Certainty vs. Certitude

Certainty vs. Certitude Certainty vs. Certitude Certainty vs. Certitude By Mark Nichol What’s the difference between certainty and certitude? My hunch was that they’re interchangeable, but it turns out that they have a slight but significant difference in connotation- of that I am certain. Certainty and certitude, of course, share a root word: the Latin term certus, meaning â€Å"fixed† or â€Å"settled.† Certainty originally meant â€Å"pledge† or â€Å"surety,† then developed a sense of â€Å"something that is certain,† and certitude derives from a Latin word with the same meaning. But along the way, distinct connotations have emerged, though they are not always observed: A certainty can be something known based on fact, while sometimes, a certitude is something one is convinced of on the basis of faith. (The synonym conviction more obviously refers to what one believes rather than what one knows.) This is a useful distinction, but it’s unfortunately unlikely to ever emerge as one writers use consistently. The antonyms differ in form: uncertainty, but incertitude. (Incertain and incertainty existed in Middle English but were supplanted by the un- forms.) Other words based on certus include the adjectival and adverbial forms of certainty, certain and certainly, as well as the verb certify, meaning â€Å"confirm† or â€Å"vouch for†; the noun form is certification, and something that can be confirmed or vouched for is certifiable. (In colloquial usage, one who is, in jest or derision, thought eligible to be judged insane is referred to as certifiable.) Certificated is an adjective derived from the obsolete use of certificate as a verb. The noun certificate originally meant â€Å"action of certifying† but now has a dominant sense of â€Å"a document that provides certification.† Ascertain (the prefix a, meaning â€Å"to,† followed by certain) once meant â€Å"assure† or â€Å"inform† but now means â€Å"determine.† Concert and associated words are related to certain by way of the root word, though here, -cert has the sense of â€Å"strive.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Bare or Bear With Me?Loan, Lend, Loaned, LentPhrasal Verbs and Phrasal Nouns

Eddie Carbone change as the play progresses Essays

Eddie Carbone change as the play progresses Essays Eddie Carbone change as the play progresses Essay Eddie Carbone change as the play progresses Essay My essay is about a play called A View From The Bridge. The play is set in the 1940s in Brooklyn New York. The play is about a man called Eddie Carbone, who is a hard working long shore man. He lives with his wife Beatrice and her niece Catherine. They have raised Catherine, as they have no children of their own. As the play progresses two new characters are introduces. Their names are Rodolpho and Marco, they play two brothers who are illegal immigrants, and they are also Beatrices cousins. They have come to America to make money for their family in Italy. The theme of the play changes later in play when Catherine finds herself falling in love with Rodolpho. Eddie, although Catherines uncle, has very strong feeling for her and does not like the idea of Catherine and Rodolpho being together so tries to make it seam that Rodolpho is gay. All eddies attempts to break Catherine and Rodolpho up fail so Eddie then does something that he will regret. Catherine and Rodolpho will soon be getting married. Eddie hates this idea and so makes the decision to call the immigration office. The immigration office sent police round to eddies house to arrest Rodolpho and Marco. They are then taken and held in a police cell. Eddie tries to cover the fact that he called the immigration by lying but is soon found out and hated by everyone. The immigration office said that Rodolpho would be allowed to stay in America if he marries Catherine but Marco will have to go back to Italy. Rodolpho tries to make up with Eddie but it fails. Marco then confronts Eddie, this results to Eddie dying in Beatrices arms. We can tell that Eddie is hard working because of a quote by Alfieri on page 4. The quote states: this ones name is Eddie Carbone, a long shore man working the docks from the Brooklyn bridge to break water were the open sea begins. Eddie has a split personality, sometimes we see his good side but sometimes we see his bad side. In his relationship with his wife there is no physical contact, this is because he gives all his love to Catherine. We can see that Eddie wants the best for Catherine by this quote from Eddie: Look did I ask you for money? I supported you for this long Ill support you a little bit more; please do me a favour will you? I want you to be in a nice office; a lawyers offices maybe, some place in New York one of them nice buildings. I mean if your going to get out get out of here dont go partially in the same kind of neighbourhood. The themes in this play are love, sexuality, conflict, jealously, betrayal, hatred, obsession, loyalty, justice, respect and dignity. The play is based on an Italian family. In an Italian family the belief is that they should not turn on their family in times of need. Eddie does not believe this because he turned on his family when they needed him. This means that Eddie does not have an Italian belief otherwise he would not of done this. I think the reason that he done this was because he is obsessed with Catherine. When Eddie realised that Catherine was grown up and in love this is when his character changed. Eddie started to get jealous when he realised how well Catherine and Rodolpho were getting along. When Eddie realised that they were in love this is when we see his jealously. We can tell this from this quote from Eddie: What do you mean it is alright with you? Thats going to be her husband. Eddie is desperate for a woman he can never have.

H.W Essay Example | Topics and Well Written Essays - 1750 words

H.W - Essay Example In addition, the Chief Elected Official shall chair and over-see the planning committee in charge of making plans associated with emergency hazard management. The director shall be responsible for making arrangements to coordinate the Municipal’s Emergency Response Plan for Hazardous materials as well as necessary hazardous emergency services with the Hazardous management Committee, the Local Hazardous Management Team i.e. Fire Department, Local Police et cetera. He/she shall hold annual meetings with the Emergency Hazardous Response Team in an annual basis in order to facilitate determination of challenges faced by the team, thus formulating effective solutions for the identified challenges. In addition the Emergency Management Director shall facilitate the establishment of a mass notification channel in the case that an unexpected Hazardous incident occurs. On the other hand, he/she shall coordinate emergency preparedness sessions for refresher training for the Emergency Response Team as well as the Municipal Employees as required by the department. The Management Director shall also oversee or coordinate frequent exercises geared towards testing the efficacy of emergency management plans, equipment and making necessary improvements. Moreover, the Management Director shall be responsible for conducting an annual hazard threat as well as vulnerability assessments in order to facilitate emergency funding procurement and other aspects of budgeting. In collaboration with other Emergency Response Team members, the Emergency Director shall conduct public awareness programs and educations in order to prepare the locals for emergency cases. In the case that there is state, local or even federal meetings organized by the government to discuss issues ascribed to response towards emergency hazards and public safety, the Emergency Management Director shall attend to facilitate

Indonesian Islamic Law Essay Example | Topics and Well Written Essays - 750 words

Indonesian Islamic Law - Essay Example I felt peeved at the manner in which a lady is being shoved out of a hotel lobby, where she was having conversation with two of her lady friend, and the male colleagues standing nearby kept laughing and booing at them. Nobody thought it fit to reason out with the police officials that they are not doing anything illegal in the hotel lobby. What is more troubling is, what message is being sent out about Islamic laws by such an action?3.  Identify cultural values specific to your own culture that impacted upon how you reacted/responded to this article. My culture has given me the values and teaching which do not allow ill-treatment of the female members of the society for the simple reason that they are born as female. Equality in the society is the norm as far as I’ve learnt. I sincerely feel that laws are meant to protect the humanity and not to torture them in the name of religion.4.  Analyze how ethnocentricity can impact the way in which you reacted to this article.Ethn ocentricity implies that an individual tends to focus more on the specific ethnic group he or she belongs to. In general it can be considered as a normal human tendency, but in this case we have a nation which has to take care of so many issues at home for development of its citizens, reconstruction of the infrastructure destroyed during the Tsunami disaster, political issues etc. But focus is being given to the age old Shariah laws instead. When a port city it raises doubts about the capability of the government to take the nation ahead.

