Business Intelligence System modeling Essay Example | Topics and Well Written Essays - 1000 words

Business Intelligence System demonstrating - Essay Example So as to stay significant in a serious business condition, an association ought to have a solid change the executives procedure that must impact all divisions inside an association. In this plan of action, the board forms, steady procedures and operational procedures are interlinked to maintain a strategic distance from departmental miscommunication. Centralization of data and information is crucial in guaranteeing suitable dynamic procedure and usage of an organization’s strategy (Tennet &Economic gathering, 2005). Exponential Smooth This framework displaying procedure is basic in making future projections that are fundamental for hazard avoidance and creating monetary techniques that can withstand economi9c stuns. A business might be influenced by financial and money related variables that may prompt swelling. In that capacity, it is significant for any business to create PC programs that can use present execution of a business to distinguish future patterns. One of the fundamental ideas that should be applied is triple exponential smoothing. This business demonstrating procedure considers occasional changes while anticipating conceivable business execution. This method examinations the current business patterns and uses them to make future projections. It considers the time variable (t), succession of best time gauge for occasional change (b), occasional adjustment factor arrangement c1, and the normal extent of the determined pattern (c2) (Tennet &Economic gathering, 2005). Information envelopment Information envelopment upgrades profitability. It is fundamental in the board and cost bookkeeping branch of an association. This method is utilized to gauge the profitable proficiency of dynamic units in the association. Information envelopment uses the cost variable, for example, work cost in scanning for the most reduced unit in some random cost yield so as to advance an effective outskirts. Any association that doesn't have a proficient outskirts is considered as insufficient in a serious business condition. Various factors that incorporate nature of administration, number of workers, and wellbeing of the earth can be broke down and contrasted with different organizations all together with decide techniques that can upgrade business execution. The benefit of this procedure is that it has the capacity of obliging a variety of yields and data sources. It is additionally fundamental in computing productivity by permitting the investigation of yield level and size in deciding effect iveness. Cost the board is fundamental for any business since it expands benefit and limits cost. Since one of the main considerations of any business is to expand benefit, information envelopment is valuable since it advances proficiency of costing methods and creating administrative choice dependent on cost bookkeeping information (Tennet &Economic gathering, 2005). Non straight programming This strategy utilizes scientific enhancement in taking care of non direct issues. It applies equities and imbalances frameworks in deciding long haul business endurance methodologies. This method is fundamental in estimating an organization’s salary explanation to decide its productivity. In a run of the mill non-raised issue, it very well may be utilized to enhance a particular cost among various types of costs to decide one that is practical. For example, it can limit transport cost by choosing a vehicle framework that is practical. This procedure is

Arpanet :: essays research papers

The USSR dispatches Sputnik, the principal counterfeit earth satellite. In the late 1960's the U.S. military was urgently terrified of an atomic assault from the Soviet Union. The US framed the Advanced Research Projects Agency (ARPA) inside the Department of Defense to set up a bombproof system to interface army installations. ARPANET's physical arrange was built up in 1969 to empower colleges and research associations to trade data openly. The initial two hubs that shaped the ARPANET were UCLA and the Stanford Research Institute, not long after the University of Utah was added to ARPANET. The Network Control Protocol (NCP) was at first utilized as the ARPANET convention, starting in 1970. By 1971, a sum of 23 hosts at 15 areas were associated with the ARPANET. The following year, the main worldwide associations happened, connecting the University School of London (UK) and the Royal Radar Establishment (Norway) to the ARPANET. The way ARPANET was set up is so that on the off chance that one of the system joins got upset by foe assault, the traffic on it could consequently be rerouted to different connections. Luckily, the Net once in a while has gone under adversary assault. During the 1970s, ARPA too supported further investigation into the uses of parcel exchanging innovations. This included stretching out parcel changing to ships adrift and ground versatile units and the utilization of radio for parcel exchanging. Ethernet was made over the span of investigation into the utilization of radio for parcel exchanging, and it was discovered that coaxial link could bolster the development of information at very quick paces. The advancement of Ethernet was essential to the development of neighborhood systems. The accomplishment of ARPANET made it hard to oversee, especially with the enormous and developing number of college destinations on it. So it was broken into two sections. The two sections comprised of MILNET, which had the military destinations, and the new, littler ARPANET, which had the nonmilitary destinations. On January 1,1983, each machine associated with ARPANET needed to use TCP/IP. TCP/IP turned into the center Internet convention and supplanted NCP (old ARPANET language) totally. On account of TCP/IP MILNET and ARPANET stayed associated through a specialized plan called IP (Internet Protocol); which empowers traffic to be steered from one system to another as important. All the systems associated with the Internet speak IP, so they all can trade messages. Despite the fact that there were just two systems around then, IP was intended to take into account a huge number of systems. A bizarre reality about the IP configuration is that each PC on an IP organize is similarly as skilled as some other, so any

