Free Essays on Dr. Heidegger’s Experiment

To Age or not to Age (1) In â€Å"Dr. Heidegger’s Experiment," Nathaniel Hawthorne expresses [Diction] that if given the chance to regain your youth, some would not have learned from their past mistakes, to change the way would live their life again. In â€Å"Dr Heidegger’s Experiment† Hawthorne uses his characters to describe how life experiences should have an impression in our lives. (2) Dr Heidegger was an old scientist, who has a very strange way of presenting himself. He works by himself in his study. Which many find to be a â€Å"very curious place.†(Pg. 578) [Frag -1] In his study there is a picture of a women [Hostage 50] who once was his lover. She was going to be the one that he was going to marry, but she had been affected with a disorder and had taken some of the pills he prescribed and died. â€Å"She had swallowed one of her lovers prescription’s and died on the bridal evening.†(Pg. 579) It is thought that Dr. Heidegger might have had something to do with her death, but it was unknown. â€Å"The greatest curiosity of the study remains to be mentioned.†(Pg. 579) [Why was this uotation included?] The doctor had an experiment that would turn back the hands of time, but he would not have any part of it, he just wanted to observe. [How is this paragraph related to the thesis?] (3) Dr. Heidegger called on four of his friends to help him with his experiment. [This topic sentence suggests a plot summary.] Mr. Medbourne who was a prosperous merchant in his early day (Pg. 579), Colonel Killigrew wasted his years on sinful pleasures (Pg. 579), Mr. Guscoigne was a ruined politician (Pg. 579), and Widow Wycherly was a beauty in her younger day, but had been isolated from society (Pg. 579). All of the friends had lived a life of relationships with all three men, [homosexual?] which almost caused them to kill each other over her, â€Å"had once been on the point of cutting each other's throats for her sake.ï ¿ ½... Free Essays on Dr. Heidegger’s Experiment Free Essays on Dr. Heidegger’s Experiment To Age or not to Age (1) In â€Å"Dr. Heidegger’s Experiment," Nathaniel Hawthorne expresses [Diction] that if given the chance to regain your youth, some would not have learned from their past mistakes, to change the way would live their life again. In â€Å"Dr Heidegger’s Experiment† Hawthorne uses his characters to describe how life experiences should have an impression in our lives. (2) Dr Heidegger was an old scientist, who has a very strange way of presenting himself. He works by himself in his study. Which many find to be a â€Å"very curious place.†(Pg. 578) [Frag -1] In his study there is a picture of a women [Hostage 50] who once was his lover. She was going to be the one that he was going to marry, but she had been affected with a disorder and had taken some of the pills he prescribed and died. â€Å"She had swallowed one of her lovers prescription’s and died on the bridal evening.†(Pg. 579) It is thought that Dr. Heidegger might have had something to do with her death, but it was unknown. â€Å"The greatest curiosity of the study remains to be mentioned.†(Pg. 579) [Why was this uotation included?] The doctor had an experiment that would turn back the hands of time, but he would not have any part of it, he just wanted to observe. [How is this paragraph related to the thesis?] (3) Dr. Heidegger called on four of his friends to help him with his experiment. [This topic sentence suggests a plot summary.] Mr. Medbourne who was a prosperous merchant in his early day (Pg. 579), Colonel Killigrew wasted his years on sinful pleasures (Pg. 579), Mr. Guscoigne was a ruined politician (Pg. 579), and Widow Wycherly was a beauty in her younger day, but had been isolated from society (Pg. 579). All of the friends had lived a life of relationships with all three men, [homosexual?] which almost caused them to kill each other over her, â€Å"had once been on the point of cutting each other's throats for her sake.ï ¿ ½...

