University, 2000. 94. S. Wolin, Politics and Vision: Continuity and Innovation in Western Political Thought, Boston,Little Brown, 1960. PS 11: Indian Political Thinkers (Manu to Azad) Course Rationale: The purpose of this paper is to enlighten the students about Indian thinkers from ancient to modern times. It seeks to understand their seminal contribution to the evolution of political theorizing in India. It critically assesses their contribution and explains their relevance to contemporary times Course Content: Lectures 1. Manu: Life & Works ; Manu’s State, Theory of Danda, Manu’s Foreign Policy. (12) 2. Kautilya: Early Life & Works ; State craft, Diplomacy (12) 3. Swami Vivekananda: Early Life, Hinduism as a Universal Religion, Contribution to Metaphysics (08) 4. Tilak and Aurobindo: Early life, Tilak’s Religious ideas, Tilak’s Philosophy of Reform, Political Philosophy of Tilak , Indian Extremist Nationalism. Aurobindo’s Early life & Works , Epistemological Foundations of Politics, Philosophy of Sate, Nation- Building (10) 5. Maulana Azad : Life and Works, Political Ideas (08) PS 12: Government and Politics of Goa : Pre Statehood Course Rationale: The course seeks to give the students an insight into pre-colonial & post colonial institutions in Goa. It provides the historical background and political evolution in Goa leading from the liberation to the pre state-hood period, focusing on both political leaders and the parties. Course Content: Lectures 1. Goa -A Historical Overview: Gaunkari system, Portuguese Colonial period, Salazarist Dictatorship & Struggle for liberation. (10) 2. Issues of Transition: Integration of Goa; Ist Assembly Elections, Controversy over Political Future, Opinion poll. (10) 3. Emergence & growth of Political Parties: Indian National Congress, Maharashtrawadi Gomantak Party, United Goans Party, Bharitiya Janata Party, Assembly Elections 1963-1984. (12) 4. Goan Politics: Union Territory Phase I: Bandodkar Government: Consolidation of Institutions, Phase II : Shashikala Government: Erosion of Bahujan Politics, Phase III: Rane Government: Emergence of National Parties. (18) PS 13: COMPARATIVE GOVERNMENT (Governments of U. K, U. S. A, Russia, China, Switzerland & France) Course rationale: This paper studies the major constitutions of the world by adopting a comparative approach. The constitutional and legal provisions, the ideological basis, the institutional arrangement and their social and economic background are to be explained, analyzed and evaluated critically. The comparative perspective enables the students to understand the differences and similarities between the various constitutional arrangements. Course Content: Lectures. 1) Importance of Comparative Government and Politics: Approaches to the study of Comparative Politics: – Systems Approach, Structural & Functional Approach, Marxist Approach. (12) 2) Constitutions : Evolution and Nature (U. S. A , U. K & CHINA) (10) 3) Executive: Prime Minister & Cabinet(U. K), President and Cabinet (U. S. A), President and State Council(China), Plural Executive (Switzerland ), Presidential and Parliamentary Executive(France and Russia). (14) 4) Legislature: Parliament(UK) , Congress (USA), National Peoples Congress(China), relationship with the Executive in terms of separation of powers. (14) PS 14: Indian Political Thinkers (Gokhale to Ambedkar) Course Rationale: The Course seeks to familiarize students with the major contributions of the key modern Indian political thinkers. It focuses on their life and work and outlines their key political and philosophical ideas that shaped modern India. Course Rationale: Lectures 1. G. K. Gokhale: Early life & Work ,Political Thought (08) 2. Mahatma Gandhi : Early life & Works , Idealism & Ethics, Philosophy of Politics, Swaraj & Satyagraha. (12) 3. Jawaharlal Nehru: Early life & Works, Political Ideas, Panchaseel, Socialism & Secularism (12). 4. M. N. Roy: Early Life & Works, Roy’s views on the Russian Revolution & Marxism Radical Humanism & Scientific Politics. (10) 5. B. R. Ambedkar : Early life & Works , Sociological and Political views, Abdedkar & the Dalits (08) Readings for PS 11 & PS 14: 1. A. S. Altekar, State and Government in Ancient India, Delhi, Motilal Banarsidass, 1966. 2. A. Appadorai, Documents on Political Thought in Modern India, 2 vols. Bombay Oxford University Press, 1970. 3. J. Bandhopadhyaya, Social and Political Thought of Gandhi, Bombay, Allied, 1969. 4. J. V. Bondurant, Conquest of Violence: The Gandhian Philosophy of Conflict, Berkeley,University of California Press, 1965. 5. D. M. Brown, The White Umbrella: Indian Political Thought from Manu to Gandhi, Berkeley,University of California Press, 1953. 6. R. J. Cashman, The Myth of the ‘Lokmanya’ Tilak and Mass Politics in Maharasthra, 7. Berkeley, University of California Press, 1975. 8. B. Chandra, Nationalism and Colonialism in Modern India, Delhi, Vikas, 1979. 9. K. Damodaran, Indian Thought: A Critical Survey, London, Asia Publishing House, 1967. 