Role Of Price Mechanism Essay Example for Free

Role Of Price Mechanism Essay The role of price mechanism in a free market economy or capitalism! The price system functions through prices of both goods and services. Prices determine the production of innumerable goods and services. They organise production and help in the distribution of goods and services, ration out the supplies of goods and services and provide for economic growth. Let us analyse the role of prices in all these spheres. (1) What and How Much to Produce: The first function of prices is to resolve the problem of what to produce and in what quantities. This involves allocation of scarce resources in relation to the composition â€Å"of total output in the economy. Since resources are scarce, the society has to decide about the goods to be produced: wheat, cloth, roads, television, power, buildings, and so on. Once the nature of goods to be produced is decided, then their quantities are to be decided. How many kilos of wheat, how many million metres of cloth, how many kilometers of roads, now many televisions, how many million kw of power, how many buildings, etc. Since the resources of the economy are scare, the problem of the nature of goods and their quantities has to be decided on the basis of priorities or preferences of the society. If the society gives priority to the production of more consumer goods now, it will have less in the future. A higher priority on capital goods implies less consumer goods now and more in the future. This problem can be explained with the help of the production possibility curve, as shown in Figure 7.1. Suppose the economy produces capital goods and consumer goods. In deciding the total output of the economy, the society has to choose that combination of capital and consumer goods which is in keeping with its resources. It cannot choose the combination R which is inside the production possibility curve PP, because it reflects economic inefficiency of the system in the form of unemployment of resources. Nor can it choose the combination K which is outside the current production possibilities of the society. The society lacks the resources to produce this combination of capital and consumer goods. It will have, therefore, to choose among the combinations B, C or D which give the highest level of satisfaction. If the society decides to have  more capital goods, it will choose combination B and if it wants more consumer goods, it will choose combination D. (2) How to Produce: The next task of prices is to determine the techniques to be used for the production of articles. Prices of factors are the rewards received by them. Wage is the price for the service of labour, rent is the price for the service of land, interest for the service of capital and profit for the service of entrepreneur. Thus wages, rent, interest and profit are the prices paid by the entrepreneur for the services of the factors of production which make up the costs of production. Every producer aims at using the most efficient productive process. An economically efficient production process is one which produces goods with the minimum of costs. The choice of a production process will depend upon the relative prices of the factor services and the quantities of goods to be produced. A producer uses expensive factor services in smaller quantities relative to cheap resources. In order to reduce costs of production, he substitutes cheaper resources for the dearer. If capital is relatively cheaper than labour, the producer will use a capital-intensive production â€Å"process. Contrariwise, if labour is relatively cheaper than capital, labour-intensive production processes will be used. The technique to be used also depends upon the type and quantity of goods to be produced. For producing capital goods and large outputs, complicated and expensive machines and techniques are required. On the other hand, simple consumer goods and small outputs require small and less expensive machines and comparatively simple techniques. (3) To Determine Income Distribution: The price mechanism also determines how income is distributed in a capitalist economy. In such an economy, consumers and producers are largely the same people. Producers â€Å"sell goods at given prices to consumers for money, and consumers receive â€Å"incomes from producers in exchange for their services. The owners of factors of production who are all consumers sell their services at given prices for money to producers, and then spend that money to buy goods produced by producers. In fact, the price mechanism is a system of real flows from producers to consumers and from consumers to producers. This figure shows the price mechanism in the form of a circular flow. The  upper portion determines the prices on the goods market when the demand for goods by consumers equals the supply of goods by producers. It is this which decides what to produce. The decision as to how to produce is entirely taken by the producers. The lower portion of the figure shows that consumers or households are the controllers of the factors of production—land, labour, capital and entrepreneurial talent. It is they who supply their services to producers who demand them and in return the households receive money. This is how prices are determined on the factor market. Conclusion: Thus the price mechanism working through supply and demand in a free enterprise economy acts as the principal organising force. It determines what to produce and how much to produce. It determines the rewards of the factor services. It brings about an equitable distribution of income by causing resources to be allocated in right directions. It works to ration out the existing supplies of goods and services, utilises the economy’s resources fully and provides the means for economic growth. Price Mechanism in a Socialist or Controlled Economy: In a socialist economy, the decisions as to what, how and for whom to produce are not guided by the price mechanism as under a capitalist economy. Instead, they are made by the central planning board assisted by the various ministries, industries and state enterprises. Thus it is the central planning board that performs the functions of the market. The decisions as to what to produce and in what quantities are based on the objectives, targets and priorities laid down in the plan. The central planning authority decides, for example, if more bicycles are to be produced than cars, or houses for the masses more than hotels, or more eggs are to be produced than chocolates. It also fixes prices for all commodities. They are administered prices at which commodities are sold in state-run stores throughout the country. Administered prices are fixed arbitrarily by the central planning board without calculating the actual cost of production of commodities. Prices can be reduced or increased onl y by the central planning authority. People buy commodities according to their preferences and incomes. The decision as how to produce different commodities is also taken by the central planning authority. The latter allocates resources and decides which  methods of production to employ. What share of the factors of production should be allocated to the production of capital goods and what share to the production of consumer goods? The planning board lays down two rules for the guidance of plant managers. One, each manager should combine productive goods and services in such a manner that the average cost of producing a given output is the minimum. Two, each manager should choose that scale of output which equalises marginal cost to price. He must see to it that the industry produces exactly as much of a commodity as can be sold at a price which equals the marginal cost. In a socialist economy, raw materials, machines and other inputs are sold by public enterprises at prices which are equal to their marginal cost of production. So pricing in a socialist economy is based on the marginal cost pricing like that in a capitalist economy. If the price or cost of a commodity is above its average cost, the plant managers will earn profits and if it is below the average cost of production, they will incur losses. In the former case, the industry would expand and in the latter case it would cut down production. Ultimately, a position of equilibrium will be reached where price equals both the average cost and the marginal cost of production. But since goods are produced in anticipation of demand, it is accounting prices which are the basis of price determination. This, in turn, depends on the process of trial and error which necessitates small adjustments in prices from time to time. The problem for whom to produce is also solved by the state in a socialist economy. The central planning authority takes this decision at the time of deciding what and how much to produce in accordance with the overall objectives of the p lan. In making this decision, social preferences are given weight-age. In other words, higher weight-age is given to the production of those goods and services which are needed by the majority of the people over luxury items. They are based on the minimum needs of the people, and are sold at fixed prices through government stores. Since goods are produced in anticipation of demand, an increase in demand brings about shortages and this leads to rationing. The problem of income distribution is automatically solved in a socialist economy because all resources are owned and regulated by the state. All interest, rent and profit are fixed by the state and go to the state exchequer. As regard wages, they are also fixed by the state according to the amount and quality of work done by an individual.  Each individual is paid according to his ability and work. Economic surpluses are deliberately created and invested for capital formation and economic growth. Price Mechanism in a Mixed Economy: A mixed economy solves the problem of what to produce and in what quantities in two ways. First, the market mechanism (i.e. forces of demand and supply) helps the private sector in deciding what commodities to produce and in what quantities. In those spheres of production where the private sector competes with the public sector, the nature and quantities of commodities to be produced are also decided by the market mechanism. Second, the central planning authority decides the nature and quantities of goods and services to be produced where the public sector has a monopoly. In the case of consumer and capital goods, commodities arc produced in anticipation of social preferences. Prices are fixed by the central planning authority on the principle of profit-price policy. There are administered prices which are raised or lowered by the state. For public utility services like electricity, railways, water, gas, communications, etc., the state fixes their rates or prices on no-profit no-loss basis. The problem of how to produce goods and services is also solved partly by the price mechanism and partly by the state. The profit motive determines the techniques of production in the private sector. At the same time, the central planning authority intervenes and influences the working of the market mechanism. The state guides and provides various facilities to the private sector for adopting such techniques of production which may reduce costs and maximise output. It is the state which decides where to use capital-intensive techniques and where to use labour-intensive techniques in the public sector. The problem for whom to produce is also decided partly by the market mechanism and partly by the central planning authority. In the private sector, it is the market mechanism which determines what goods and services are to be produced on the basis of consumer preferences and incomes. Since a mixed economy aims at achieving growth with social justice, the allocation of resources is not left entirely to the market mechanism. The state intervenes to allocate resources â€Å"and for the distribution of income. For this, it adopts social security programmes and levies progressive taxes on income and wealth. In the public sector, the state decides for whom to  produce in anticipation of consumer preferences.