Cyrus the Great - Persian Achaemenid Dynasty Founder

Cyrus the Great - Persian Achaemenid Dynasty Founder Cyrus the Great was the founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Was the Achaemenid truly a family dynasty? It is possible that the third main Achaemenid ruler Darius  invented his relationship to Cyrus, in order to give legitimacy to his rule. But that doesnt diminish the significance of two centuries worth of empirerulers centered in southwestern Persia and Mesopotamia, whose territory spanned the known world from Greece to the Indus Valley, extending south to Lower Egypt. Cyrus started it all. Fast Facts: Cyrus the Great Known As: Cyrus (Old Persian: KuruÃ… ¡; Hebrew: Kores)Dates: c. 600 - c. 530 BCEParents: Cambyses I and MandaneKey Accomplishments: Founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Cyrus II King of Anshan (Maybe) The Greek father of history Herodotus never says Cyrus II the Great came from a royal Persian family, but rather that he acquired his power through the Medes, to whom he was related by marriage. Although scholars wave caution flags when Herodotus discusses the Persians, and even Herodotus mentions conflicting Cyrus stories, he may be right that Cyrus was of the aristocracy, but not a royal. On the other hand, Cyrus may have been the fourth king of Anshan (modern Malyan), and the second king Cyrus there. His status clarified when he became the ruler of Persia in 559 B.C. Anshan, possibly a Mesopotamian name, was a Persian kingdom in Parsa (modern Fars, in southwestern Iran) in the Marv Dasht plain, between Persepolis and Pasargadae. It had been under the rule of the Assyrians and then may have been under the control of Media*. Young suggests that this kingdom wasnt known as Persia until the start of the empire. Cyrus II King of the Persians Defeats the Medes In about 550, Cyrus defeated the Median king Astyages (or Ishtumegu), took him prisoner, looted his capital at Ecbatana, and then became king of Media. At the same time, Cyrus acquired power over both the Iranian-related tribes of the Persians and Medes and the countries over which the Medes had held power. The extent of the Median lands went as far east as modern Tehran and westward to the Halys River at the border of Lydia; Cappadocia was now Cyruss. This event is the first firm, documented event in Achaemenid history, but the three main accounts of it are different. In the dream of the Babylonian king, the god Marduk leads Cyrus, king of Anshan, to march successfully against Astyages.The Babylonian chronicle 7.11.3-4 states [Astyages] mustered [his army] and marched against Cyrus [II], king of Anshan, for conquest... The army rebelled against Astyages and he was taken prisoner.  Herodotus version differs, but Astyages is still betrayed- this time, by a man to whom Astyages had served his son in a stew. Astyages may or may not have marched against Anshan and lost because he was betrayed by his own men who were sympathetic with the Persians.   Cyrus Acquires Lydia and Croesus Wealth Famous for his own wealth as well as these other famous names: Midas, Solon, Aesop, and Thales, Croesus (595 BC - c. 546 BC) ruled Lydia, which covered Asia Minor west of the Halys River, with its capital at Sardis. He controlled and received tribute from the Greek cities in Ionia. When, in 547, Croesus crossed the Halys and entered Cappadocia, he had encroached on Cyrus territory and war was about to begin. After months spent marching and getting into position, the two kings fought an initial, inconclusive battle, perhaps in November. Then Croesus, assuming the battle season was over, sent his troops into winter quarters. Cyrus didnt. Instead, he advanced to Sardis. Between Croesus depleted numbers and the tricks Cyrus used, the Lydians were to lose the fight. The Lydians retreated to the citadel where Croesus intended to wait out a siege until his allies could come to his assistance. Cyrus was resourceful and so he found an opportunity to breach the citadel. Cyrus then seized the Lydian king and his treasure. This also put Cyrus in power over the Lydian Greek vassal cities. Relations between the Persian king and the Ionian Greeks were strained. Other Conquests In the same year (547) Cyrus conquered Urartu. He also conquered Bactria, according to Herodotus. At some point, he conquered Parthia, Drangiana, Aria, Chorasmia, Bactria, Sogdiana, Gandara, Scythia, Sattagydia, Arachosia and Maka. The next important known year is ​539, when Cyrus conquered Babylon. He credited Marduk (to the Babylonians) and Yahweh (to the Jews whom he would free from exile), depending on the audience, for choosing him as the right leader. Propaganda Campaign and a Battle The claim of divine selection was part of Cyrus propaganda campaign to turn the Babylonians against their aristocracy and king, accused of using the people as corvee labor, and more. King Nabonidus had not been a native Babylonian, but a Chaldean, and worse than that, had failed to perform the religious rituals. He had slighted Babylon, by putting it under the control of the crown prince while he resided at Teima in north Arabia. The confrontation between the forces of Nabonidus and Cyrus took place in one battle, at Opis, in October. By the middle of October, Babylon and its king had been taken. Cyrus empire now included Mesopotamia, Syria, and Palestine. To make sure the rites were performed correctly, Cyrus installed his son Cambyses as king of Babylon. Probably it was Cyrus who divided the empire into 23 divisions to be known as satrapies. He may have accomplished further organization before he died in 530.   Cyrus died during a conflict with  the nomadic Massegatae (in modern Kazakhstan), famous for their warrior queen Tomyris. Records of Cyrus II and the Propaganda of Darius Important records of Cyrus the Great appear in the Babylonian (Nabonidus) Chronicle (useful for dating), the Cyrus Cylinder, and the Histories of Herodotus. Some scholars believe Darius the Great is responsible for the inscription on Cyrus tomb at Pasargadae. This inscription calls him an Achaemenid. Darius the Great was the second most important ruler of the Achmaenids, and it is his propaganda concerning Cyrus that we know of Cyrus at all.  Darius the Great ousted a certain King Gautama/Smerdis who may have been an impostor or the brother of the late king Cambyses II. It suited Darius purposes not only to state that Gautama was an impostor (because Cambyses had killed his brother, Smerdis, before setting out to Egypt) but also to claim a royal lineage to back up his bid for the throne. While the people had admired Cyrus the great as a fine king and felt put upon by the tyrannical Cambyses, Darius never overcame the question of his lineage and was called the shopkeeper.   See Dariuss Behistun Inscription  in which he claimed his noble parentage.   Sources Depuydt L. 1995. Murder in Memphis: The Story of Cambysess Mortal Wounding of the Apis Bull (Ca. 523 BCE). Journal of Near Eastern Studies 54(2):119-126.Dusinberre ERM. 2013. Empire, Authority, and Autonomy in Achaemenid Anatolia. Cambridge: Cambridge University Press.Lendering J. 1996 [last modified 2015]. Cyrus the Great. Livius.org. [Accessed 02 July 2016]Munson RV. 2009. Who Are Herodotus Persians? The Classical World 102(4):457-470.Young J, T. Cuyler 1988. The early history of the Medes and the Persians and the Achaemenid empire to the death of CambysesThe Cambridge Ancient History. In: Boardman J, Hammond NGL, Lewis DM, and Ostwald M, editors. The Cambridge Ancient History Volume 4: Persia, Greece and the Western Mediterranean, c525 to 479 BC. Cambridge: Cambridge University Press.Waters M. 2004. Cyrus and the Achaemenids. Iran 42:91-102.

