Connecticut College Acceptance Rate, SAT/ACT Scores

Connecticut College is a private liberal arts college with an acceptance rate of 38%. Located in New London, Connecticut, Connecticut College offers 56 majors, minors, and certificate programs and five centers for interdisciplinary studies. For its strengths in the liberal arts and sciences, Connecticut College was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society. The college has an impressive 9-to-1  student / faculty ratio  and an average class size of 18. On the athletic front, the college is a member of the NCAA Division III New England Small College Athletic Conference. Considering applying to this selective college? Here are the Connecticut College admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Connecticut College had an acceptance rate of 38%. This means that for every 100 students who applied, 38 students were admitted, making Connecticut Colleges admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 6,433 Percent Admitted 38% Percent Admitted Who Enrolled (Yield) 21% SAT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants to Connecticut College may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 29% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 650 710 Math 640 720 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Connecticut Colleges admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Connecticut College scored between 650 and 710, while 25% scored below 650 and 25% scored above 710. On the math section, 50% of admitted students scored between 640 and 720, while 25% scored below 640 and 25% scored above 720. While the SAT is not required, this data tells us that a composite SAT score of 1430 or higher is competitive for Connecticut College. Requirements Connecticut College does not require SAT scores for admission. For students who choose to submit scores, note that Connecticut College participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Connecticut College does not require the essay portion of the SAT. ACT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 19% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 29 34 Math 26 30 Composite 30 32 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Connecticut Colleges admitted students fall within the  top 7% nationally  on the ACT. The middle 50% of students admitted to Connecticut College received a composite ACT score between 30 and 32, while 25% scored above 32 and 25% scored below 30. Requirements Note that Connecticut College does not require ACT scores for admission. For students who choose to submit scores, Connecticut College does not superscore the ACT. The admissions office will consider your highest composite score from a single test date. Connecticut College does not require the ACT writing section. GPA Connecticut College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Connecticut College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Connecticut College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Connecticut College, which accepts just over one-third of applicants, has a competitive admissions pool. However, Connecticut College has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers.  A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Connecticut College considers demonstrated interest and strongly recommends  that interested applicants visit campus, attend college fairs, or participate in on-campus or off-campus interviews. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades are outside of Connecticut Colleges average range. In the graph above, the blue and green dots represent accepted students. You can see that most students who got into Connecticut College had averages of B or higher, SAT scores (ERWM) above 1200, and ACT composite scores of 25 or higher. Many successful applicants had solid A averages. Note that grades are far more important than test scores because the college has test-optional admissions. If You Like Connecticut College, You May Also Like These Schools Wesleyan UniversityTufts UniversityVassar CollegeBoston UniversityColgate UniversityBrown UniversityHaverford CollegeTrinity College All admissions data has been sourced from the National Center for Education Statistics and Connecticut College Undergraduate Admissions Office.

Oedipus Rex - Conflict, Climax, Resolution Essay - 2880 Words

Oedipus Rex - Conflict, Climax, Resolution Sophocles’ tragic drama, Oedipus Rex, sees the conflict develop and reach a climax, and this is followed by a catastrophe and resolution of the conflict. E. T. Owen in â€Å"Drama in Sophocles’ Oedipus Tyrannus† describes the climax of the drama: The central scenes contain the heart of the drama, that for which the rest exists – the drama of the revelation. The poet’s task here is to make its effect adequate to the expectation. He manages to spin it out to nearly 500 lines, and, instead of thinning, increases the excitement by spreading it out; it becomes a threefold revelation rising to a climax (36). Thus it is that Owen sees the conflict escalating†¦show more content†¦Thomas Van Nortwick in The Meaning of a Masculine Life describes Oedipus’ tragic flaw: As ruler, he is a father to Thebes and its citizens, and like a father he will take care of his â€Å"children.† We see already the supreme self-confidence and ease of command in Oedipus, who can address not only other people’s children as his own, but also be a father to men older than he is. But beyond even this there is, in the wretched posture of the citizens, the hint of prostration before a deity. We are â€Å"clinging to your altars,† says the priest. . . . That he also exudes a godlike mastery in the eyes of his subjects only strengthens the heroic portrait. . . .(21-22). The â€Å"godlike mastery† to which Van Nortwick refers is the same mastery which Creon in his final lines designates as the cause of the tragic dimension in the life of the protagonist: â€Å"Crave not mastery in all, /For the mastery that raised thee was thy bane and wrought thy fall.† Oedipus’ total mastery of the investigation resultant from the Delphic oracle’s declaration, yes, his forceful pursuit of the investigation against the wishes of Jocasta, Teiresias, the messenger and the shepherd, ultimately spells the downfall of King Oedipus. Abrams says that the conflict is between the protagonist and antagonist (225). Is the antagonist within Oedipus in the form of his â€Å"godlike mastery,† as Creon believed? Or is the antagonist weird/wyrd/fate, so that the oracleShow MoreRelated The Conflict, Climax and Resolution in Oedipus Rex Essay2737 Words   |  11 PagesThe Conflict, Climax and Resolution in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Sophocles’ tragic drama, Oedipus Rex, presents a main conflict and lesser conflicts and their resolution after a climax.    In Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge, Charles Segal had the protagonist fares well in the first series of tests, but does poorly in the second series:    The first three tests are, respectively, Oedipus’ meetings with Creon, Teiresias, and then Creon again. In eachRead MoreAn Analysis and Comparison of Modern Tragedy in Drama1485 Words   |  6 Pagesconception on certain requirements. According to Aristotle the three most important variables that define a tragedy are plot, characters, and theme. Using Oedipus Rex as a sort of ideal, this philosopher demonstrates how a tragedy functions in order to evoke catharsis while exploring themes and human flaws, or mistakes. In Oedipus Rex, the main figure, Oedipus the King is a subject of fate, unable to escape himself and his desire to uncover the truth. In essence, this drama demonstrates the fall of a prominentRead MoreA Great Translator s Reflections On Oedipus The King1999 Words   |  8 Pagesconceived in diverse ways, in analyzing a work of literature† (300). The matter of the structure of Sophocles’ Oedipus Rex is a subject of varying interpretation among literar y critics, as this essay will reveal. In â€Å"A Great Translator’s Reflections on Oedipus the King,† Gilbert Murray, professor at Oxford University in England, cites structure as one of the reasons why he chose Oedipus Rex as a work of translation: On the whole, I can only say that the work of translation has made me feel even moreRead More The Themes in Oedipus Rex Essay2792 Words   |  12 PagesThe Themes in Oedipus Rex  Ã‚  Ã‚  Ã‚        Ã‚   Sophocles’ tragedy, Oedipus Rex, contains one main theme, which this essay will consider. The theme is the general doctrine or belief implicit in the drama, which the author seeks to make persuasive to the reader (Abrams 170).    In â€Å"Sophocles’ Moral Themes† Robert D. Murray Jr. cites a critic who is strictly moralist in the interpretation of the theme of Oedipus Rex:    Let C. M. Bowra speak for the moralists:    The central idea ofRead MoreEssay on Antigone - The Tragic Flaw2238 Words   |  9 Pagesdishonouring laws which the gods have established in honour.    Ismene is unmoved by the reasoning and sentiments of her sister: â€Å"I do them no dishonour; but to defy the State,-I have no strength for that.† Her conflict with her sister over the unlawful interment is not a serious conflict for either of the sisters. Ismene, in parting, accuses Antigone of foolishness in her bold plans: â€Å"Go, then, if thou must; and of this be sure,-that though thine errand is foolish, to thy dear ones thou art trulyRead Moretheme of alienation n no where man by kamala markandeya23279 Words   |  94 Pagesï » ¿ANTIGONE KEY LITERARY ELEMENTS SETTING This tragedy is set against the background of the Oedipus legend. It illustrates how the curse on the House of Labdacus (who is the grandson of Cadmus, founder of Thebes, and the father of Laius, whose son is Oedipus) brought about the deaths of Oedipus and his wife-mother, Jocasta, as well as the double fratricide of Eteocles and Polynices. Furthermore, Antigone dies after defying King Creon. The play is set in Thebes, a powerful city-state north of Read MoreThe Scarlet Letter and Hester5407 Words   |  22 Pagesallusion to a Greek myth in which Cadmus kills a dragon and plants his teeth. The teeth grow into warriors who fight each other until only few are left alive. This myth, incidentally, is the beginning of the story that eventually comes to concern Oedipus Rex, but there is no association to be made between that story and this one. 11. What was the first thing Pearl noticed in her mother? 12. What happens when Hester sees her reflection in Pearls eyes? This is still another example of intentional ambiguity

Comparison of Original Profit Statement with Revised Profit Statement free essay sample

If non-traceable costs are apportioned to the different offices, the New York Office will be regarded as the most efficient and effective by holding the highest profitability level.   It would be followed by Chicago, Little Rock and finally Paris.   As regards to the latter office, a net loss of $1,000 is reported.   This implies that the Paris Section is not trading profitably and is thus deteriorating the financial health of Creative Consumer Consultants Limited. By utilizing the profit statement prepared above, in which only the traceable expenditure is allotted, different conclusions are derived.   The New York Division is still ranked as the best following by the Chicago Section.   However, the Paris Office, under such profit statement, is attaining a substantially higher profitability level than the Little Rock Section.   Indeed the profits of the Paris Department exceed those of the Little Rock Office by $2,000 ($3,000 $1,000). The comparison performed in this section outline the need of accurate financial reporting in the decision making process. We will write a custom essay sample on Comparison of Original Profit Statement with Revised Profit Statement or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page    As we can see from this case if non-traceable costs are allocated, the office manager of the Paris Division would be penalized on grounds of ineffectiveness.   However, this manager was capable to control the costs that fall under his responsibility as outlined by the revised profit statement.   Therefore his effectiveness during the performance evaluation exercise cannot be diminished from expenditure that fall outside his control. Method that enhances Goal Congruence Goal congruence is a management accounting term that encompasses the ability of top management to enhance the employees as well as the operational managers of the organization in reaching the corporate objectives of the firm.   Different school of thoughts have evolved during the years concerning goal congruence, some of which highlighting the behavioral and motivational factors leading to such goal congruence for the company. The best method that stimulates goal congruence for Creative Consumer Consultants Limited is the revised profit statement, under which non-traceable costs are not allotted during performance reviews.   As outlined in the previous section, if the original method was utilized, the office manager of the Paris Division would have been penalized on grounds of ineffectiveness.   However, we noted that such expenditure was outside his control.