O Brother, Where Art Thou? - From Greek Classic to American Original E

O Brother, Where Art Thou? - From Greek Classic to American Original In the winter of 2001, American audiences initially paid little attention to Joel and Ethan Coen's Depression era, jail-break, musical "buddy" comedy O Brother, Where Art Thou? The film's reputation lingered, however, and over the next seven months O Brother eventually grossed a significant $45.5 million (imdb.com). Loosely adapted from Homer’s The Odyssey, the film focuses on Ulysses Everett McGill’s (George Clooney’s) journey from the jailhouse back to both his home in Ithaca, Mississippi, and to his wife Penny (Holly Hunter). Along with his two sidekicks, Delmar and Pete (Tim Blake Nelson and John Turturro), Ulysses encounters not only characters from the classic myth including the Sirens and the Cyclops, but also slices of American folk legend. Episodic in its narrative structure, the film unfolds like Homer’s saga with very few, if any, segues between the vignettes. The film deserves an admiring second look for the Coen brothers employ their old-ti me country music soundtrack in a manner analogous to Homer’s lyre, reconstruct gender roles and heroism for the American twentieth and twenty-first centuries, and create a moving tribute to the American South during the Great Depression. The title of the film derives from Preston Sturges’s 1941 American film comedy Sullivan’s Travels, in which a movie-director character attempts to prove himself a â€Å"serious† artist by deserting comedy and making a dramatic film entitled O Brother, Where Art Thou? The Coen brothers perhaps created their O Brother as a realized vision of their directorial counterpart in Sullivan’s Travels. Simultaneously they reinforce the idea that comedy certainly can be art, and thus... ...ary.com/americana/babyface/6.htm>. Jones, Peter V. Introduction. The Odyssey. By Homer. Trans. E. V. Rieu. London: Penguin, 1991. xi-l. Lomax, Alan. The Folk Songs of North America. Garden City: Doubleday, 1960. O Brother, Where Art Thou? Dir. Joel Coen. Screenplay by Ethan Coen and Joel Coen. Perf. George Clooney, John Turturro, Tim Blake Nelson, Holly Hunter, John Goodman. Touchstone, 2000. O Brother, Where Art Thou?—The Official Web Site. 2000. Buena Vista Online Entertainment. 30 Oct. 2001 . â€Å"O Brother, Where Art Thou?† The Internet Movie Database. 15 Jan. 2002. . Oermann, Robert K. â€Å"‘Old-Time Music Is Very Much Alive’ But you won’t hear it on ‘country’ radio.† O Brother, Where Art Thou?: Music From a Film by Joel & Ethan Coen. CD. Universal Music, 2000.   

Plato and Aristotle on Knowledge Essay

The purpose of this paper is to explore Plato and Aristotle’s conceptions on knowledge, their understanding of the physical universe, and the suggestions that these beliefs conclusively made to the natural sciences. I shall do this by explaining Plato’s analysis of the nature of knowledge, and the role his proposed theory of forms plays in it. I will then go on to describe how this analysis applies to, and provides suggestions for, the methodology of science. This essay will then switch its focus to Aristotle, explore his views on motion, and describe how these represent a departure from Plato’s analyses. It will then conclude with the exploration of his understanding of motion, paying special attention to how it contributes to his understanding of the physical universe as a whole. First, I will address Plato’s interpretation of knowledge. Plato believed that true knowledge could only originate from reason, and that reason could only be derived from that which is unchanging. However, he noted that the sense experiences which our world provides us with go through constant changes, and therefore cannot be relied upon as sources of reason. He states in his novel Timaeus, that these types of things are â€Å"opined by opining accompanied by irrational sensation† (Plato, and Kalkavage 58). Plato argues that the only way to evaluate sensory information to obtain true knowledge is through the application and analysis of certain principles that are unchanging. These principles are what Plato refers to as forms. Because of their unchanging nature, Plato regarded these forms as being able to be â€Å"grasped by intellection accompanied by a rational account† (Plato, and Kalkavage 58), and therefore undoubtedly true He concluded that believing to know something from only sensory information is not equivalent to having true knowledge of that thing. However, if forms cannot be understood from sensory information, one may wonder how a person can begin to comprehend these forms if it is not through perceptions and experiences. To address this puzzle, Plato suggests that before we were born in the physical world, we existed in the realm of the ideal forms. It is there where our soul gained true knowledge. Therefore since â€Å"the soul is immortal and has been born many times† (Plato, Anastaplo, and Berns 17), true knowledge always lies within the soul and learning is simply a matter of recollecting what our souls learned before. Plato’s beliefs introduced a radical new way of thinking to natural scientists, specifically astronomers. His theory served as a warning to scientists that information derived from visual experience is not equivalent to having true knowledge of that thing. This is a revolutionary suggestion for the reliability of previous data collection methods, especially in the case of the conventional idea held in astronomy that knowledge could be derived from an expertise in visual observation of celestial motion. Plato gives two possible outcomes for scientists to consider when confronted with observational data. The first is to discern some unchanging, and therefore rational, mathematical structure within the data in order to obtain a true knowledge of what is seen. The second is to understand where irregularities in this data are too great to be able to discern any such mathematical structure. In this case Aristotle suggests that the data can only be thought of as simply a subject of reality, therefore unable to provide true knowledge. Next, I will explain Aristotle’s views of the nature of change, and how they represent a departure from the methodology of Plato. Unlike Plato’s theory of forms, in which forms are unchanging and absolute, Aristotle believed that most substances undergo change in some way. Also, when describing change, Plato only recognizes change in a pair of opposites, but Aristotle elaborates on this idea, and describes five necessary components for change. In Book V of Aristotle’s novel Physics, he explains that â€Å"there is something which initiates the change, and something which is changing, and again something in which the change takes place (the time); and apart from these, something from which and something to which† (62). In simpler terms, Aristotle believed that every change has the following: a cause, some starting point, something which the change acts on, some ending point, and some time in which it occurred. Aristotle also divided the different types of change he believed to occur into four different categories. The first being change in substance. This type of change encompasses transitions from existence to nonexistence, such as when something is born and when it dies. The second type of change that can occur is a change in quality, also known as an alteration. Hot food becoming cool or the change in color of fruit would be an example of this type. The third type of change is that of quantity. This often refers to the growth or diminishment of a certain object. For example, a toddler goes through a quantitative change during a growth spurt when he grows taller. Finally, the fourth type of change that Aristotle acknowledged is change of place, otherwise referred to as motion. Motion specifically played a large role in developing Aristotle’s overall understanding of the global features of the physical universe. Aristotle believed that knowledge came from understanding and being able to explain the causes which originated motion, or more generally change in itself. This presents the fact that Aristotle believed a physical explanation was necessary to obtain true knowledge, whereas Plato believed that true knowledge was not reliant on physical evidence. This led to Aristotle’s expansion of Plato’s geocentric model of the universe. Unlike Plato, who thought of it in geometric terms, Aristotle thought of this model as physically real and gave a physical explanation for it. According to Aristotle, all of the motion in this system originates in the outermost sphere. This motion is the ultimate cause of all motion in the universe. For this reason he calls the outermost sphere the prime mover. To conclude, in this paper we explored Plato’s analysis of the nature of knowledge, specifically recognizing the integral role his proposed theories of forms played in it. This provided us with the basis to understand Plato’s views on the unreliability of the information we perceive in physical world. We then examined how this analysis provided a radical new way of thinking about the reliability of information obtained by sensory observation. Next, we examined Aristotle’s views on the nature of change, emphasizing how his understanding represents a departure from Plato’s ideas. We then looked more specifically at one of his four proposed types of change: motion. We examined the role it played in not only in his theory that all motion originates from the outer sphere of the universe, but also in his overall understanding of the physical universe. Works Cited Aristotle, Philip H. Wicksteed, and Francis Macdonald Cornford. The Physics. Cambridge, MA: Harvard UP, 1980. Print. Plato, and Peter Kalkavage. Plato’s Timaeus: Translation, Glossary, Appendices and Introductory Essay. Newburyport, MA: Focus Pub. /R. Pullins, 2001. Print. Plato, George Anastaplo, and Laurence Berns. Plato’s Meno. Newburyport, MA: Focus Pub. /R. Pullins, 2004. Print.