Recent Political Changes in the Middle East Coursework

Recent Political Changes in the Middle East - Coursework Example Arab Spring when translated means Arab Revolution is a wave of revolution in the Arab World, the aim of this Arab Spring is to protest against the regime which is being followed in several Arab countries. People have also effectively used social networking websites to take their protest to another level; websites like Facebook and Twitter have been used to raise awareness and to bring down the regime which is being followed in several of these Arab countries. 18 December 2010 was the exact date when the Arab awakening picked up the pace, it was in Tunisia that the people first started protesting against the ill-treatment and the corrupt policemen. This wave of unrest picked a pace and spread to other Arab countries triggering war-like circumstances in several Arab countries.The general elections in Lebanon which took place in 2009 hogged the limelight, the minimum age to vote was 21 that time, the age was to be changed from 21 to 18 but this required a constitutional bill to be passe d which did not happen and things remained as they were, completely unchanged. After much ado, the government was formed in Lebanon in the year 2009 but the government could not survive for too long, the same government fell in the year 2011 when 11 ministers who formed an integral part of the government withdrew their support. A lot of other significant developments also took place during 2009 and 2011. In February 2009Â   Lebanon fired two rockets which were aimed towards northern Israel, the two countries have not had the best of relationships in the past and this development made their relationship even worse, they were at loggerheads once again. This event was not the first of its kind, the two countries have been exchanging rocket strikes for quite some time now, this was the third of its kind during 2009. Hezbollah group has been actively involved in such strikes but on that occasion, they clearly came forward and denied any such wrongdoing, Palestinian militant groups are a lso very active in Lebanon and it was believed that they were behind this rocket strike which deteriorated the relationship of Lebanon and Israel even further. This was just the tip of the iceberg, the country faced several other major issues in the year 2009, and its relationship with other Arab countries remained the highlight throughout the year.