10. T. de Bary, Sources of Indian Tradition, New York, Columbia University Press, 1958. 11. D. G. Dalton, India’s Idea of Freedom: Political Thought of Swami Vivekananda, Aurobindo Ghose, Mahatma Gandhi and Rabindranath Tagore, Delhi, Academic Press, 1982. 12. A. R. Desai, Social Background of Indian Nationalism, Bombay, Popular, 1954. 13. R. P. Dutt, India Today, Calcutta, Manisha, 1970. 14. A. T. Embree (ed. ), Sources of Indian Tradition: from the Beginning to 1800, India, Penguin Books, 1991. 15. S. Ghose, The Renaissance to Militant Nationalism, Bombay, Allied Publishers, 1969. 16. ————, Socialism, Democracy and Nationalism in India, Bombay, Allied Publishers, 1973. 17. ————, Modern Indian Political Thought, Delhi, Allied, 1984. 18. U. N. Ghoshal, A History of Indian Political Ideas, London, Oxford University Press, 1959. 19. J. P. Haithcox, Communism and Nationalism in India: M. N. Roy and Comitern Policy, Princeton NJ, Princeton University Press, 1971. 20. S. Hay, Sources of Indian Tradition: Modern India and Pakistan, India, Penguin Books, 1991. 21. C. Heimsath, Indian Nationalism and Social Reform, Princeton NJ, Princeton University Press, 1964. 22. R. Iyer, The Moral and Political Thought of Mahatma Gandhi, Delhi, Oxford University Press,1973. 23. K. P. Jayaswal, Hindu Polity, Calcutta, Butterworth, 1924. 24. K. N. Kadam (ed. ), Dr. B. R. Ambedkar, New Delhi, Sage, 1992. 25. R. P. Kangle, Arthashastra of Kautilya, Delhi, Motilal Banarsidass, 1965. 26. M. J. Kanetkar, Tilak and Gandhi: A Comparative Study, Nagpur, Author, 1935. 27. V. B. Karnik, M. N. Roy: Political Biography, Bombay, Jagriti, 1978. 28. K. P. Karunakaran, Modern Indian Political Tradition, New Delhi, Allied Publishers, 1962. 29. ————, Religious and Political Awakening in India, Begum Bridge, Meenakshi Prakashanm 1969. 30. ————, Indian Politics from Dadabhai Naoroji to Gandhi: A Study of Political Ideas of Modern India, New Delhi, Gitanjali, 1975. 31. ————, Gandhi- Interpretations, New Delhi, Gitanjali Publishing House, 1985. 32. D. G. Karve, and D. V. Ambedkar, Speeches and Writings of Gopal Krishna Gokhale,Bombay, Asia, Publishing House, 1966. 33. U. Kaura, Muslims and Indian Nationalism, New Delhi, Manohar, 1977. 34. V. P. Luthra, The Concept of Secular State and India, Delhi, Oxford University Press, 1964. 35. V. R. Mehta, Foundations of Indian Political Thought, New Delhi, Manohar, 1992. 36. B. B. Majumdar, Militant Nationalism in India and Its Socio-Religious Background 1897-1917, Calcutta, General Printers, 1960. 37. M. Mohanty, Revolutionary Violence: A Study of the Marxist Movement in India, New Delhi,Sterling, 1977. 38. S. Mukherjee, Gandhian Thought: Marxist Interpretation, New Delhi Deep & Deep, 1991. 39. B. R. Nanda, Gokhale, Gandhi and the Nehrus: Studies in Indian Nationalism, London, Allen and Unwin, 1974. 40. ————, Gandhi and His Critics, Delhi, Oxford University Press, 1985. 41. J. Nehru, Discovery of India, London, Meridian Books, 1956. 42. G. Omvedt, Dalits and the Democratic Revolution: Dr. Ambedkar and the Dalit Movement in Colonial India, New Delhi, Sage, 1994. 43. G. D. Overstreet and M. Windmiller, Communism in India, Bombay, Perennial, 1960. 44. T. Pantham, and K. Deustch (eds. ), Political Thought in Modern India, New Delhi, Sage, 1986. 45. B. Parekh, Colonialism, Tradition and Reform: Analysis of Gandhi’s Political Discourse, New Delhi, Sage, 1989. 46. ———— and T. Pantham (eds. ), Political Discourse: Exploration in Indian and Western Political Thought, New Delhi, Sage, 1987. 47. S. Radhakrishnan, Eastern Religion and Western Thought, London, Oxford University Press,1940. 48. Swami Ranganathananda, Swami Vivekananda: His Humanism, Moscow State University Lecture, Calcutta, Advaita Ashram, 1991. 49. N. R. Ray (ed. ), Raja Rammohan Roy: A Bi-centenary Tribute, Calcutta, Asiatic Society,1975. 50. D. P. Roy, Leftist Politics in India: M. N. Roy and the Radical Democratic Party, Calcutta,Minerva, 1989. 51. S. H. Rudolph and L. I. Rudolph, Gandhi- The Traditional Roots of Charisma, Chicago,University of Chicago Press, 1983. 52. J. Sarkar, India Through the Ages: A Survey of the Growth of Indian Life and Thought,Calcutta, M. C. Sarkar and Sons, 1928. 53. S. Sarkar, Bengal Renaissance and Other Essays, New Delhi, People’s Publishing House, 1970. 54. B. S. Sharma, The Political Philosophy of M. N. Roy, Delhi, National Publishing House, 1965. 55. J. Spellman, The Political Theory of Ancient India, Oxford, The Clarendon Press, 1964. 56. A. Tripathi, The Extremist Challenge, Bombay, Allied, 1967. 57. V. P. Verma, Studies in Hindu Political Thought and Its Metaphysical Foundations, Delhi, Motilal Banarsidass, 1974. 58. S. A. Wolpert, Tilak and Gokhale, Berkeley, University of California Press, 1962. 59. G. Woodcock, Mohandas Gandhi, London, Fontana, 1971. PS 15: Government and Politics of Goa: Post Statehood. Course Rationale: This course seek to provide an understanding of the evolution of the political processes , structures & social.