Regulatory Focus Theory Essay

?Selling your Skills: How your Degree has made you Employable When you complete an application form for employment or a course, or write a CV, you will need to consider your skills (sometimes called employability skills, or competencies). You will need to demonstrate you have the skills required for the job by giving examples of where you have developed and practised those skills, using examples from a range of situations, such as work experience, hobbies and interests, voluntary work, your personal life, or academic study. This handout is intended to: 1. Help you identify the employability skills you have developed and practised through your academic study and wider university life whilst at MMU. 2. Provide you with a prompt list to help you identify your own examples of your skills to use on applications and your CV. How your academic work has given you employability skills. MMU encourages all students to become â€Å"autonomous learners†. This means teaching is structured to encourage you to take responsibility for your own learning i. e. ? Work independently ? Prioritise ? Manage your time efficiently ? Be self-motivating. ? Know how to find and use resources effectively ? Reflect on your personal development and understand the importance of continuing to develop your skills beyond university and throughout life. (PDP helps with this process) You have developed and practised skills through the teaching methods used at MMU: In Lectures: ? Listening and concentrating for extended periods ? Sorting, sifting and summarising information ? Recording and organising information efficiently In Classes, Seminars and Tutorials: ? Speaking clearly and fluently ? Arguing a case in a reasoned manner. ? Making presentations ? Thinking on your feet ? Considering differing viewpoints and responding appropriately In Essay and Report Writing: ? Finding relevant information from a range of sources ? Identifying key issues ? Writing clearly and to the point ? Understanding complex arguments and theories ? Keeping an open mind ? Thinking logically 2 ? Structuring and developing an argument ? Critically analysing and evaluating evidence and arguments In Project Work ? Creating and following a plan ? Maintaining motivation ? Keeping to a time schedule ? Anticipating problems. In Group Work ? Managing your time ? Delegating ? Taking responsibility ? Supporting other team members ? Understanding team dynamics and responding appropriately ? Understanding your own role, strengths and weaknesses in a team ? Holding your ground ? Being persuasive ? Negotiating ? Respecting and being sensitive to others Employers frequently ask for some or all of the following skills. Listed are examples of situations where you may have used them in academic study or wider university life. Use it as a prompt list to identify your own examples to use in applications. Commercial awareness – understanding the key factors that contribute to an organisation’s success e. g. providing a quality product; good customer service; well-trained, motivated staff; controlling costs. Examples of evidence: ? Quantify any role you have had in raising or handling money e. g. fundraising for an event or charity, acting as treasurer for a society. For example, â€Å"I acted as treasurer for an event that raised ? 1000 to help support †¦. † ? Reading the business sections of the press on a regular basis ? Work experience in customer service ? Raising sponsorship for any purpose from commercial organisations ? In work experience, making suggestions that have improved a service or increased efficiency ? Dissertation – any references to commercial applications or relevance. Key words for the application form: Forward thinker; risk taker; entrepreneurial; professional; strategic Teamwork – working effectively with other people Examples of evidence: ? Any situation where you work alongside others to achieve an agreed outcome e. g. committees, events organising, music-making (bands, choirs etc), drama, sports ? Just about any paid/voluntary work involves working in a team. ? Academic group work – see above 3 Key words for the application form: Supportive; facilitator; open-minded; diplomatic; tolerant; reasonable; constructive; leadership; influencing; co-ordinating; Commitment/motivation – demonstrating a determination to be successful. Examples of evidence: ? Overcoming difficulties to come to university ? Using PDP effectively to improve your skills – academic skills or preparing for a particular career or employment sector would be good examples to use. ? Duke of Edinburgh: Young Enterprise: any competition successes or prizes. ? Campaigning/fundraising ? Training, or working on a skill, over the long term to achieve an ambition or goal e. g. training from scratch to run a marathon. Key words for the application form: Reliable; conscientious; proactive; initiative; flexible; adaptable; determined; positive Problem solving/creativity – having a â€Å"can do† attitude by finding solutions to problems. Examples of evidence: ? Anticipating problems and resolving them through planning e. g. project work, planning travel overseas, ? Resolving financial problems – personal, or fundraising  for a club, raising money to fund an activity e. g. to participate in charity work overseas. ? Solving problems through negotiation or representation – acting as student rep; resolving problems over accommodation with landlord or flatmates; resolving disagreements in group work ? Finding novel or innovative solutions to problems e. g. devising new methods of fundraising; new ideas for promoting an activity, or encouraging participation in an academic activity; ideas leading to greater efficiency in your workplace (paid or voluntary); novel ways of promoting yourself to find work placements. Key words for the application form: Achiever; practical; astute; open-minded; resilient; imaginative; reflective; initiator Communication – ensuring you are understood by writing or speaking in a clear and articulate manner. Examples of evidence: ? Making presentations; introducing speakers or self; reading out loud in class ? Teaching; training; selling; dealing with the public at work; campaigning ? Caring or mentoring activities ? Written – student journalism; producing publicity materials; designing a web-site; projects/dissertations. ? Acting as a student ambassador Key words for application forms: Presenter; influencer; articulate; empathetic; persuasive; target driven; Leadership/ taking responsibility for others Examples of evidence: ? chairing a committee ? running a campaign ? organising an activity – producing a play; co-ordinating a team; editing a paper 4 ? working with young people – summer camps; running/organising a youth activity ? leading a team – sport’s team captain; ? teaching or training others e. g. at work; teaching music/art/gym etc Key words for the application form: Motivator; capable; dynamic; assertive; approachable; decisive; proactive; responsibility; Numeracy – having the ability to handle everyday arithmetic calculations, and being competent in using the numerical concepts necessary for the job you are doing. The Careers Service gives you the opportunity to practise an on-line numeracy test (plus other psychometric and personality tests). Visit www. mmu. ac. uk/careers and click on â€Å"Finding a job†, then â€Å"How we can help†, and then the psychometric tests link. Examples; ? charts/graphs/tables/percentages/statistics you have produced in academic work ? Handling money, balancing up or handling any numeric data as part of a part-time job. Key words for the application form: Accurate; analytical; thorough; methodical; attention to detail; logical; proficient; Organised/Self-directed – able to plan and carry out a workload efficiently and effectively Examples of evidence: ? A holiday, field trip, or independent travel, you organised for yourself or a group. ? An event, such as a fundraiser or social, that you initiated and/organised yourself. ? Any project that involved making, and keeping to, a plan, and staying motivated, over an extended period e.g. your dissertation; an action plan for PDP. Key words for the application form: Forward thinker; planner; negotiator; uses initiative; motivated; efficient; punctual; self-starter; Self reliant/Confident – being positive about your abilities and relationships. Examples of evidence; ? Situations which you have found difficult, but persevered and have grown in confidence as a result e. g. making presentations, networking with strangers; independent travel ? Examples where you have persisted and overcome a problem e. g. giving up smoking ? Overcoming a significant set-back e. g. an injury; bereavement; low exam grades Key words for the application form: Focused; self-belief; resilient; reflective; tenacity; persistence; perseverance Flexible/Adaptable – willing to respond positively to changing circumstances Examples of evidence: ? Adapting to a new system or working practice in your job ? Working shift patterns and being on call ? Persuading others to be positive in a changing or uncertain situation. ? Acknowledging another person’s particular ability by taking a subordinate role when you are used to being the team leader Key words for the application form: Willing; versatile; positive; enthusiastic; ? 5 Initiative/Proactive – can spot opportunities and potential problems, and take action to get the best outcome: Works without constant supervision. Examples of evidence: ? Setting up a club, society, or business from scratch ? Raising a matter of concern, or potential concern, at a Course Committee, and persuading staff to take action. ? Finding people already working in your chosen job, and networking with them to get advice and information. Key words for the application form: Self-starter; proactive; focused; self-reliant; problem solver; versatile; Influence Interpersonal Skills – the ability to work for, with and alongside others. Examples of evidence: ? Jobs that involve customer relations e. g. telephone sales, reception/ waiting on tables/ bar work; student ambassador. ? Activities that involve building and maintaining relationships e. g. mentoring, manning a help desk; manning a phone helpline; negotiating or acting as an advocate on behalf of someone else. Key words for the application forms: Relationship builder; constructive; listener; initiator; mediator; communicator; personable; target driven; How can I look at developing these skills further? MMU Futures. A great way for students to get more out of university, gain new experiences and develop skills and networks is to get involved in MMU Futures. Here, your university based extra-curricular activities are recognised and rewarded. MMU Futures has awards at Bronze, Silver and Gold, and the skills and insights you develop as you progress will enhance your employability and job seeking during and beyond university. Details available at www. mmu. ac. uk/students/futures Work Ready Is a course, delivered by MMU Careers & Employability Service that looks at  how you apply key employability skills in your future graduate and/or placements jobs. The course covers the key work based skills of Team Work, Communication & Influencing, Project Management and Leadership. Details are available at www. mmu. ac. uk/careers/events We hope you have found this guide useful. The Careers & Employability Service offer a wide range of different support to help you make a career choice, prepare for your future, improve your employability skills and find employment. Explore our extensive web-site at www. mmu. ac. uk/careers, or ring us on 0161 247 3483.

