Character Analysis of Emily Brontes Wuthering Heights

Character Analysis of Emily Brontes Wuthering Heights In Emily Brontes Wuthering Heights, each character is a unique and plays an important role in tying the story together. All characters are related to one another in their own special way. They overlap and interconnect their faith and destinies to make an outstanding plot and theme and turn Emily Brontes novel to be a true masterpiece of World Literature. The most important character, which possesses the readers attention throughout the whole story, is Heathcliff. His strong, charismatic, and bitter character combined with handsome appearance makes some sympathize with him, other to hate him, but certainly does not leave anyone†¦show more content†¦He needed to do something to Edgar, and the best way was to acquire strong influence over his daughter Cathy, in which he was vary successful. Over his long life he causes and lives threw many deaths. He gains control and takes away everything. Materialistic, like the money and property as well as spiritual, like peoples souls and happiness. Only after such a massive destruction he finally feels that he had achieved what he wanted to achieve in life. He finally felt satisfied and saw no more point in living, since his only goal was revenge, and he did it. Catherine Earnshaw, a beautiful and fairly educated girl with big ambitions, yet suppressed by the environment and mentality of their days was Heathcliffs second half and true love, as well as an ultimate cause for Heathcliffs bitterness and desires to make everyone suffer. She grew up with him at Wuthering Heights and as children became his soul mate and later a great lover. Her heart was completely his and she never new other love rather than Heathcliff. However, things start complicating when she meets Edgar Linton. Being very ambitious she saw Edgar as a good life companion, since unlike Heathcliff, he was well mannered, educated, rich and respected in society. She was pressured by the general mentality and decided that high status in society prevails overShow MoreRelatedWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreEmily Brontes Wuthering Heights: Mental Illness and Feminism1663 Words   |  7 Pagesliterary work. Wuthering Heights is a great example of a book with its own hidden secrets that can surface with a little research. Emily Bronte’s Wuthering Heights depicts the oppression of women from mentally unstable individuals. Overview of Author Emily Bronte was born in Yorkshire, England on July 30, 1818 (â€Å"Emily Jane Bronte 1), to a family dedicated to literature (â€Å"Emily Jane Bronte† 2). Education was also important to the Bronte family, but it always seemed to take a pause for Emily due to familyRead MoreAnalysis Of Emily Bronte s Wuthering Heights 1589 Words   |  7 PagesReading Analysis Wuthering Heights Tramel – 2nd period November 4, 2016 Introduction The self-consuming nature of passion is mutually destructive and tragic. The gothic Victorian novel, Wuthering Heights, was written by Emily Bronte and published in 1847 where Bronte challenges ideas of religious hypocrisy, social classes, gender inequality and mortality. Wuthering Heights was first ill received being too much removed from the ordinary reality in the mid-nineteenth-century; however, Emily Bronte’sRead MoreEmily Brontes Wuthering Heights: Mental Illness and Feminism915 Words   |  4 Pages Psychoanalytical View of Wuthering Heights Mental illness was viewed as being a self-inflicted disease during the time period Wuthering Heights was written in (Bloomfield 298). Many of the characters suffer from a form of mental illness, but not all of them can be seen as self-inflicted. Most of the illnesses are inflicted by the death of other characters. After Hindley’s wife dies in his arms, he becomes an alcoholic and foreshadows his own death due to his destructive behavior (Bloomfield 291)Read MoreEmily Brontà «Ã¢â‚¬â„¢s Personal Influence on Wuthering Heights1820 Words   |  8 Pagesthe case in Wuthering Heights by Emily Brontà «. Although the novel is in itself fictional, Brontà « invites readers into her private life by the way in which she writes her novel. Literary elements are often taken into consideration when determining the value of a literary work. However, they offer more than just layers of complexity to a work. Brontà « uses countless metaphors to portray relevance to her own life. The ongoi ng comparison between the characters in Wuthering Heights and Brontà «Ã¢â‚¬â„¢s own life onlyRead MoreThe Depth of Emily Brontes Wuthering Heights884 Words   |  4 PagesWuthering Heights was written by Emily Bronte’. It would be the least to say her imagination was quite impressive. Through imagination as a child, Bronte’ and her sisters would write children stories, which inspired some popularly known novels. Wuthering Heights contains crossing genres, changing settings, multiple narrators, and unreliable narrators. George R. R. Martin wrote the book Game of Thrones, which is one of the modern day novels that contain several of Emily Bronte’s writing techniquesRead MoreThe Marxist Mirror Of Emily Bronte s Wuthering Heights 1010 Words   |  5 Pagesguideline for individuals in society, dependent on their social, political, economic beliefs. These issues which juxtaposed capitalism and fundamentally demanded equality, were extremely prevalent throughout Em ily Bronte’s life, which occurred during the 19th century. The novel ‘Wuthering Heights’ which was written by Bronte, was published a paltry three months before ‘The Communist Manifesto’ was initially released. This ultimately proves the underlying struggle of societal inequality throughout theRead MoreTheme Of Love In Wuthering Heights922 Words   |  4 Pagestake many forms. Sonnet 18, undoubtedly one of Shakespeare’s most famous works and believed to be one of the most famous love poems of all time, illustrates the timelessness and true beauty of love in a natural, pure way. In contrast, Emily Bronte’s Wuthering Heights takes a far darker, more intense yet somewhat sinister twist when exploring the themes of love, passion and cruelty. One of the greatest love stories in English literature, the love-hate passionate relationship between Cathy and HeathcliffRead MoreThemes in Wuthering Heights 696 Words   |  3 Pageslove story, Wuth ering Heights written by Emily Brontà «, take place in the gloomy moors of Yorkshire, England, where Heathcliff, Catherine, Hindley, and Cathy experience a life of love, addiction, revenge, and hatred filling their endless days. Obsession, which is the primary theme, slowly sends the plot plummeting into death and despair. In Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights, Heathcliff’s obsession with love, revenge, and status is a prominent theme that eventually causes the characters’ downfall. Read MoreEssay on Emily Bronte Illusion and Reality3043 Words   |  13 PagesA consideration of how Emily Bronte, Tennessee Williams and Shakespeare consider the notion of illusion and reality in the context of a love story. Wuthering Heights follows the Romantic Movement, a movement within literature during the late 18th century with captured intense emotion and passion within writing as opposed to rationalisation. Emily Bronte’s main focal point within the novel is the extreme emotion of love and whether it leads to the characters contentment or ultimate calamity. This

Bullying And The Self Esteem - 1728 Words

According to psychologists and sociologists, bullies lack self-esteem and bully to boost their own self esteem. These bullies are also the victims of other bullies at school and/or at home and they act out on students at school to prove their self-worth . New research shows that most bullies have a higher self-esteem because they have a sense of entitlement and superiority over others, lack compassion, impulse control, and social skills. They enjoy being cruel to others and use bullying as an anger management tool, like a normally angry person would punch a pillow. Research supports the fact that bullies have low empathy and they do not know how it feels to be in someone’s shoes . They feel empowered and grumpy because they do not care about how the individual feels after they are physically and/or mentally abused. These bullies only care about pleasuring themselves instead of helping others. Bullies use their anger to manipulate an individual into doing what they want and sho w no empathy for these individuals because they are only an object in their world. They act out against their fellow classmates and teachers to instill their power into the classroom. According to Jane St. Claire (n.d.) in her article â€Å"What Causes Bullies?† they have contempt for the weak and view them as their prey. They lack empathy and foresight and do not accept responsibility for their actions. â€Å"Bullying is a learned behavior and not a character trait†¦Researchers have not been able to find a linkShow MoreRelatedIs Cyber Bullying Ruins Self Esteem?1531 Words   |  7 Pagessnickering. It turned out that one of the students was spreading rumors about her on Facebook. She was being cyberbullied by her fellow students and the person behind the rumors was the female student’s best friend. Cyber-bullying ruins self-esteem when it occurs and Cyber-bullying as well as regular bulling supports the First and Fourth Amendment. The First Amendment gives citizens of the United States the right to say, write, publish, and believe what they want as long as it does not violate theRead MoreBullying And Its Effect On Children s Development Essay1708 Words   |  7 PagesBullying can happen as young as the child is placed in an environment associating with other children. As a matter of fact, bullying can happen at home when the child has another sibling also known as sibling bullying. There are several types of bullying from physical, social, verbal to cyber bullying. In this research paper, it will cover how bullying as a whole affects the child’s development. Bullying is typically a form of an ongoing aggressive behaviour intentionally directed at a certain individualRead MoreCyber Bullying : A Consistent Problem For Young People Attending School1383 Words   |  6 PagesCyber-Bullying For decades, physical bullying has been a consistent problem for young people attending school. Yet the growth of the Internet has redefined how students pick on one another. Cyber-bullying has become one of the most difficult issues to resolve in our society. Cyber-bullying can come in many forms. Cyber harassment, for example, refers to repeated hurtful emails, text messages or instant messages. Another form of cyberbullying is impersonation, in which cyber-bullies pretend to beRead MoreThe Concept Of Self Concept1123 Words   |  5 Pagesvalues of self-concepts of themselves, or their self-esteem. Most of us correlate negative self-concepts, or low self-esteem, with learning difficulties and social reclusion. Recent psychological research has also discovered that inflated self-concept is correlated to violence, including bullying and even criminal acts. While reminiscent of the neo-Freudian Narcissistic Personality Indicator, Carl Rogers’ phenomenological theory is a bett er explanation of the apparent drive towards bullying and positiveRead MoreViewing Bullying from the Perspective of Self-Empowerment1384 Words   |  5 Pagesï » ¿ Most studies on bullying focus on the negative aspects, pointing to the extreme cases such as when the victim commits suicide. However, there is another side of the story (lead-in statements). Bullying can be beneficial, more so for the victim than the perpetrator (thesis). The perpetrator is playing into a predictable pattern of using power to seek social status and psychological control, or perhaps as a result of mental illness as Wente points out. Focusing too much on the reasons why bulliesRead MoreGoing from the Bullied to the Bully1123 Words   |  5 Pagesstronger person, and hundreds more. Does the bullying really accomplish any of these goals though? If someone was once the new employee that was yelled at everyday, why do that person eventually become the manager that screams at employees on an hourly basis? People often resort to the way others once treated them because they are incapable of finding new ways of behavior, have hope in regaining their self-esteem, or are bec oming overly accustom to bullying. Image if there was a child who wasRead MoreThe Department Of Education Is Clear That No Form Of Bullying1500 Words   |  6 PagesThe Department of Education is clear that no form of bullying should be tolerated. The current anti-bullying guidance for schools is à ¢Ã¢â€š ¬ ÃŒÆ'Safe to Learn: embedding anti-bullying work in schoolsà ¢Ã¢â€š ¬TM We strongly abide by the anti-bullying policy. Everyone has the right to feel welcome, secure and happy. Bullying of any sort stops members of the setting from being able to achieve their full potential and prevents equality of opportunity. Bullying is anti-social behaviour and affects everyone it is unacceptableRead MoreSocial Anxiety Disorder ( Sad )1238 Words   |  5 Pagesanxiety disorder. Some past experiences like bullying, depression and low self esteem can lead to the fear of socially interacting or communicating with other people. There are many cases of bullying that cause people to grow this disorder. Bullying is one of the main causes of Social Anxiety Disorder. The different types of bullying all have a different effect in the disorder, such as verbal, cyber, and physical bullying all have different causes. Verbal bullying can cause people to start to think wronglyRead MoreCyberbullying Is Becoming More Of A Problem Than Traditional Bullying998 Words   |  4 Pagesis becoming more of a problem than traditional bullying, more kids are getting social media and bullying others each and every day. This type of bullying continues to grow with the amount of technology that is coming out into the world. Cyberbullying does not get taken as serious as traditional bullying. It is becoming a huge problem in this day in age and needs more attention than it is getting. Social media is a huge factor for this type of bullying to take place. Nobody takes it seriously becauseRead MoreTeen Self Esteem Essay1199 Words   |  5 Pages Teen Self Esteem Did you know that nearly seventy-five percent of girls that suffer from low self esteem have admitted to taking part in a negative activity such as bullying, eating disorders, smoking, drinking, or even self harm? What about the fact that over forty percent of boys in high school and middle school exercise with the intent of increasing muscle mass because they are self conscious about their appearance (DoSomething.Org). These facts deal with the increasing issue of teenagers dealing