In times of war one of the casualties is truth Essay

The word war to many people conjures up images of death and destruction and this is shown in the two poems, ‘Dulce et decorum est’ and ‘Disabled’. Wilfred Owen, who was a solider and experienced war first hand, wrote both of the poems, he did this from personal experience. In Both poems a negative view is portrayed, by describing the pain, suffering and the general consequences of war. The message he is trying to put across by writing these poems is that war is bloody, a waste of life and may leave you in a horrific state. The aim of the poet is to warn people of what war is all about: mainly death. On the other hand, war can also be shown as being honourable, heroic and patriotic, we know this from the poems ‘The Volunteer’ and ‘In Flanders Fields’. The poem ‘The Volunteer’ was written by a man called Herbert Asquith who was a politician and his aim was to get people to sign up and volunteer them selves to go to war, so his poem gives off a positive view of war. Herbert Asquith, in his poem, says that you will become a hero if you go to war and although you may die it is worthwhile because your country will be proud. These words create the positive view that Herbert Asquith was aiming for. A Canadian called John McCrae is the author of the poem ‘In Flanders Fields’. John was a military medical officer and viewed war from the sidelines and got a positive view from what he saw. His message is to other soldiers to tell them they must be brave and fight with pride or the soldiers who died previously will feel they have wasted their lives fighting. The poems differ a lot from each other as they create different images of war and disagree with each other. Two of the poems mention the good side of war, whereas the other two, shows the bad side of war. All four poems represent the truth in one way or another as War has many truths. The authors of the four poems are motivated by their different relevant experiences of the things they were doing during the war. Owens’ experiences on the front line in the battlefield influenced him to write the poem ‘Disabled’ as he witnessed the many casualties of war, also his poem ‘Dulce et decorum est’ describes the horrific conditions soldiers had to live and fight under during the war. Asquith, not being a solider himself, but a politician didn’t really understand what it would be like to experience war but it was his duty to persuade people to sign up and therefore this influenced his poem. John McCrae was only a medical officer but he saw the pain and suffering of the soldiers. He took this to be a good sign as it shows a result of being brave and fighting for your country. Wilfred Owen in both his poems wants the readers to feel moved by the message they portray and does this by using emotive language and emphasis. Owen also hopes that his poem will make people consider the consequences of war before volunteering. On the opposite side, Herbert Asquith wants the readers to be taken in by his poem, which describes being in the army as essential and honourable, something that Owen does not appear to agree on. John McCrae makes the readers feel mournful for those who died but also that they died as a duty to their country. The structures and tones of these poems are different. â€Å"In Flanders Fields† is concise but to the point. Whereas â€Å"Disabled† and â€Å"Dulce et Decorum est† are long and descriptive, the tone of these two poems is very serious, depressing and shocking. â€Å"The Volunteer† is short and persuasive. All of the poems have strong description of war and create powerful images, whether they are good or bad. From the two poems â€Å"disabled† and â€Å"Dulce et Decorum est† we can get images of bloody deaths and horrific consequences. â€Å"Disabled† tells us about a young man who went to war to serve his country, became a hero but suffered severely from it; He ended up in a wheel chair and has no future ahead of him. â€Å"Dulce et Decorum est† however describes war conditions in detail and paints a dreadful picture in our heads, using description such as â€Å"the froth-corrupted lungs† and â€Å"blood-shod†. Death is discussed in all 4 poems, but more evidently in Wilfred Owens’ work. In â€Å"the Volunteer† Herbert Asquith tells of man who is dull and seems to carry out the same duties day after day â€Å"Half his life had spent toiling†. Asquith then goes on to describe the glorious lifestyle of the man when he as became a soldier, implying that joining the army is a way of escaping a dull and boring life. In this poem and â€Å"In Flanders Fields† death is described in a soft way by using the word â€Å"falling† and terms such as â€Å"now we lie†. Emotions run high in all of the poems, contrasting happiness and fear. I agree with Owen’s view on war, it is dreadful and a waste of time. There are more consequences than you can imagine, why put yourself through War, the glory is minimum. â€Å"The Volunteer† is a reflection of my down side of war, as I don’t think people should be encouraged to go to war, although I do understand that people have to fight for their country.

Free Essays on Discipline

I’ll never forget, I was 7 years old and I wanted to stay to my Aunt Jolethia’s house, but my mother and father told me no I had school the next day. And that I could come back tomorrow. I was not going for it. I kicked and screamed down the steps, up the sidewalk, and into the car. I made a big fuss. That night I don’t know what came over me I was going to do anything to stay. So I decided to pull my mothers freshly done pineapple waves. We had a small compact two door car and some how my mother managed to body slam me in the car. All I remember was going up in the air and waking up the next morning in my bed. Ever since that fateful night my parents did not have to worry about discipline problems from me. But for the new generation discipline is a foreign word. There are more out of control children today than ever before, due to not only lack of discipline, but also, parental involvement in the lives of their children. It is not enough to just discipline a child and not find out what is going on in that child’s life. Parental involvement is as important as setting up rules and following through, by punishing the child when those rules are broken. Parents need to be aware of who his friends are, and are the friends the parents have met, those ones their kid is hanging out with? Be aware of who are the people that are influencing their child.Try to find out as best they can what is happening in their kids’ life, any problems or pressures that might trouble a kid, and become problematic for either the child or the parent. There are kids that do what they want to do because they know all their parents are going to do is yell at them a little bit, and that is it for their punishment. After yelling for a while, the parent feel li... Free Essays on Discipline Free Essays on Discipline I’ll never forget, I was 7 years old and I wanted to stay to my Aunt Jolethia’s house, but my mother and father told me no I had school the next day. And that I could come back tomorrow. I was not going for it. I kicked and screamed down the steps, up the sidewalk, and into the car. I made a big fuss. That night I don’t know what came over me I was going to do anything to stay. So I decided to pull my mothers freshly done pineapple waves. We had a small compact two door car and some how my mother managed to body slam me in the car. All I remember was going up in the air and waking up the next morning in my bed. Ever since that fateful night my parents did not have to worry about discipline problems from me. But for the new generation discipline is a foreign word. There are more out of control children today than ever before, due to not only lack of discipline, but also, parental involvement in the lives of their children. It is not enough to just discipline a child and not find out what is going on in that child’s life. Parental involvement is as important as setting up rules and following through, by punishing the child when those rules are broken. Parents need to be aware of who his friends are, and are the friends the parents have met, those ones their kid is hanging out with? Be aware of who are the people that are influencing their child.Try to find out as best they can what is happening in their kids’ life, any problems or pressures that might trouble a kid, and become problematic for either the child or the parent. There are kids that do what they want to do because they know all their parents are going to do is yell at them a little bit, and that is it for their punishment. After yelling for a while, the parent feel li...