7 More Fixes for Dangling Modifiers

7 More Fixes for Dangling Modifiers 7 More Fixes for Dangling Modifiers 7 More Fixes for Dangling Modifiers By Mark Nichol Some time ago, I pointed out the perils of dangling modifiers, presenting sample sentences and offering annotated revisions. Unfortunately, my stock of such specimens, discovered in the course of my editing work and in leisure reading alike, has grown rather than diminished. I therefore here inflict another set of them on you, one of as many rounds as are necessary to finally eradicate dangling modifiers from the face of the Earth. As a guest columnist for DailyWritingTips explained quite well in her post on the topic, â€Å"The dangling modifier is usually a phrase or an elliptical clause (a dependent clause in which some words have intentionally been left out), often at the beginning of a sentence, that either doesn’t modify anything specific in the sentence or modifies the wrong word or part of the sentence.† Here’s a dissection of sentences entangled by dangling modifiers: 1. â€Å"Drawn from a series of wildly popular cookbooks, international culinary celebrity, Australia-based Steve James, presents practical versions of the world’s greatest vegetarian cuisine.† The sentence implies that the celebrity in question is drawn from the cookbooks. Whenever you’re confronted with such a contextual contortion, start with the subject. While you’re at it, level the adjectival stack by relaxing the person’s description: â€Å"Steve James, an international culinary celebrity based in Australia, presents practical versions of the world’s greatest vegetarian cuisine drawn from a series of wildly popular cookbooks.† 2. â€Å"Once used to store ice, food, and alcohol, guests can still explore the mine and enjoy its cool temperature all year round.† Guests can consume ice, food, and alcohol, but they can’t store it. That’s the mine’s job, so recast the sentence to say as much by, as in the previous example, simply starting with the subject, followed by the reference to its earlier purpose: â€Å"The mine was once used to store ice, food, and alcohol, and guests can still explore the tunnels and enjoy their cool temperature all year round.† 3. â€Å"Originally founded as a purveyor of trinkets for Japanese festivals and carnivals, the company’s rise to prominence began in the early 1970s.† The use of a possessive form of a noun immediately after an introductory modifier is a screaming sign of a syntactical screw-up. The subject of the sentence is not â€Å"the company,† but â€Å"the company’s rise to prominence,† so it is the company’s rocket to stardom, not the company itself, that is incorrectly being identified as having been founded. Recast the sentence so that the company itself, not its ascendancy, is the subject: â€Å"The company, originally founded as a purveyor of trinkets for Japanese festivals and carnivals, rose to prominence beginning in the early 1970s.† 4. â€Å"As your mortgage loan originator, you will receive the benefit of my lending experience and ongoing education to help guide you throughout the entire loan process.† I’ve heard of self-service, but this is ridiculous. This sentence seems to be confused about the identity of my mortgage loan originator, who (in this case, anyway), inappropriately puts the customer first. The writer is offering their expertise, so the subject must be a first-person pronoun: â€Å"As your mortgage loan originator, I offer you the benefit of my lending experience and ongoing education to help guide you throughout the entire loan process.† 5. â€Å"While going to the bar one last time, my ‘Mike Johnson’ campaign sign accidentally falls out of my jacket pocket.† The writer’s â€Å"Mike Johnson† campaign sign has obviously gone to the bar too many times already if it can’t prevent itself from falling out of his jacket pocket. The writer must introduce themselves into the modifier to make it clear that they, not the sign, are frequenting the bar: â€Å"While I’m going to the bar one last time, my ‘Mike Johnson’ campaign sign accidentally falls out of my jacket pocket.† (Also, the quotation marks around the candidate’s name are optional, but because those words are presumably featured on the sign, the marks are appropriate.) 6. â€Å"Bordered by Libya, Sudan, Niger, Nigeria, Cameroon, and the Central African Republic, the CIA list for natural hazards includes ‘periodic droughts and locust plagues,’ which places Chad in a proper biblical context.† Chad, not the CIA list, is bordered by the other named nations, so why is it relegated to the end of the sentence? Introduce it, appropriately, in the introductory phrase: â€Å"The list of natural hazards for Chad, bordered by Cameroon, the Central African Republic, Libya, Niger, Nigeria, and Sudan, includes ‘periodic droughts and locust plagues,’ which places the nation in a proper biblical context.† (Notice, also, that I reordered the heretofore randomly listed names of countries alphabetically; for geographical entities, a sequence corresponding to relative location is also appropriate. Avoid arbitrarily ordered lists.) 7. â€Å"Since releasing their 2002 debut, the biggest criticism directed at the band has been that they couldn’t replicate their raucous live energy in the studio.† Is â€Å"the Biggest Criticism† the name of the band? No. The unnamed band released the debut, so the sentence must be heavily revised to shift â€Å"the band† to immediately follow the introductory modifier: â€Å"Since the release of their 2002 debut, the band has been the subject of criticism, primarily that it couldn’t replicate its raucous live energy in the studio.† (Also in American English, at least a band is a single entity and should be referred to by single pronouns.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:20 Types and Forms of HumorLatin Plural EndingsThe Difference Between "Shade" and "Shadow"