Roper vs. Simmons Free Essays

Roper vs. Simmons was one of the few cases in almost two decades to address whether it’s constitutional under the eighth and fourteenth amendments to execute a juvenile offender who was over the age of fifteen but under the age of eighteen when he/she committed a capital crime. In 1988, Thompson vs. We will write a custom essay sample on Roper vs. Simmons or any similar topic only for you Order Now Oklahoma banned the execution of minors who were sixteen years of age when they committed a capital crime. Another case, Stanford vs. Kentucky (1989), divided the court which eventually rejected that the Constitution excludes capital punishment for minors of this age group. Roper vs. Simmons overturned the decision in Stanford vs. Kentucky. Only seven countries in the past century have favored execution of minors convicted of capital crimes: Iran, Pakistan, Saudi Arabia, Yemen, Nigeria, China, and Congo. Before the case many Americans did not think that the execution of minors was considered cruel and unusual punishment if a capital crime was committed, but after the crime many Americans began to oppose it. Those seven countries have also, since then, prohibited these executions. Christopher Simmons was a junior in high school at the age of seventeen when he committed a pre-meditated murder. Around nine months after the crime was committed when he was eighteen years of age, he was tried in court and sentenced to death. Simmons discussed his plan to kill Shirley Crook with his two friends Charles Benjamin and John Tessemer (ages fifteen and sixteen at the time), resulting from a car accident involving Benjamin and Simmons. Simmons’ idea was to break in to Mrs. Crook’s home, tie her up, and drive her to a bridge where he would throw her off of to her death. Simmons was under the impression that he and his friends could get away with the crime because they were minors. The three boys met around 2:00 A. M. on the night the murder was committed (September 9th, 1993). Tessemer backed out before the other two boys went on their way (he was charged with conspiracy at first, but the charges were dropped when he testified against Simmons). The two boys proceeded to enter the Crook home by reaching through an open window and unlocking their back door. Simmons turned on a hallway light, startling Mrs. Crook as she asked who was there. Simmons then entered her bedroom, recognizing her which he later said was his resolve to murder her. The two boys worked together and used duct tape to cover her eyes and mouth and bound her hands. They took her minivan to a state park, reinforced her bindings, and covered her head with a towel. They then walked to a railroad trestle over the Meramec River, tied her hands and feet together with electrical wire, and wraped her entire face with duct tape before they threw her into the waters below for her to drown. The afternoon of September 9th, 1993, Shirley’s husband, Steven Crook, returned from an overnight trip and was alarmed by the messy house he came home to without his wife there to welcome him. After he reported his wife missing, the same afternoon fisherman recovered the victim’s body form the Meramec River. Simmons apparently had been bragging to his friends about murdering Shirley saying he killed her â€Å"because the bitch seen my face†. The next day, police received information about Simmons’ involvement the crime and he was arrested at his high school in Fenton, Missouri. Simmons waived his right to an attorney and immediately agreed to answer questions. Before the second hour of questioning was over, Simmons had already confessed to murdering Shirley Crook and agreed to perform a video reenactment of the crime. Simmons’ excuse for the crime he claimed was to avoid his arrest for the recent car accident they both had been involved in. The State of Missouri charged Simmons with burglary, kidnapping, stealing, and murder in the first degree. Simmons was seventeen years of age at the time, but was tried as an adult. The State immediately sought the death penalty, after Shirley Crook’s husband, daughter and two sisters presented horrifying evidence on how much impact her death had already brought to their lives. Simmons’ mother, father, two half brothers, neighbor, and friend all pleaded on behalf of his mercy to the court. Simmons’ lawyer argued that his age should be considered a mitigating factor, but the jury still recommended the death penalty, and the trial judge decided to impose it. About 9 years after the Simmons’ case had completely run its course, in 2002 Atkins vs. Virginia prohibited the execution of a mentally retarded person, and Simmons’ tried to file a new petition for state postconviction relief, saying that this made the Constitution prohibit the execution of someone if the crime was committed when they were under 18. This was the second time Simmons had appealed; the first being when he claimed he had not received adequate assistance during the trial because additional information regarding his difficult home background, impulsivity, and being easily influenced by others was not presented to the judge (this appeal was rejected). They reviewed the Stanford vs. Kentucky case and agreed that it was no longer valid with influence of international opinion of execution of minors who had committed capital crimes. Justice Anthony Kennedy spoke for the State in March 2005 stating that execution of juveniles who committed crimes before they turned 18 was considered cruel and unusual punishment. Simmons’ death sentence was then set aside and they resentenced him to life in prison with no chance of parole, probation, or release without the Governor’s doing so personally. This case showed very well that the United States is fair to their accused criminals. The court showed this strongly when they thoroughly considered and thought out each appeal that Christopher made to them, and they thoroughly reviewed all of his rights as well. Any other adult would have received the death penalty without questioning, but Simmons got multiple opportunities that people over eighteen would not have gotten. It was surprising that Simmons won the appeal after the Atkins vs. Virginia case because he was not mentally retarded and couldn’t exactly relate to the case himself. Murder is murder, and Christopher should not have had as much mitigation because his crime was completely pre-meditated. How to cite Roper vs. Simmons, Essay examples

Marketing Strategy of Apple Computer Company free essay sample

ar Marketing Strategy of Apple Computer Company April Hemphill Professor Brickhouse Bus 100 August 10,2011 Apple Computers Inc. is considered to be one of the innovators in the computer industry. It brought about different changes to the industry; these changes are still visible in the present. The company’s products were used as a basis by other computer company’s in designing the specifications and physical characteristics of their product. It also serves as a meter of how products are designed. The company offers various products for different market it targets. The products made by the company offer something different. The paper will discuss about Apple Inc. and its products, and the markets it serves. Market orientation was evident in the idea to involve staff in making the kinds of internal changes to policies and procedures that could be linked to market place performance that external customers would value. This involves more than traditional marketing skills. The more orthodox approach to try to change staff attitudes by formal communications alone was rejected as superficial and unidirectional. The shift to market orientation and customers first meant that the logic of existing organizational knowledge was reframed, seen from a different perspective. Thus, new knowledge was indeed â€Å"discovered† in a new patterning of the verities ( Lewis Varey 2000). An organization’s strategic values are the rationale for the viability of a business and link the organization to its environment. These values are reflected in, and are a reflection of, the prevailing culture within the organization ( Lewis Varey 2000). The market of Apple Inc. is students and professionals who need computers and other digital technologies. This market is the one that needs devices that can keep their records and other personal or business information. This market is the one that needs devices that can give them entertainment even if they are not in their own home. This market is the one that would want devices that would not cause them to waste their time. The marketing orientation that the company tries to implement is deeper customer focus. This type of orientation provides assistance for the company to achieve their goals and provide effective service compared to competitors. Marco environmental forces that shape the marketing environment When it comes to the law component of the marco environment Apple Computers Inc make sure they comply with what the law states in the country; they make sure that they comply with the regulated standards of the country. When it comes to the economy the company tries to adjust to the economic situation of their market. When it comes to thetechnology aspect of the marco environment, the company makes use of various technological innovations that help in increasing productivity and improving the quality of their products. The demography aspect of the marco environment is used as a method of determining their target market. The culture aspect of the marco environment provides Apple computers Inc the information it needs to create products that most people will like and purchase. The society aspect of the marco environment dictates how long the company will stay in the industry. Nature as an aspect of the marco environment is used as a way for the company to improve its image to its clients. Micro environmental forces The micro environmental forces of the company include potential entrants. The influence of potential entrants to the companies is weak. But to ensure that no other problem arise the company maintains low cost of unit production, this helps in making sure that the new entrant will not have advantage over them. Another micro envirnomental force is the competitive rivalry. Competitive rivalry affects the decisions made by the companies. Different things are done by both companies to ensure that they have advantage over their competitors. Moreover substitute which is a micro enviromental force that gives high influence to the companies since substitutes can make a company lose the clients it has. Both companies make sure that the substitutes won’t give them much problem. Lastly the mirco environmental force of bargaining power of buyer and sellers highly influences both companies. SWOT analysis Apple’s strenght is the international popularity it has. The company is known throughout the world. Another strenght of the company is the strong brand name they have. The strong brand name is what makes the company and its products popular. Futhermore a strenght of the company is the effective advertising the company uses. Lastly a strenght of environment Apple Computers Inc is its website that is easy to use, attractive, and informative. The main weakness of the company is the health issues when their product is partaken. The products they have can cause health problems when the user focus too much on using the product and forgets to do other important things. Lastly a weakness of the company is its inability to restrict certain age from using their product. Young children might use their product to see things they should really not see at their age. Opportunity for the company is to create products that can give not only satisfaction to clients but health benefits as well. The company can create a product that will not cause much harm to the user’s health. An opportunity for the company is to find out more ways to give a distinctive look and features to their product. By doing this company will have competitive advantage over firms. Lastly an opportunity for the company is to reach newer territories not yet reached by its competitors. The threat to the company includes the law in the country they are operating in. nother threat to the company is the traiffs and taxes that the company has in different countries, each countries has its own rate of taxes and tariff. Lastly a threat to the company is complaints to the health problems that their product may cause. Its products may have some effect not liked by people. Market Segment The market segment of the company is divided into 4 classes. Each class represents a certain ec onomic standing of people in the society. The company makes sure that they cover all the segments in the are operating in. The company has specialized prices for the different market segment, this will ensure that the clients will have lesser doubts about taking a look at the company’s product and the products that they can afford. Target market The target market of the company involves almost all sectors of the society. They want to provide Apple Computers Inc to young or old, boy or girl. This target market is a larger source of income. The company has different marketing strategies that can cater to the taste and appeal of such markets. The company makes sure that its stores and branches are located in the most profitable places where clients can easily see the store and they can be encouraged to visit the store and buy products. The company also makes sure that competition in the location they want to put up the branch will not be too heavy. Targeting strategy and positioning strategy The targeting strategy of Apple Computers Inc is concentrated on undifferentiated strategy wherein the entire market is targeted and a simple marketing mix is used on such market. The needs of the market are nearly similar thus targeting strategy is used. The positioning strategy of Apple computers Inc. is concentrated on comparing what they can do to what their competitors can do. The information that they will acquire from the comparison of their capabilities assist them in determining the actions they will take in competing with their rivals and knowing their place in the market. Reference Lewis,BR Varey, RJ 2000, Internal marketing: directions Of management, Routledge, London. http://www. apple. com http://cbs. marketwatch. com/tools/quotes/profile. asp? sid=609symb=AAPLsiteid=mktw