Why Study Energy at SIPA COLUMBIA UNIVERSITY - SIPA Admissions Blog

Why Study Energy at SIPA COLUMBIA UNIVERSITY - SIPA Admissions Blog If you ever wonder when renewables will play a larger role in America’s energy mix? How does fracking impact our social ecological and financial systems? Will the U.S. export Liquefied Natural Gas (LNG) or curtail its oil consumption in the coming years? If you are interested in answering these questions and pursuing a career in the energy industry, then SIPA is the right place for you. SIPA’s Energy and Environment concentration is shaping up to be one of the most comprehensive energy programs in the country. The concentration is designed to give students a nuanced understanding of global and domestic energy policies and provides a rigorous training on energy fundamentals and global energy markets. Students admitted into the program are required to take a combination of policy and finance classes that provide the necessary training to solve complex energy issues. From professor Travis Bradford’s Energy System Fundamentals course, to Jonathan Chanis’ Geopolitics of Oil and Natural Gas, energy classes at SIPA prepare students for real world challenges. In these classes you learn about the important role finance and economics play in shaping our energy landscape and how policy influences our decision making as consumers. The program’s leadership clearly understands that students need to walk away with a tangible skill set and require that energy concentrators take other classes such as Corporate Finance, The Economics of Energy, Energy Modeling, U.S. Energy Policy, all of which are classes that build on the foundational principles of the energy sector. As a complement to classroom learning, SIPA recently launched the Center on Global Energy Policy. This center serves a platform for students to exchange ideas with some of the industry’s leading experts. Jason Bordoff, the center’s current director and former Senior Advisor to President Barack Obama, has managed to bring high caliber speakers such as Ernest Moniz, U.S. Secretary of Energy; Ryan Lance, CEO of Conoco Phillips; Mayor Michael Bloomberg, among others. Other prominent speakers such as Carlos Pascual, Special Envoy and Coordinator for International Energy Affairs, U.S. State Department and Irik Wærness, Chief Economist, Statoil are slated to address SIPA’s student body in the coming months. But the effort to create the nation’s top energy program is not just being led by the SIPA administration. Students also play a critical role in enriching the Energy and Environment program. The student run organization, SEA does an outstanding job at organizing weekly roundtable discussions with industry experts. The hour-long interactions offer students the opportunity to directly engage and network with energy practitioners and better understand how classroom concepts apply to the real world, which adds tremendous value to the student experience. As the world continues to struggle with global energy issues, many elements tied to the energy sector will remain unclear to us, from policy uncertainties, to technological advancements, to developing responsible business practices. In midst of all this ambiguity, one thing is clear to me, and that is SIPA’s commitment to training tomorrow’s energy leaders and attracting the world’s most talented minds.  The amount of resources and human energy invested in this program will make SIPA the premiere school to study energy issues in the coming years. The question the administration will have to answer, is can SIPA train enough students before major industry decisions are made in the next 10 to 15 years?