The Evolution of Apple January 1976 to May 1995 Essay Example For Students

The Evolution of Apple January 1976 to May 1995 Essay Lets take a trip back in time and review the evolution of a computer company. Its not IBM or Microsoft. This company is Apple Computers, Incorporated. In the year 1976, before most people even thought about buying a computer fortheir homes. Back then the computer community added up to a few brainyhobbyist. So when Steve Wozniak and Steve Jobs sold a van and two programmablecalculators for thirteen hundred dollars and started Apple Computers, Inc., inJobs garage, the reach for success seemed far. We will write a custom essay on The Evolution of Apple January 1976 to May 1995 specifically for you for only $16.38 $13.9/page Order now But these two young business men, Wozniak 26 years old and Jobs 21 years old,had a vision. Computers arent for nerds anymore, they announced. Computersare going to be the bicycle of the mind. Low cost computers for everyone.From the first day on the founders of Apple kept their vision intact, and theyspoke it at every turn. They only hired people into the company that had thesame visions as they did. In early 1976 Wozniak and Jobs finish work on a preassembled computer circuitboard. It has no Product keyboard, case, sound or graphics. They call it theApple I. They form the Apple Computer Company on April Fools Day and sold theApple I board for $666.66 at the Home brew Computer Club in Palo Alto,California. In 1977 the Apple II is available to the general public. Fully assembled andpretested, it includes 4K of standard memory, and comes equipped with two gamepaddles and a demo cassette. The price is $1,298. Customers use their own TVset as a monitor and store programs on audio cassette recorders. Compare thisprice with computers today. The price about the same, but the computer haschanged tremendously. In 1979 Apple II+ is introduced, available with 48K of memory and a newauto-start ROM for easier startup and screen editing for $1,195. Apple IIPascal is also released. In 1980 Apple FORTRAN introduced and proves to be a catalyst for high-leveltechnical and educational applications. Apple III announced at the NationalComputer Conference. It has a new operating system, a built-in disk controllerand four peripheral slots priced at $3,495, the Apple III is the most advancedsystem in the companys history. ProductIn 1981 Accessory Products Division formed to handle production of printers,modems and other peripherals. The Apple Language Card is introduced. It allowsApple II users to run programs in either Pascal, FORTRAN or Pilot. The IEEE-488interface card is announced and allows Apple II computers to be linked to over1,400 scientific and technical instruments. International Business Machines came on the PC scene in August of 1981 with theIBM Personal Computer. Apple greets its new competitor with a full-page ad inthe Wall Street Journal with a headline that reads, Welcome IBM. Seriously.Apples first mass storage system was also introduced this year, the 5MBProFile hard disk, priced at $3,499. In November of 1983 AppleWorks, an integrated package containing wordprocessing, spreadsheet, and database applications all in one, is introducedand will soon become the worlds best selling software. In February of 1985 Jobs and Wozniak receive National Technology Medal fromPresident Reagan at the White House. The ImageWriter II, HD-20 hard disk andApple Personal Modem were also introduced this year. In January of 1987 Apple introduced a new desktop communications productsincluding the AppleShare file server software and AppleTalk PC Card. They arepriced at $799 and $399. Also introduced in 1987 is the AppleFax Modem, pricedat $699. Now you get a fax modem with the purchase of an Apple computer. .uaa186a8a5b4a0362faea542ab2ad89ac , .uaa186a8a5b4a0362faea542ab2ad89ac .postImageUrl , .uaa186a8a5b4a0362faea542ab2ad89ac .centered-text-area { min-height: 80px; position: relative; } .uaa186a8a5b4a0362faea542ab2ad89ac , .uaa186a8a5b4a0362faea542ab2ad89ac:hover , .uaa186a8a5b4a0362faea542ab2ad89ac:visited , .uaa186a8a5b4a0362faea542ab2ad89ac:active { border:0!important; } .uaa186a8a5b4a0362faea542ab2ad89ac .clearfix:after { content: ""; display: table; clear: both; } .uaa186a8a5b4a0362faea542ab2ad89ac { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaa186a8a5b4a0362faea542ab2ad89ac:active , .uaa186a8a5b4a0362faea542ab2ad89ac:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaa186a8a5b4a0362faea542ab2ad89ac .centered-text-area { width: 100%; position: relative ; } .uaa186a8a5b4a0362faea542ab2ad89ac .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaa186a8a5b4a0362faea542ab2ad89ac .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaa186a8a5b4a0362faea542ab2ad89ac .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaa186a8a5b4a0362faea542ab2ad89ac:hover .ctaButton { background-color: #34495E!important; } .uaa186a8a5b4a0362faea542ab2ad89ac .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaa186a8a5b4a0362faea542ab2ad89ac .uaa186a8a5b4a0362faea542ab2ad89ac-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaa186a8a5b4a0362faea542ab2ad89ac:after { content: ""; display: block; clear: both; } READ: On the Roads optimism EssayIn February of 1988 Apple introduces AppleCD SC, an optical storage device thatgives access to huge amounts of information. Priced at $1,199, a single CD-ROMdisc can store up to 270,000 pages of typewritten information. Also in 1988Apple files suit against Microsoft and Hewlett-Packard to protect its Macintoshaudio visual display. The lawsuit is seen as having industry wide implicationsregarding copyright laws. In late 1988 Apple introduces the Macintosh IIxcomputer, priced at $7,769. It is the first Macintosh II computer to useMotorolas 68030 microprocessor and 68882 math co-processor. It is also thefirst Macintosh to incorporate FDHD, Floppy Dr ive High Density, Apples new1.44MB floppy disk drive that can read and write to MS-DOS, OS/2 and ProDOSformats. Also a new configuration is announced for the Macintosh SE. The newunit features two megabytes of RAM and an internal 40 megabyte hard drive. Itretails for $5,069. From April till July of 1989

Understanding Media and Communication

Understanding Media and Communication Introduction Films are lengthy plays recorded on electronic devices, which focus on telling factual, mythical, tradition, scientific and fictional stories. A film results from the creative skills of the producer who writes the script that the actors follow while acting. Most films attempt to replicate real situations, which have transpired in the past. Conversely, music is a composition that consists of lyrics. However, visual images as evident in the presence of images and sounds lack in music.Advertising We will write a custom essay sample on Understanding Media and Communication specifically for you for only $16.05 $11/page Learn More Evidently, such media platforms pass information to the mass in an extensive manner. Nonetheless, they make use of different styles thus translating the intended messages. This paper aims to contrast the two media platforms based on certain aspects that include ideology, realism and audience. Transmedia narratives are story narrated over different media platforms. A story falls into this category once it conforms to three or more media platforms. The exponential developments in the media world have facilitated the growth of transmedia narratives. Diversification of media platforms will be the predominant factor driving the growth of transmedia narratives by creating more platforms. The discussion below compares two media platforms thus music and film. The discussion exemplifies the techniques and devices used in storytelling in music and films (Abba 2009). Ideology Ideology is a general term that describes certain ideas or values that people follow. Overtime, mass media has been an avenue that fosters definite ideas. This means media platforms can lead to changes in ideologies. Films have the capability to tell lengthy and complex narrative because they can accommodate a dynamic cast. In addition, they make use of sound and picture in messages. Film uses different techniques to suggest its significance . On the contrary, music uses few techniques since it faces limitations. Music only makes use of sound. Therefore, it cannot integrate all the techniques and devices into sound. However, films can integrate the techniques and devices into sound and images. The visual ability in films means that they have the capability to influence persons. Music can influence ideologies due to its rhythms and creatively used lyrics. Essentially, both are influential; however, films seem to exude significant influence. With the digital advancement, a filmmaker can now film complex pieces. In order to enforce certain ideologies, films use devices such as rhetoric techniques. Music and film have applied rhetoric relatively equally. Evidently, rhetoric refers to any part of the story where the storyteller asks a question yet the artist comprehends the answer. The style is evident significantly in film than music (Post and Gold, 2006). Audience Transmedia narratives exude diverse story lines. Transmedia narratives require fanatical audience that will endeavor to follow the variety of stories that exist. These narratives capture a wide range of audiences because they are present on numerous media platforms. It worth noting that music commands a large crowd than film because it is cheaper.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More A vital element of transmedia narratives is that they bring the audience on-board. Once the audiences participate, they can adjust the storyline making it linguistically and ethnically suitable for the industry. This means that the audiences have a certain level of responsibility to add to the entire plot. This makes transmedia narratives more acceptable. The level of participation in altering the plot would be minimal since film involves diverse issues that include cast and resources. Conversely, altering the plot would be easier since it involv es lesser people and resources. This means the flexibility of music gives it an edge over films, which are rigid. Transmedia allows a single story telling on a multitude of ways. With the technological advancement, transmedia will help to explore previously untapped market. Indeed, it would suit audio oriented stories while film would be suitable for graphical and audio oriented stories. â€Å"Form of realism† Realism involves making a representation of real life situation in literature of arts. It fundamentally involves replicating a real situation. In contrasting the two media platforms with regard to realism, it is imperative to analyze their capability to replicate situations and scenarios. Films are competent of replicating situations exemplarily since it has both visual and audio capability. When they have a trained cast, they can bring out any story magnificently well. However, films require a substantial amount of resources to support the crew and equipment. Story tel ling on film requires an assortment of skills. This is because a film requires a script, which captures the basis of the story. Conversely, the process of storytelling in music is considerably simple but requires a gifted person. Telling a story in a song requires the singer to blend in the ideas, which is not an ordinary fit. However, storytelling through music is much simpler and inculcates fewer techniques and devices. On the contrary, storytelling through films involves many devices since it can accommodate a larger cast. This means that it can have antagonist protagonist, narrator, foil, and confidant. The antagonist, narrator, and antagonist represent the varying views, which may exist due to a certain story. The use of such a cast gives depth to the story telling in films since the story has to give space to allow the varying speakers to assert their views. Such diverse thought brought about by the cast will trigger the audience to pay attention. This means that the audiences are not just ordinary listeners. It is challenging and impractical to integrate such a cast in a song because it would lose certain aspects such as rhythm. Indeed, films have the capability to replicate a situation given the right cast and resources. These are attributable to the sound and visual aspect of films. In addition, film allows the audience to see the narrators and members of the cast. Music integrates poetry into lyrics to create rhyming words and thus improve rhythm in the song. Poetry represents the most incorporated style in music (Khlentzos 2011).Advertising We will write a custom essay sample on Understanding Media and Communication specifically for you for only $16.05 $11/page Learn More â€Å"Modes of representation† These modes present model of film making utilized in the past. These modes represent the patterns that film production engaged. These modes apply in film making by providing guidance to the filmmaker on the procedures to follow. This reveal an aspect of film making that is procedural (Isaken Dorval 1992). Therefore, storytelling through films is more technical and procedural than through music since set procedures are non-existent. This reveals filmmaking as a bureaucratic procedure that requires a certain set of processes followed. This represents a key difference between story telling through music and film. In music, there is no set procedure and the quality depends on the creativity of the musician. The artist has the responsibility to merge various genres to create a magnificent presentation. Filmmaking seems to follow a procedure in storytelling to guarantee a given quality to the listeners. Conversely, the modes are likely to lead to a good story telling since the set procedures facilitate quality work. Both media platforms have definite facets, which work in tandem. These two media outlet provides minimal avenue for feedback. In storytelling, it is imperative to create an avenue for feed back as it contributes to the overall plot of the story. In addition, it makes the audience an active participant in storytelling. Media platform such as blogs sites are pioneer in this field since they provide an avenue for the listener to articulate their feeling with regard to a given story. Interaction between the storyteller and the audience is crucial since the audiences are able to contribute to the plot of the transmedia narrative (McWilliams, 1998). Conclusion Transmedia narratives have become a predominant force in the 21st century communication. This is because most people are on social media and other correlated platforms. Music and films have been critical in creating this new media phenomenon. Music or songs only last for a diminutive phase while films are relatively lengthy. Basing on time, films can inculcate more styles, techniques, and devices to spruce up storytelling. The styles applied include ambiguity, rhetoric and a diverse cast. Overall, films use more devic es and techniques than music. Music and film are primarily different since the latter makes use of both images and sound while the initial only utilizes audio. The ability of film to make use of both sound and images has granted it advantage over music in storytelling. Nonetheless, the use of music in story telling surpasses the use of film despite its advantages. List of References Abba, T 2009, Hybrid stories: Examining the future of transmedia narrative, Liverpool  university press, 2, 1, pp 59-75.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Isaken, S Dorval, K 1992, Mode of symbolic representation in a cognitive style, Web. Khlentzos, D 2011, Challenges to Metaphysical Realism Web. McWilliams 1998, Effective Storytelling Web. Post, D Gold, L 2006, Literary Devices Web.