Book Review - Suprises Of Christian Way Essays - Bereshit

Book Review - Suprises Of Christian Way Chapter 1 At least in Lithuania, God is a problem for many people exactly how D.Shenk has described in his book. An old man sitting upstairs watching people and trying to punish them for whatever bad they may do. There are probably two main reasons for that. One would be the post soviet dark period when government was trying to forbid religion and parents at the same time were telling their children to do what God says and not listen to what the soviet regime tells to do. To encourage that, parents talked about punishment of God in case their children would act improperly. The second main reason I think is Catholic Church history, related to executions, persecutions, taxes and tough governing power. As long as majority of people are Catholics in Lithuania, children in schools learn history and say: Why do we need such a religion? How can we know that church and image of God has changed? And their doubts are reasonable. There is a lack of information about today's church. The first approach to the God described in D.Shenk's book is mostly spread and relevant to Lithuania. As I have written above, people read the history and especially dark ages and see that the Church has manipulated the religion the way it was useful to it and claimed it to be truth. So it leads to the conclusion that God is probably an illusion and people just need to have somebody who could help in case of problems, disasters, stresses and other unpleasant experience. And what I have noticed was that older people misinterpret the religion and build their own image of God, which even might be very different from the image of God described in the bible. That new image of their own could also be called an illusion. Chapter 2 The evidence of a creator is overwhelming, but the image of the creator is very unclear. It is obvious that somebody had to create the world so different people wrote different books about what has happened long time ago and called it their sacred books. Then people build their own religion according to what is written in the sacred books. Others who do not believe in God are either confused by the variety of religions or think that everything is made up by clever people. And I think that is quite logical because every religion provides different understanding about the creator and even calls it facts. The facts that contradict each other. And even more confusing thing about different religions is the teaching. For example Christians provide an argument to protect the bible that everything that is written in the bible is relevant to us and happens in our daily life. That is absolute truth. Except that other religions provide exactly the same argument. Who is right, who is wrong? If it is too hard to choose, people just decide not to bother and simply not to believe in anything. Those people could probably be combined with the alternative believe that the earth and material universe are the only reality.(Shenk 26) Reasons for choosing that alternative are very simple. To believe that everything is more than just a material universe people need evidence. Well it is very hard to provide spiritual evidence, especially to people, who are materialists and do not bother putting effort on understanding spiritual world. Materialists motto is I believe what I can see, smell, touch, hear. Everything else is irrelevant. This alternative believe is attractive because there is no need to study the religion or spend much time trying to understand what is being said in the sacred books. Chapter 3 The biblical faith and science concerning species. At this point I would rather stand on the evolutionist side because even if this does not necessarily mean that God suddenly stopped creating species at a certain time (Shenk) as we understand, creatures could not appear and disappear in six thousand years. As far as I know, none of the creatures have changed for the last thousand years, and none of the species were created at least since the day Jesus was born. At least we cannot find a single word about new species

Importance of Healthcare

Importance of Healthcare Free Online Research Papers Imagine a world full of rampaging disease, sickly children and dying elderly; a place full of fractured bones, cancerous cells, deadly viral epidemics, and broken dreams. This place was made possible by the absence of healthcare. Healthcare is more than just paying taxes to â€Å"Uncle Sam† to help those less fortunate; it is more than medicinal discounts and cheap medical attention. Its helps prevent and control disease, save lives, and boost morale. Healthcare is vital to the prevention and maintenance of diseases. Medical facilities are few and far between and expensive, Medicinal drugs cost an â€Å"arm and leg† to produce and obtain. Economically, around seventy percent of America’s population is in middle-low class and below. The average family cannot afford medical attention and medicine. When a family member becomes sick, without health insurance very little can and will be done with them. Because families cannot afford these basic necessities, many diseases and sickness that can be prevented and potentially cured will not be. In these types of situations healthcare can provide an â€Å"economic buffer† to needy families. The necessary medical attention can and will be obtained. Healthcare also provides a means to save lives. As stated previously; â€Å"the average family; which are those of middle and lower clesses; cannot afford medical attention and medicine without proper healthcare†. In extreme cases where a friend or family member contracts a serious illness; immediate attention is usually needed to prevent further complications. Families of sick and diseased loved ones cannot carry the financial burden placed on them to help support diseased loved ones. They inevitably watch as their loved ones become weaker, and weaker from sometimes curable and preventable disease and viruses. However, the addition of healthcare can make the difference in an otherwise bleak predicament. Lastly, Healthcare is a morale booster. Imagine an elderly loved one of a lower class family, stricken with a debilitating cancer; without proper treatment his/her chances of survival are slim to none. Moreover, the cost of treatment over time will add up to the hundreds of thousands of dollars. The average person would give up hope in light of such depressing circumstances. However, healthcare in the form of medicaid can lower the cost of treatment to a little over a thousand dollars. Although still a steep price to pay the average lower class family; the treatment will give someone another chance at life and offer relatives and loved ones a chance to connect a little more with that special someone. All in all, the world is full of disease, sickness, and death. However, healthcare in its many forms ensures that the statistical numbers stay at a minimum. Healthcare has its advantages, and perks in being able to prevent and control diseases, save lives and boost morale. Without it, America and the world around us would be a place full of sickness, rampage diseases, crushed and dying dreams. That is not the world we want now, is it? Research Papers on Importance of HealthcareThe Effects of Illegal ImmigrationTwilight of the UAWCapital PunishmentPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesGenetic EngineeringStandardized TestingHip-Hop is Art19 Century Society: A Deeply Divided EraTrailblazing by Eric Anderson

John Keble and the Oxford Movement Essay Example | Topics and Well Written Essays - 2000 words

John Keble and the Oxford Movement - Essay Example These young men were educated in a university that is immersed with the ideals of the past. They had been educated under the care of a church that put premium on traditions which was considered to be the most precious part of the church's heritage. [2] The movement also sought to express their belief that the Church of England was a direct descendant of the Christian church that was established by the original Apostles of Christ. Later on, the movement was also invariably called the Tractarian movement after its series of publications called the Tracts of the Times which ran from 1833 to 1841.[3] The members of the movement were, in some way, can be branded as idealists. They came forward when they thought that the Church that they serve is veering away from the original teachings they were educated upon. The Oxford members believed at that time that the ancient power and practices of the Church should be re-established. Because of their belief in the sacredness of the church based on its origin, they are convinced that the church is a divinely instituted and commissioned institution. Therefore, because of its sacredness, all of the church's teaching should be observed even down to the smallest of these teachings.[4] For the kingdom of God to descend upon the earth, these men believed that the Church must be made absolute in all its doctrines and practices. Harmony can only be achieved by submitting unconditionally to the wiser authority of the Church which had vigorously preserved the teachings of its leaders inspired with divinity.[5] Because of these beliefs, the movement was criticized by some as subscribing to Romanism. To this, the defenders of the movement argue that the greatest difference between the Oxford movement doctrine and the Romanists was that the Oxford members rega rded the leaders of the Church to be divinely inspired as against the belief on an infallible human being which is personified by a pope. To renew people's deep and personal devotion to the Bible, the Oxford members sought to establish religious community life. Consequently, sisterhoods were established in the name of the movement, the first of which was founded in 1845. Charity and social work became the primary works of these sisterhoods. Although among the men, communities were slow to expand and are fewer in number.[6] The movement also stressed the importance of adhering to the high standards of worship which resulted in the many changes later on in church services. These changes involved the physical beautification of churches, the proper wearing of vestments, intonation of services and the emphasis on hymn singing. Not all these changes that were introduced resulted in favourable responses. There are times that these changes aroused strong opposition from fundamentalists that culminated in the riot of 1860 at St. George's in East London.[7] Because the movement centred on the forms of expression in the churches, especially between the years 1857 and 1871, the followers of the movement were also labelled as ritualists. The ritualists' desired changes caused a public uproar which led to the passing in 1874 of the Public Worship Regulation Act by Parliament. The act is virtually a means of the State to put down Ritualism. The churchmen took this as an affront to their spiritual independence and the struggle between the

Mortgage Market in the United States Case Study

Mortgage Market in the United States - Case Study Example However, the low interest rates offered by mortgage lenders as well as the requirement to service the mortgage debts of the home owners in relation to their higher take home pay will not bring back the sad economic scenario in the 1990s era. Also the high value attached to the homes has triggered the money lenders to enter into the home mortgage and the chattel mortgage economic market. Currently, the fixed costs that goes with maintaining a home is no longer as expensive as the mortgage homes of the early part of the 1990s(2003;p.5). Despite the unfortunate beginnings in the latter part of 2002 and until 2003, many people contributed to the economy by continuing their spending spree at moderate speed. This was one of the major factors that prevented the increase in severity of the economic downturn. Thus, government monetary policy theory states that the state must intervene in order to create a competitive economic environment (Roberts,2000;pp 77). In addition, Marshall theorized that people have the normal attitude of preferring to spend instead of saving their money in His Principles of Economics book as " Everyone is aware that the accumulation of wealth is held in check, and the rate of interest so far sustained, by the preference which the great mass of humanity have for the present over deferred gratifications, or, in other words, by their unwillingness to 'wait'"(Keynes, 1936; pp.242) The supply and demand theory states that as the mortgage interest increases, the number of borrower demands will decrease. And, the supply theory states that as the mortgage interest rate increases, the number of mortgage lenders will increase(Graziano, 1987;p129-145). Both theories state meet when the mortgage lenders lower their interest rates in order to attract more borrowers. For, the best mortgage interest rate that will make both the mortgagor borrower and the mortgagee lender happily meet in the middle is the equilibrium rate. In terms of mortgagor purchasing power, the timely increases in the take home pay off household owners as well as the gains in disposable personal income starting June of 2003 countered the ill effects of the consumer's spending spree. As proof, the share of personal consumption on Gross Domestic Products had reached a whopping seventy percent in the year 2004. For clarity, consumer spending is arrived at taking into consideration the increase in real permanent income, fluctuations in market prices and demographic factors(Su, 2005;p10). MORTGAGE RATE GRAPH Under the theory known as Markowitz economic model, the investors, including the mortgage lender, want to maximize expected return from their investments and minimize variances. For variance is synonymous with risk(Culp, 2001;pp.48-113). Thus, the lenders charge higher interest rates for more risky mortgage borrowers. The above graph shows that there are fluctuations in the mortgage interest rates from the period Aug 2, 2007 to Sept 27 2007. The graph shows that the Thirty -year mortgage rates had declined starting in the middle of July. Then decline trendily continued to decline until

Management finance Essay Example | Topics and Well Written Essays - 2500 words - 1

Management finance - Essay Example Thus, to go deeper, cost drivers refers to activities, which cause costs to be incurred (Yahya-Zadeh, 2011). Some of these activities would include; the number of purchase orders, the number of machine set ups, the number of batches, the number of machine hours as demonstrated below among many others. For instance, Offenbacker (2004) argues that, â€Å"the product costs are much more accurate under ABC– although overhead costs will NEVER be accurate because they are INDIRECT costs since the overhead to be absorbed is exactly the same overhead but analysed differently.† Moreover, Sharman (2003) argue that, â€Å"the potential implication of applying ABC system in the company is that there will not be product cost distortion and will provide the more accurate and that resulted in better product pricing and more accurate evaluation of the relative profitability of the products† (Roztocki et al., 1999). Conversely, during the production process different product lines and products use overhead resources at substantially different rates, thus, a slight change in the mix of products can result to dramatic changes in costs, which cannot be accurately predicted using the absorption costing method, hence, leading to making of incorrect buy or make decisions. Therefore , this can demonstrated by the reports below for both ABC and absorption costing method. Therefore, based on the new method, the ABC system the cost per unit of the products produced by the company based on the budgeted number of products for the three products will be as determined above; X= £78.5; Y= £91.9; Z= £66.9. However, based on the old technique of absorption costing the cost per unit of the products will be as shown below. Therefore, based on the cost per unit figures determined from the above, the products have a unit costs of X= £78.5; Y= £91.9; Z= £66.9 under the ABC system while under the current absorption costing system the products have units of X= £79.3; Y= £93.1; Z= £65.4.