The Wisdom Of Learning And Drive - 1657 Words

The Wisdom of Learning to Drive Learning something new can be a frightening experience; especially for a sixteen year old high school student who has not really experienced life until now; yet, I was filled with an enormous amount of anticipation and eagerness as I learned to drive for the first time. Without a doubt I had a lot of fears, I would wreck the car, resting in the back of my mind. Months earlier, I had read a report published in a magazine, and I knew that statistically one out every three teens has an accident in the course of their first year of driving, but I was determined not to be one of those statistics on my first day. I kept telling myself â€Å"I am not going to crash; I am not going to crash; I am not going to crash.† I was trying to convince myself there was nothing to it, that driving was easy, but I knew there was no way around it; I had to overcome my fears in order to gain my independence and freedom. The ability to drive myself places would give me my individuality, even if I did have to have an adult passenger with me while driving. But to a sixteen year old kid; if I could drive I would be free to navigate the world, and the possibilities would be endless. I would transcend into adulthood. Determined to show my mother that I was ready to take the car and adventure out on my own; I climbed into the driver seat of our four door white Toyota Corolla and slammed the door behind me. I fastened my seat beat across me. I felt really self-assured as IShow MoreRelated The Relation Between Learning and Wisdom796 Words   |  4 PagesRelation Between Learning and Wisdom nbsp; But arent love of learning and love of wisdom the same? Socrates asks Glaucon in Book II of Platos Republic. Yes, the same, Glaucon answers. And the dialogue passes on to the next point. Today, outside utopia one might question whether these two are the same, since we so often see the one pursued in the absence of the other. In an essay of no more than 750 words, take up the problem of the relation between learning and wisdom. nbsp; For manyRead MoreHow Can Love Saves One From Death?877 Words   |  4 Pagestricking the mind and soul into believing that happiness will be permanent once it has been achieved when in fact it never truly can be. It creates a frustration that in turn drives the lover to love and the beloved to learn from the lover. Thus, the truest, perhaps most immortal love can be achieved only through the love of wisdom and virtue instead of happiness. The idea that loving only one person almost never results complete spiritual satisfaction can be understood by considering the dire implicationsRead MoreBlue Ocean Strategy1658 Words   |  7 Pagesfor a Chinese project; the project named Wisdom online focus on the E-learning of English teaching in China. 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I personally agree with Tom Robbins when he describes the six qualities needed for wisdom. For instance, in the novelRead More Mind Muscle Vs. Mind Mush1680 Words   |  7 Pagesthe masses are utterly contemptible. They are incapable of abstract thinking and uninterested in any fact outside the circle of their immediate experience. Their behavior is determined, not by knowledge and reason, but by feelings and unconscious drives. (Huxley, 1958, p.3) If Hitler looked at mankind today with his opinion be the same? Would he succeed at moving the masses to the deplorable deeds as he once succeeded in doing? The instinctive answer would be no, of course not; but, there exist

Essay on Workplace Violence - 1670 Words

According to the Bureau of Justice Statistics (BIS), workplace violence affects 1.7 million people each year. The Bureau of Labor Statistics’ Census of Fatal Occupational Injuries (CFOI) reported 11,613 workplace homicide victims between 1992 and 2006. Averaging just under 800 homicides per year, the largest number of homicides in one year occurred in 1994, while the lowest number occurred in 2006 (CDC). This has become a serious concern and companies now have to take a stand to protect their employees as well as the organization. Workplace violence can have a damaging effect on a company. A company can suffer serious implications if they don’t introduce policies in the workplace that protect employees from becoming a target. Families†¦show more content†¦When someone is pushed against a wall, the potential to detonate is high. Everyone have their limits; however, this does not validate the right to go around shooting and killing people. Even though there are times that the burden might seem too hard to bear, there are always other avenues to consider. Sometimes there are fundamental issues that might affect individuals that cause them to ignite. The existing state of the economy has definitely affected people in a negative manner. There have been a considerable amount of lay-offs due to the current recession. This in itself can affect someone’s state of mind and cause them to retaliate against a company. People are at their boiling points and have no outlet or means of income. Financial or emotional stress can limit a person’s ability to deal with problems. Every day we are informed of the rise in unemployment and the inability to get jobs. Dissatisfied employee’s may return to his or her former place of employment after being terminated and commit murder or some other violent act. A number of these employees are upset because they have no job, finances, or means of income to support their loved ones. Some may ask c an you blame them. This type of violence is displayed daily. A perfect example of this type of violence occurred at a Publix store in March 2010. A supermarket meat cutter was shot and killed in his car outside the store by aShow MoreRelatedWorkplace Violence And The Workplace2844 Words   |  12 PagesWorkplace Violence statics across the United States of America have been on a steady rise each year since the early 1990’s. Reports have consistently shown in recent years that than an average of 500 homicides and 1.5 million assaults occur each year in America, in the workplace. With those types of statics on the rise in America it’s clear that a Workplace Violence Program is essential to the health, welfare, safety, and security of our employees in the workplace. 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Workplace Violence accounted for more than two (2) million violent Crimes annually from 1992-1997 (Kaufer 1-2). In this research paper I will provide an overview of workplace violenceRead MoreEssay on Workplace Violence620 Words   |  3 PagesWorkplace Violence Workplace violence can be defined as any action that can threaten the safety of an employee, impact the employees psychological or physical well being, or cause damage to a companys property. Workplace violence is not often talked about, but it does kill people. In the last decade it has become one of the leading causes of deaths in the workplace. The University