Rizal Journey Essay Essays

Rizal Journey Essay Essays Rizal Journey Essay Paper Rizal Journey Essay Paper Chapter 1: Introduction to the Study of Rizal’s Life. Works and Writings Rizal Law and the Teaching of Rizal Course|Republic Act of 1425Or Rizal Law| * Mandates the instruction of the life. plants and Hagiographas of Rizal in all schools in the state. | Jose P. Laurel | * Sponsored the jurisprudence because Rizal was the laminitis of Filipino nationality and the designer of the Filipino state. * Believed that by reading and analyzing Rizal’s life. instructions and Hagiographas. Filipino young person will derive incorruptible assurance. way. bravery and finding. | Aims of Rizal Law ( 1956 ) | * To rededicate the lives of the young person to ideals of freedom and patriotism. * To pay testimonial to our national hero for giving his life and works in determining the Filipino character. * To derive an inspiring beginning of nationalism thru the survey of Rizal’s life. plants and Hagiographas. | †¦Goals by the Board of National Education ( Capino et al. 1997 ) | * To acknowledge the relevancy of Rizal’s ideals. ideas. instructions and life values to present status in the community. * To use Rizal’s thoughts in the solution of daily state of affairss and jobs in modern-day life. * To develop an apprehension and grasp of the qualities. behaviour and character of Rizal. * To further the development of moral character. personal subject. citizenship and vocational efficiency among the Filipino young person. | Rizal. An American Sponsored Hero| Constantino ( 1969 ) | * Claims that Rizal was an American-sponsored hero. | Taft Commission of 1901| * Not the Filipino people chose Rizal to go our country’s national hero. | Contenders of the Title of National Hero| * Rizal. Aguinaldo. Bonifacio and Mabini| Act No. 137| * Organized a politico-military territory and named it as the state of Rizal in award of the most celebrated Filipino. | Act No. 243| * Authorized a public subscription for the hard-on of a memorial in award of Rizal at Luneta. | Act No. 345| * Set aside the day of remembrance of Rizal’s decease as a twenty-four hours of observation. | Agoncillo ( 1986 ) | * Rizal was accepted as a national hero to the Americans because he was the symbol of assimilation. which was the American policy so in the Philippines. | Factors harmonizing to Constantino ( 1969 ) that affected Rizal’s acceptableness as official hero of the Philippines| * Rizal was already dead when the Americans began their aggression in t he Philippines. * No embarrassinganti-American citation could of all time be attributed to Rizal. * Rizal’s dramatic martyrdom had already made him the symbol of Spanish subjugation. | Guerrero ( 1998 ) | * Asserts that it is the Filipinos who have chosen Rizal to be the symbol of our patriotism as a people even before he died. * Rizal was the first Filipino. | Guerrero’s Conclusions| * Since the Filipinos love peace. they have chosen to amplify a adult male of peace above the work forces of war. * Because Filipinos are lovers of freedom and justness. they have given their worship to a adult male who gave up all amenitiess and pleasances of the peace for their interest. * Filipinos prize virtue more than triumph and forfeit above success. | Rizal. Pioneer Asiatic Nationalist Leader| De Ocampo ( 1969 ) | * Rizal was the first advocate of Asiatic patriotism since he was the beginning of inspiration for the eruption of the Philippine Revolution of 1896. | Fisher ( 1962 ) | * Called Rizal the Pioneer Exponent of Liberal Democracy in Asia. * Said even before Gandhi and Sun Yat-Sen began their political calling. Rizal had already spoken out with soundness and bravery thoughts on broad democracy by his Hagiographas. * Worth and self-respect of the person. * Inviolability of human rights * Innate equality of all work forces and races * Necessity for constitutional authorities * Due procedure of jurisprudence * Popular sovereignty as footing of all political authorization. * Faith in human ground and enlightenment * Rights of the multitudes to public instruction. * Belief in societal advancement through freedom | Major Periods in the Life of Rizal ( Celedonio. 1982 ) | First Period ( 1861-1872 ) | * Rizal learned how to read. compose and listened to narratives that triggered inventive and critical thought on his portion. * He developed diligence. creativeness. reason and self-respect. | Second Period ( 1872-1882 ) | * First turning point in the life of Rizal. * He was 11 and enrolled in Ateneo Municipal despite his mother’s expostulation. * It was the period when Fathers Gomez. Burgos and Zamora were unjustly executed by the Spanish authorities. * Their martyrdom made Rizal aware of the maltreatments of the government and led him to give himself in the hereafter to revenge unfairnesss and inhuman treatments of the Spanish. * Strengthening of his spiritual foundation. * Cultivation of the thrust toward excellence * Conception of the Philippines as his homeland. *Visualizing the Philippines having light thru instruction. * Percept of the intimate confederation between faith and instruction. | Third Period ( 1882-1892 ) | * Second major turning point in Rizal’s life. * He decided to go forth the Philippines to get away persecution. * He traveled and everyplace he went. he was ever an perceiver and a pupil. larning from everything he saw. read and heard. * He took portion in the Propaganda Movement based in Europe. | Fourth Period ( 1892-1896 ) | * The last turning point of his life before his martyrdom in December 30. 1896. * Rizal was exiled to Dapitan. * He detached his connexions with political relations and devoted more of his clip in practical service and utility to the community. | Chapter 2: The nineteenth Century World of Jose RizalGrowth and Development of Nationalism |Nationalism | * ( Jackson A ; Jackson. 2000 ) A sense of trueness or psychological attachment members of a state portion. based on a common linguistic communication. history. civilization and desire for independency. * It is a feeling that drives a people together as a state. * McKay et Al. 1995 * Has evolved from a existent or imagined cultural integrity. attesting itself in a common linguistic communication. history and district. * Patriots have normally sought to turn this cultural integrity into political world so that the district of each people coincides with its province boundaries. * Patriots believe that every state has the right to be in freedom and develop in character and spirit. * It can take to aggressive campaigns and counter-crusades and can emphasize differences among people. | Rise and Gradual Spread of Liberalism and Democracy| Black. 1999| * The rise and spread of Liberalism and Democracy was really a effect of the growing and development of patriotism. | Liberalism| * Principle thoughts are liberty and equality. * Demanded representative authorities as opposed to bossy monarchy. equality before the jurisprudence as opposed to lawfully separate categories. * Besides meant specific single freedom: freedom of the imperativeness ; freedom of address ; freedom of assembly ; and freedom from arbitrary apprehension. | Democracy| * Was bit by bit established thru the undermentioned agencies: * Promulgation of Torahsthat progress democracy * Undertaking of reforms thru statute law * Abolition of bondage * Adoption of a broad fundamental law * Supplying the citizens the chance to suggest Torahs * Adoption of manhood right to vote and granting of political. economic and societal rights to the people * The ecclesiastical and civil governments so were non inclined to allow basic human rights to the Filipinos as it wil l be disadvantageous to the Spain’s colonial disposal of the Philippines fearing that it will actuate the Filipinos to work for independency and convey down the Regime. | The Industrial Revolution| Stearns et Al. 1991| * One of the most important developments in the nineteenth century was the Industrial revolution. | Industrial Revolution| * Refers to the transmutation of fabrication brought about by the innovation and usage of machines. | Positive Effects| * Rise of the mill system. * Mass production of indispensable and non-essential goods. * Improvement of people’s criterion of life. * Greater Urbanization of Society. * Beginnings of specialisation or division of labour. * Invention of labor-saving devices. * The beginning of industrial capitalist economy * Fostering of liberalism and patriotism. * Encouragement of people’s mobility. | Negative Effects| * Widening the spread between the rich and hapless * Unending economic warfare between labour and capital * Pollution and other environmental jobs * Get downing of kid and adult females labour * Intensification of imperialistic competition between and among industrialised states. | Doreen. 1991| * To work out th e immoralities created by the industrial system. different steps were proposed by concerned sectors of universe society. | Liberals| * Laissez-faire policy or government’s non-interference in the behavior of trade and concern has to be sustained for the uninterrupted enlargement of the economic system. | Socialists| * Assert that the authorities has to command critical industries and resources. * Necessary in advancing equality of chance and people’s public assistance in society. | Communists| * Suggest that all factors of production be owned and controlled by the authorities. * Equality can be achieved if societal categories are destroyed and absolutism of the labor is established. | The Progresss of Science| Consequences| * Everyday experience and countless scientists impressed the importance of scientific discipline on the heads of ordinary citizens. * As scientific discipline became more outstanding in popular thought. the philosophical deduction of scientific discipline spread to wide subdivisions of the population. Technical progresss led people to develop optimistic religion in man’s capableness to accomplish advancement. * The methods of scientific discipline acquired unrivaled prestigiousness after 1850. For many. the brotherhood of careful experiment and abstract theory was the lone path to the truth and nonsubjective world. | The Upsurge of Western Imperialism| Industrializing West| * In the nineteenth century. they entered the 3rd and most dynamic stage of its centuries-old-expansion into non-Western lands. | Consequences of Western Expansion| * The universe became in many ways a individual unit. * Diffused the thoughts and techniques of a extremely developed civilisation. Yet the west relied on force to suppress and govern and treated non-western people as racial inferiors. * Non-western elites launched national. anti-imperialist battle for self-respect. echt independency and modernisation. * Colonized people started to asseverate their right to self-government or the right to take the sort of authorities under which they would populate. | Optimism and Confidence in Progress| Chodorow et Al. 1994| * Optimism or faith in society and man’s ability to advancement was brought approximately by the promotion of scientific discipline. the coming of steam-powered industry and the spread of liberalism and socialism. | Marquis de Condorcet| * Summed the optimism of the century in his work Sketch for a Historical Picture of the Progress of the Human Mind. * Saw that â€Å"the strongest grounds for believing that nature has set no bound to realisation of our hopes† and foresaw â€Å"the abolishment of inequality between states. the advancement of equality within states and the true flawlessness of humanity. Progress was now independent of any power that might wish to hold it and will neer be reversed. †| Achievements| * Extension of human rights to many people * Promotion of higher instruction for work forces and adult females * Education for patriotism in schools * Investment in scientific discipline to function world * Improvement of public wel lness thru the constitution of legion infirmaries * Emergence of realistic literature. picturing the life of the clip | Chapter 3: Spain and the Philippines in the nineteenth Century Spain in the 19th Century|Zaide. 