Assessing non-parametric or t tests Assignment Example | Topics and Well Written Essays - 1000 words

Assessing non-parametric or t tests - Assignment Example Student’s t-test for single mean is used to test a hypothesis on a specific value of the population mean. It is used to test the null hypothesis against the alternative hypothesis. The t-test for difference of means is used to test the hypothesis that two populations have the same mean. A paired t-test is usually used when the two samples are dependent- this happens when each individual observation of one sample has a unique relationship with a particular member of the other sample. A t-test for correlation coefficient is used for testing an observed sample correlation coefficient (r).Lastly, a t-test for testing significance of regression coefficient is used to test the significance of regression coefficients in linear and multiple regression setups. However no matter the type of t-test you use two assumptions have to be met. These assumptions are that the populations from which the samples are drawn are normal and the population standard deviation is not known. In this resea rch article unpaired t-test was used. Unpaired t-test which is also known as the student's t-test assumes that analyzed data is from a normal distribution. An unpaired test will need two independent groups to be applied and the sample size from the two groups may or may not be equal. In addition to the assumption that the data is from a normal distribution, there is also the assumption that the standard deviation (SD) is approximately the same in both groups. BRIEF DESCRIPTION OF THE STUDY The research study is ‘The Effects of Vitamin B6 on the Liver of Diabetic Rats: A Morphological and Biochemical Study’ which was done by Sehnaz Bolkent, Ozlem Sacan, Ayse Karatug and Refiye Yanardag. It is a biological study where the aim of the research study was to examine the morphological and biochemical results of supplement B6 on liver organ cells of normal and streptozotocin-diabetic mice. A trial diabetic issue was caused by intraperitonal hypodermic injection of streptozotoci n (STZ) in a single amount of 65 mg/kg. Vitamin B6 was applied by subcutaneous hypodermic injection at an amount of 20 mg/kg for 15 times. The degenerative changes in the liver organ cells, biochemical changes in sugar stages and in serum aspartate transaminase (AST), alanine transaminase (ALT) and alkaline phosphatase (ALP) actions were identified. Degenerative changes were seen in the suffering from diabetic issues creatures by light microscopic research. Blood vessels sugar stages, serum AST, ALT and ALP actions improved in the suffering from diabetic issues group. On the other hand, the treatment with supplement B6 for 15 times changed these results. As a result, all of the acquired morphological and biochemical results led to the summary that supplement B6 has a safety effect against diabetic issues. DESCRIPTION AND CRITIQUE OF THE STATISTIC The biological results in this study were evaluated using unpaired t-test. The two variables used were control and control animals given v itamin B6. Both variables were subjected to the same conditions for a specified time of 15 days. The function unpaired test is used to compare two population means. Basically the main aim of this function is to test the null hypothesis that the two population means are equal or the same. The procedure to carrying out an unpaired t-test is first you have to calculate the difference between