Nietzsche on Power Free Essays

The rise of science placed a strain on religion’s ability to retain its credence. Science had demonstrated an unprecedented ability to explain concepts that were once mysteries. This ability began to efface the dominion and power of the Christian God, and this led to the existentialist idea that man lives alone in the world and must rely only on himself. We will write a custom essay sample on Nietzsche on Power or any similar topic only for you Order Now According to Nietzsche, this occurrence places power squarely in the hands of man, and the possession of this power leaves him with the ability to exert it over himself as well as others. One of the main ideas behind Nietzsche’s works is that the human individual constantly intends and strives toward wielding this power over others. Even actions that appear altruistic are really sparked by a rooted desire to control the person for whom the act is performed. Nietzsche advocates the fundamental egoism of all persons, declaring the focus of all human conceptions to be centered on the desire of that particular individual to dominate in a given situation. Even the evolutionary aspects of man’s position within the environment manifests the individual’s need to wield power: growth from youth to adulthood involves an increase of power and a decrease in subordination; the desire for upward social mobility represents this as well. According to Nietzsche, the need for power is an instinctive drive that is the end for which all pleasure-seeking actions strive. Yet Nietzsche also identified a need that humans have to control themselves—and this he conceived as the desire for internal power. Here is where Nietzsche’s truest interest in power lay. These themes can be demonstrated in his use of aphor isms and elaborations of these throughout his works Daybreak, the Gay Science, Beyond Good and Evil, and the Will to Power. The Judeo-Christian antagonism (indeed the antagonism of all religions) represents one example on earth of the power relations (struggle) of which Nietzsche writes. In Daybreak, he writes: â€Å"the ship of Christianity threw overboard a good deal of its Jewish ballast† (40). Ironically, the idea represented in the aphorism â€Å"God is dead† describes the modern scientific supplanting of the Judeo-Christian view that God is ultimately responsible for the molding of the individual (Zupancic, 6). The scientific explanations of the universe—the Copernican revolution which challenged and toppled the geocentric view—weakened the idea that the anthropomorphic God was any longer (or ever was) in charge of the destiny of the universe. Essentially one of Nietzsche’s â€Å"power relations,† this struggle left each individual entity on the earth dependent on its own actions to take it through time. This has become one of the catalytic ideas that gave birth to the notion of internal power that drives man. This power has been expressed by Nietzsche in the form of self mastery, which develops in a complicated cycle, both as a result of and in accordance with the instinct. Though this important instinct arises out of the inward self-creation of the man, Nietzsche also acknowledges another type of instinct that drives men toward a different kind of power: domination. In the work The Will to Power Nietzsche points out the symbolism that can be found in the how states and societies have been constituted. The drive for power, he writes, undergirds the hierarchical nature of the organizations within each state. Societal classes demonstrate ways in which people have succeeded in gaining power over others. This again identifies another concrete example of power relations within the human world. The members of higher classes (which have acquired wealth) dominate in a situation where the other members of society look to them for their wages. Money represents buying power, without which people cannot live. By this reasoning, individuals who acquire their wages from these powerful members of the upper class look toward these moguls for their very sustenance. This is the manifestation of the power that, according to Nietzsche, all men instinctively seek. Yet even in this example where people appear to seek mastery over others, one can detect an example of the desire for internal power. Persons who must do the bidding of the rich in order to gain hold of the buying power that facilitates their continued existence—these persons recognize that others exert power over them. Their desire for upward mobility represents a desire to have that control returned to them, and this appears to be possible only simultaneously with having the power to control others. This can thus be seen as a dual drive toward dominance and independence. In Nietzsche’s opinion it is this self-mastery that represents the truest power. The picture of the ascetic monk who denies himself physical and aesthetic pleasures for the purpose of subduing his desires and mastering himself demonstrates more power than the warriors who plunder other tribes and nations. On a deeper