1994| * The nineteenth century was a disruptive century of political relations in Spanish history. * Frequent rise and autumn of ministries and fundamental laws. * Force to abandon the policy of mercantile system and adopted the individualistic policy. | Maguigad et Al. 2000| * To salvage the state from political disunity. the Spanish Crown worked out the canovite system or rotativism. | Canovite System or Rotativism| * The progressives and conservativists in Spain took bends in administrating the personal businesss of the state. | Mercantilism| * An economic philosophy based on the thought that a country’s wealth and power can be measured in footings of its stock of gold and Ag. | Romero et Al. 1978| * Spain was forced to abandon this policy on history of her felt need to follow the tendency of economic development in Europe and at the same clip velocity up the growing of her commercialism and trade. | Capino. 1977| * Spain’s acceptance of laissez-faire policy affected the Philippines in several ways. * Spain ended the Galleon Trade or the Manila-Acapulco trade in 1873. * This straight opened the Philippines to the universe commercialism * Ended the economic isolation of the Philippines from the remainder of the universe. * Created a in-between category imbued with civic bravery and personal independency which started the oppugning the maltreatments of the Spanish Regime. | The Philippines During Rizal’s Time| Consequences of the Spanish Conquest| * The Filipinos lost their hereditary lands on history of Spain’s establishment of the encomienda system. * Forced to accept Spanish civilization and faith. * This alteration was apparent in the administrative organisation of the state. societal construction and educational system of the Philippines and economic state of affairs in the nineteenth century. | Administrative Organization| Ministry of Colonies| * Thru this. the Spanish Crown was able to regulate the Philippines. | Governor-General| * Appointed by the Spanish sovereign * The caput of the Spanish colonial authorities in the state. *Represented the Crown in all governmental affairs. * Vice Royal Patron over spiritual personal businesss intending he could put up priests for ecclesiastical disposal of the parishes. * Commander in head of the colonial ground forces. * Chief executive of the colonial authorities. he was an ex-officio president of the Royal Audiencia. the Supreme Court in the Philippines during those times. * Had legislative powers. * Had the power of cumplase or the power to make up ones mind which jurisprudence or loyal edict should be implemented or disregarded in the settlement. | Actos Acordados| * Laws enacted by the governor-general. | Alcaldias| * The states during the Spanish Regime. * Divided into towns or Pueblo. | Alcalde Mayor or Provincial Mayor| * Each one headed a state who exe rcised executive and judicial maps. | Indulto de Commercio| * The provincial authorities was the most corrupt unit in local authorities so. owing to the privilege to prosecute in the monopolize trade called ______ . | Gobernadorcillo or Town Mayor| * Each one headed a Pueblo. * At first. he was elected by all married males. * Then. he was voted by 13 voters. chaired by the outgoing gobernadorcillo. * His chief duty was revenue enhancement aggregation. * To guarantee aggregation and remittal of these revenue enhancements. he was required to mortgage his belongingss to the authorities at the beginning of his term. | Romero et Al. 1978| * Each town was divided into barrios or barangays. | Cabeza de Barangay | * Headed a barangay. the smallest unit of authorities. * His map was to care of peace and order and aggregation of revenue enhancements and testimonials in the barangay. | Ayuntamiento| * City authorities during the Spanish Regime. * Governed by a cabildo or metropolis council com posed of a metropolis city manager ( alcalde en ordinario ) . councilors ( regidores ) . head constable ( aguacil city manager ) and a secretary ( escribano ) . | Spanish friar| * A cardinal figure in the local administrative set-up ( Schumacher. 1997 ) * Because of the brotherhood of the church and province in the Philippines. a rule upon which the Spanish colonial authorities in the state was founded. * Oversing representative of the Spanish authorities for all local personal businesss. * Practically the swayer of the town as he was the local school. wellness. prison. inspector and inspector of histories of the gobernadorcillos and cabeze de barangays. * His blessing was required in nose count lists. revenue enhancement lists. lists of ground forces draftees. and registry of births. deceases andmatrimonies. | Frailocracia| * Friars became more powerful and influential that even civil governments feared them. * Termed by Lopez Jaena. | Guardia Civil| * Another establishment feared in the Philippines. * Organized in1867. as a corps of native constabularies under the leading of Spanish officers for the intent of covering with criminals and renegades ( Maguigad et al. 2000 ) | Filibusteros| * Enemies of the authorities. | Erehes| * Enemies of the Catholic Church. |Audiencia Real| * Vested the judicial power of the authorities. * The Supreme Court during those times and the lower tribunals ( De Leon. 2000 ) . * Highest tribunal in the Philippines. * Besides served as a forum for settling of import issues on administration and an auditing bureau of the fundss of Spanish colonial disposal in the state. | Residencia| * The test of an surpassing governor-general to account for his Acts of the Apostless during his term of office of office. | Visitador| * Investigating officer to examine on ailments against the governor-general. he was non able to defy corruptness for his personal advantage. | Capino. 1977| * Another beginning of failing and maltreatment of Spanish authorities was the widespread merchandising of lower place to highest bidders. | The Social Structure of Filipino Society| Romero et Al. 1978| * Philippine society so was feudalistic as a effect of the encomienda system imposed by the colonisers. | polo Y servicio| * Forced labour to the authorities and the Catholic Chruch. | Limpieza de sangre| * Purity of Blood * The societal construction implemented by Spain was pyramidic due to the colonizer’s attachment to the doctrine†¦ ( Maguigad. 2000 ) . | Social Pyramid: | | Peninsulares| * Spaniards born in Spain. |Insulares| * Spaniards born in the Philippines. |Spanish and Chinese Mestizo| |Principalia| * Ruling category of native elites. |Indios| * Masses|Educational System|Failing of the Educational System: | * Over-emphasis on faith * Limited and irrelevant course of study * Obsolete schoolroom installations * Inadequate instructional stuff * Absence of academic freedom * Racial bias against the Filipinos in school. | Chapter 4: The Dawn of Filipino NationalismFusion of the Philippines Under Spanish Era|Reduccion Plan| * Implemented by Fr. Juan de Plasencia * Required the indigens to populate in the country near the church. | Results of the Reduccion Plan| * Spanish encomenderos found it easier to roll up revenue enhancements. * Transformed the Filipinos into law-abidding citizens. * The independency of the barangays was lost because of the resettlement of the indigens under the influence of the church. | Early Resistance to Spanish Rule| Rebellions caused by the desire to recover their lost freedom: | * Revolt of Raha Sulayman and Lakan Dula ( 1574 ) * Tondo Conspiracy ( 1587-1588 ) * Revolt of Malong ( 1660-1661 ) * Dagohoy’s Revolt ( 1744-1829 ) * Revolt of Diego Silang ( 1762-1763 ) * Revolt of Palaris ( 1762-1764 ) | Revolts caused by opposition to Spanish-imposed establishments: | * Magalat Revolt ( 1596 ) * Revolt of the Irrayas ( 1621 ) * Cagayan Revolt ( 1639 ) * Sumuroy Rebellion ( 1649-1650 ) * Maniago Revolt ( 1660 ) | Revolts caused by the agricultural agitation: | * Provinces of Batangas. Laguna. Cavite. Pampanga and Bulacan. | Rebellions caused by the desire to return to their native faith: | * Igorot Revolt ( 1601 ) * Tamblot Revolt ( 1621-1622 ) * Revolt of Lanab and Alababan ( 1625-1627 ) * Tapar Revolt ( 1663 ) * Revolt of Francisco Rivera ( 1718 ) * Revolt of Hermano Apolinario dela Cruz ( 1840-1841 ) * Revolt of the Muslims in Southern Philippines| Divide et Impera Policy| * Factor for the failure of the rebellions. * They failed to recognize that their common enemy was the Spanish| The Emergence of the Filipino Sense of Nationhood | Cause of the Development of Nationalism | * Opening of the Philippines to universe commercialism * Rise of clase media * Broad government of Carlos Ma. Dela Torre * Racial Discrimination * Secularization contention * Cavite Mutiny of 1872| The Opening of the Philippines to World Commerce| John Locke’s Theory of Revolution| * People can subvert a authorities that is non working for the good of the governed. | The Rise of Clase Media|Clase Media or New in-between class| * Can be traced to the prosperity of a comparatively little category of ladino and the principalia or governing elite who benefited from the gap of the state to foreign commercialism and trade. | Broad Regime of Carlos Ma. Dela Torre| Carlos Ma. Dela Torre| * Was appointed governor-general after the autumn of Queen Isabella and the victory of liberalism in Spain. * Encouraged the aspirations of the reformers and abolished the censoring of the imperativeness. * During his term. freedom of address and of the imperativeness as guaranteed by the Spanish Constitution were recognized. | Rafeal de Izquierdo| * Replaced Carlos Ma. Dela Torre * Boasted that he came to the Philippines with a cross on one manus and a blade on the other. | Racial Discrimination| Indios| * What the Spanish called the Filipinos * Means inferior race| Fray Miguel de Bustamante| * Portrayed the Filipino as an single with low mental ability. incapable of geting European instruction and fitted merely to work in the field and be given a carabao in his booklet called Si Tandang Basyong Macunat. | Secularization Controversy| Secularization of Parishes| * The transportation of the monitories established by regular Spanish clergy to Filipino laymans. | Fr. Pedro Pelaez| * An insulares. who rose to the place of vicar capitular of Manila in1861. * Led the battle against royal edicts turning secular parishes over to the mendicants. * Appealed to the Queen Isabella II for ecclesiastical equality between the Spanish habitues and Filipino laymans. | Fr. Burgos| * Continued the battle subsequently after the decease of Fr. Palaez. * He exerted all attempts to support the Filipino clergy from all the onslaughts by the Spanish habitues. * Applead to the Spanish queen that the Filipino priests the opportunity to turn out that they can be the Spanish habitues. | Cavite Mutiny of 1872| Sgt. La Madrid| * Lead a mutiny with Filipino soldiers in the armory of Cavite on the dark of January 20. 1872 brought about by Izquierdo’s abolishment of their freedom from testimonials and forced labour. | Rizal and the Cavite Mutiny of 1872| Execution of Gomburza| * When Rizal heard of the martyrdom of Gomburza when he was 11 old ages old. he changed his head of going a priest and go a Jesuit male parent and dedicated his life to revenge the victims of the Spanish authorities. |