Designing a Projectile Launcher

Designing a Projectile Launcher INTRODUCTIONProjectile motion occurs when an object or particle is dropped or is fired at some initial velocity, where it moves along a curved path under the influence of gravity (Splung,2015). It is known that without air resistance the maximum range is achieved at a launch angle of 45 ° and is illustrated below in figure 1, the report will determine whether or not this remains true in real life.      Ã‚   . This report will include a design and construction of a projectile launcher and will investigate the relationship between the range and angle of a projectile. The launcher will use mechanical means to launch the projectile, it will also be able to reset so that the firing technique is identical every time and will be safe for the operator. AIM: To design and construct a projectile launcher that will be used to investigate the relationship between the range of a projectile and its launch angle. HYPOTHESIS: That the projectile will achieve a maximum range with a launch angle of 40 ° including the horizontal force of air resistance.INDEPENDENT VARIABLES: The independent variables is the angle of release, measured in degrees. DEPENDENT VARIABLES: The dependent variable is the range at which the projectile will land. CONTROLLED VARIBALES: The controlled variables are the handball projectile and the height of release. APPARTUS AND MATERIALS: Projectile launcher Handball projectile Sand pit Tape measure Protractor Design and construction of the projectile Launcher PROCEDURE Have projectile launcher on a table one metre above the ground and angle the projectile at 0 ° with a protractor. Load the handball projectile into the launcher and set the projectile in position so that it can be fired by the triggering release. Have the sandpit set up at the distance the projectile will land. Fire the projectile such that it lands in the sandpit and measure with tape measure and record results Repeat steps 1-4, 5 times with the constant height but varying the starting angle each time SAFETY HAZARDS Hazards Precautions/Actions Risk of projectile hitting someone As the projectile is continuously being fired from the launcher it is important for this experiment to be carried out away from other groups. Group members will need to stand away and watch from a safe distance. Also for the operator, in order to shoot the projectile without being injured they should use the projectile as intended and pull the trigger down carefully before letting go. Personal attire should be appropriate for laboratory work Any hanging or loose jewellery should be removed before conducting experiment to minimise chances of getting caught by any parts of the launcher as it can be easy to be caught by the steel pole if operator is not careful. Teacher is to be notified if it gets caught and to safely remove and look for any injuries because of the jewellery. Equipment should be firmly together So that the equipment does not breakdown mid trial and potentially injure someone, the equipment should be put firmly in place with everything intact before conducting any trial. RESULTS Table 1: Table of results Starting angle () Landing range   of projectile trial 1 (m) Landing range of projectile trial 2 (m) Average range (m) 0 2.26 2.30 2.28 20 2.46 2.40   2.43 40 3.06   3.01   3.04   45 2.45 2.94 2.70 50 2.75 2.74 2.75 Figure 3: Relationship between starting angle and average landing range Using the slope formula It is clear from table 1 that for this particular experiment the best angle to achieve maximum It is clear in figure 3 that ashad increased the resistance had also increased, this means that there is an directly proportional relationship between resistance and, indicating that the thicker the wire means less resistance as d2 will be inversely proportional to resistance, which is due to less collisions with thicker wires. Results shown in figure 3 shows little scatter around the trend line. This indicates a high level of precision in the results, indicating that there were minimal random errors. Possible sources of random error that may have reduce the precision of the result is slight misreading values in the protractor and this could have happened due to parallax error. The correct lining of sight needs to be used to avoid parallax error, the exact point is only measured if the mark of the protractor is exactly parallel to the eyes and is difficult to achieve with the human eye, and ultimately cannot be avoided. But According to the graph in figure 3, it is seen that there are no outliers from the trend line, which suggests that this did not happen. If this fault was from parallax error, a way to minimise this error is to have an instrument designed to eliminate this effect by placing a mirrored surface behind the launch angle so the operator can align eyesight with the scale with ease. Another random error is possibly setting up the equipment incorrectly, as having   Ã‚   Possible sources of systematic error that may have reduced the accuracy of the results may possibly have been a problem with the projectile launcher, not having consistency in the velocity at each launch which will affect the range of the projectile, to minimise this error is to have some sort of velocity measurer to keep consistency in the projectile launcher. the process of levelling eye level and where the values are located in the protractor. CONCLUSIONThe aim of this experiment was to design and construct a projectile launcher that will be used to investigate the relationship between the range of a projectile and its launch angle. This was attained by varying the angle of the constructed launcher and firing it at the same height with the same tension every time. It was clear from this experiment that there is a relationship between the angle of release of an object and the landing range and that they had a parabolic relationship. The hypothesis that the projectile will achieve a maximum range with a launch angle of 40 ° including the horizontal force of air resistance, was supported as it is seen in table 1 that the maximum range is achieved when launched at an angle of 40. Sources used: William Shakespeare was born in this house and grew up here with his parents and siblings. He also spent the first five years of his marriage living here with his wife Anne Hathaway. John and Mary Shakespeare were wealthy enough to own the largest house on Henley Street. John Shakespeare lived and worked in this house for fifty years. When he married Mary Arden she came to live with him and they had a total of eight children, William was the third to be born. In 1568 John became the Mayor of Stratford, which was the highest elective office in the town. On Sunday, dressed in his fine red robes, he would have been escorted to Holy Trinity church to attend mass. It was because of his fathers status as Mayor that William was privileged enough to have attended the local grammar school to begin his education. John Shakespeare died in 1601 and as the eldest surviving child, William inherited the house. He leased part of the property and it became an inn called the Maidenhead (and later the Swan and Maidenhead). The inn remained until 1847. When Shakespeare died he left the house to his eldest daughter Susanna, and when she died she left it to her only child, Elizabeth. Although she married twice Elizabeth had no children, so when she died the house fell to a descendant of Joan Hart, one of Shakespeares sisters. The house was owned by the Hart family until the late 18th century, until it went up for sale and was purchased by the Shakespeare Birthplace Trust in 1847. We have cared for it ever since. For the official guidebook of the Shakespeare Birthplace Trust visit our online shop.