The Pros and Cons of Ethanol Fuel

The Pros and Cons of Ethanol Fuel Ethanol is a relatively low-cost alternative fuel  that boasts less pollution and more availability compared to unblended gasoline, but there are a number of benefits and drawbacks to this newer form of fuel. For environmental purposes, ethanol is less harmful than unblended gasoline. Carbon monoxide production from ethanol fuel is significantly lower than that of gasoline engines, and ethanol is easier to source since it comes from processed corn. This means it also helps farms and manufacturing economies. The disadvantages of ethanol and other biofuels include the use of farmland for industrial corn and soy growth, rather than for food crops. Also, biofuels arent meant for all vehicles, especially older vehicles. There is some resistance from the automotive industry when it comes to adding biofuels to the market. However, many automakers are adapting to low-emissions vehicle standards which require vehicles to use ethanol blends rather than unblended gasoline. Ethanol Benefits for the Environment and Economy Overall, ethanol is considered to be better for the environment than gasoline. Ethanol-fueled vehicles produce lower  carbon dioxide emissions,  and the same or lower levels of hydrocarbon and oxides of nitrogen emissions. E85, a blend of 85 percent ethanol and 15 percent gasoline, also has fewer volatile components than gasoline, which means fewer gas emissions from evaporation. Adding ethanol to gasoline in lower percentages, such as 10 percent ethanol and 90 percent gasoline (E10), reduces carbon monoxide emissions from the gasoline and improves fuel octane. Flexible fuel vehicles that can use E85 are widely available and come in many different styles from most major auto manufacturers. E85 is also widely available at a growing number of gas stations throughout the United States. Flexible fuel vehicles have the advantage of being able to use E85, gasoline, or a combination of the two, giving drivers the flexibility to choose the fuel that is most readily available and best suited to their needs. Because ethanol is mostly a product of processed corn, ethanol production supports farmers and creates domestic jobs. And because ethanol is produced domestically, from domestically-grown crops, it reduces U.S. dependence on foreign oil and increases the nation’s energy independence. Being able to grow ethanol-producing crops reduces the pressure to drill in environmentally-sensitive places, such as the north slope of Alaska, the Arctic Ocean, and the Gulf of Mexico. It can replace the necessity for environmentally-sensitive shale oil, like that coming from the Bakken Shale,  and reduces the need for the construction of new pipelines like the Dakota Access Pipeline. The Drawbacks of Ethanol Ethanol and other biofuels are often promoted as clean, low-cost alternatives to gasoline, but the production and use of ethanol are not all positive. The major debate about corn and soy-based biofuels is the amount of land it takes away from food production. Also, industrial corn and soy farming are harmful to the environment in a different way. Growing corn for ethanol involves large amounts of synthetic fertilizer and herbicide. Corn production, in general, is a frequent source of nutrient and sediment pollution. Also, the typical practices of industrial corn farmers, versus commercial and local food farmers, are considered more environmentally hazardous in general. The challenge of growing enough crops to meet the demands of ethanol and biodiesel production is significant and, some say, insurmountable. According to some authorities, producing  enough biofuels  to enable their widespread adoption could mean converting most of the world’s remaining forests and open spaces to farmland - a sacrifice few people would be willing to make. â€Å"Replacing only five percent of the nation’s diesel  consumption with biodiesel  would require diverting approximately 60 percent of today’s soy crops to  biodiesel production,† says Matthew Brown, an energy consultant and former energy program director at the National Conference of State Legislatures. In a 2005 study, Cornell University researcher David Pimental factored in the energy needed to grow crops and convert them to biofuels and concluded that producing ethanol from corn required 29 percent more energy than ethanol is capable of generating. Sources: EarthTalk staff. The Pros and Cons of Biofuels. James T. Ehler, February 2007. Susan S. Lang. Cornell ecologists study finds that producing ethanol and biodiesel from corn and other crops is not worth the energy. Cornell Chronicle, July 5, 2005, Ithaca NY.