Does Water Hyacinth Affect The Ph Level Environmental Sciences Essay

Does Water Hyacinth Affect The Ph Level Environmental Sciences Essay Invasive aquatic plant species are causing a growing threat in South Africa, as well as the whole world. These plants threaten the freshwater bodies causing a wide spread degradation on the environment. This study aims to see if Water Hyacinth can help the environment in which it inhabits by neutralising the pH level of acid water. As water hyacinth is a fast growing invasive species that can be controlled by weevils and pesticides  [1]  which can be used to assist in the purification and neutralisation of South African water sources. South Africas water sources are limited and in high demand. As 76.5% of the Earth water is polluted  [2]  , this study can enable the possibility of neutralising acid water. Aim Does water hyacinth affect the pH level of water contaminated with an acidic pH? Research Question Water hyacinth will affect the pH level of acidic water as it will be tested in controlled environments where comparisons between acidic and neutral water can be drawn as water hyacinth will be placed in both conditions and over time, the pH level of the water will be tested to observe the change of pH level of the water due to the water hyacinth. Hypothesis. Water hyacinth will alter the pH level of the acid water and make the water become more neutral, closer to 7. Rationale This research is important as water contamination and pollution is a growing problem in South Africa. As water hyacinth is able to grow at rapid rates, by deciding where one needs to pollinate their seeds, we can breed the plant in contaminated water to resolve the pH levels of the water. The water levels have a great effect on the ecosystems in and around it so with acidic water, ecosystems will be destroyed and the surrounding habitats and ecosystems near the water will be lost or destroyed. The topic is of great importance as there are severe problems concerning drinking water in the world and this can aid to fix the pollution of water around the world. Literature Review This project shows great importance as Water hyacinth is a problem on a global level. The problem of over population of this plant causes death of water life as sun light is restricted by the water hyacinth and therefor the plants at the bottom of the dam providing food and nutrition to the life start do die and add to the pollution as they do not receive sunlight for photosynthesis. When these plants have died, the dead fish (for example) begin to decompose which adds to the pollution of the already polluted water. There have been numerous studies around the world into the use of water hyacinth as a pollutant monitor.  [3]  Water Hyacinth has been tested to observe the absorption of arsenic, cadmium lead and many other metal compounds.  [4]  The plants can be tested to study the percentage of the compounds absorbed by looking inside the roots and stems and conducting tests to look at the compounds absorbed by the plants while living in the solution.  [5]  With all plants being made up of chemical structures, an imbalance of chemicals can cause plants to deform and in some instances die. There have been experiments to prove how the concentration of the chemical affects the growth of the plants. In this study, the plants are being tested whether or not the water hyacinth can improve the pH level of acidic water. Plants are very sensitive to high pH levels vinegar and dish washing liquid as a previous test conducted to see the survival of the plants at different pH levels resulted in the death of the plants after only one week when placed in solutions with high pH levels and normal garden plants flourish at a pH level of between 6.3 and 7.8  [6]  . Water hyacinth is a plant with easy access and grows in specific conditions which could alter the results as plants are sensitive to the conditions in which they grow. Sources of pollution are direct pouring waste into water and washing clothes in fresh water streams and indirect leaking oil pipes and runoff from eroded lands  [7]   which both add to the pollution levels as well as effecting the pH levels of the water as there are harmful substances being added to a sensitive ecosystem. As water hyacinth is not indigenous to South Africa and originated in Brazil where their ecosystems were equip to control this plant and ensure it did not take over the water sections. South Africas water does not have the methods in place to cope with the overtaking of this plant as it is clogging up water ways, reducing the rate of water flow and adding to the pollution of the water  [8]  . If this plant could have a positive function, it could be controlled by humans and used for only that function. Method i) Label 9 small plastic bags (3 x control, 6 x acid ) with a permanent marker. ii) Using an electronic scale, weigh 24grams of fertilizer and repeat 9 times. iii) Place each 24g of fertilizer into a separate bag. iv) Using an electronic scale, weigh 8grams of Iron chelates and repeat 9 times. v) Place each 8g of Iron chelates into one of the bags. i) Place 3 sets of 3 tubs in an enclosed area ii) Measure 80ml of water and pour the water into each tubs. iii) Draw a line with a permanent marker at the meniscus on the tub. iv) Label three of the tubs Control and the other six Acid v) Add one of each of the small plastic bags of the fertilizer and chelates to each of the according tubs vi) Add 3 plants of Water Hyacinth into 3 of the tubs vii) Measure 5ml of a coffee solution to each of the six acidic tubs iix) Place one of each tub in a row and make 3 rows of 3 tubs. ix) Record the pH level of each tub using HP pool testing strips in the table. x) Take pictures of each of the strips next to which tub it is. xi) Record the data once a week for 8 weeks. The collection of the pH level of each tub once a week for 8 weeks will allow one to observe the effect of water hyacinth on water with irregular pH levels. Week 1 TUB pH Control Acidic 1 Acidic 2 Week 2 TUB pH Control Acidic 1 Acidic 2 Week 3 TUB pH Control Acidic 1 Acidic 2 Week 4 TUB pH Control Acidic 1 Acidic 2 Week 5 TUB pH Control Acidic 1 Acidic 2 Week 6 TUB pH Control Acidic 1 Acidic 2 Week 7 TUB pH Control Acidic 1 Acidic 2 Week 8 TUB pH Control Acidic 1 Acidic 2 A table showing the average pH levels of the three tubs over eight weeks. Tubs Average pH level Control 1 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 6 Week 8 pH level A line graph showing the change in pH level of the control tub over 8 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 6 Week 8 pH level A line graph showing the change in pH level of acidic tub 1 over 8 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 7 Week 6 Week 8 pH level A line graph showing the change in pH level of acidic tub 2 over 8 weeks Plan for Data Analysis Using the collected data of pH levels from each of the nine tubs, after the 8 weeks, 3 separate line graphs can be drawn to show the neutralisation of the acidic water. The data will be collected from the 2nd of March to the 20th of April. Bibliography African Entomology vol. 19 No. 2 2001. J.A Coetzee http://www.chemistryexplained.com/Va-Z/Water-Pollution.html. Dan M. Sullivan Invasive Aquatic Plants. Lesley Henderson and Carina J Cilliers. 2002. Science direct : http://www.sciencedirect.com/science/article/pii/0143147182900605 http://www.plantea.com/pH.htm

The Revolt Of Mother Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Revolt of Mother,† written by Mary E. Wilkins Freeman, along with the narrator, we can experience how human beings communicate. Time and setting are the most important definitions of a person’s life. A person cannot change the time he lives in. He lives in the present, the past, or the future. However, his place in location, he is able to choose himself. If a person lives in a city, on a farm, in the mountains, or by the ocean—this can define the nature of his daily activities and even his character. The heroes of this story lived nearly a century ago. They resided on a farm. This was a time when there weren’t a lot of modern accommodations. That’s why Mother and Father had to do everything themselves. Mother raised the children, milked the cow, and cooked the food, which she produced on her own farm. Father also had many responsibilities, such as tending to the animals and farming. They both worked a lot—comp leted their own given tasks. This separates them from each other, and at the same time, adds to their character.   Ã‚  Ã‚  Ã‚  Ã‚  To all his wife’s questions—what he’s doing, what he’s building—Father has one answer, â€Å"Ain’t got nothin’ to say about it.† The reader wonders why Father does not share his thoughts with his wife. Maybe he thinks that she is not able to understand the necessity of building another barn. His reticence and stubbornness pushes his wife away form him. She does not show her pain. She remembers h...