Cultural Identity in Education Essay

Nowadays, the problem of cultural identity should not be underestimated. In fact, in the modern globalized world there is a strong trend to losing national identity in the result of the amalgamation of culture, or, to put it more precisely, in the result of the growing impact of western culture on other culture of the world. At the same time, individuals naturally cannot live without identity. This is why willingly or not they develop certain cultural identity under the impact of a variety of internal and external factors that actually shape their personality. In fact, individuals’ identity is inseparable from their personality. Consequently, human relations are, to a significant extent, predetermined by their cultural identity that effects dramatically their communication. As a result, it is always necessary to take into consideration the peculiarities of cultural identity of each individual, especially in education because modern education, being an extremely complicated process, is based on the idea that each individual is unique and his/her needs should be met in the process of education. Cultural identity in the modern world Before discussing cultural identity in the context of education, it is primarily necessary to briefly dwell upon the concept of cultural identity in the modern world. In fact, the modern concept of cultural identity is based on two key elements, notably modern identity implies being alike other people within a group and common categorizing of outward phenomena, such as race or clothes people wear . However, in recent year such an attitude to identity is considered to be simplistic and specialists insist that it should be expanded. Obviously, such a definition of identity implies that cultural identity is basically formed in the process of the development of individual, i. e. it is acquired in the result of social relationships of an individual with other people. In stark contrast, to this position, there is an ultimately opposite view on cultural identity as the product of human nature. To put it more precisely, A. J. Ayer insists that â€Å"the general criteria of personal identity may be solely physical in nature that means that the idnividual’s identity is based on his/her physical identity† . Nowadays, such a view is widely criticized, and Baum for instance, underlines that in the postmodern world identity is becoming reconstructed and redefined and, what is more, â€Å"the problem of identity is one of avoiding a fixed identity and keeping our options open† . Nevertheless, regardless the concept of ‘flexible’ cultural identity it is necessary to underline that that it is still an integral part of the individual’s personality. In actuality, â€Å"we are neither only what we inherit nor only what we acquire but, instead, stem from dynamic relationship between what we inherit and what we acquire† . In this respect, the ‘flexibility’ of cultural identity also implies individual’s freedom which is actually based on what an individual inherits and what he/she acquires . Cultural identity in educational system Obviously, cultural identity is of a paramount importance and its role in education is particularly significant because the individual’s identity is constantly developing and, being submitted to changes, it can affect his/her personality dramatically. At the same time, as cultural identity is shaped in the result of relationships between people, than the education process involves the interaction between people who have different cultural identity, different social and economic background, and whose views may vary significantly. At the same time, it is important to underline that the cultural identity of all agents of the education system, i. e. both educators and learners, is equally important because they constantly mutually influence each other. Also, it is worthy of mention that cultural identity is affected by different factors, including inherit and acquired ones. This is why the cultural identity in the modern education system implies the necessity of the development of such a relationship that would provide the possibility to possibly fuller realize the potential of each individual on the basis of his/her unique cultural identity. Unquestionably, cultural identity is partially inherited since it is quite natural that an individual acquires certain stereotypes, norms and models of behavior from his/her parents and in the course of times such similarity of a child and parents are growing stronger as the child learns more from his/her parents and develops his/her cultural identity. In fact, in such a situation, a child inherits not just traditions and experience of his/her parents but also traditions and experience of the whole people, or culture, and naturally acquires the experience of this culture that has been accumulating for decades and centuries. Furthermore, cultural identity is, to a significant extent, predetermined by social position of the individual and his/her social background. As a result, it is possible to estimate that cultural inheritances of an individual which he/she receives from his/her family, interact with social reality and position of the individual in the community. Consequently, â€Å"it is in these cultural inheritances that much of our identity is constituted and is thus marked by the social class to which we belong† . Also, it should be said that the development of cultural identity occurs in the process of education. It is important to realize that human beings are conscious of the fact that they are affected by their cultural identity and the effects of their social environment that creates opportunities to â€Å"overcome the strength of cultural inheritance† that can occur in the process of education. As a result, it is possible to say that cultural identity can be changed and this change can occur in the process of education. Moreover, to a significant extent, cultural identity is shaped in the process of learning that is a natural process for human beings who are simply programmed to learn. As a result, in the process of learning individuals create their own historical and cultural worlds, which â€Å"are our products, and †¦ we become animals who are permanent inscribed in a process of learning and seeking† . The role of cultural identity in educational process Obviously, as the cultural identity is extremely important in the educational process, it is quite natural that it is necessary to provide individuals with the opportunity to have freedom in the development of their identity. What is more, their own cultural identity should not be by no means discriminated or simply ignored. In stark contrast, in the modern really democratic school, it is necessary to provide all students from different socio-cultural background with equal opportunities. However, in the current situation, it is quite difficult to do because the problem of equal opportunities is extremely serious and not often the cultural aspect is taken into consideration when educators attempt to solve this problem. To put it more precisely, it should be said that different students have different cultural identity. At the same time, there exist the dominant class in the society which plays the primary role in the socio-economic life of society and tend to dominate in the cultural sphere. Naturally, such relations are extrapolated on schools as well. As a result, nowadays, there exist private schools where basically student from upper classes study and there are public schools where students from lower classes prevail . Naturally, in such a situation the teacher-student relationship may be affected dramatically. For instance, teachers representing the middle class could feel inferior to the upper class students in private schools and, in contrast, feel superior in public schools in relation to lower class students. Obviously, such attitudes are totally unacceptable for progressive educators. This is why it is extremely important to develop normal relationship with students with different cultural identity and treat them objectively avoiding revengeful attitude to upper class students or scornful attitude to lower class students. In fact, it is necessary to take into consideration the cultural identity of students and stimulate the development of the conscious and objective position of students in relation to their self-esteem and, thus, change their cultural identity making it more objective. Practically, it means that working with lower class students it is necessary to stimulate their self esteem and make them feel respectful to their own cultural identity. It is not a secret that often the overwhelming majority of students in public schools represent lower class families. Consequently, as the experience shows, their self esteem is quite low and they do not really believe that they can play any important role in the society. In fact, often they feel as if they are outcasts and, as some students believe, if they disappeared, no one would have even noticed their disappearance. In this respect, it is particularly dangerous when teachers ignore their social background and cultural identity since often such students have very peculiar semantics, accents and syntax which do not correspond to the norms of standard language used in the modern education. As a result, the students from lower classes risk of being academically less successful than students from the middle and upper classes and, as a rule, they actually are. On searching possible solutions of such a situation, it is possible to recommend referring to the cultural identity of students that will help better understand their personality and reveal their real skills and abilities. To put it more precisely, they should have a chance to realize their skills and abilities regardless the linguistic specificity. It means that they may use different terms and language to explain different phenomena but they may be correct. Furthermore, in order to improve the position of lower class students with cultural identity which may be characterized as that of outcasts, it is possible to recommend the improvement of the current education policy which actually leads to segregation of public schools for in some scools the percentage of non-white students is reaching 100%, while white students from upper classes often turn to be in a privileged position studying at private schools, for instance. Conclusion Thus, taking into account all above mentioned, it is possible to conclude that nowadays the cultural identity is extremely important and affects the educational process dramatically. It is necessary to underline that in the current situation cultural identity cannot remain fixed, especially in the sphere of education but, instead, should be constantly modified in order to make students conscious of their own cultural identity and that it is not always an objective concept. Moreover, one of the major tasks of progressive educators is to treat students equally and objectively, taking into consideration their cultural identity. What is more, teachers possess certain authority in education process, consequently, they should use it properly in order to avoid revengeful or scornful attitude to students. At the same time, in relation to lower class students, teachers could change the cultural identity of such students for better and improve their self-esteem.