The Discover of Dietary Vitamins

The Discover of Dietary Vitamins Vitamins are a 20th-century discovery. While people always felt properties of some foods were important to health before the opening decades of the 1900s, it wasnt until after the turn of the century that these factors were identified and synthesized. Discovery of Vitamins as a Factor In 1905, an Englishmen named William Fletcher became the first scientist to determine whether the removal of special factors, known as vitamins, from food would lead to diseases. Doctor Fletcher made the discovery while researching the causes of the disease Beriberi. Eating unpolished rice, it seemed, prevented Beriberi while eating polished rice did not.  Hence, Fletcher suspected that there were special nutrients contained in the husk of the rice removed during the polishing process that played a role.   In 1906, English biochemist Sir Frederick Gowland Hopkins also found that certain food factors (proteins, carbohydrates, fats, and minerals) were important to growth in the human body: his work led to his receiving (together with Christiaan Eijkman) the 1929 Nobel Prize in Physiology or Medicine. In 1912, Polish scientist Cashmir Funk named the special nutritional parts of food a vitamine after vita, which meant life,  and amine from compounds  found in the thiamine he isolated from rice husks. Vitamine was later shortened to vitamin. Together, Hopkins and Funk formulated the vitamin hypothesis of deficiency disease, which asserts that a lack of vitamins could make you sick. Specific Vitamin Discoveries Throughout the 20th century, scientists were able to isolate and identify the various vitamins found in food. Here is a short history of some of the more popular vitamins. Vitamin A (a group of fat-soluble retinoids, including retinol, retinal, and retinyl esters)  - Elmer V. McCollum and Marguerite Davis discovered Vitamin A around 1912 to 1914. In 1913, Yale researchers Thomas Osborne and Lafayette Mendel discovered that butter contained a fat-soluble nutrient soon known as vitamin A. Vitamin A was first synthesized in 1947.  Vitamin B (known as biotin, a water-soluble vitamin that helps the body convert carbohydrates, fats, and proteins into energy)- Elmer V. McCollum also discovered Vitamin B sometime around 1915–1916.Vitamin B1 (also known as thiamine, a water-soluble  B vitamin that plays a critical role in energy metabolism) - Casimir Funk discovered Vitamin B1 (thiamine) in 1912.Vitamin B2 (also known as riboflavin, an important role in energy production, cellular function, and metabolism)- D. T. Smith, E. G. Hendrick discovered B2 in 1926. Max Tishler invented methods for synthesizing the essential vitamin B2.Niacin- American Co nrad Elvehjem discovered Niacin in 1937. Folic acid- Lucy Wills  discovered Folic acid in  1933.Vitamin B6 (six compounds which are extremely versatile and primarily work on protein metabolism)- Paul Gyorgy discovered Vitamin B6 in 1934.Vitamin C (ascorbic acid, required for the biosynthesis of collagen)- In 1747, Scottish naval surgeon James Lind discovered that a nutrient in citrus foods prevented scurvy.  It was re-discovered and identified by Norwegian researchers  A. Hoist and T. Froelich in 1912. In 1935, Vitamin C became the first vitamin to be artificially synthesized. The process was invented by Dr. Tadeusz Reichstein of the Swiss Institute of Technology in Zurich.Vitamin D (promotes calcium absorption in the gut and enable bone mineralization)- In 1922, Edward Mellanby discovered Vitamin D while researching a disease called rickets.  Vitamin E (important anti-oxidant)- In 1922, University of California researchers Herbert Evans and Katherine Bishop discovered Vitamin E in green leafy vegetables.   Coenzyme Q10 In a report called â€Å"Coenzyme Q10 - The Energizing Antioxidant,† issued by Kyowa Hakko USA, a physician named Dr. Erika Schwartz MD wrote: Coenzyme Q10 was discovered by Dr. Frederick Crane, a plant physiologist at the University of Wisconsin Enzyme Institute, in 1957. Utilizing specialized fermentation technology developed by Japanese manufacturers, cost-effective production of CoQ10 began in the mid-1960s. To this day, fermentation remains the dominant production method around the globe. In 1958, Dr. D.E. Wolf, working under Dr. Karl Folkers (Folkers leading a team of researchers at Merck Laboratories), first described the chemical structure of coenzyme Q10. Dr. Folkers later received the 1986 Priestly Medal from the American Chemical Society for his research on coenzyme Q10. Source Vitamin and Mineral Supplement Fact Sheets. National Institutes of Health: Office of Dietary Supplements

An Orthodox Poem Essay Example | Topics and Well Written Essays - 1000 words

An Orthodox Poem - Essay Example These terms may be used interchangeably to pertain to money. Noticeably, Stevens uses simple, even slang terms to make his subject easy, thus implying address of the general public, or the common people. Stevens could have used other terms like banknote or currency but such terms would deviate from the purpose of giving the simplest terms for money in the introduction and then move on to the more complex meaning of the subject. . In the second stanza, Stevens mentions the ways to use money. The lines, â€Å"Chock it up,/fork it over, shell it out./Watch it burn holes through pockets.† (4-6) reveals what a person can do with money. There is a slight change in tone with the first two lines of this stanza still sounding slang, whereas the third line sounds figurative. Stevens gets deeper into his subject matter by using imagery and metaphor in the third line. He indirectly compares money with fire, making it capable of burning â€Å"holes through pockets† (6). The first tw o lines express how people can manipulate money, whereas the third shows a magnificent power that money has as it can â€Å"burn holes† or leave a person empty-handed. Stevens provides deeper meanings of the term money as the poem progresses. As such, the third stanza provides an even deeper meaning of money by giving implications of having money. The lines, â€Å"To be made of it! To have it to burn!† (7-8) could mean two things. Literally, it can mean that money can support a person when used for sustenance. Figuratively, it can also mean that depending on money can make one burn or go to hell. Considering this, Stevens does not only illustrate an orthodox style but even demonstrates Orthodox beliefs about hell and temptation. The terms in next line, namely, â€Å"Greenbacks, double eagles, megabucks and Ginnie Maes† (9) pertain to enormous amount of money, which could lead a person to make sins and later burn in hell due to temptation. Such infusion of belief about burning is allegorical in tone. The fourth stanza balances the meanings provided in the earlier stanza by giving the positive functions of money. â€Å"It greases the palm, feathers a nest,† (10) and so on. The words in this stanza pertain to the use of money in supporting or feeding a family or making a person survive. Stevens uses more images to illustrate his point, such greasing the palm with food to eat, feathering a nest to provide shelter to a family, and letting a person survive the depth of the water in a sea. On one hand, these descriptions strongly imply the role of money in human life. On the other hand, these words also show the dependency of people on money. Such connotations further imply the negative side of money, thus serving as anti-thesis to lines 10-11. The fifth stanza further illustrates the power of money and its presence in the world as the poem states, it is â€Å"always in circulation† (15). Stevens uses denotation and connotation agai n in this stanza. As for the denotation, money can gather people’s as it can afford a lot of things. For the connotation, money gathers the interest of many when a person with a lot of money is lavishly clothed. Furthermore, it implies that people with money become popular and are always in circulation. The last stanza bears the most negative implications of money. Once again, the author uses denotation and connotation. The persona warns the addressee about putting money in the mouth, despite not knowing where it comes