Madame du Barry: Louis XV’s Favorite Mistress

It has often been said that it is the mistress who truly wields the power on the throne. According to the BBC article The King's Mistress – A Royal Tradition (2005), â€Å"†¦ for centuries, kings across Europe have turned to mistresses for sex, advice and conversation† (BBC News, n. pag. ). In exchange for the sex and companionship that they provided to their respective paramours, these women were able to obtain â€Å"great personal wealth, security and a rare chance of political power† (BBC News, n. pag.). But in the case of Madame du Barry (1743-1793), a king's mistress can also bring about the end of his regime (BBC News, n. pag. ).Madame Jeanne Becu Comtesse du Barry was born as Marie-Jeanne Becu at Vaucouleurs, Lorraine on August 19, 1743 (Wikipedia, n. pag. ). She was the illigitimate daughter of Anne Becu, who was said to have worked either as a seamstress or a cook in Paris (Wikipedia, n. pag. ). Marie-Jeanne's biological father was believed to be Je an Baptiste Gormand de Vaubernier, a friar who went by the name of â€Å"Brother Angel† (Wikipedia, n. pag. ). However, it was Anne's lover, Monsieur Billard-Dumonceaux, who paid for her education at the convent of St. Aure (Wikipedia, n. pag. ).Marie-Jeanne left the convent at age 15 and moved to Paris, where she assumed the name Jeanne Rancon (Wikipedia, n. pag. ). She held various jobs during her stay in Paris, which included being an assistant to a young hairdresser named Lametz (with whom she was rumored to have a daughter), a companion to Madame de la Garde (known to be a lonely aristocrat) and a miliner's assistant in A La Toilette, an enterprise of a certain Monsieur Labille (Wikipedia, n. pag. ). In 1763, her beauty caught the eye of well-heeled pimp and casino owner Jean du Barry (Wikipedia, n. pag. ).He then proceeded to turn her into his mistress and groomed her career as a courtesan that catered only to the Parisian elite (Wikipedia, n. pag. ). Marie-Jeanne becam e a courtesan for four years (Marie Antoinette, n. pag. ), working under the alias of Mademoiselle Lange (Wikipedia, n. pag. ). Although several of her wealthy customers eventually became her benefactors, Du Barry wanted to use her to control King Louis XV (1715-1774) (Wikipedia, n. pag. ). Du Barry's ambition was realized when Marie-Jeanne and his brother, Comte Guillaume du Barry, were married in 1769 (Wikipedia, n. pag. ).Marie-Jeanne's marriage to a nobleman qualified her to become Louis XV's official royal mistress (Wikipedia, n. pag. ). On April 2, 1769, Madame du Barry was formally intoroduced to the family of the king and the French royal court (Wikipedia, n. pag. ). In sharp contrast to Madame de Pompadour (1721-1764), another of Louis XV's mistresses, Du Barry had minimal political clout over the king (Wikipedia, n. pag. ). Her only participation in politcs was her membership in the faction that deposed Etienne Francois de Choiseul from his position as Minister of Foreign Affairs in 1770 (Wikipedia, n. pag. ).Du Barry instead spent her time â€Å"having new gowns made and ordering jewelry of every shape, size and colour† (Wikipedia, n. pag. ). She also took the place of De Pompadour as Louis XV's favorite mistress (Marie Antoinette, n. pag. ). However, Du Barry's genteel life in Versailles Palace was not without problems. She had a bitter feud with French Dauphine Marie Antoinette (1755-1793) primarily because of the latter's support of De Choiseul (Wikipedia, n. pag. ). Marie Antoinette also refused to have anything to do with Du Barry due to her disgust with the latter's personal background (Marie Antoinette, n. pag. ).Furthermore, Louis XV requested prior to his demise in May 1774 that Du Barry be banished to the Abbey of Pont aux-Dames, where her letters and visits were strictly monitored (Marie Antoinette, n. pag. ). Historians believed that the king's relationship with Du Barry might have hindered him from receiving an absolution before his death; hence, his decision to send her away (Wikipedia, n. pag. ). Du Barry lived in the convent for two years, before moving to the Chateau de Louveciennes (Wikipedia, n. pag. ) in 1776 (Marie Antoinette, n. pag. ).Although Du Barry was noted for her â€Å"her good nature and support of artists† (Wikipedia, n. pag. ), the French people despised her due to the lavish lifestyle that the king subjected her to (Wikipedia, n. pag. ). By the late 1780s, France was in the midst of a severe fiscal crisis (MSN Encarta, n. pag. ). Its economy suffered due to the monarchy's tedious and archaic bookkeeping system (MSN Encarta, n. pag. ). Furthermore, the country also did not have a national bank (MSN Encarta, n. pag. ). Even if the majority of France's nobility and clergy were extremely well-off, they were taxed considerably less than the poor peasants (MSN Encarta, n. pag. ).The royalty likewise had to take on crippling debts just to finance the very expensive wars it got itself in to – the War of the Austrian Succession (1740-1748), the Seven Years' War (1756-1763) and the American Revolution (1775-1783) (MSN Encarta, n. pag. ). While the country's upper classes wallowed in wealth and the monarchy engaged in one expensive hostility after another, ordinary French citizens starved due to skyrocketing prices of bread (MSN Encarta, n. pag. ).The increasing animosity between France's nobility and bourgeoisie resulted in the French Revolution (1789-1799) (MSN Encarta, n. pag. ). Under the Revolution, â€Å"France was temporarily transformed from an absolute monarchy, where the king monopolized power, to a republic of theoretically free and equal citizens† (MSN Encarta, n. pag. ). Simply put, the French Revolution served as the retribution for all the injustices that the French royalty inflicted upon its people. At the height of the Revolution, revolutionaries guillotined nobles, their allies and anyone who opposed the uprising (MSN Encarta, n. pag. ). Du Barry went to England several times in 1792 to supposedly recover stolen jewelry (MSN Encarta, n. pag. ).As a result, she was accused of secretly providing financial assistance to the England-based opponents of the new French republic (Wikipedia, n. pag. ). The Revolutionary Tribunal of Paris apprehended Du Barry on treason charges in 1793 (Wikipedia, n. pag. ). Following a premeditated trial, she was finally guillotined at the Place de la Concorde on December 8, 1793 (Wikipedia, n. pag. ). Mistresses like Madame du Barry lived lives of wealth, comfort and power. But their affluence and prominence did not come without a tragic price, as they attained these at the expense of so many impoverished citizens.The hedonistic existence of these women sickened their countrymen to the point that they finally rose up and demanded change for their resepctive countries and governments. It would be fair to say that mistresses can serve as the ultimate warning to any leader who will use his po sition to enrich himself and his associates. The people may tolerate corruption for a remarkably long time. But once they take power into their own hands, there is no government on earth that they cannot overthrow. Works Cited â€Å"French Revolution. † 2007. MSN Encarta.22 April 2008 . â€Å"Madame du Barry. † 2008. Marie Antoinette. 22 April 2008 . â€Å"Madame du Barry. † 9 April 2008. Wikipedia. 22 April 2008 . â€Å"Marie Jeanne Becu du Barry. † 2007. MSN Encarta. 22 April 2008 . â€Å"The King's Mistress – A Royal Tradition. † 27 April 2005. BBC News. 22 April 2008 .

Gerald Croft Essay Example

Gerald Croft Essay Example Gerald Croft Essay Gerald Croft Essay Gerald Croft tries to avoid any involvement with the questioning from Inspector Goole and says Look here, sir. Wouldnt you rather I was out of this? Automatically the audience will assume hes hiding something and wants to escape any inquiries. Mr. Birling in trying to protect his future son in law from inquiries defends Gerald by saying he is the son of Sir George Croft- you know Crofts Limited. This has a double meaning. In one way Priestly builds up the tension here as we start to believe Gerald has some sort of evolvement in this and that Mr. Birling is trying to protect both of their reputation because they are from upper class society yet this is double standards because as it turns out Gerald who is engaged to Sheila Birling was actually involved in a relationship with Eva Smith. Mr. Birling also has double standards as he is concerned about receiving a Knighthood and recognition in the community yet when Eva Smith tried to better herself by asking him for a salary increase he refused her and because she did not conform had her dismissed like an old rag worthless in his eyes because she did not have the social standing of his own family who seemed to be Mr. Birlings only concern. The Inspector makes it quite clear that Birlings actions had a direct effect on the events that followed leading to the events of Eva Smith but even then Birling does not accept any responsibility and chooses to ignore his part in this girls death. We understand this in Birlings quote I cant accept any responsibility. If we were all responsible for everything that happened to everybody it would be very awkward. Sheila Birling was also guilty of abusing her position in society and through her jealousy of Eva had her dismissed from her second job adding to the distraught circumstances that followed. : As I said at the beginning in a way the play is made up of a whole series of mini climaxes or dramatic moments and each time we learn about a characters involvement with her, its a bit of a climax. You can clearly see a pattern emerging while you are waiting to see how the next characters involved. Each interview leads to a small climax as we find out what somebody did, although some moments clearly stand out as being more dramatic then others. At the end of the second act when you realise the significance of what Mrs Birling has said that is a dramatic moment. She was the hardest for the inspector to crack and find out her involvement and so its quite exciting as an audience to see her shown up for what she really is.  Also a dramatic moment and the way in which Priestly delivers his political message is the inspectors speech. In my opinion the best part in the play because not only do you here the Inspectors final reflection but you also understand Priestlys whole point in writing the play. Another 2 dramatic moments are the realisation after ringing the Police chief that there is no Inspector Goole and then everyone becomes completely baffled but just after they have recovered after believing it was all a hoax theres a final dramatic phone call. The phone rings and everyone learns that a girl has just died on her way to the infirmary after committing suicide by drinking disinfectant and that an inspector was on his way round. The ending of the play comes full circle as if the whole thing was to start over again and I can only say one word to that Brilliant. The inspector gives a short speech before he leaves and trys to make them think of what they had done to this poor innocent girl and that how each and every one of them drove her to her own suicide. Priestly uses this speech and the play to display his and may others of the times Political views in a form of his own political message. The message form Priestly is that the individual and the community have responsibilities. That we can all pursue our own self-interests but we have to think about others as well as ourselves. I think he wrote at a time when he felt that some of the more wealthy upper and middle classes, showed no remorse for the more less fortunate and showed off their own wealth and power. He is not just saying that we should think about others because it is the right thing to do, hes saying that we should think about others because we cannot escape the consequences if we do not think about them. If we cannot help the many who are poor then we cannot save the many who are rich. If we forget about others, then our own selfishness will catch up with us and have terrible consequences e.g. the death of Eva Smith/Daisy Renton by committing her own suicide. The Birlings selfishness does catch up with them in the end. An Inspector calls contains several twists in the plot. The play makes the Birlings ask many questions of themselves and therefore it sends the audience away asking themselves the same questions. Eva/Daisy though a totally poor, immoral and in the lowest part of society is shown to in the last act to be much more moral the most of the Birlings and Gerald Croft.  The girls goodness makes you even more shocked at her death. It is not just individuals like Eric who are guilty, but the whole family and so you are unable to just forget about the crime as being an act of an individual but as an act by all of them. You also have to ask yourself how might you behave in your own family in the similar circumstances. The Inspector, with use of language widens the scope of the responsibility for theirs and our behaviour by making it clearer that there are millions of Evas out there and that our behaviour could have an adverse impact on them and so you are left questioning their behaviour even more. The Emotions of the various family members and their reaction to the realisation that the inspector was not a real inspector can be examined in such a way that you must question your own feelings on this. The realisation that the inspector was a fake seems to lead the family off the hook, but of course it does not and you know this. This only makes us think about the rights and wrongs of the play. Even the realisation that there may not of been a suicide after all does not stop us thinking deeply about the morality of the situation and thats one of the main reasons why I think this is an effective play. As you know the play is set in the Birling household in 1912 before Britain was a welfare state which meant that people did not receive universal welfare benefits and so poverty was much more greater than today. Priestly uses dramatic Irony in that Arthur B thinks that the Titanic wont sink and that there will be no war where as you and me know there was a war and the Titanic did founder on its maiden voyage. I like this sort of dramatic Irony because the characters dont know the Titanic is going to sink and a great war will happen where as the audience, you and me do. Another thing why An Inspector Calls is an effective play is that the Inspector never shows the people the photos of Eva/Daisy at the same time, so they could be different photos of different people every time. Also by sending characters off stage, out of his line of questioning, the inspector can keep control of interrogations. He keeps people hanging on, telling them they cant leave yet etc. more or less implying that they have something important to contribute when it comes to be their time. Finally, of course, amidst all the feelings of relief enjoyed by the family, and perhaps the audience, we hear that a real life inspector is on his way round. This, of course also has the additional effect on you and me that we wonder even more about the Inspector. Who was he? Was there some kind of supernatural thing happening? I mean foreseeing the arrival of a real Inspector and a real crisis for Gerald and the Birlings. I thin perhaps priestly intended him to be a ghost. Well think about it Goole sounds like ghoul. Anyway its a very dramatic moment with a lot of mysterious stuff to end with not to mention the fact you are left with thinking well what happens next as well as all of the moral issues you are left to think about. Also Inspector Goole is so convincing as an Inspector and yet we find out at the end that he doesnt exist. This play has a lot of very good dramatic moments and a cast of strong and interesting characters each with their own purpose. Lastly of course its a play with a strong political message which made maybe still makes you think about our capitalist society and how the upper and middle classes treat the working classes and that after knowing that perhaps Eva Smith/Daisy Renton might not of died they still do not learn from their mistakes which is a shame because I feel that the main thing that makes us human is that unlike animals we have the ability to learn from our worst mistakes so they dont happen ever again and that is why I think An Inspector calls is an effective play and why J.B Priestly is one hell of a writer.