The Catcher in the Rye Characters

'The Catcher in the Rye' Characters The Catcher in the Rye remains a singular creation, a novel that is wholly tied to the intelligent, immature, and tortured point-of-view of its main character, Holden Caulfield. In some ways Holden is the only character in The Catcher in the Rye, as everyone else in the story is filtered through Holden’s perception, which is unreliable and often self-indulgent. The end result of this technique is that every other character and their actions must be judged in terms of Holden’s evolution or lack thereof- are the people he meets really phonies or does he only see them that way? The fact that Holden’s Voice still rings true today, while his unreliable nature makes understanding the other characters a challenge, is a testament to Salinger’s skill. Holden Caulfield Holden Caulfield is the sixteen-year-old narrator of the novel. Intelligent and emotional, Holden feels lonely and alienated from the world around him. He considers most of the people and places he encounters phony- hypocritical, inauthentic, and pretentious. Holden strives to present himself as a cynical and worldly person who sees through everyone elses tricks, but at times his own youthful naà ¯vetà © shines through. Holdens cynicism can be viewed as a defense mechanism, employed to avoid facing the pain of adulthood and its accompanying loss of innocence. Indeed, Holden adores his younger sister Phoebe and cherishes her innocence, which he equates to inherent goodness. His fantasy of playing the role of catcher in the rye serves to highlight this point: since Holden cannot restore his own innocence, he yearns to protect the innocence of others. Holden is an unreliable first-person narrator. All of Holdens experiences and interactions are presented from his own perspective, so the reader never gets objective information about the novels events. However, there are hints Holden is describing something of a fantasy version of himself, as when the women at the Lavender Room laugh after Holden convinces their friend to dance with him. Holden is obsessed with death, particularly the death of his younger brother, Allie. Over the course of the novel, his health seems to disintegrate. He experiences headaches and nausea and at one point loses consciousness. These symptoms may be real, but they could also be psychosomatic, representing Holdens increasing inner turmoil as he repeatedly tries and fails to find human connection. Ackley Ackley is a classmate of Holdens at Pencey Prep. He has bad hygiene and isnt very popular. Holden claims to despise Ackley, but the two boys go to the movies together, and Holden seeks out Ackley after his altercation with Stradlater. There are hints that Holden views Ackley as a version of himself. Ackley brags about made-up sexual experiences in much the same way that Holden feigns worldliness and life experience. In fact, Holden treats Ackley rather similarly to how other people treat Holden at different points in the story. Stradlater Stradlater is Holden’s roommate at Pencey Prep. Confident, handsome, and popular, Stradlater is, in some ways, everything Holden wishes he could be. He describes Stradlater’s inappropriate seduction techniques with breathless admiration, while at the same time clearly understanding how terrible Stradlaters behavior is. Holden is too sensitive to be like Stradlater- notice how he describes the girl he likes in terms of her interests and feelings, not her physicality- but there is a part of him that wishes he was. Phoebe Caulfield Phoebe is Holden’s ten-year-old sister. She is one of the few people Holden does not consider phony. Smart and loving, Phoebe is one of Holdens only sources of happiness. She is also unusually perceptive for her age- she instantly perceives Holden’s pain and offers to run away with him in order to help him. For Holden, Phoebe embodies the lost childhood innocence that he is mourning. Allie Caulfield Allie is Holdens late brother, who died of leukemia prior to the start of the novels events. Holden views Allie as a perfect innocent who died before he could be corrupted by knowledge and maturity. In some ways, the memory of Allie is a stand-in for Holdens younger self, the boy he used to be before the loss of innocence. Sally Hayes Sally Hayes is a teenage girl who goes on dates with Holden. Holden thinks Sally is stupid and conventional, but her actions dont support this assessment. Sally is well-read and well-mannered, and her self-centeredness seems more like developmentally-appropriate teenage behavior than a lifetime personality flaw. When Holden invites Sally to run away with him, Sallys rejection of the fantasy is rooted in a clear-headed analysis of their prospects. In other words, Sally’s sole crime is not conforming to Holden’s fantasy about her. In turn, Holden covers his hurt at being rejected by deciding Sally is not worth his time (a very adolescent reaction). Carl Luce Carl Luce is Holdens former student advisor from the Whooton School. He is three years older than Holden. At Whooton, Carl was a source of information about sex for the younger boys. When Holden is in New York City, he meets up with Carl, who is now nineteen and a student at Columbia. Holden tries to get Carl to talk about sex, but Carl refuses and eventually becomes so frustrated with the incessant questioning that he leaves. Holden also asks about Carls sexual orientation, a moment that suggests Holden may be questioning his own sexuality. Mr. Antolini Mr. Antolini is Holdens former English teacher. Mr. Antolini is sincerely invested in helping Holden, offering him emotional support, advice, and even a place to stay. During their conversation, he treats Holden with respect and acknowledges Holdens struggles and sensitivity. Holden likes Mr. Antolini, but when he wakes up to find Mr. Antolinis hand on his forehead, he interprets the action as a sexual advance and leaves abruptly. It is unclear whether Holdens interpretation is accurate, however, as the gesture could simply signify care and concern. Sunny Sunny is a prostitute that Maurice, the elevator operator-sum-pimp at the hotel sends to Holden. She appears to Holden to be quite young and immature, and he loses interest in having sex with her after observing some of her nervous habits. Holden comes to see her as being worse off than he is- a lone moment of sympathy for the character. She becomes, in other words, a human being to him instead of a sex object, and he can’t bring himself to do anything. At the same time, his loss of sexual desire could be seen as a lack of interest in the female gender.

Sources of Mali Crisis and Causes of Military Intervention Research Paper

Sources of Mali Crisis and Causes of Military Intervention - Research Paper Example Most of them were serving in the Gaddafi army and as such carried alongside with them an assortment of arms. Also, since they had just returned from a revolutionary war in Libya, these returnees were still motivated by their combative instincts to propagate the same war in Mali3. The Malian government, as well as the military, was caught unawares by the events. Their army was too weak and incapacitated to contain the insurgents. That aside, a large group of foreign Arab fighters, who are also linked to Al Qaeda, were infiltrating Mali at the same time. It is this unfolding that supposedly inspired United States and France to push for regional military intervention in Mali through the UN Security Council. The extremist groups in Mali operating in Mali are regarded as outright threats to the security of the entire world. There are three major armed Islamist groups operating in the northern Mali. They include AQIM, Ansar al Dine, and MUJAO. The origin of AQIM is traced back to the 1990s civil conflict in the nearby state of Algeria. As per now, this group has been in existence in the northern Mali for close to a decade. It is linked with the numerous and constant attacks and kidnapping of Westerners. They do this mainly in a bid to demand for ransom for their release. In 2007, AQIM is linked with the bombing that wrecked Algeria, which also included an attack on U.N. office in Algeria’s capital Algiers. The leader of AQIM, Abdelmalek Droukdel, remains widely at large although there are reports indicating that he could be cased somewhere in Timbuktu. This group has been among United States designated Foreign Terrorist Organization for close to a decade now4.... That aside, a large group of foreign Arab fighters, who are also linked to Al Qaeda, were infiltrating Mali at the same time. It is this unfolding that supposedly inspired the United States and France to push for regional military intervention in Mali through the UN Security Council. The extremist groups in Mali operating in Mali are regarded as outright threats to the security of the entire world. There are three major armed Islamist groups operating in the northern Mali. They include AQIM, Ansar al Dine, and MUJAO. The origin of AQIM is traced back to the 1990s civil conflict in the nearby state of Algeria. As per now, this group has been in existence in the northern Mali for close to a decade. It is linked with the numerous and constant attacks and kidnapping of Westerners. They do this mainly in a bid to demand ransom for their release. In 2007, AQIM is linked with the bombing that wrecked Algeria, which also included an attack on U.N. office in Algeria’s capital Algiers. The leader of AQIM, Abdelmalek Droukdel, remains widely at large although there are reports indicating that he could be cased somewhere in Timbuktu. This group has been among the United States designated Foreign Terrorist Organization for close to a decade now. The other group is the MUJWA whose emergence is traced to in the latter parts of 2011. It was born as a splinter faction of Al Qaeda in the Islamic Maghreb and is also reported to be engaged in kidnappings and terrorist attacks in the region.

Introduction to Cultural Anthropology - Book Review Literature

Introduction to Cultural Anthropology - Book - Literature review Example Yet Barley doesn’t think that the anthropologists who are so respected for having lived among exotic cultures contribute very much to the body of knowledge of anthropological study. Barley comes off as being against the idea of fieldwork from the start, and paints it as something that is unduly revered and not tremendously useful for modern anthropological study. He then explains that despite these misgivings, he did what was expected of him and went into the field to do his own direct observation of a little known culture. He gives a harrowing and often hilarious account of his trials and tribulations, first of his attempts to get his course of study approved, then his attempts to get into Cameroon and deal with the odd practices of African bureaucracy, and then of his time living with the Dowayo people. This book gives the anthropological account of the Dowayo people that Barley was expected to collect during his stay with them in Cameroon, but it also serves as a cautionary tale about giving undue reverence to anthropological fieldwork. Most importantly, it gives a realistic and funny look at what anthropologists who are just starting out in the field can expect, or rather a warning about all the things that they can never expect. It is especially of interest to anthropology students and working anthropologists, but it is also a great read for practically anyone, whether they are people who are interested in anthropology, people who want to learn about tribal cultures from around the world, or just people who enjoy a good comedy. The best part of The Innocent Anthropologist is the sharp and witty writing style. It serves as both a contribution to academic knowledge and as a biting satire of certain academic practices at the same time. Barley draws the readers in and brings us along for the ride. Through his sharp eyes we see the hilarious absurdities and strange ironies he encounters in his quest to become a ‘real’ anthropologist. The boo k also paints a fascinating picture of the Dowayo people. Through Barley’s eyes we get to take a look at a unique culture, with very different ideas about the most basic parts of language and life. It practically boggles the mind to see how differently the Dowayo think about things our culture takes for granted, like hypothetical questions. It serves to teach us that our way of thinking is not the only way of thinking, and that even ideas that we think are so simple as to be a given are not necessarily universal. The only weaknesses I could see in the book were that Barley didn’t only joke about not liking fieldwork; he genuinely seemed to detest it, and always seemed somewhat contemptuous of the people he lived with and observed for so long. While the picture he painted of the Dowayo was fascinating, the author’s tone always hinted at condescension and superiority. I was expecting a revelation at some point that he saw redeeming qualities in the people, but tha t moment never really came to any satisfactory degree. As a reader I was more interested in the Dowayo people than the writer ever seemed to be. He tells of times when hearing their explanations for things like illnesses â€Å"annoyed [him] beyond all measure† (Barley 1980:114). The author does his best to paint a picture of a love/hate relationship, and wants to do his best to get into the work the way that he is supposed to, but it is clear that