The Pros and Cons of the No Child Left Behind Act Essay

The Pros and Cons of the No Child Left Behind Act - Essay Example Yet, along with the greater emphasis put on student performance has come nationwide accountability and the unethical measures that school districts have implemented to meet the new federal guidelines. The NCLB Act was designed primarily to aid poor, minority, and immigrant students by implementing testing standards and assuring no child was falling through the cracks and being left behind. To support this effort, the bill appropriated $650 million to be used by the states to instruct English language learners. This was a 50% increase in funding for these efforts over previous years (Crawford). In an era when education funding has suffered from so many cutbacks, the additional funding was a decided benefit for schools, especially with high immigrant populations. However, the new formula used to distribute the money resulted in the least populated states, such as North Dakota and Alaska, receiving a reduction in funding. This has resulted in fewer English Learner programs for Native Americans that are enrolled in public schools in these states (Crawford). The NCLB Act requires that all students be tested at regular intervals to measure their progress in Math and English. School district funding and administrative control are dependent on acceptable results of this testing. This approach is well intentioned and can benefit the student by holding the schools accountable to their purpose, teaching the students. While the results of this testing have been unimpressive for the general student population, it has benefited students in the lower grades that are enrolled in an English Language Learner program (National Center for Educational Statistics). While forcing the schools to produce results, especially among the most challenged students, the Act has also had unintended consequences in this area. Because school funding is based on these results, districts have been anxious to exploit loopholes that may exempt many students from the testing requirements. During the most recent reporting period it was reported that the scores of two mill ion students were omitted due to technicalities. These were the poorest performing students and it can be inferred that they were minority and immigrant students, the ones that NCLB was written to protect. (Bass, Dixon, and Feller). The NCLB has given the education system uniform guidelines and standards that can be used to compare our past performance and gauge the success of our schools. It helps to identify which programs work and which ones fail. The goal of testing all students fairly is a great advantage if implemented correctly. However, when school funding, bonuses, and school control depend on the results of these tests, it becomes known as High Stakes Testing. Teachers are put in a position to "teach the test" at the expense of other equally important material. Measuring student progress may become meaningless under the current guidelines as Armein and Berliner report, "... the harder teachers work to directly prepare students for a high-stakes test, the less likely the test will be valid for the purposes it was intended". It has also been reported that Latino students have been encouraged to drop out of school to avoid taking the test in a school's effort to raise overall test

Case#6 Case Study Example | Topics and Well Written Essays - 500 words

#6 - Case Study Example With regard to its definition, a visionary leader is a leader who is able to articulate their dream for an organization and inspire followers, allowing them to move together towards a shared dream of the future. The basis of my definition is that the ultimate role of visionary leadership is facilitative and an ideal principal is often to merely facilitate the vision rather than single handedly transforming an organization (school) within a given period of time (Mendels, 2012, P.55, Column 2, L. 2). As seen in the case study, Susan is seen alluding to a community culture means she is indirectly calling to attention the important of the beliefs, values as well as the collective thoughts of those who belonged to the broader community of the school. This is likely to be based on her strong personal belief that developing a school vision is a collective responsibility that should be carried out by all members and stakeholders of the broader school community. Generally, the potential conflict between professionalism and democracy often take a number of forms. Democracies often require taking into account the opinions of other members of an organization before making decisions. However, this may result in a time consuming bureaucratic process that may negatively affect efficiency and professionalism in the school or organization as more time may be required and compromise may have to be reached. For Example, during administrative decision making, responsiveness may require adherence to professionalism while the principle of democratic accountability demands adherence to the popular will or democracy (West-Burnham, 2003, P. 10, L.7). Based on my knowledge of school administration, the role that the principal plays in the building of the school vision is simply be participate and facilitate reaching a consensus on a vision that reflect the collective thoughts of the broader school community as opposed to single handedly

Profissonal development and communication skills in english Coursework

Profissonal development and communication skills in english - Coursework Example In this formula; b is the peak induction, f is magnetsing frequency, A is the cross sectional area of the sample and n is the number of turns of the search coil around this sample. In order to evaluate the Curie temperature, a sample of the sheet metal is placed in an insulated temperature controlled furnace, which is then heated above its curie point. The sample is then let cool using a low frequency 10hz magnetic field. Curie temperature is established by measuring magnetic induction and induction-temperature. The experiment was conducted using the following materials: a furnace tube, a solenoid tube, a secondary tube, two identical search coils and a sample sheet. The arrangement of above materials is illustrated in Figure 1. The search coils were wound around a smaller tube, which was inserted inside another longer and larger tube in a way that the axes of both tubes aligned together. The solenoid was wound around the larger tube. The entire construction was then inserted inside the furnace tube. The furnace was heated approximately to 840 C; because of it, the solenoid and the search coil also got heated to the same temperature. The steel sample was then inserted into one of the two search coils as shown in the figure 1. After a period, the sample, solenoid and the furnace reached the same temperature. The furnace was switched off, and the solenoid was switched on once the entire system reached the temperature equilibrium. The sample was then allowed to cool unforced. The experiment used 30 x 28 mm steel samples of various thickness; cross-sectional areas of the samples are shown in the attached table. The use of two identical search coils in series connection eliminated air flux induction, thus ensuring that the induced EMF was caused by the sample magnetisation alone from an uniform magnetic field produced by the solenoid. The solenoid used a sinusoidal time varying magnetic field; the strength of it

Nationally Known Leader Essay Example | Topics and Well Written Essays - 1000 words

Nationally Known Leader - Essay Example Obama’s charisma moved and continues to move the American society. Employing his charisma, he has successfully drawn the interest of the Americans. His influence to his country is development-oriented through reforming sectors that lag behind or pull the society behind. With his charisma, he has made it possible to influence American masses and garner their trust in his leadership. This does not mean that Obama faces no challenges in his line of work. However, the manner in which he addresses emerging leadership challenges is crucial in his leadership pursuits. The fire and emergency services can also apply Obama’s charismatic traits in the line of duty. This relates to reforming and dynamically improving services as social and economic contexts in the environment these services are offered changes (Chappelow 151). Charisma is basically an influential trait. The ability to move masses is crucial in pushing for reforms and improvement of services in the fire and emergenc y services. It is important to highlight that fire and emergency services can be predetermined, but they cannot be certainly states as to when they will take place. In this context, pushing for a crucial action that is based on uncertainty becomes a challenge. However, charismatic traits can essentially account for this challenge. Being societal oriented is a crucial trait that many world renowned leaders portray. Obama fits in this trait within the American context. His leadership style has depicted that every single person is essential and equally contribute towards the country when empowered. Obama focus his pursuits to the entire American society, both poor and rich. His concern for the society promotes equality, with reduced gaps between the poor and the rich. In the fire and emergency services, disasters are uncertain and they can befall any given individual. This critical part of society should ensure service to the entire society, regardless of their social, economic or poli tical orientation. There are often cases of delayed services to certain locales, while others are responded to when an alarm is mistakenly raised, even without an emergency. A result oriented leader works on goals and objectives set to achieve to realize desired outcomes (Vicere 26-33). President Obama is a result-oriented leader. He operates on strategic planning and processes that are designed to achieve the desired results. The fire and emergency services can also employ these characteristic or trait. Fire and emergency responses have results to achieve, with the primary concern being to prevent damage to property and life. Operating on a result- oriented pursuit will ensure that there are milestones to achieve and check against the final outcome that constitutes the result desired. Socially interactive leaders centrally establish functional relationships with the people they lead. Social relations are critical to account for leadership, meaning that a leader must be equipped wit h socialization aspect so that the people and the leader can both collaborate, rather than the people feeling bossed around. The power and authority bestowed to the leader by the people must be balanced in such a way that best suits both parties. In the Obama’s context, his social ties with the people make them feel that they bestowed power and