Jane Fonda Essays - Counterculture Of The 1960s, Free Essays

Jane Fonda Essays - Counterculture Of The 1960s, Free Essays Jane Fonda Who is Jane Fonda? This is a question often asked by many people with no one right answer. She is an actress, a fitness guru, a former communist sympathizer, and most importantly, an antiwar activist during the Vietnam War. Although Jane Fonda was honored as one of the 100 Women of the Century, her infamous name is one Vietnam veterans will never forget. As American soldiers were losing their lives, she traveled into enemy-territory, defaming American POWs, many of whom were tortured to death. Jane Fonda, a revolutionary woman whose efforts not only demoralized American servicemen but also created a personal war that would last a lifetime, mixed politics with film to make her an infamous legend. Born into a family of wealth, Jane Fonda evolved from a distinguished actress to one of the most controversial figures in Hollywood. Descending from prominent figures in history, including Samuel Adams and Jane Seymour, Fonda grew up with very little parental love and attention. Her father, actor Henry Fonda, rarely saw his daughter except for the occasional publicity photo-shoot. Her brother, Peter Fonda, and Jane spent most of their childhood at numerous boarding schools. The beginnings of Fondas passion for communism can be ascribed to her early boarding school in Paris, where she befriended French communists and Vietcong representatives assigned in Paris (Mraffin 1). Back in the United States, Jane made numerous theatrical appearances with her father. Developing her own fame, Jane began to take on numerous risque films, her most famous being Barbarella. Tired of her sex kitten roles and appearance, Jane took on a more serious role, titled They Shoot Horses Dont They? and also dev eloped an interest in politics. Jane watched women leading marches, women getting beaten up, women walking up to bayonets, and they were not afraid. That experience completely changed her, and it began her searching for what was behind it all (Andersen 171). March 8,1970, marked Janes first entry into the world of militant protest. Jane, a strong advocate of Coffee houses, or hangouts where servicemen could get a taste of antiwar propaganda and some coffee, was also drawn to the Black Panthers, the feminist movement, the plight of the American Indian, welfare mothers, and the farm movement. Jane decided that because of the success of my films, I have more power-and I intend to use it (Andersen 169) and the best way to tackle all these issues was by way of a cross country tour. Using her acting fame, Jane obtained appearances on TV talk shows, and became a feature speaker at numerous college campuses, leading countless anti-war demonstrations. Her speeches could be summarized by her statement on November 22, 1970: I would think if you understood what communism was, you would pray on your knees that you would someday become Communists (Mraffin 1). While traveling across country, Jane dropped in on Indian reservations, army bases, and G.I. coffeehouses, hoping to convert nonbelievers. Whenever Jane spoke at a Coffeehouse, she was speaking to the convertedmostly disillusioned draftees, rearing no more then a few thousand spread across the country, a small fraction of the nations fighting force (Andersen...). Within time though, Janes interest in everything but the Vietnam war diminished. No longer content with spreading her radicalism within the home ranks, Fonda decided to trade her glamorous attire in for a pair of Ho Chi Minh sandals, and Vietcong pajamas. She left for her two week stay in North Vietnam on July 8, 1972. Jane, with several cameras slung around her neck, was led on a tour of bombed-out hospitals, schools, factories, villages, and dikes. The devastation left Jane shaken, but not enough to stop her from doing some morale boosting for the enemy. It was then that Jane climbed aboard a North Vietnamese anti-aircraft gun, used to shoot American men, and peered through the gun sight looking for one of those blue eyed murderers (Sampley 1). Still, if She had stopped then, and returned home, her trip may have soon been forgotten. Instead, Fonda volunteered to make a series of ten propaganda broadcasts over Radio Hanoi, designed to demoralize American servicemen while encouraging the North Vietnamese to fight harder and kill more Americans. The broadcasts, al ong with

The critical analysis on the immigration laws and policies after Essay - 1

The critical analysis on the immigration laws and policies after September 2001 - Essay Example Though it might be surprising, as she has written this essay on an autobiographical mode at a very old age, it has to be admitted that she has described a wholesome collection of debates, which existed between her and her sister Mira.Bharathi’s longing for the same kind of earlier life is reflected in this essay. She has particularly analyzed the issue of identity, which many outsiders face in an alien nation. Her narration of her earlier students life appears quite reasonable. In the sense, the sister’s aim to complete their education and their identical way of living seems to be an understandable one when compared with the controversial thinking due to the manipulation of unfavorable changes surrounding the immigrants. When she writes, â€Å"When we left India, we were almost identical in appearance and attitude. We dressed alike, in saris: we expected identical views on politics, social issues, love and marriage in the same Calcutta School accent†. [p-415-416] . For example, when Bharathi writes, that she lacked the â€Å"structure† of her native lifestyle because of her involvement in the â€Å"superficial pop culture† she means to say that those aspects were the indispensable points, which in turn are not likely to be accepted by her sister Mira. She is able to underpin the features, which distinguishes the situation of an individual who struggles to precede her life amidst identity crisis and another without paying the least attention towards that.

College Admission Personal Statement Essay Example | Topics and Well Written Essays - 250 words

College Admission Personal Statement - Essay Example Actually, my math teachers never strived to find out the root cause of my poor performance, rather they readily and ignorantly labeled me with ADD while constantly pressuring me psychologically due to which I earned the reputation of a good-for-nothing student, though I have always got straight A’s and B’s in other subjects. It all changed when I happened to take my first psychology class during which the stark reality of what I actually was meant to be hit me and forced me to change my opinion about myself. Then I realized that I had much to do in my life if only I was allowed to avail the opportunity for studying psychology in UA. I believe I can be a riveting asset as a student to UA because it has been years since I started designing strategies about how students can be encouraged to learn passionately and how wrong judgments and diagnosis made by teachers can horrendously influence the students psychologically who may have the capacity to perform well but their tal ents get marred by the personality-distorting critical

Issues in Multicultural Education Essay Example | Topics and Well Written Essays - 1000 words

Issues in Multicultural Education - Essay Example For instance, cultural diversity in the US public schools is growing at rapid pace in the present decade. As a result, the teachers are facing intense problem to deliver education facilities to a culturally diverse classroom. A common problem identified by teachers in this context is the successful understanding of the needs of the each diverse student and providing education assistance effectively. As argued by Fullan (1991), the teachers should be capable of understanding the uniqueness of each student and successfully control the diversities to improve the students both academically as well as behaviorally within a diverse classroom. (2) Who is involved? (A) As part of the problem? The problem of cultural diversity in the classroom is especially faced by students and teachers, which result in poor performance of the learners in their curriculum. Generally teachers and students face significant problems to convey the intended information to each other, which in turn causes significant miscommunication problems. Additionally, differences between the cultural backgrounds of the students and the teachers, also raises the proper identification of students’ values (Worrell, n.d.). ... (3) What is the proposed solution? Identifying the Key Student Differences Each student in the classroom is unique in relation to their behavioral traits, learning capabilities and styles, feelings as well as responsiveness. These distinctive parameters for any specified child becomes more apparent in a diverse environment. Therefore, teachers should be capable to meet successfully with the ‘point of need’ of every child to provide efficient guidance as per their requirements (Worrell, n.d.). In this regard, lessening the teacher and student ratio within a classroom setting shall provide with greater opportunity to teachers in monitoring the needs of every student distinctively and more critically. Improve Co-Relation with the Students’ Families For the better understanding of the students’ societal and cultural background, the school authorities should increase communication with the students’ parents or legal guardians. This method undoubtedly woul d support the teachers to understand the background of the student and modify the teaching process accordingly (Worrell, n.d.). Introduce School-Wide â€Å"Cultural† Alliance Effective communication among the students of several cultures along with successful collaboration through cultural programs and activities shall assist teachers to meet the requirements of the both ends (London, Gurantz & Norman, 2011). Culturally Responsive Teaching Method To enhance cultural responsiveness throughout the teaching method, teachers should be research oriented for better understanding of the capabilities of each student. Teachers should be capable to identify the deficiencies and also the

Slide animation Essay Example for Free

Slide animation Essay Successful presenting entails focusing on important points, controlling the flow of information, and holding the audience’s interest in the presentation. We can include two types of animation — within a slide and from slide to slide. Animation on a slide, often called builds, determines how and when objects on the slide appear. Animation from slide to slide, called transitions, specifies how a new slide appears after the previous slide disappears. The last version of the PowerPoint includes powerful animation effects and features. Animation can certainly enliven a presentation, but too much animation will distract the audience from the main message. All professionals make the same point about animation — pick one or two effects and stick to them. This principle applies to both animation on a slide and transitions between slides. Animating objects has an additional purpose — to focus the audience’s attention on what one is saying. To animate a slide, one needs to know what he is going to say while that slide is displayed — and in what order. He then uses that order to determine the order in which the objects appear on the slide. Object animation is sometimes called a build because the objects build up on the screen, one after another. One can control the following aspects of the animation: †¢ How the object appears. †¢ In what grouping the object appears. For example, text most often appears paragraph by paragraph but can appear by the word or even by the letter. †¢ Whether the animation occurs when one clicks the mouse or automatically after a preset number of seconds. †¢ Whether a sound plays during the animation. †¢ What happens, if anything, after the animation. For example, one can change the color of a previously displayed object when the next object appears or hide it completely. For a quick solution, PowerPoint offers animation schemes — a complete group of settings that one can quickly assign to a slide or presentation. Animation schemes apply only to slide titles and text placeholders. To animate other objects the custom animation is used. Several animation schemes also include slide transitions. When one animates placeholder text, all the text in the placeholder is considered one object. However, it is automatically animated paragraph by paragraph — that is, bullet by bullet, which is usually what is wanted. To animate by word or even letter, the custom animation is used too. For more control over animation, than the animation schemes proposed one need to create own settings. New features of custom animation include attaching more than one animation type to an object, animating an object along a path, and animating an object when another object is clicked. The number of the animation options that are included is vast. One can also animate objects such as AutoShapes and text boxes. Because these objects often serve to draw attention anyway, adding animation to them only increases the effect. One can animate WordArt text too. Another type of animation controls how each new slide appears. Because these effects control the transition from one slide to another, they are called transitions. While some of these effects have the same names as animations, they look quite different when applied to an entire slide. Transitions, like slide animation, has to be used with reserve. Many options are available, but that doesn’t mean that one should use them all in one presentation. One of the best solutions is to choose a simple transition and apply it to every slide in the presentation. If the presentation is divided into sections, one could use a second transition to introduce each new section.