Frankenstein and Macbeth Essay Example for Free

Frankenstein and Macbeth Essay The novel Frankenstein by Mary Shelley and the play Macbeth by William Shakespeare, both adhere to the Shakespearean view of tragedy. They contain elements of the supernatural and use literary devices like Nemesis Pathos. We see the passion ambition of characters, ultimately leading to their tragic flaw. But in both cases, not every character is deserving of his/her fate. Frankenstein and Macbeth, both contain elements of the supernatural. In Macbeth there are witches and powers of witchcraft. On the other hand, the story of Frankenstein contains a so-called devil in flesh the Monster. Both Macbeth and Frankenstein are above-average human beings with exceptional qualities. In both cases, the tragic hero is a man of tremendous potential and capability. The Monster created by Frankenstein is totally supernatural. There are also supernatural occurrences in Macbeth, like for instance when King Duncan is murdered. The two stories have a main character, Frankenstein and Macbeth. They both have a hero and a heroine in them. In the story, Macbeth and Frankenstein suffer due to their simple mistake that led to serious consequences. Both the stories arise pity and fear in the audience or readers. Towards the end, we feel a need for these characters to be punished for their crime (Nemesis). The stories end with the death of Frankenstein and Macbeth. The tragedy lies in the fact that their greatness is being wasted. We see passion and ambition tempt an essentially good man to embark on a course of action that sends him on the downward path to destruction. Macbeth and Frankenstein are driven by passion, which ultimately become their tragic flaw. Frankenstein is not a villain. He is a tragic figure who was tempted and who fell. Macbeth on the other hand, is not merely a tyrant.

The Freudian Model in Conrads Heart of Darkness Essay -- Heart Darkne

The Freudian Model in Heart of Darkness  Ã‚         In my essay I intend to prove Joseph Conrad's use of the Freudian model of the human mind, as portrayed in his characterization of Marlowe, Kurtz, and the "wilderness". Further, using that model I will explicate Conrad's ambiguous tone in Heart of Darkness. First, I must define each figure in Conrad's novel with its appropriate Freudian psyche. These psyche are defined in an essay by Ross C. Murfin's essay, "Psychoanalytic Criticism in The Awakening": "the human mind is essentially dual in nature. He called the predominately passional, irrational, unknown, and unconscious part of the psyche the id, or "it". The ego, or "I", was his term for the predominantly rational, logical, orderly, conscious part. Another aspect of the psyche, which he called the superego, is really a projection of the ego. The superego almost seems to be outside of the self, making moral judgements, telling us to make sacrifices for good causes even though self-sacrifice may not be quite logical or rational."(Murfin 219) We see the characteristics of Freud's "id" in the descriptions of Kurtz's savage actions as well as Marlowe's analysis as to why he acted this way: "I want you to clearly understand that there was nothing exactly profitable in these heads being there. They only showed that Mr. Kurtz lacked restraint in the gratification of his various lusts, that there was something wanting in him-some small matter which when the pressing need arose, could not be found under his magnificent eloquence. Whether he knew of this deficiency himself I can't say. I think the knowledge came to him at last-only at the very last. But the wilderness had found him out early, and had taken on him a terr... ...y the memory of gratified and monstrous passions." (Conrad 132) It is the connection between Kurtz, Marlowe and their inability to figure out the "wilderness" that we are left with Kurtz's chilling last words: "The horror. The horror." This quote is significant because of it ambiguity. Conrad keeps the readers curiosity by having us searching for "meaning" in what the heart of darkness is. The feeling of eerie confusion we get from Kurtz and Marlowe's fear and bewilderment of the wilderness is symbolic of the human mind's inability to realize the unconscious. Conrad uses the "wilderness" as Marlowe's symbol of the unconscious. Works Cited Murfin, Ross C.. "Feminist Criticism and The Awakening." in Chopin, Kate. The Awakening. Boston: Bedford Books, 1993. Conrad, Joseph. Heart of Darkness and The Secret Sharer. New York: Signet Classic, 1997.   

Martin Luther King Essay

On August 28 1963, the one hundred anniversary of president Lincoln’s emancipation proclamation, Reverend Martin Luther King delivered the now famous â€Å"I have a Dream† speech at the steps of the Lincoln Memorial in Washington D.C. Dr. King wasn’t just a man who gave a speech. He was a man with a dream and in that dream, he set a tone that would ring in America for the rest of history. This speech brought to the minds of many inattentive American’s a previously unknown civil rights orator, speaking of truths of racial discrimination and inequality in a manner that could no longer be easily ignored. This speech would ring true in America from that point forward because of its direct, truthfulness ease and the obvious reality with it described from the personal perspective of African Americans. The 1960s was a pivotal period in American history. Social crises were being reached on a number of levels, including the increasing skepticism over American invol vement in Southeast Asia. Civil rights issues were becoming prominent as Negros were increasingly aware of growing injustice in an country which claimed that â€Å"all men were created equal.† Dr. King helped us open our eyes in order to set not only the blacks from being inferior to whites, but as equals. They saw, from Dr. King, that the reality was far from the profession. Dr. King was a man with many goals in life. He started his educational goal by attending Atlanta University Laboratory School and Booker T. Washington High School. Because of his high score on the college entrance tests in his junior year of high school, he went on to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. In 1948, he graduated from Morehouse College with a Bachelors degree in Sociology. That fall, he enrolled in Crozer Theological Seminary in Chester, Pennsylvania. While attending Crozer, he also studied at the University of Pennsylvania. He was elected president of the senior class and delivered the valedictory address, he won the Pearl Plafker Award for the most outstanding student, and he received the J. Lewis Crozer  fellowship for graduate study at a university of his choice. He was awarded a Bachelor of Divinity degree from Crozer in 1951. In September of 1951, Martin Luther King began doctoral studies in Systematic Theology at Boston University. He also studied at Harvard University. His Ph.D. degree from Boston, a Doctorate of Philosophy in Systematic Theology, was awarded on June 5, 1955. Logos comes from â€Å"the word of God† or â€Å"principle of divine reason and creative order, identified in the Gospel of John when the second person of the trinity incarnate in Jesus Christ.† When Dr. King decided to use rhetoric in his speech, God truly did have a hand in what played out on August 28, 1963. Dr. King didn’t use the newspaper and the radio to tell this non-fictitious story; he used personal experiences, what he saw and he didn’t ever look at the color of the skin but at person inside excluding the race. When Dr. King says â€Å"But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.† He’s saying its been 100 years and we still don’t have what we have been promised. The rights for African Americans were installed in this nations hard drive 100 years prior but the program never ran. The United States disproved these inalienable rights to the black community because the US didn’t like change and this was a momentous change for the country. We were trying to delay it as long as we could but no man woman or child should ever be denied there rights all because of ones opinion of someone’s skin regardless of what rank in society. Ethos comes from the Latin word â€Å"character† used to describe the guiding beliefs or ideals that characterize a community, nation, or ideology. July 4th 1776 the now famous document called â€Å"The Declaration of independence† was written declaring our independence and freedom, white or black, from King George III. It is stated in the first paragraph, â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of happiness. That to secure these rights, Government’s are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of theses, it is the Right of the People to alter or to abolish it, and to institute new  Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most lik ely to effect their Safety and Happiness.† When men signed the Declaration, our founding fathers made this document that was the stepping-stone of this newfound world that we call America, a stepping-stone for equality, love, compassion for every man woman and child who took a step on the land. President Lincoln, Malcolm X, Dr. Martin Luther King, President Kennedy all died so that this document made by Thomas Jefferson, Benjamin Franklin, Roger Sherman, John Adams, Robert R. Livingston and signed by 56 men who believed that this would be a new era of a true honest beginning. Last but not least Pathos, pathos which means â€Å"suffering, experience and emotion†. Dr. King used something in his speech called anaphora, which means that he used a word more than once to really gather the readers or audiences attention. He uses this a lot when he says â€Å"But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the c hains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today to dramatize a shameful condition.† Dr. King wants to grab that attention and hold it to show not only white people but black people that one hundred years later â€Å"the negro is still not free.† We were so imbedded with idea that white is so very superior, right and justice and African Americans are so much less than that and deserve so very little because we saw every little bit of information through adults and our environments. African Americans have suffered for to long and while reading or hearing Dr. King’s speech my heart torn to a white citizen because of how more than half of the white community could actually allow this to really take place but I applaud the ones who gave there whole heart and soul to make this country filled with more equality than inequality. Dr. King highlights what Logos, Ethos and Pathos truly mean throughout his speech. When he spoke about logos we could see inside the heart of Dr. King his beliefs morals, and who really was as a man. Ethos we saw how he brought  to surface the Declaration of Independence and the Constitution. These two documents was their check and when they went to cash this check it read â€Å"insufficient funds.† Pathos was when Dr. King used words like â€Å"I have a dream, A hundred years later, and Freedom Ring† over and over to shed that emotion and torment that they as a people all experienced. There is an old African Proverb that is my absolute favorite quote â€Å"if there is no enemy within the enemies outside can do you no harm† only when we learn to turn the other cheek like Dr. King said than we can only be truly free. http://www.constitutionfacts.com/us-declaration-of-independence/fascinating-facts/ http://www.americanrhetoric.com/speeches/mlkihaveadream.htm http://www.merriam-webster.com/dictionary/pathos http://www.searchquotes.com/quotation/When_there_is_no_enemy_within,_the_enemies_outside_cannot_hurt_you./25314/ http://www.ushistory.org/declaration/document/