2 Abstracts + behavior modification project Assignment

2 Abstracts + behavior modification project - Assignment Example Logistic regression was used to analyze the data. According to the results of the study, the occurrence of COPD in the age-adjusted sample population was 5.4%. Almost half of the individuals with COPD indicated fair/poor health compared with 15% of individuals without the disease. Furthermore, the occurrence of ≠¥14 unhealthy days over the past one month and fair/poor health state was higher for individuals with the diseases in contrast to those individuals who did not have the disease, that is 45% and 17% respectively. Individuals with COPD accounted for double the amount of unhealthy 24-hours in contrast to those without the disease. Individuals with COPD were expected to have lower intensity of HRQOL for each of the four unhealthy day determinants in contrast to individuals who do not have COPD. The results of the study revealed that there was a negative relationship between HRQOL and COPD as higher levels of COPD resulted in lower intensity of HRQOL. The reason behind this w as that appropriate looking after of COPD necessitates individuals to make significant lifestyle adjustments. These alterations entail both physical and behavioral changes that might result in psychological dysfunction. Thus, the study offered guidance for individuals to manage their disease and a framework for future policy decision making regarding people having such diseases. Miotto, De Coppi, Fre zza, Petretto, Masala, Preti, (2003) investigated the association between the tendency to be aggressive and eating disorder among school-aged adolescents. The aim of study was to prove the hypothesis of a positive connection between eating disorders and aggressiveness. The sample consisted of 1000 adolescents with ages ranging from 15 to 19 years. The instruments used to measure eating disorders among adolescents were Bulimic Investigatory Test of Edinburgh (BITE), Eating Attitude Test (EAT) and the Body

Nationally Known Leader Essay Example | Topics and Well Written Essays - 1000 words

Nationally Known Leader - Essay Example Obama’s charisma moved and continues to move the American society. Employing his charisma, he has successfully drawn the interest of the Americans. His influence to his country is development-oriented through reforming sectors that lag behind or pull the society behind. With his charisma, he has made it possible to influence American masses and garner their trust in his leadership. This does not mean that Obama faces no challenges in his line of work. However, the manner in which he addresses emerging leadership challenges is crucial in his leadership pursuits. The fire and emergency services can also apply Obama’s charismatic traits in the line of duty. This relates to reforming and dynamically improving services as social and economic contexts in the environment these services are offered changes (Chappelow 151). Charisma is basically an influential trait. The ability to move masses is crucial in pushing for reforms and improvement of services in the fire and emergenc y services. It is important to highlight that fire and emergency services can be predetermined, but they cannot be certainly states as to when they will take place. In this context, pushing for a crucial action that is based on uncertainty becomes a challenge. However, charismatic traits can essentially account for this challenge. Being societal oriented is a crucial trait that many world renowned leaders portray. Obama fits in this trait within the American context. His leadership style has depicted that every single person is essential and equally contribute towards the country when empowered. Obama focus his pursuits to the entire American society, both poor and rich. His concern for the society promotes equality, with reduced gaps between the poor and the rich. In the fire and emergency services, disasters are uncertain and they can befall any given individual. This critical part of society should ensure service to the entire society, regardless of their social, economic or poli tical orientation. There are often cases of delayed services to certain locales, while others are responded to when an alarm is mistakenly raised, even without an emergency. A result oriented leader works on goals and objectives set to achieve to realize desired outcomes (Vicere 26-33). President Obama is a result-oriented leader. He operates on strategic planning and processes that are designed to achieve the desired results. The fire and emergency services can also employ these characteristic or trait. Fire and emergency responses have results to achieve, with the primary concern being to prevent damage to property and life. Operating on a result- oriented pursuit will ensure that there are milestones to achieve and check against the final outcome that constitutes the result desired. Socially interactive leaders centrally establish functional relationships with the people they lead. Social relations are critical to account for leadership, meaning that a leader must be equipped wit h socialization aspect so that the people and the leader can both collaborate, rather than the people feeling bossed around. The power and authority bestowed to the leader by the people must be balanced in such a way that best suits both parties. In the Obama’s context, his social ties with the people make them feel that they bestowed power and