An Artist in her Way: Representations of the Woman Artist in Margaret Oliphants Kirsteen :: Margaret Oliphant Kirsteen Essays

Representations of the Woman Artist in Margaret Oliphant's Kirsteen Margaret Oliphant (1828-97) was a prolific writer. She published almost 100 novels as well as biographies, art criticism, travel writing, historical sketches, and over two hundred articlesfor periodicals like Blackwood's Edinburgh Magazine andThe Cornhill Magazine, yet her ambivalence about representing herself as a serious artist in her Autobiography provides Oliphant aficionados with grist for speculation and conjecture: did Oliphant even think of herself as an artist? While I will answer this question with are sounding yes, still there is enough equivocation in the Autobiography to give scholars room to play. And although Oliphant herself once wrote that "scholarship is a sort of poison tree, and kills everything" (279), the recent scholarship on Oliphant's Autobiography has enlivened rather than killed debate by calling attention to Oliphant's struggle with self-representation. When it came to writing about her particular experience as both mother and writer, Oliphant found the contemporary discourse, with its rigidly discrete ideologies of motherhood and authorhood, stifling. Thus the Autobiography can be read as Oliphant's poignant effort to extend the meaning of the term `artist' to one flexible enough to include a woman who wrote not only because it came as naturally to her as "talking or breathing" (4), but also because her children needed to eat. In this paper I will argue that Oliphant's preoccupation with what it means to be or call herself an artist can be mapped in her novel, Kirsteen, which was written in 1890--roughly the same period as the Autobiography--and chronicles the life of a Scottish woman in the early part of the 19th century. Although Kirsteen Douglas is a dressmaker rather than a writer, Oliphant takes care early in the novel to encourage the idea (through theScottish dressmaker Miss Macnab) "that a dressmaker `is an artist in her way' and that ... dressmaking is `just like a' the airts'"(Jay 260). I will thus read dressmaking as a trope for writing, Kirsteen as an artist figure, and the novel as Oliphant's portrait of the artist as a young dressmaker. Reading dressmaking as a metaphor for writing, I hope to demonstrate that this late novel presents a self-consciousness and humor about artistic production the analysis of which will clarify what Oliphant means by the term`artist.' First to contextualize Oliphant's portrayal of Kirsteen. Here I will argue that not merely personal but also larger cultural associations with needlework made dressmaking Oliphant's inevitable choice of metaphor for writing.

Slavery In America Essay -- Slavery Essays

Slavery in America stems well back to when the new world was first discovered and was led by the country to start the African Slave Trade-Portugal. The African Slave Trade was first exploited for plantations in the Caribbean, and eventually reached the southern coasts of America. The African natives were of all ages and sexes. Women usually worked in the homes cooking and cleaning, while men were sent out into the plantations to farm. Young girls would usually help in the house also and young boys would help in the farm by bailing hay and loading wagons with crops. They were shipped from Africa by the Europeans, "The Triangular Trans-Atlantic Slave Trade". This was an organized route where Europeans would travel to Africa bringing manufactured goods, capture Africans and take them to the Caribbean, and then take the crops and goods and bring them back to Europe. The African people, in order to communicate invented a language that was a mixture of all the African languages combined,called Creole. They also kept their culture which accounts for calypso music and the instruments used in these songs. Slavery was common all over the world until 1794 when France signed the Act of the National Convention abolishing slavery. It would take America about a hundred years to do the same. George Washington, America's first president, was also a slave owner. He deplored slavery but did not release his slaves. Washington wasn't the only president to have slaves. Thomas Jefferson wrote;"All men are created equal" but died leaving his blacks in slavery. In 1775 black Americans were sent to fight in the revolutionary army. The British proposed that if a black man was to join their army, they would be set free afterwards. America originally planned not to let the blacks fight in the army, but when hearing this, let them enlist. Only Georgia and South Carolina refused to let them enlist, but paid for their racism when each lost 25,000 blacks to the British. The slaves returned on an honourable discharge after securing America's freedom, but not their own. Slavery continued and so did the numbers of slaves trying to escape to the free states or into Canada. A runaway slave would be found by bloodhounds, trained to find black slaves. Then the slave, upon retur... ...e" commented Joshua, who is a 16 year old recruiter in California. The race war was in full force by the 1960's. With the growth of white supremacy and their groups, black too had a weapon. Martin Luther King Jr. lead his people to march in Washington to end segregation and to form black unity for an equal and better America. Malcolm X, who was a Muslim, may have come from a different religion than his Christian counterpart, but had a very similar message and a similar fate. Both were assassinated. Today the hate groups of America have spread into Canada and are particularly common in Manitoba. The major sections are of the same name as their American cousins with a very similar message. Racism, despite much opposition, will never end. As long as there is fighting among a Jew and a Palestinian or hatred between a white and a black, Racism will be there. Only a utopian society can achieve such a dream. It is in human nature to have a few people that do not understand or possibly hate those who are different but, in fact, we are not different, we are judgmental and we are discriminatory, we segregate. We are unique individuals but among races we are equal and the same.