Organizational Culture Essay - 2434 Words

Introduction The concept of organizational cultures was first raised in 1970s, and soon became a fashionable topic. Organizational culture is the shared beliefs, values and behaviours of the group. Theorists of organizations believe that organizational culture represents the pattern of behaviours, values, and beliefs of an organization. Hence, studies around organizational culture have been seen as great helpful and essential for understanding organizations and their behaviours. Additionally, organizational culture has been considered to be an important determinant of organizational success. Therefore, leaders and managers pay more than more attentions on this topic, focusing on constructing and managing organizational cultures. This†¦show more content†¦Deal and Kennedy (1982:21) believe that the core of organizational culture is `Value, which are shared by the members within an organization. And the upper level which is `Behaviour is guided by shared values. The invisible values provide a common direction for all members to behave towards the goal of the organization. Moreover, Schein (1985) has expanded the concept including fundamental assumptions, artefacts and symbols. (Schein 1980; Schein 1985) In Scheins theory, the most visible/outer level is behaviour and artefacts. This is the observable level of cultures, and consists of behaviours patterns and outward cultural manifestations: such as flags, dress codes, myths, stories, products and services, level of technology utilized, type of operations process, and the physical layout of work spaces. These are all visible factors that presenting the cultures of an organization. At the next level of culture are values. 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