Critical Issues In Policing Essay Example for Free

Critical Issues In Policing Essay Abstract There is an abundance of issues when concerning policing. In this paper the following things will be discussed: the dangers of policing, less-than-lethal-weapons, technology used in policing, and police corruption and how it relates to this paper. Critical Issues in Policing Policing has grown in possibly the most positive and beneficial direction since the beginning of time. It is a constant grueling and agonizing pace at some times but in all reality that is what makes it even more beneficial because the officers, supervisors and the community are taking their time in making sure they are establishing a proper balance of needs. In all of this time they have continually figured out ways to reduce crime, protect citizens and the community while putting themselves at the risk of danger and death. As the technology continues to rises as time goes on and the changes in society the law enforcement will become an unpredictable turn of events. The realistic view is that there has been a lot of things to change and keep up with but some of the biggest changes in the policing area have been changes in how they deal with recruitment, gender and racial equality, better education, dangers, technology, less than lethal weapons, and Dangers of Policing While working in or at a job or in a position where you have to protect people or even the whole community, your job will be filled with a huge number of risks and dangers. Policing involves a number of dangers, and the officers that are there to serve and protect face different dangers every  day. Some of the dangers that are an issue in policing are the risk of physical injury and or death of an officer, automobile crashes, the mental and emotional stress not only of the job but of the balance between the job and personal lives. They have to deal with the elements of Mother Nature, with extreme temperature changes which involve heat stroke and or hypothermia. They also have to worry about the lack of proper nutrition, and also the exposure to contagious diseases, such as AIDS or Hepatitis. The final and most severe aspect of most of the dangers in policing is the threats of violence to themselves and their families. I can’t imagine that these thoughts don’t play a r ole in the thoughts of a police officer’s mind every time they get ready to do their job every day, it would also have an effect on how they do their jobs. There really is only one positive that someone can see out of the dangers that these officers expose themselves to on a daily basis. It is with hope and faith that having so many dangers keeps these officers prepared, attentive, and conscious of everything around them and how cautiously and carefully they do their jobs. Looking into the issues of policing we need to help improve officer safety with more effective and possibly even more equipped cars, more effective firearms, and the better invention of less lethal weapons for our officers to use when they are in the streets battling and fighting with criminals. There is no doubt that we also need to have better communication with the entire police force and other agencies, but that will come in time as everything else evolves. I think that another good way to combat the dangers in policing is that our government heads mandate it that no officer is allowed to work the beat alone. Although it is an understanding that extra patrol costs money, there is no single person that can put a price on another person’s safety or life. Driving is a huge concern for officers because not only are they having to concentrate on how they operate a car they are also having to be aware and almost have to predict in some instances what the person next to them is going to do. Now getting to the health aspects of dangers in policing, the reality of this is that the equipment that they wear can sometimes weigh more than most two month old babies and it puts quite a lot of stress on their lower extremities such as hips, knees, and feet. They also get in and out of vehicles up to hundreds of times in one day and so they risk the wear and tear on their joints and tissue. They also have to  deal with people who have various communicable diseases such as AIDS, HIV or hepatitis. They are constantly dealing with people spitting or urinating on them or by them. Part of that health is the mental and physical aspects of it, the job alone can be a hard, tiring and exhausting day to day job, then a lot of these officers go home to another life, a wife, kids, pets all of which demand even more from these people that have just spent hours out there protecting citizens and a community from criminals and terrorists. Less-than-lethal weapons These are weapons that officers use to protect themselves from a distance, they usually use them as a distraction, to disorient or incapacitate a suspect or known criminal. It is not considered to be a deadly weapon although if used in the wrong manner could cause death. There are a variety of options in relation to less than lethal weapons such as chemical agents, electrical weapons, projectile weapons, and pepper spray. It would seem that out of these options a taser is something that is more common among officers and agencies, although this is not a lethal weapon used with force it could cause death or serious injury. Less than lethal weapons are a positive thing for officers to be able to use. If an officer is alone and cannot get control of a person and they are being resistant or violent then they have another option than to just use their lethal weapon. It is a great alternative to a deadly weapon choice and usually helps the officer protect himself just as good in most cases. Without the assistance that officers have with less than lethal weapons most officers wouldn’t feel as secure in certain situations and they can also avoid someone being seriously injured or even shot to death. Technology used in policing When it comes to technology, it is and will continue to be one of the most growing and evolving parts of policing. There are what seem to be millions of types of technology that police officers use are, crime lights, lasers, crime mapping, global positioning systems. (The Future Is Here: Technology in Police Departments, 2003-2014). One example that the officers use is dashboard cameras. These cameras are mounted inside police cars and they videotape images that happen in front of the police car and outside of the  police car, they are not a new form of technology but they are as usual coming out with newer and better imaging and sound recordings and the angles at which they can be set can now be changed to view different angles. The cameras are beneficial to not only help catch criminals but they also have been used to catch police officers that are using criminal behavior. Another example is RADAR/LIDAR-Radar is a system in which they use for detecting the direction or distance, even the speed of objects by sending out pulses or waves that reflect off the article and back to the starting place. LIDAR is the light detection and ranging that is yet another acronym to describe the technology used in LTI’s family of Lasers. This technology allows for more information and communication to be more accurate and instant among police organizations and their police officers, command centers and citizens even. They are benefiting from technology because they have better chances to identify perpetrators through a higher technology base such as AFIS, they also can collect data through the DNA analysis. Police Corruption I think that there is one critical issue in policing that needs more attention and it is about police corruption. Police corruptions are abuses of police authority. (Police Corruption and Misconduct, 2014. There are multiple example of police corruption but one example would be an officer allowing someone to keep trafficking drugs as long as they receive something in return for letting them traffic them across state lines. It has been a part of society since the beginning of time and it will probably find a way and spot into the future of policing. The thing that drives police officers to commit such corruption is usually greed or personal gain. The prevention of corruption is a hard one to deal with, there is always going to be one officer somewhere out there that is going to want more than they have. They are not blamed for doing anything but action on those decisions that they have made when they are tempted by such corruptive things. It is a critical issue because citizens are suppose to put their life and trust in these officers hands and if they can’t make good decisions for themselves then how can one trust they will make good decisions when it comes to the community. Conclusion The best way to improve the concerns we have about safety is to have constant and reoccurring training that way we are keeping our officers up to date about any and all dangers that they may have to deal with in their fields that they go out and work in everyday. I also believe that we have to try and stay ahead of the criminals when it comes to technology; they have the ability to use this as something to better the amount of violence and crime. Without police forces being able to use the same technology we will fall behind on crime prevention and the reality of the situation is that policing will not ever be effective in catching these criminals is we are continually a step behind them. References Police Corruption and Misconduct. (2014). Retrieved from http://legal-dictionary.thefreedictionary.com/Police+Corruption+and+Misconduct The Future Is Here: Technology in Police Departments. (2003-2014). 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