Law of nature Essay

There are several books that deal with philosophical questions of liberty, social restrictions, pursuit of property and freedom versus enslavement. I have selected six related to these themes to be reviewed and closely analyzed to understand those themes better. The second treatise of Government by John Locke has been ever since its first publication in 1689 an influential source of political and social interpretation. The USA constitution is based on the principles and themes John Locke deals with in this master piece of philosophical reasoning. His main argument in the book is that the sovereignty is in the hands of the people and that the government is in their service. Locke underscored the importance of being aware as people of our natural and fundamental rights but that we have had to relinquish certain aspects of this human freedom to be able to coexist peacefully within a society regulated by laws established to maintain the order. People are thus originally endowed with certain inalienable rights in a state of nature where freedom exists in absence of laws or rules to abide to. This law of nature does thus not require people to obey each other but instead people are free to be themselves. The state of nature is defined by Locke himself as: â€Å"To properly understand political power and trace its origins, we must consider the state that all people are in naturally. That is a state of perfect freedom of acting and disposing of their own possessions and persons as they think fit within the bounds of the law of nature. People in this state do not have to ask permission to act or depend on the will of others to arrange matters on their behalf. The natural state is also one of equality in which all power and jurisdiction is reciprocal and no one has more than another. † Locke deals thus with the topic of civil society in this book and how we can politically coexist together as people. To understand the true and best form of a civil society we need to comprehend the fundamental right we are born with as humans which is simply freedom in its complete sense. Taking this into consideration we have also to acknowledge the full meanings this brings along with it for everybody despite color, ethnicity, religion or race. Since all people are born with this right then it follows that all people are equal and deserve to live in a system that secures this equality and freedom of pursuit of one’s dreams. Locke’s second main argument is how governments should only rule with the consent of the people and that any government that does not becomes as a result illegitimate and deserves to be overthrown by the people through their right to revolution. He also deals with the themes of conquest and slavery, property and representative government. Property for instance lead to the creation of the civil society as men sought to protect his property through the law. People exchanged some of their natural rights in order to achieve this form of civil society where they could coexist peacefully with other people in a safe and secure atmosphere. The representative government on the other hand is only legitimate if it is acknowledged by the people and serves the needs of the people. It is this way that Locke established the rule that governments should be there for the service of the people rather than vice versa. Locke’s ideas about slavery on the other hand are that it is essentially a form of involuntary servitude and the only way slavery could be justified as a system that goes against the order of the natural state is through the absence of the state of nature and the presence of the opposite which is the state of war during which exceptions were allowed. The discussion of slavery leads us to another major work concerned with the subject: The Life of Olaudah Equiano which is an autobiographical work that was first published in the 18th century and recounts the story of slavery and its horrors. The story of his enslavement, acquired freedom and pursuit of work as a seaman and merchant is a very fascinating tale of forward movement and determination at achieving success, despite the hardships encountered along the way, in order to earn the natural right of freedom back. Olaudah, like Locke, was a fighter for a cause. Locke’s book helped revolutionize the ideas about government and shaped the USA constitution the way we know it now. His defense of the rights of the human continues to influence the discourse on democracy, human rights and politics. Olaudah’s journey and struggle for freedom has also left tremendous impact in the literature of slavery and he also helped in the process of abolishing slavery later on. Those two prominent men had a social vision of what a society was supposed to be like and fought to achieve it. The book starts with the recount of Olaudah’s personal life before enslavement when he used to live in an African region called Assaka. He was kidnapped and forced into slavery(something that enforces Locke’s opinion about the forced status of slavery as an institution) at the age of ten and transported to the New World or to be more specific the plantations of Virginia. He was purchased by a lieutenant in the Navy called Michael Pascal who named him Gustavus Vassa, a name he also came to be known by. His life as a slave was a continues struggle and suffering. He could not tolerate the idea of deprivation of his right of freedom and chose to rebel through denying the new name his owner gave him which lead to his punishment as if he was a mere dog whose job was to obey without reluctance. Being deprived of his freedom reduces the human being into an animal. The life of the slave was really hard according to the journals of Olaudah. He was later sold in the Caribbean and acquired by a Philadelphian Quaker who taught him how to read and write better and educated him in the Christian faith. He allowed him to trade to earn the money required to buy his freedom as young man in his twenties and traveled to England where he fought for the cause of slavery abolition. Olaudah observed in his book how slaves were treated as inhuman subjects with no feelings. It was almost as if the masters considered them to be a different specie or an alien creature. Our third book or novel is concerned with a creature that displays those characteristic: Frankenstein. Frankenstein by the author Mary Shelley refers to the scientists within the book Victor Frankenstein who knows how to create life and decides to create a creature that is like man but with more powerful characteristics. The novel is made up of the correspondence between the Captain Robert Walton and his sister. Walton happens to know about Frankenstein’s creature and recounts the story to his sister in his letters. The story starts with Walton traveling to the North Pole where he will be trapped by a sea of massive ice rocks. This is how Walton meets Victor Frankenstein and this is also how he comes to know about the monster Victor had created. Victor is himself terrified by what he has created and runs away thereby allowing the monster to be released. The troubled scientist feels sick with guilt and his depressed state only worsens when he hears about the murder of his brother. It appears that the monster was who murdered his brother and this was explained by the monster himself as an attempt at taking revenge of Victor who had treated him with horror and disgust. He begs Victor for a companion since he cannot stand the loneliness. Victor does decide to oblige but later on regrets it and destroys his second creation to which the monster vows revenge that he soon fulfills through killing one of his friends. The monster manages to also kill his bride and Victor decides to follow the monster which led him to meet Walton and dies a few days later on. Walton concludes his letters by recounting how surprised he was to find the monster weeping on his body in agony and loneliness. It turns out that the monster had feelings like any other human being and could be good or evil like any other normal person. But Victor’s fear and prejudice blinded him from seeing that. The same thing happened with the white owners of slaves in the era of Olaudah. They stopped seeing the slaves as human beings and regarded them as mere properties to be feared and doubted if they acted differently the way Olaudah did through educating himself. The fear of the unknown is a characteristic of the human psyche but what is also a common aspect between the white and black man and the monster of Frankenstein is the need of freedom. Our fourth book is the Communist manifesto by Karl Marx and Friedrich Engels. The first publication of the book took place in 1848. Just like John Locke’s The Second Treatise of Government the Communist Manifesto is a very influential political manuscript. The main theme of the book is the class struggle and the weaknesses of the capitalist system. The Communist Manifesto is what the communist party strengthened the ideology of the Communist party. The Manifesto’s main aim was to make communism more understood by a larger number of people since the party was feared and doubted by many. Karl Marx continues then to mark the differences between the bourgeois and proletariat class since his main focus will be throughout the paper on how the proletariat has been victimized by the capitalist system and bourgeois class. He states in the first section that: â€Å"The history of all hitherto existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary re-constitution of society at large, or in the common ruin of the contending classes. † Marx arguments of class struggle resemble those of Locke to a certain extent. He also echoed the claim that the human need for property is what leads to the creation of civil society as we know it today. Marx acknowledges this human need for the acquisition of property but seeks to regulate it more through establishing laws that do not allow for a minority of rich people to subject and benefit from a larger group that is the real driving force of any society: the proletariat class. The proletarians will, according to Marx, rise to power through class struggle. The bourgeois continues exploiting the proletarians but the latter will use their right to revolution (Locke again) to throw this form of social establishment and create a new reality more fit for the general and larger public. This vision was eventually realized by the Bolsheviks in the former Soviet Union. Our human need for freedom equality and development is according to Locke, Olaudah, Marx and Shelly a fundamental aspect of our psychological nature. This leads us to the fifth book to focus on: On the Origin of Species by Charles Darwin who explains in this work how humans have developed from their natural state to their current one and how they have been able to survive. The natural state described by Darwin in his book is different from that of Locke in that he focuses on how we developed physically as people from the shape of monkeys to that of humans. It is needless to say that his book has caused the necessary controversy in the religious circles. Darwin presents a very interesting evolutionary idea in this particular book to explain the process of human evolution: the survival of the fittest. The idea of the transmutation of the species was however not welcomed by the Church establishment of that time and is still not looked at with favor by several even nowadays and despite the many scientific data that has been supplied to enhance his theory. Natural selection or to use the other phrase, the survival of the fittest, has been described by Mr. Herbert Spencer as: â€Å"Owing to this struggle for life, any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relations to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring. † Charles Darwin’s book has also helped in reshaping the human thought regarding its origin and nature and developed the notion of the necessity of strength and relentlessness to succeed and earn the right to exist since only the fittest survive. Our last book is also closely related to the themes we have seen so far in relation to human rights and natural states and the preservation of an efficient civil society. Civilization and its discontents was first published in 1929 and became one of Sigmund Freud’s most renowned works. Freud’s main theme in this book is the state of conflict between the individual and his society. Just like with Locke’s book we come to wonder how much the relinquishment of our fundamental right of total freedom affects our psyche and therefore our performance within the civil society we created. The primary source of conflict, according to Freud, is the individual’s desire of freedom and the clash that creates with society’s expectation of the individual to conform to the general rules. The majority kills with this the individuality and our natural states are denied for the sake of preserving the general picture agreed upon by the majority of the citizens. Humans have certain desires and characteristics that are hard to control. The desire for sex is the most prominent one which has lead to the creation of many laws to regulate sex conduct in public and punish the acts of rape and sexual aggression. The natural instincts come to be subjected to laws and regulations to allow for the peaceful existence within a society. The six books that we have seen so far all deal with several issues related to humanity’s primal needs that can clash at times with society’s expectations of the individual. Our quest for freedom and property creates conflict all along but we never are able to let go of one of the two. Humans have always wanted the two together and the need for more property led to the enslavement of millions to satisfy the need for cheap labor thereby violating the natural human state of being free by birth. But humans are creatures who seek pleasure and understanding and bonding with the other. That is also another reason why we co-exist within a society and try to abide to the rules to sustain the civil form. Works Cited Darwin, Charles (2002). The Origin of Species. W. W Norton & Company. Equiano, Olaudah (1999). The life of Olaudah Equiano. Dover Publications. Freud, Sigmund (1989). Civilization and its discontents. W. W Norton & Company. Locke, John (2002). The Second Treatise of Government. Dover Publications. Marx, Karl (1998). The Communist Manifesto. USA: Oxford University Press. Shelley, Mary (2004). Frankenstein. Pocket.

Free Essays on Workplace As A Socialization Agent

WORKPLACE AS A SOCIALIZATION AGENT Norms and values in the workplace are powerful influences that I have benefited greatly from. My socialization in the workplace began about twenty years ago and is an ongoing learning experience. Some norms and values that I feel influenced me the most are appearance, the proper use of the chain of command, the need for education, the personality I exhibit and honesty. The dress code within the workplace is a norm whether formal or informal will generate many negative responses if not adhered too. Past experiences made me learn on how to dress appropriately. At my first office job I was informed the dress code was â€Å"business casual†. When I arrived at work on several different occasions with skirts 5 inches above my knees and tight fitting shirts I experienced some hostility from co-workers. This then caused me to feel some negative emotional consequences such as embarrassment and self-consciousness. These negative sanctions caused me to obtain better clarification of the term â€Å"business casual† from my parents. The military had strict formal norms in regards to the pathway of communication within the workplace. This process is referred to as the chain of command, if not followed correctly will lead to negative sanctions. I joined the military immediately after completing high school. Upon arrival everyone was given all the names, ranks and pictures of the individuals in our chain of command. With the above information we were also instructed on the process and the negative sanctions that would occur if not adhered too properly. Since this experience I have had jobs that may not have had a formal norm in regards to the process of communication, but informal ones. The regulations were not written down but were adopted behaviors over time. Using what I had learned in the military had brought me positive sanctions in jobs that had followed. I had experienced sexual harassment ... Free Essays on Workplace As A Socialization Agent Free Essays on Workplace As A Socialization Agent WORKPLACE AS A SOCIALIZATION AGENT Norms and values in the workplace are powerful influences that I have benefited greatly from. My socialization in the workplace began about twenty years ago and is an ongoing learning experience. Some norms and values that I feel influenced me the most are appearance, the proper use of the chain of command, the need for education, the personality I exhibit and honesty. The dress code within the workplace is a norm whether formal or informal will generate many negative responses if not adhered too. Past experiences made me learn on how to dress appropriately. At my first office job I was informed the dress code was â€Å"business casual†. When I arrived at work on several different occasions with skirts 5 inches above my knees and tight fitting shirts I experienced some hostility from co-workers. This then caused me to feel some negative emotional consequences such as embarrassment and self-consciousness. These negative sanctions caused me to obtain better clarification of the term â€Å"business casual† from my parents. The military had strict formal norms in regards to the pathway of communication within the workplace. This process is referred to as the chain of command, if not followed correctly will lead to negative sanctions. I joined the military immediately after completing high school. Upon arrival everyone was given all the names, ranks and pictures of the individuals in our chain of command. With the above information we were also instructed on the process and the negative sanctions that would occur if not adhered too properly. Since this experience I have had jobs that may not have had a formal norm in regards to the process of communication, but informal ones. The regulations were not written down but were adopted behaviors over time. Using what I had learned in the military had brought me positive sanctions in jobs that had followed. I had experienced sexual harassment ...