Neurofibtomatosis NF1 and NF2 Essay Example | Topics and Well Written Essays - 2000 words

Neurofibtomatosis NF1 and NF2 - Essay Example Thereafter, this affliction is also known as von Recklinghausen’s disease. (Von Recklinghausen, 1882). Crowe, Schull and Neel estimated that the prevalence of NF1 in the general population was 1 in 5000. Moreover, though all persons having the NF1 genes will show features of the disease, there is a large amount of variation shown in the presentation of this disease even in the same family. (Crowe, Schull and Neel, 1956). Moreover, sporadic cases are known to occur (without any family history of the disease), believed to result from germ cell mutations. (Mulvihill etal, 1990). Neurofibromatosis 2 Kantner, Eldridge, Fabricant, Allen, and Koerber found that amongst patients thought to suffer from neurofibromatosis, a certain subset of patients had propensity to develop central nervous system tumors, especially, tumors of the auditory nerves (acoustic neuromas). These patients were genetically and clinically distinct from the other neurofibromatosis patients and were subsequently identified as NF2. (Kantner, Eldridge, Fabricant, Allen, and Koerber, 1980) The prevalence of NF2 is less, estimated to be in the range of 1 in 210 000 population. (Husom, 1989.) Body Systems Affected NF1 mainly affects the skin, peripheral nerves, optic nerve, iris and long bones (e.g. those of the extremities) of the body. NF2, on the other hand, affects the central nervous system and causes the premature formation of cataract in the eyes. Characteristics of the Disease Gutman etal have summarized the features of the diseases. (Gutman, 1997). Neurofibromatosis 1 is characterized by the presence of cafe-au-lait spots, brownish colored patches on the skin. They may also display freckling in the axilla or groin. They develop tumors of the peripheral nerves called neurofibromas, which can arise in the nerve endings in the skin (cutaneous neurofibromas), peripheral nerves (nodular neurofibromas) or optic nerves (optic gliomas). Extensive tumor formation in the peripheral nerves is the most easily identifiable feature of NF1, leading to grotesque disfiguration of the face and limbs, a condition known as plexiform neurofibromatosis. The so-called Elephant Man, Mr. John Merrick is believed to be a victim of this condition. In addition, patients with NF1 may suffer from thinning of the long bones of the body. Some patients develop typical tumors in the iris of the eye called Lisch nodules. Patients with NF1 also have an increased tendency to develop other tumors like those of the adrenal gland (phaeochromcytoma), thyroid and parathyroid glands (as part of a syndrome called Multiple Endocrinal Neoplasia), small intestinal tumors and chronic myeloid leukemia. These patients often have a larger than average sized skull (macrocephaly) and are shorter in stature. Abnormalities in the functioning of the pituitary gland may lead to precocious puberty and growth hormone deficiency. They may also have learning disabilities. Other problems associated more frequently with this condition are epilepsy, headaches and deafness. The characteristic feature of NF2 is bilateral vestibular schwannomas or acoustic neuromas (tumors of the 8th cranial nerve – the auditory nerve). As a result, these patients present with gradual, progressive hearing loss. Other central nervous s

Accounting for business decision Assignment Example | Topics and Well Written Essays - 1000 words

Accounting for business decision - Assignment Example Every investor is concerned about the security of his wealth. An investment is made after considering a lot of factors such as risk and return on investments, the value of an asset or a company and other factors both internal and external. Internal factors are those over which a company has regulatory authority while external factors are those over which a company has no control. Ventura PLC proposes to invest in the CFT; the evaluation of their proposal involves ascertaining the viability of CFT Company. Therefore, a ratio analysis on the company is imperative. Ventura PLC as an investor would be interested in the following: earnings per share ratios, return ratios and gearing ratios (Kumar 2009, pp. 95-115). This ratio shows returns to the shareholders that every share held generates. The ratio is obtained by dividing a company’s earnings after tax by the number of ordinary shares, within a financial period. Concerning CFT, in the year 2011, the company’s EPS = (EAT/Shares) = (410,000/2,500,000) = $ 0.164 per share, whereas, in the year 2012, the Company’s EPS = (547,000/2,500,000) = $ 0.219 per share. A time series analysis of the EPS between the two years indicates an increase in the EPS in 2012 due to an increase in the company’s earnings after tax. The trend experienced is good news for investors since they stand a chance of earning higher returns in the future. Using this short analysis, Ventura plc’s investment proposal is supported. The reason for the support is that the CFT Company promises a future increase in reward to investors (EPS) (Kumar 2009, pp. 95-115). Return on equity – is obtained by dividing a company’s earnings after tax by total shareholder’s equity (EAT/Equity). Concerning CFT, its ROE in 2011 and 2012 are calculated as (410,000/2650, 000) = 15.5% and (547,000/2,897,000) = 18.9% respectively. This ratio indicates the proportion of the net profit attributed to shareholder’s equity. The rate of return