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|LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: HARYANA | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/HR-13/ET-MBA/99 |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |AMITY BUSINESS SCHOOL, | | | | | |AMITY EDUCATION VALLEY,PANCHGAON | | | | | |GURGAON, HARYANA. | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |2 |431/HR-12/MCP-APR(M)/96 |MBA-FULL TIME |45. |2004-2005 | | | | | | | | |ANUPAMA INSTITUTE OF MANAGEMENT, | | | | | |BHORAKALAN, PATAUDI ROAD, | | | | | |NEAR BILASPUR CHOWK ON NH-8, | | | | | |GURGAON – 122413 | | | | | | | | | | |PNG | | | | | |1996 | | | | | |HARYANA | | | | |3 |431/HR-03/MCP-APR(M)/97 |MBA (AGRI. )-FULL TIME |30. 2002-2005 | | | | | | | | |CCS HARYANA AGRICULTURE UNIVERSITY, | | | | | |DEPT OF BUSINESS MANAGEMENT COLL. OF | | | | | |AGRICULTURE, | | | | | |HISAR – 125 004. | | | | | |HARYANA. | | | | | | | | | | |UNIV | | | | | |1997 | | | | | |HARYANA | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | |4 |431/HR-06/MCP-APR(M)/96 |MBA-FULL TIME |60. |2002-2005 | | | | | | | | |D. A. V. INSTITUTE OF MANAGEMENT STUDIES,| | | | | |D. A. V. CENTENARY COLLEGE,NH-3,N. I. T. , | | | | | |NEAR E. S. I. HOSPITAL, | | | | | |FARIDABAD – 121 001. | | | | |HARYANA | | | | | | | | | | | |Autonomous | | | | | |1997 | | | | | |HARYANA | | | | |5 |PG/MBA/HRY/2004/02 |MBA-FT |60. |2004-2005 | | | | | | | | |DRONACHARYA INSTITUTE OF MGT. & TECH. | | | | | |5 KM STONE ON KURUKSHETRA DHAND | | | | | |ROAD,KURUKSHETRA, | | | | | |HARYANA – 136118 | | | | | | | | | | | |PNG | | | | |2004 | | | | | |HARYANA | | | | |6 |431/HR-04/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |GURU GOBIND SINGH INSTITUTE OF TECH. &| | | | | |MANAGEMENT | | | | | |YAMUNANAGAR – 135 001. HARYANA. | | | | | | | | | | |PNG | | | | | |1999 | | | | | | HARYANA | | | | |7 |431/HR-17/MCP-APR(M)/96 |MBA-Int. Mktg-FULL TIME |30. |2003-2005 | | | |MBA-Finance | | | | |GURU JAMBHESHWAR UNIVERSITY, |MBA-Marketing |30. |2003-2005 | | |HISAR – 125 001. HARYANA. | |30. 2003-2005 | | | | | | | | |UNIV | | | | | |1996 | | | | | |HARYANA | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |8 |431/16-06/MCP(M)/94 |MBA-FULL TIME |60. 2004-2005 | | | | | | | | |Hindu Institute of Management | | | | | |Sonepat – 131 001 | | | | | |HARYANA | | | | | | | | | | | |PNG | | | | | |1994 | | | | | |HARYANA | | | | |9 | |MBA-FULL TIME |60. |2003-2005 | | |INSTITUTE OF MGT. & TECH. TIGAON ROAD,| | | | | |NEAR SAI DHAM, | | | | | |FARIDABAD (HARYANA) | | | | | | | | | | | |PNG | | | | | |2002 | | | | |HARYANA | | | | |10 |431/16-08/MCP(M)/95 |MBA-FULL TIME |60. |2003-2005 | | | | | | | | |Institute of Management & Technology, | | | | | |Subhadra Estate, Sector-25,Samaypur | | | | | |Rd. Ballabgarh, Haryana. | | | | | | | | | | |PNG | | | | | |1995 | | | | | |HARYANA | | | | |11 |431/16-07/MCP(M)/95 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |K. N. Aggarwal Institute of Management | | | | | |R. K. Gupta Marg, P. O. NO. , Charkhi | | | | | |Dadri, – 127 306 Haryana | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |HARYANA | | | | |12 |431/16-03/MCP(M)/94 |MBA-FULL TIME |60. |2002-2005 | | | | | | | | |Kurukshetra Univeristy, | | | | | |Dept of Management, | | | | | |Kurukshetra – 132 119. | | | | | | | | | | |UNIV | | | | | |1994 | | | | | |HARYANA | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |13 |PG/MBA/HRY/2003/003 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |M. M. INSTITUTE OF MANAGEMENT | | | | | |M. M. EDUCATION COMPLEX MULLANA, | | | | | |MULLANA DIST. AMBALA , HARYANA – | | | | | |133203 | | | | | | | | | | | |PNG | | | | |2003 | | | | | |HARYANA | | | | |14 |431/HR-10/MCP-APR(M)/97 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |MAHARAJA AGRASEN INST OF MANAGEMENT | | | | | |STUDIES & RES | | | | | |AGRASEN CHOWK, OLD SHARANPUR ROAD, | | | | | |JAGADHIRI – 135 003. HARYANA | | | | | | | | | | | |PNG | | | | | |1997 | | | | | |HARYANA | | | | |15 |6250/AIB-MS/XI/2000 |PGDBM-FULL TIME |120. 2004-2005 | | | |PGDBM-PART TIME | | | | |MANAGEMENT DEVELOPMENT INSTITUTE, | |60. |2004-2005 | | |MEHRAULI ROAD, SUKHRALI, GURGAON | | | | | |SUKHRALI, POST BOX NO. 60, GURGAON-122 | | | | | |001, HARAYANA | | | | | | | | | | |PNG | | | | | |2000 | | | | | |HARYANA | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |16 |431/HR-04/MCP-APR(M)/96 |MBA-FULL TIME |60. 2004-2005 | | | | | | | | |MRDAV INSTITUTE OF MANAGEMET STUDIES, | | | | | |ST. MARY VIDYA BHARTI EDUATION | | | | | |COMPLEX,HASSANGARH, JIND BY PASS | | | | | |CHOWK, DIST. ROHTAK-121004 | | | | | | | | | | | |PNG | | | | |1996 | | | | | |HARYANA | | | | |17 |431/16-01/MCP(M)/94 |MBA -FULL TIME |90. |2003-2005 | | | |MBA-PART TIME |40. |2003-2005 | | |Maharishi Dayanand Univer sity, | | | | | |Institute of Management Studies & | | | | | |Res. , | | | | | |Rohtak – 124 001. | | | | | | | | | | |UNIV | | | | | |1995 | | | | | |HARYANA | | | | |18 |HR-02/MAP-MBA/2K |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |NATIOANL INSTITUTE OF FINANCIAL | | | | | |MANAGEMENT | | | | | |SECTOR 48, PALI ROAD, (NEAR BADKHAL | | | | | |LAKE), FARIDABAD-121001 | | | | | | | | | | | |GOVT. | | | | | |2001 | | | | | |HARYANA | | | | |19 |HR-04/MAP-MBA/2K |MBA-FULL TIME |60. 2004-2005 | | | | | | | | |NATIONAL POWER TRAINING INSTITUTE, | | | | | |(UNDER THE MINISTRY OF POWER, GOVT OF | | | | | |INDIA) NPTI COMPLEX, SECTOR 33, | | | | | |FARIDABAD-121 003 (HARYANA) | | | | | | | | | | | |GOVT | | | | | |2001 | | | | | |HARYANA | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |20 |431/HR-13/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |SHRI ATMANAND JAIN INST OF MANAGEMENT | | | | | |& TECHN OLOGY | | | | | |JAIN COLLEGE ROAD, | | | | | |AMBALA CITY – 134 002. | | | | |HARYANA | | | | | | | | | | | |PNG | | | | | |1996 | | | | | |HARYANA | | | | |21 |431/16-05/MCP(M)/94 |MBA-FULL TIME |60. |2004-2007 | | | | | | | | |Sri Baba Mastnath Inst. of Mgt. & Res. | | | | |Asthal Bohar, Rohtak, Haryana | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |HARYANA | | | | |22 |431/HR-16/ET-MBA/99 |MBA-FULL TIME |40. 2004-2005 | | | | | | | | |TECHNOLOGICAL INSTITUTE OF TEXTILE & | | | | | |SCIENCES, | | | | | |POST BOX NO. 23, | | | | | |BIRLA COLONY, | | | | | |DIST. BHIWANI-127021 | | | | | |HARYANA | | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |23 |431/HR-15/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |TILAK RAJ CHADHA INST OF MGT & TECH. , | | | | | |MUKUND LALL, COLLEGE DUCATIONAL | | | | | |COMPLEX, YAMUNANGAR – 135 001. HARYANA| | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: JAMMU & KASHMIR | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/JK-04/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |INSTITUTE OF MANAGEMENT SCIENCES, | | | | | |PURKHOO CAMP,DOMANA, REHARI CHUNGI, B. C. | | | | | |ROAD,JAMMU TAWI – 181 206. JAMMU & | | | | | |KASHMIR | | | | | | | | | | | |PNG | | | | | |1997 | | | | | |JAMMU & KASHMIR | | | | |2 |431/JK-03/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |PRIYADARSHINI INSTITUTE OF MANAGEMENT & | | | | | |SCIENCE (PIMS),SECTOR-2A, EXT. TRIKUTA | | | | | |NAGAR, JAMMU & KASHMIR- 180012 | | | | | | | | | | | |PNG | | | | | |1996 | | | | | |JAMMU & KASHMIR | | | | |3 |431/18-1/MCP(M)/94 |MBA-FULL TIME |30. 2003-2005 | | | | | | | | |University of Jammu, | | | | | |Department of Management Studies, Bahu | | | | | |Wali Rakh, New Campus, Jammu (Tawi) -180 | | | | | |004 | | | | | | | | | | | |UNIV | | | | | |1994 | | | | | |JAMMU & KASHMIR | | | | LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: DELHI | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/15-3/MCP(M)/94-DL-02/MCP-APR(M)/96 |PGDBM-FULL TIME |120. |2004-2005 | | | |PGDBM-PART TIME | | | | |APEEJAY SCHOOL OF MARKETING, | |60. 2004-2005 | | |SECTOR-8, DWARKA INSTITUTIONAL AREA, | | | | | |PAPANKALAN, NEW DELHI-110 045 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |2 |431/DL-21/MCP-APR(M)/96 |PGDBM-FULL TIME |120. |2004-2005 | | | | | | | | |ASIA PACIFIC INSTITUTE OF MANAGEMENT, | | | | | |330-A MADANPUR KHADAR, OPP. POCKET-E, | | | | | |SARITA VIHAR,NEW DELHI – 110 044. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |3 |431/15-01/MCP(M)/94 |MBA-FULL TIME |120. |2003-2005 | | | |MPM-FULL TIME |60. |2003-2005 | | |B. V. Institute of Mgt. & Res. |MCM-FULL TIME |60. |2003-2005 | | |A-4, Paschim Vihar, |MMS-PART TIME |60. |2003-2005 | | |Rohtak Road, | | | | | |New Delhi – 110 063. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |4 |DE L-07/ET-MBA/2000 |MBA –FULL TIME |40. 2003-2005 | | | |MBA-PART TIME |40. |2003-2005 | | |BHAI PARMANAND INST. OF BUSINESS | | | | | |STANDARDS, SHAKARPUR, | | | | | |NEW DELHI | | | | | | | | | | | |GOVT. | | | | |2001 | | | | | |NEW DELHI | | | | |5 |431/15-4/MCP(M)/93 |PGDBM-FULL TIME |120. |2004-2005 | | | |PGDBM-PART TIME |60. |2004-2005 | | |Birla Inst. of Mgt. & Tech, | | | | | |Birla Vidya Niketan Building, Sector -IV,| | | | | |Pushpa Vihar, | | | | | |New Delhi – 110 017. | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |6 |431/15-11/MCP(M)/94 |PGDM -D. EDU. |1500. |2004-2005 | | | |PGDITM-D. EDU. |750. |2004-2005 | | |Centre for Management Education, AIMA | | | | | |All India Management Association House, | | | | | |Lodhi Road, New Delhi – 110 003. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | |7 |DL-10/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |DELHI INSTITUTE OF ADVANCED STUDIES, | | | | | |PLOT NO. 6, SECTOR- 25, ROHINI NEW DELHI | | | | | |- 110 085. | | | | | | | | | | |PNG | | | | | |1999 | | | | | |NEW DELHI | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |8 |PG/MBA/DEL/2004/06 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |DELHI SCHOOL OF PROFESSIONAL STUDIES & | | | | | |RES. | | | | | |PLOT NO. , SECTOR-25, PSP FACILITIES, | | | | | |PHASE III, ROHINI, | | | | | |NEW DELHI – 110085 | | | | | | | | | | | |PNG | | | | | |2004 | | | | | |NEW DELHI | | | | |9 |431/15-10/MCP(M)/94 |PGDBM-FULL TIME |45. |2004-2005 | | | |PGDBM-PART TIME | | | | |DPC-Inst. of Mgt. Science & Productivity | |45. |2004-2005 | | |Res. , | | | | | |1-E/10, Jhandewalan Extension, New Delhi | | | | | |- 110055. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | |10 |431/15-21/MCP(M)/95 |PGDBM-FULL TIME |120. |2004-2005 | | | | | | | | |Entrepreneurship & Manage ment Process | | | | | |International, CSKM Aipeccs Edu. Complex | | | | | |Satbari, Mehrauli, | | | | | |New Delhi – 110 030 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |11 |431/15-5/MCP(M)/94 |PGDBM-FULL TIME |150. |2004-2006 | | | |PGDBM-PART TIME | | | | |Fore School of Management, | |60. |2004-2005 | | |B-18, Qutab Institution Area ,Saheed Jit | | | | | |Singh Marg, New Delhi – 110 016. | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |12 |431/15-22/MCP(M)/95 |PGDBM-FULL TIME |120. 2004-2005 | | | | | | | | |Fortune Institute of International | | | | | |Business, | | | | | |Krishna Farm, Bijawasan, Nazafgarh Road, | | | | | |New Delhi – 110 061 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |13 |PG/MBA/DEL/2004/03 |MBA-FT |60. |2004-2005 | | | | | | | |GITARATTAN INTERNATIONAL BUSINESS SCHOOL,| | | | | |PSP COMPLEX-II, MADHUBAN C HOWK, | | | | | |ROHINI, NEW DELHI 110085 | | | | | | | | | | | |PNG | | | | | |2004 | | | | | |NEW DELHI | | | | |14 |431/DL-17/MCP-APR(M)/96 |PGDBM-FULL TIME |60. |2004-2005 | | | | | | | | |GURU NANAK INSTITUTE OF MANAGEMENT, | | | | | |GURU HARKISHAN PUBLIC SCHOOL, | | | | | |ROAD NO. 75, GHPS COMPLEX, PUNJABI BAGH, | | | | | |NEW DELHI – 110 026. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |15 |431/DL-12/MCP-APR(M)/97 |MBA-FULL TIME |60. |2002-2005 | | | | | | | |HAMDARD INSTITUTE OF MANAGEMENT STUDIES, | | | | | |TRAINING | | | | | |& RESEARCH, | | | | | |HAMDARD NAGAR, | | | | | |New Delhi – 110 062. | | | | | | | | | | |UNIV | | | | | |1998 | | | | | |NEW DELHI | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |16 |DL-06/MAP-MBA/2K OR 431/15-13/MCP(M)/94 |MBA-(INTERNATIONAL |60. |2003-2005 | | | |BUSINESS)-FULL TIME | | | | |INDIAN INSTITUTE OF FOREIGN TRADE |MPIB-PA RT TIME | | | | |B-21,QUTAB INSTITUTIONAL AREA, | |60. 2003-2004 | | |DELHI-110 016 | | | | | | | | | | | |GOVT. | | | | | |2001 | | | | | |NEW DELHI | | | | |17 |DL-10/(MBA)/MCP/20 |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |INDRAPRASTHA UNIVERSITY, | | | | | |KASHMERE GATE, DELHI-110 006 | | | | | | | | | | | |UNIV | | | | | |2000 | | | | | |NEW DELHI | | | | |18 |431/NW-02/MCP-APR(M)/95 |MBA-DIS. EDU |250. |2003-2004 | | | | | | | | |INSTITUTE OF BUSINESS ADMN. & MANAGEMENT,| | |(show cause issued 2004-05) | | |DARYAGANJ, NEW DELHI – 110 002. | | | | | | | | | | |PNG | | | | | |1997 | | | | | |NEW DELHI | | | | |19 |431/NW-38/MCP-APR(M)/96 |PGDBM-FULL TIME |35. |2004-2005 | | | | | | | | |INTERNATIONAL MANAGEMENT CENTRE, | | | | | |B-48, SOUTH EXTENSION PART – I, NEW DELHI| | | | | |- 110 049. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |20 |431/15-18/MCP(M)/95 |PGDBF-(D. EDU. ) |250. 2004-2005 | | | | | | | | |Indian Institute o f Finance, | | | | | |Post Box 8486, Ashok Vihar, Delhi – 110 | | | | | |052 | | | | | | |