Edit and Display Boolean Fields using a CheckBox in Delphi

Edit and Display Boolean Fields using a CheckBox in Delphi Tip submitted by Rene van der Heijden A series of articles titled Adding components to a DBGrid discusses placing just about any Delphi control (visual component) into a cell of a DGBrid. The idea is to create visually more attractive user interfaces for editing fields inside a DBGrid: a ComboBox for drop down lists; a DateTimePicker (calendar) for date values; a check box for boolean fields. CheckBox for Boolean Fields CheckBox inside a DBGrid As noticed by Rene van der Heijden the solution is rather lengthy, and it doesnt work, at least not when using the mouse to click on the checkboxes. Rene suggest an easier approach needing only two even handlers: OnCellClick and OnCustomDrawCell for your DBGrid control: //OnCellClik event of a DBGrid1 procedure TForm.DBGrid1CellClick(Column: TColumn) ; begin   Ã‚  if (Column.Field.DataTypeftBoolean) then   Ã‚  begin   Ã‚  Ã‚  Ã‚  {toggle True and False}   Ã‚  Ã‚  Ã‚  Column.Grid.DataSource.DataSet.Edit;   Ã‚  Ã‚  Ã‚  Column.Field.Value: not Column.Field.AsBoolean;   Ã‚  Ã‚  {immediate post - see for yourself whether you want this}   Ã‚  Ã‚  Ã‚  Column.Grid.DataSource.DataSet.Post;   Ã‚  Ã‚  Ã‚  {you may add additional functionality here,   Ã‚  Ã‚  to be processed after the change was made}   Ã‚  end; end; //OnDrawColumnCell event of a DBGrid1 procedure TForm.DBGrid1DrawColumnCell(   Ã‚  Sender: TObject;   Ã‚  const Rect: TRect;   Ã‚  DataCol: Integer;   Ã‚  Column: TColumn;   Ã‚  State: TGridDrawState) ; const   Ã‚  CtrlState: array[Boolean] of integer (DFCS_BUTTONCHECK, DFCS_BUTTONCHECK or DFCS_CHECKED) ; begin   Ã‚  if (Column.Field.DataTypeftBoolean) then   Ã‚  begin   Ã‚  Ã‚  Ã‚  DBGrid1.Canvas.FillRect(Rect) ;   Ã‚  Ã‚  Ã‚  if VarIsNull(Column.Field.Value) then   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DrawFrameControl(DBGrid1.Canvas.Handle,Rect, DFC_BUTTON, DFCS_BUTTONCHECK or DFCS_INACTIVE) {grayed}   Ã‚  Ã‚  Ã‚  else   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  DrawFrameControl(DBGrid1.Canvas.Handle,Rect, DFC_BUTTON, CtrlState[Column.Field.AsBoolean]) ; {checked or unchecked}   Ã‚  end; end; Delphi tips navigator: » Remove Duplicate Items in Delphis TStringList « 5 Facts you Did Not Know about Delphi and Classes and the VCL and Inheritance and Custom Controls and...

Write a memo and a unsolicited recommendation letter based on guidline Article

Write a memo and a unsolicited recommendation letter based on guidline - Article Example However, with all of this in mind, it has recently been noted that healthcare premiums have continued to rise; and eventuality that places an undue level of stress on the business and upon the employees. However, rather than merely raising the premiums across the board for all individuals in the company, it has been determined that a far more equitable and fair approach would be to raise healthcare premiums by 15% for those individuals smoke stop the underlying reason for this is not to target a specific group of people; instead, it is meant as a way of fairly representing the healthcare costs that the insurer, and by extension this company, is forced to pay. Further understanding with regards to the impacts of smoke and secondhand smoke reveals the fact that those individuals who are smokers are invariably more likely to develop a litany of different health issues. As a direct result of this, increasing the premiums for smokers is a way in which the insurance companies, and by extension this company, can continue to provide a high quality of care and a high level of reimbursement for health-related expenses for all employees. However, rather than merely punishing smokers, it is the goal of this company to reduce the overall number of individuals that smoke; maximizing the health of those individuals that work for our firm, public health, and minimizing the level of insurance premiums that are required to be paid annually. Because of this and due to the fact that it is our commitment to promote the health and well-being of each individual that is employed, we have partnered with several smoking cessation programs and will facilitate employees to sign up for these if they wish to avoid the increase in premiums that will be affected in the near future. The underlying rationale for this has to do with the fact that it is our hope that more and more people within the company will come to an understanding of the fact that smoking is

Why we should have a Black President Essay Example | Topics and Well Written Essays - 1250 words

Why we should have a Black President - Essay Example The United States should have an African, or Black President, because it's the only way to demonstrate principles of equal human rights in actual fact. All the history of the United States has never been anything but a chain of white male presidents. Oddly, little has been said about this embarrassing subject. Of course, America probably has to break a few more social barriers before a black president could be elected. To be frank, a lot of people are not ready to have a black man or woman as President. On the other hand, there are a lot of progressive people, black and white, concerned that democratic principles should be implemented in the real life indeed.Electing of African President in 2008 will help to attract an attention of publicity to the problems of black community, such as educational, health, social, political and other issues. According to the recent Gallup Survey on "Black-White Relations" cited in Cronc, seven out of ten whites believe that blacks are treated equally in their communities: an optimism with which only 40 percent of blacks agree. Eight in ten whites say blacks receive equal educational opportunities, and 83 percent say blacks receive equal housing opportunities in their communities. Only a third of whites believe blacks face racial bias from police in their areas. If a Black President is elected in the United States in 2008, these problems will more likely to be solved. (1999)I think that the main benefit of Black President is providing the United States with the real equality in all areas of life. Also it will show to every black person that there is nothing impossible for him or her in self-development. Self-confidence of colored people will serve as a powerful tool for further development of democracy in the United States. Also, Black President will stimulate black people to get involved in the political process. If we have a black woman as a President, feminist's movement will also become more politically active and more significant. The idea of America having its first Black president has resonated with many African-Americans over the years, especially with the emergence of Illinois Senator Barack Obama. Obama is the third African American since the Reconstruction Era to serve in the United States Senate. He is also the only African American currently serving in the Senate. Obama showed he had national appeal last year, when he delivered the keynote address at the Democratic National Convention. Though he was not even elected into office yet, dreams of a black President popped into the heads of many African Americans who watched as Obama electrified an audience of all races. Obama is not the first African American to show national appeal as a potential presidential candidate. The Rev. Jesse Jackson ran twice in the 1980s, and though he did not win the White House Jackson showed that he had enormous appeal outside of the African-American community. Jackson managed to attract 6.9 million votes from Urban Blacks, Hispanics, poor rural whites, farmers, factory workers, feminists, homosexuals and white progressives. One more step to an African President is Bill Clinton, who often is referred to as the "black president" because he was so receptive to the needs of African Americans and because he worked to include them in the political process more than any other president. Reasons cited here for Clinton's popularity among blacks include his poor Southern upbringing and underdog status, the fact that he appointed more blacks to his cabinet and other federal posts than any other president, and good timing (he came into office after three consecutive Republican administrations). But perhaps the biggest factor discussed is the genuine ease with which Clinton relates to black Americans. Blacks trust him to consider their perspective and do not view him as just another white politician who appears only during election years. This is not to say that Clinton always did their bidding; he often disappointed them. But they also shared common enemies and a common outlook that brought

CRITIQUE OF QUANLATATIVE ARTICLE Essay Example | Topics and Well Written Essays - 1000 words

CRITIQUE OF QUANLATATIVE ARTICLE - Essay Example The authors convincingly states that culture and financial capacity were hindrances to the divergence in the delivery of healthcare services to the Hispanics and immigrants. The authors insist that focusing on the removal of the two hindrances should be prioritized (Im, Guevara & Chee, 2007). Further, the authors use secondary resources to back up the hypothesis. The secondary sources include the 2002 Andersen et al. findings that Hispanic patients had to endure more pain and lesser quality of life healthcare services compared to the white Americans and the African Americans. The authors use another secondary source, Cleeland et. al., showing the language barrier prevents the vivid transfer of healthcare information between the healthcare provider and the Hispanic cancer patients. The misinformation between the Hispanic patients and the English-speaking White and African Americans created a vague picture of the patient’s true medical condition. The miscommunication precipitate d to medical professionals prescribing less effective medicines or medical procedures (Im, Guevara & Chee, 2007). Critique of the methodological congruence of your article. Substantiating the research view, the authors’ research methodology is to conduct an online forum with 15 Hispanic patients (Im, Guevara & Chee, 2007). The authors used secondary resources to back up the thesis statement. The authors sought to find out the Hispanic cancer patients’ pain management status, compared to non-Hispanic cancer patients’ pain management status. The online forum was used to gather data to affirm or negate the authors’ hypothesis (Nowaczyk, 1988). Further, the authors chose 15 respondents from a total population of 105 Hispanic cancer patients. The 15 chosen respondents were 18 years old or older. The selected respondents were of Hispanic ethnicity. The average age of the respondents is 49 years of age. 80 percent of the total 15 respondents belonged to the fema le gender. Almost 50 percent of the respondents graduated from middle school. Additionally, more than 90 percent of the respondents were jobless. Lastly, 60 percent of the 15 respondents are Mexicans. The other respondents were a Chicano, a Cuban, a Guatemalan, two Hispanic Americans, and one of vague Hispanic origin. The authors explain that patient-based healthcare research includes studying their ethnic culture’s influence on healthcare delivery services (Im, Guevara & Chee, 2007). Critique of the analytical and interpretive preciseness. Substantiating the research view, the authors use impressive analytical and interpretative preciseness. Showing the statistical tools’ findings, the authors offer convincing evidence that hurdles to better cancer healthcare services should be removed, at all cost. To ensure the findings are accurate or realistic, the 15 respondents were given wide freedom to exchange information among the other respondents. One Hispanic culture that cropped up was that Hispanic women are culturally trained to prioritize filling the needs of her children and family over her own personal needs and wants. The respondents commented that they were not forced by the researcher to pick one or more prepared answers to the forum discussions. Consequently, the average female Hispanic respondent felt that her

The Definition Of Stress Psychology Essay

The Definition Of Stress Psychology Essay Stress  is a term that is commonly used today but has become increasingly difficult to define. It shares, to some extent, common meanings in both the biological and psychological sciences. Stress is the bodys reaction to a change that requires a physical, mental or emotional adjustment or response. Stress can be defined in terms of all people responding in the same biological way to the same stimulus, or as dependent upon the persons response to the stressor. Any perception of a stress stimulus triggers the persons physiological and psychological responses to situations or events that disturb the equilibrium. Stress is any event that a human being perceives as harmful or threatening. The body reacts to stress with fight or flight response. Stress hormones like adrenalin, dopamine, cortisol, noradrenalin, and endorphins are released in the blood when one experiences stress. The term  stress  had none of its contemporary connotations before the 1920s. In the 1920s and 1930s, the term was occasionally being used in biological and psychological circles to refer to a mental strain, unwelcome happening, or, more medically, a harmful environmental agent that could cause illness. Walter Cannon  used it in 1926 to refer to external factors that disrupted what he called homeostasis. Homeostasis is a concept central to the idea of stress. Environmental factors, internal or external stimuli, continually disrupt homeostasis.  Factors causing an organisms condition to waver away from homeostasis can be interpreted as stress. A life-threatening situation such as a physical insult or prolonged starvation can greatly disrupt homeostasis. Psychologists have defined stress in a variety of ways. Contemporary definitions of stress regard the external environmental stress as a stressor, the response to the stressor of distress, and the concept of stress as something that involves biochemical, physiological, behavioural and psychological changes. While there is little consensus among psychologists about the exact definition of stress, it is agreed that stress results when demands placed on an organism cause unusual physical, psychological, or emotional responses. In humans, stress originates from a multitude of sources and causes a wide variety of responses, both positive and beneficial (Eustress) and negative and harmful (Distress). The most commonly used definition of stress was developed by Lazarus and Launier (1978), who regarded stress as a transaction between people and the environment and described stress in terms of person-environment fit. Stress typically describes a negative concept that can have an impact on ones mental  and physical well-being, but it is unclear what exactly defines stress and whether or not stress is a cause, an effect, or the process connecting the two. With organisms as complex as humans, stress can take on entirely concrete or abstract meanings with highly subjective qualities, satisfying definitions of both cause and effect in ways that can be both tangible and intangible. Both negative and positive stressors can lead to stress. The intensity and duration of stress changes depending on the circumstances and emotional condition of the person suffering from it (Arnold. E and Boggs. K. 2007). Humans may all be faced with the same stressor (stimulus) but the stress response that they show will depend on their individual differences or gender or culture. Stress is an extremely adaptive phenomenon in a person which contributes to his/her survival, activities, and performance.1 Physical and psychological stress can induce a number of immunological alterations in the cell mediated.2 Stressors may influence the immune system through their impact on neuroendocrine, autonomic and central nervous system.3 Psychological stress may influence the functions of the immune system both indirectly through hormonal changes, and directly through nervous regulation during brief but acute stressful periods.4 Exposure to psychological stressors can modulate the primary antibody response.5,6 (4) Some common categories and examples of stressors include: Life experiences such as poverty, unemployment, clinical depression. Obsessive compulsive disorder, heavy drinking,  or insufficient sleep  can also cause stress. Students and workers may face performance pressure stress from exams  and project deadlines. The medical student: Medical students are frequently individuals with a long-standing need for caring, a capacity to tolerate, being in a providing, dispensing, and nurturing relationship with other people. It is not uncommon for medical students to have chosen medicine after a death of a family member or close friend, sometimes with the quite conscious desire to learn how to fight wasteful death. The goal of medical education is to graduate knowledgeable, skilful and professional physicians. The medical school curriculum has been developed to accomplish these ambitions. Medical students are a highly self-selected group who arrive in medical school with a set of developed abilities, motives, adaptive styles, and values that must be taken into account if we are to understand the impact of their medical studies on them. Teams of sociologists have studied the ways medical students organize themselves to excel and to manage the vast amounts of information that they should learn. They consider success in medical school as the first step to a future of helping others and they are not about to jeopardize that. Medical students as a group are attracted to medicine partly because of their special sensitivity to and concern on three psychological issues: death, suffering, and care. Secondly, medical students are distinguished by a preference for certain adaptive techniques, styles, and defences-specifically by a propensity to counter, master, and overcome sources of anxiety, a tendency to react to stress and anxiety. (3) Stress and medical studies: There is extensive literature demonstrating that medical students begin medical school with mental health profiles similar to their non-medical peers. Since the healing profession is distinctively motivated to confront the issues of suffering, death and care, issues that most of their fellows anxiously avoid, through the course of medical school, they experience substantial deterioration in their mental quality of life, due to stress and anxiety. Medical students have to deal with stressors specific to medical school in addition to normal stressors of everyday life which explains this high prevalence of anxiety. (1) Medicine is a kind of training which is emotionally demanding and therefore medical education can be regarded as stressful. High levels of stress have been found in medical students in various studies. Amongst medical students, stress has been reported to be caused by academic pressure, perfectionist standards, increased psychological pressure, mental tension and too much work load. The demanding nature of medical practice requires involvement with the most personal or emotionally draining aspects of life (human suffering, death, sexuality and fear) and these are considered to be stressors. Stress during medical school can lead to problems later in professional life compromising patient care. (1) Studies suggest that medical students experience a high incidence of stress with potential adverse consequences on academic performance, competency, professionalism and health. Medical students experience substantial stress from the beginning of the training process. Students use various coping mechanisms to process stress that vary by year in training and source of stress. The specific coping strategies that students use may determine the effect of stress on psychological and physical health and may determine whether stress has a positive or negative influence. Strategies that centre on disengagement such as problem avoidance, wishful thinking, social withdrawal and self-criticism have negative consequences and correlate with depression, anxiety and poor mental health. In contrast, strategies that involve engagement such as problem solving, positive re-interpretation, reliance on social support and expression of emotion enable medical students to respond in a manner that leads to adaptation, which can reduce stress. Medical education has deleterious consequences. Trainees (students, interns, and residents) suffer high levels of stress, which lead to alcohol and drug abuse,  interpersonal relationship difficulties, depression and anxiety,  and even suicide.  Medical students have mean anxiety scores one standard deviation above those of non-patients. (12) Studies which have tried to identify the sources of stress among medical students generally concern three main areas : academic stress: enormous syllabus to be covered in a limited time, sudden change in their style of studying, flooding of medical science with new concepts, lack of proper guidance, thought of failing in exams, inadequate time allocated to clinical posting, insufficient bed side teaching, social stress : relationship with peer groups, hostel friends, senior teachers, displacement from home, expectations of parents, peer pressure, change in the medium of education, physical stress : inadequate hostel facilities, hostel food etc. (5) Anxiety is also associated with feeling of loneliness, peer competition, long hours and loss of social time. The majority of stressful incidents in traditional curricula are related to medical training rather than to personal problems. (7) Stress may not only impair the quality of life of medical students but can also influence patient care and the complex psychodynamics of the doctor- patient relationship. (5) Stress is receiving increased attention because of the realization that tired, tense, anxious doctors may not provide as high quality care as do those who do not suffer from these debilitating conditions. A medical career can be particularly stressful due to the combination of involvement with life and death and the high expectations of medicine and of doctors held by both the public and doctors themselves. Partly as a result of these pressures and the need to acquire a substantial body of knowledge and skills, medical students experience considerable anxiety at various stages in the curriculum (Arndt et al., 1986; Firth, 1986; Firth-Cozens, 1987; Kidson Hornblow, 1982; Moss McManus, 1992; Tooth et al., 1989). Such anxieties may result in, for example, reduced examination performance (Tooth et al., 1989), increased alcohol consumption (Firth, 1986) and attempted suicide (Warren Wakeford, 1990). (6) Some students may perceive factors such as nutrition, exercise routines, sleep patterns, social activities, having a child to care for, job responsibilities, finances as stressors that they need to overcome in order to achieve a higher academic standing. By themselves, these constraints may have no effect at all on a student, but when combined, a student could perceive them as stressful and these stress factors could have a dramatic effect on a students academic performance. Exam stress during medical studies: Medical students are repeatedly subjected to rigorous examinations in order to check their potential to be a doctor as they have to deal with human life every single day. They have chosen a career which demands not only responsibilities but also ethical and legal liability for others lives. The onus of this responsibility and sheer volume of syllabus places a medical student under tremendous stress prior to professional exams. This stress may manifest with varying magnitude of anxiety (Kidson and Hornblow, 1982) and decrease in psychological health (Aktekin et al, 2001). (13) To a student, the prospect of sitting for an examination could be identified as a stressor and the resulting emotional and physiological state could be described as an exam stress. (4) Many students experience anxiety before a test or exam; a little bit of nervousness can actually enhance performance. However, if stress levels rise to the point where they inhibit performance on the test, then this is considered exam stress. 92% of students said that they got worried during exam time; one fifth of students surveyed revealed that they had suffered anxiety attacks as a result of pre-exam stress. Furthermore, 61% of those questioned cited lack of sleep/insomnia as a result of stress, 51% said that they suffer from headaches or migraines and 47% admitted turning to the one of the worlds best comforts, food. (10) Here below are some of the symptoms of exam stress, which can vary widely in intensity. Some test-takers experience only mild anxiety, and still perform well, but others are left nearly unable to function, failing the test or even experiencing a panic attack. Physical symptoms of exam stress include tremors, sweating, dry mouth, nausea, rapid heartbeat and even fainting. Milder cases include symptoms of butterflies in the stomach, but severe cases can lead to physical illness which must be treated. Behavioural and cognitive symptoms include defiant avoidance of exam situations, or just a little fidgeting. In some cases, exam stress can become so severe that the student is forced to drop out of school entirely just to avoid testing. Many students attempt self-medication with alcohol or drugs; still others report blanking out completely, or experiencing difficulty concentrating, inability to control thoughts and a negative outlook, which are all common behavioural / cognitive symptoms of exam stress. Emotional symptoms of exam stress include low self-esteem, anger, depression and feelings of despair. The students taking the test often feel unable to do anything about their situation, so they may berate or belittle themselves about their performance and their feelings. Exam stress is reported to have a significant impact on the well-being of the student and is associated with changes in the mental and physical health such as increasing anxiety, increasing negative mood and changes in the functions of the immune system. (4) In other words, the exam is one of the stressful events associated with lowered immune system function.14 Academic examinations have often been used in stress research because they are predictable, standardized, and discrete examples of real-life stressors. It was demonstrated that this stress caused a significant neurohormonal change. A small but significant increase in their emotional distress is indicated by an increase in anxiety during the final examination. Glucocorticoids can downregulate the immune activity, but acute stresses were reported to increase the cortisol level.19 Results show that the exam stress can result in significant increase in the cortisol level. (4) According to a study conducted by Shamsdin, et.al. (2010) on thirty five university medical students, two blood samples were provided from each participant one month (first stage) and one hour (second stage) before the exam. The results show that stress has determining effects on the immune response. The exam stress can result a significant increase in the cortisol level. So, these changes may indicate the alterations of immunological status and presence of stress in an immunosuppressed individual, affecting his / her health. Under stressful conditions, the hypothalamus releases corticotrophins into the blood circulation and when it reaches the anterior lobe of the pituitary gland, adrenocorticotrophic hormones are released into the blood circulation. When this reaches the adrenal gland, lucocorticoids are released which are chemicals that modulate or regulate the immune response. Since lymphocytes have receptors for glucocorticoids as well as other steroid hormones associated with r esponses to stress, the brain and immune system are sufficiently well connected to one to influence the other. Exam stress  involves a combination of physiological over-arousal, worry and dread about test performance, and often interferes with normal learning and lowers test performance. It is a physiological condition in which people experience extreme stress, anxiety, and discomfort during and/or before taking a test. Exam stress is prevalent amongst the student populations of the world, and has been studied formally since the early 1950s. During states of excitement or stress the body releases the hormone adrenaline. This hormone is responsible for preparing the body for danger, or the fight or flight response. Adrenaline is known to cause the physical symptoms one might experience that accompany exam stress such as increased heart rate, sweating, and rapid breathing.  [3]   Symptoms of exam stress can range from moderate to severe. Students who exhibit moderate symptoms are still able to perform relatively well on exams.  [5]  Other students with severe stress will often experience panic attacks. Student expectations are one major mental factor. For example, if a student believes that he or she will perform poorly on an exam, he/she is far more likely to become anxious before and during a test. (9) Exam stress is the emotional reaction that some students face before exams. The fear is not irrational, but excessive fear interferes with performance. Many researchers suggest that a little worry is good for students because it keeps them task oriented; however excessive worry on the other hand can be very debilitating and interferes with the results if not managed appropriately. (2) Exam stress is a set of responses that includes excessive worry, depression, nervousness and irrelevant thinking to a class of stimuli from an individuals experience of assessment / test and outcome. It is experienced by many students while undertaking any exam. There are four main areas of reported stresses which can contribute to exam stress including life style issues, lack of required information, studying style and psychological factors. (2) Life styles related issues include inadequate rest, insufficient physical activity, poor nutrition and lack of time management are found to be the contributing factors leading to exam stress as reported by many authors. Psychological factors which contribute significantly to exam stress are negative and irrational thinking about exams, outcomes of exams and feelings of no control over exam situation (e.g. going blank during exam) are reported by many authors. Students perception of extensive course load is also reported to cause exam stress in medical students. Examination system itself is a major stress factor for medical students. (2) In other words, the phrase exam is the same stimulus, but some medical students will be feeling very worked up about the exam, others will be more laid back. The internal and behavioural response will be different for each of them. Psychologists try to find out the factors affecting this interaction and stress management depends on the perceived interaction and response. Gender is likely to be an important factor in students anxiety. Women are reported to be more anxious than men, both overall and for most individual situations. (6) Anxiety levels increase in medical students just before exams, with female students found to be more anxious than males, shows a study undertaken by the Armed forces Medical College (AFMC), Pune, India (Pahwa, et. al., 2008). (14) According to this study labelled A study of exam related anxiety amongst medical students pre-exam anxiety levels are seen to be higher in female than male population indicating greater increase in anxiety levels amongst females. This is in agreement with other studies that substantiate presence of sex differences in exam related anxiety, with female students having higher test anxiety than male students (Chapell et al 2005, Eller et al 2006). (13) Females are more likely to report concern and stress due to self expectation, a feeling of lack of competence and a tendency to over report symptoms. (1) Comparison of rankings between 1992 and 1995 Birmingham students shows that rankings were consistent over time for both genders, particularly for the higher ranked questions. More detailed analysis of the 1995 data shows that individual female students were more likely to have higher total scores than male students. (6) All stress factors were more common among female students with statistically significant differences in factors which included: studying all night before exams, feeling no control over exam situations, improper nutrition and lack of exercise. Personality and stress: Mental health professionals believe personality plays a significant role in how individuals perceive stress (Martin, 2011). Lazarus and Folkman (1984) define stress as a product of the relationship between the person and the environment. Stress occurs when a person appraises a stressful event as exceeding his / her coping abilities or threatening his / her well being. Personality can influence both health related and everyday behaviours and is also related to an individuals appraisal of a stressful experience (Booth-Kewley, 1994). Stress is not a simple, stimulus-response reaction; rather it is the interaction between an individual and the environment, involving subjective perception and assessment of stressors, thus constituting a highly personalised process. Specific inherited characteristics, early experience in life, and in particular, learned cognitive predispositions make individuals more or less susceptible to the effects of stressors. Resilience and vulnerability to stressors as well as intensity of stress response mainly depend on age, gender, intelligence, and many other characteristics of personality (19). (Psychiatrike. 2011. Stress and personality. Lecic-Tosevski D, Vukovic O, Stepanovic J. psychiatric Department, Belgrade University, School of Medicine, Belgrade, Serbia.) Research has indicated that certain personality traits can make individuals more vulnerable to stress. There is a number of personality traits that could be described which measure human personality. A broad and comprehensive way of identifying the traits and structure of human personality is the Five Factor model (Digman, 1990). J.M. (1990). (Personality structure: Emergence of the five-factor model.Annual Review of Psychology  41: 417-440). Five Factor Model: This model has originated in a decades-long factor-analytic research tradition (13). Most researchers goal was to create a brief inventory that would allow efficient and flexible assessment of the five dimensions when there is no need for more differentiated measurement of individual facets. (6) Big Five has proven useful as a framework for organizing any findings on adult personality in areas such as behavioural genetics and industrial psychology. (6) The five factor model of personality is better understood as a lexical and factor analytic derived personality approach (Haslam, 2007). McCrae and Costa (1991) claim that this model provides a comprehensive taxonomy of personality traits. However this model has not always been regarded as noteworthy (McAdams, 1992). McCrae and Costa have conducted a lot of research on the model, including cross-sectional and longitudinal research designs (Cavanaugh Blanchard-Fields, 2006) and they argue that the model includes a large number of traits found in language and scientific theory. Thus, this model allows for a systematic approach to personality (12). The five factors model is more than a simple classification of basic personality traits. By the late 1980s, Costa and McCrae were convinced that they and other researchers had found a stable structure of personality. (11) In McCrae and Costas (1996, 1999, 2003) personality theory , behaviour is predicted by understanding the three central or core components and the three peripheral ones. The three central components include (1) basic tendencies, (2) characteristic adaptations, and (3) self-concept. (11) The five factors are labelled by McCrae and Costa (1992) as extraversion, neuroticism, agreeableness, conscientiousness, and openness to experience. These dimensions make up the personality traits of the five-factor model, which is often referred to as the Big Five (Goldberg, 1981). The first of the five factors is extraversion. Extraversion has a different importance in different measures. Sometimes it is based on assertiveness, sometimes on spontaneity and energy. Sometimes it is based on dominance, confidence, and agency (Depue Collins 1999), sometimes on a tendency toward happiness. Extraversion is often thought to be implying sociability (Ashton et al. 2002). Others see a sense of agency and a sense of sociability as two facets of extraversion (Depue Morrone- Strupinsky 2005). Finally, others argue sociability is a by-product of other features of extraversion (Lucas et al. 2000). A connection has also been made between extraversion and the approach temperament; thus, some now view extraversion as reflecting a relative sensitivity of a general approach system (DepueCollins 1999, Caspi Shiner 2006, Caspi et al. 2005, ElliottThrash 2002, Evans Rothbart 2007). People who score high on extraversion tend to be affectionate, jovial, talkative, joiners, and fun-loving. In contrast, low extraversion scorers are likely to be reserved, quiet, loners, passive, and unable to express strong emotion (11). The second factor, neuroticism, refers to the ease and frequency with which a person becomes upset and distressed. Moodiness, anxiety, and depression indicate higher neuroticism. Measures often include items or facets relevant to hostility and other negative feelings, but they are dominated by vulnerability to anxiety and general distress. Neuroticism has been associated with the avoidance temperament discussed above (Caspi Shiner 2006, Caspi et al. 2005, EvansRothbart 2007), suggesting that anxiety and sensitivity to threat is its emotional core. People who score high on neuroticism tend to be anxious, temperamental, self-pitying, self-conscious, emotional, and vulnerable to stress related disorders. Those who score low on neuroticism are usually calm, even-tempered, self-satisfied, and unemotional. (11) The next factor is agreeableness. Agreeable people are friendly and helpful ( John Srivastava 1999), empathic (Graziano et al. 2007), and capable of inhibiting their negative feelings (Graziano Eisenberg 1999). Agreeable people become angry over others transgressions than do less agreeable people (Meier Robinson 2004), and this probably short-circuits aggression (Meier et al. 2006). At the opposite pole is an oppositional or antagonistic quality. People who are low in agreeableness display their power to deal with social conflict (Graziano et al. 1996). Agreeableness as a dimension is often characterized as being broadly concerned with maintaining relationships (Jensen- Campbell Graziano 2001). People who score high on agreeableness tend to be trusting, generous, yielding, acceptant, and good-natured. Those who score low are generally suspicious, stingy, unfriendly, irritable, and critical of other people (11). The most commonly used label for the next factor is conscientiousness, although this label does not fully represent the qualities of planning, persistence, and purposeful trying to achieve goals that are part of it (Digman Inouye 1986). Other suggested names include constraint and responsibility, reflecting qualities of impulse control and reliability. Specific qualities included in this trait vary considerably across measures (Roberts et al. 2005). Individuals who score high on conscientiousness are hardworking, conscientious, punctual, and persevering. In contrast, people who score low on conscientiousness tend to be disorganized, negligent, lazy, and aimless and are likely to give up when a project becomes too difficult (11). Agreeableness and conscientiousness share an important property. Both suggest breadth of perspective. Many manifestations of conscientiousness imply taking future contingencies into account. Agreeableness implies a broad social perspective: taking the needs of others into account. It has been suggested that both of these traits have their origins in the effortful control temperament (Ahadi Rothbart 1994, Caspi Shiner 2006, Jensen-Campbell et al. 2002). The fifth factor, most often called openness to experience (Costa McCrae 1985), is the one about which there is most disagreement as far as content is concerned. Some measures (and theories) enrich this factor with greater overtones of intelligence, terming it intellect (Peabody Goldberg 1989). The fifth factor involves curiosity, flexibility, imaginativeness, and willingness to immerse oneself in atypical experiences (McCrae 1996). People who consistently seek out different and varied experiences would score high on openness to experience. They are creative, imaginative, curious, liberal and have a preference for variety. Those who score low on openness tend to support traditional values and to preserve a fixed style of living and they are typically conventional, down-to-earth, conservative, and not at all curious. (13) Big Five and Medical students: Most of the research on the Big Five is based on self and peer ratings, typically made by college students. (6) Conscientiousness, agreeableness and openness have been shown to be related significantly to academic performance (Poropat, 2009). (15) Neuroticism, in contrast, has a negative significant relationship with academic performance. The relation between educational operation and neuroticism, particularly with regard to anxiety in stressful situations such as university examinations has been clarified 14 (18). It is often claimed that, besides cognitive abilities, a mixture of personality characteristics is necessary for people to be successful in medical studies and eventually in the medical profession. However, there is debate as to which personality traits are typical of students in medical studies as compared to students in other academic fields 1-3. (5) A study conducted by Nauert (2009) which was labelled Personality profile of medical students studied more than 600 Belgian students over their seven years of medical studies to determine what impact their personality had on their performance. The researchers employed a commonly used test to measure the Big Five personality traits. Although the study was conducted in Belgium, the personality factors and the modern medical practices are similar around the world so personality should consistently relate to valued outcomes in medical education. Personality traits can reveal a lot about how students perform during the different demands and emphases of a students medical studies. For example, trait conscientiousness was a good predictor of learning success throughout the medical studies of the students. The researchers speculated that extraverted students are more likely to spend less time on studying than on their social relationships during the first years of medical school, which could hinder their academic performance and result in lower grades, whereas students who scored well in persistence and conscientiousness experienced success in their studies (Grohol, 2009). Big Five and Stress: Personality has been linked to the probability of experiencing stressful situations (Bolger Zuckerman, 1995) and to the evaluation of an event as stressful (Guthert, Cohen Armeli, 1999). Stress plays a role in personality/psychopathology associations (Klein, Wonderlich, Shea, 1993). Stressful reactions act as a medi