level, Nietzsche describes the inner workings of the human mind as a conflict of several wills that compete for power within the individual. He writes the following: â€Å"Suppose nothing else were ‘given’ as real except our world of desires and passions, and we could   not get down, or up, to any other ‘reality’ besides the reality of our drives–for thinking is merely a relation of these drives to each other† (Beyond, 36). People’s wills (or desires) often conflict with each other, and thoughts, Nietzsche explains, are the vehicles of the desires; it is via thought that desires identify themselves, and the mind is their battlefield. The ability to master oneself is essentially the ability of one thought to rise up and become the dominant will, mastering all the others. Nietzsche expresses this idea also in his book Beyond Good and Evil, the title of which is essentially a description of the heights attained by those who have achieved the highest level of self mastery. He writes that such a person becomes â€Å"the man Beyond Good and Evil, the master of his virtues, the superabundant of will† (Beyond, 212). His will to create himself overflows, and he finds his own way toward morality and virtue through his own journey of self discovery. This journey involves a complex interplay of consciousness, subconsciousness, and instinct. Instinct comes about through a process in which consciousness of the outside world gathers knowledge that is taken in and absorbed into the mind in a kind of internalization process. The depth at which these internalized principles rest within the individual causes them to rank higher than the prevailing principles of the day. And the fact that the individual creates them him/herself places him or her in the powerful position of self-master. The hierarchical nature of the instincts themselves determines a way in which Nietzsche classes men according to their degree of control over themselves. The person who has attained an existence beyond good and evil is said to be supramoral, and this is the one who has fortified his internal power. It is in comparison to this person that Nietzsche is driven to classify lesser men. Such men are those who might be seen as stuck in the routines of life. They are bound by a herding instinct that is inherited rather than created. This hereditary instinct comes into the possession of not one but a plethora of individuals whose behaviors begin to demonstrate that they can no longer accurately be called individuals. They possess no mastery over themselves that allows them to create their own being with its own virtues and morals to dictate or inform their actions. Instead, their actions and motives are carbon copies of a million others who have, like themselves, passively accepted the norms of their society. Nietzsche’s idea of self-mastery and individualism is again made visible in his declaration that societies have caused passions to be laid to rest, whereas individuals who have distinguished themselves by developing internal power have contributed to the progress of the human race. He expresses this idea in the passage, Nowadays there is a profoundly erroneous moral doctrine that is celebrated especially in England: this holds that judgements of ‘good’ and ‘evil’ sum up experiences of what is ‘expedient’ and ‘inexpedient.’ One holds that what is called good preserves the species, while what is called evil harms the species. In truth, however, the evil instincts are expedient, species-preserving, and indispensable to as high a degree as the good ones; their function is merely different (The Gay Science, 74). Even evil persons, Nietzsche explains, have done more good for humanity than society itself with all its conformity and low-tiered hierarchical power. He argues that even powerful (though evil) individuals have given others something worthwhile: they have provided the means of comparing and contrasting between extremes in ways that perform dialectically to take knowledge and morals to higher heights. These persons who have instinctively created their own morals through a systematic mastery of themselves give more power to humanity than those who conform and expend no energy in the pursuit of more powerful selves. The empowered individuals have done this through adding to the variety of knowledge (of good and evil) and creating new avenues and alternatives for self-mastering persons. Nietzsche’s regard for what he considered the power of the self-mastering individual eclipsed that of what he viewed as the general power struggle that often ensued from power relations. The self-made individual demonstrates an industry through which he is able to create his own morals and fabricate the instinct that will lead him toward those morals. Such a man Nietzsche considers to have transcended good and evil by entering into a morality created at first through consciousness, but later sublimely through the subconscious. This man, in Nietzsche’s opinion, has truly achieved power of a type that goes beyond the mere control of others, as it has attained the much more difficult goal of self-control. Works Cited Nietzsche, Friedrich. Beyond Good and Evil. 1886. trans. R.J. Hollingdale. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Penguin, 1973. —. Daybreak: Thoughts on the Prejudices of Morality. (Cambridge Texts in the History   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of Philosophy. Cambridge: Cambridge UP, 2003. —. The Gay Science: with a Prelude in Rhymes and an Appendix of Songs. New York:    Vintage/Random House, 1974. —. The Will to Power. 1888. trans. Walter Kaufman and R.J. Hollingdale. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Vintage Books, 1967. Zupancic, Alenka. The Shortest Shadow: Nietzsche’s Philosophy of the Two (Short   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Circuits). Cambridge: MIT, 2003 How to cite Nietzsche on Power, Essay examples Nietzsche on Power Free Essays The rise of science placed a strain on religion’s ability to retain its credence. Science had demonstrated an unprecedented ability to explain concepts that were once mysteries. This ability began to efface the dominion and power of the Christian God, and this led to the existentialist idea that man lives alone in the world and must rely only on himself. We will write a custom essay sample on Nietzsche on Power or any similar topic only for you Order Now According to Nietzsche, this occurrence places power squarely in the hands of man, and the possession of this power leaves him with the ability to exert it over himself as well as others. One of the main ideas behind Nietzsche’s works is that the human individual constantly intends and strives toward wielding this power over others. Even actions that appear altruistic are really sparked by a rooted desire to control the person for whom the act is performed. Nietzsche advocates the fundamental egoism of all persons, declaring the focus of all human conceptions to be centered on the desire of that particular individual to dominate in a given situation. Even the evolutionary aspects of man’s position within the environment manifests the individual’s need to wield power: growth from youth to adulthood involves an increase of power and a decrease in subordination; the desire for upward social mobility represents this as well. According to Nietzsche, the need for power is an instinctive drive that is the end for which all pleasure-seeking actions strive. Yet Nietzsche also identified a need that humans have to control themselves—and this he conceived as the desire for internal power. Here is where Nietzsche’s truest interest in power lay. These themes can be demonstrated in his use of aphorisms and elaborations of these throughout his works Daybreak, the Gay Science, Beyond Good and Evil, and the Will to Power. The Judeo-Christian antagonism (indeed the antagonism of all religions) represents one example on earth of the power relations (struggle) of which Nietzsche writes. In Daybreak, he writes: â€Å"the ship of Christianity threw overboard a good deal of its Jewish ballast† (40). Ironically, the idea represented in the aphorism â€Å"God is dead† describes the modern scientific supplanting of the Judeo-Christian view that God is ultimately responsible for the molding of the individual (Zupancic, 6). The scientific explanations of the universe—the Copernican revolution which challenged and toppled the geocentric view—weakened the idea that the anthropomorphic God was any longer (or ever was) in charge of the destiny of the universe. Essentially one of Nietzsche’s â€Å"power relations,† this struggle left each individual entity on the earth dependent on its own actions to take it through time. This has become one of the catalytic ideas that gave birth to the notion of internal power that drives man. This power has been expressed by Nietzsche in the form of self mastery, which develops in a complicated cycle, both as a result of and in accordance with the instinct. Though this important instinct arises out of the inward self-creation of the man, Nietzsche also acknowledges another type of instinct that drives men toward a different kind of power: domination. In the work The Will to Power Nietzsche points out the symbolism that can be found in the how states and societies have been constituted. The drive for power, he writes, undergirds the hierarchical nature of the organizations within each state. Societal classes demonstrate ways in which people have succeeded in gaining power over others. This again identifies another concrete example of power relations within the human world. The members of higher classes (which have acquired wealth) dominate in a situation where the other members of society look to them for their wages. Money represents buying power, without which people cannot live. By this reasoning, individuals who acquire their wages from these powerful members of the upper class look toward these moguls for their very sustenance. This is the manifestation of the power that, according to Nietzsche, all men instinctively seek. Yet even in this example where people appear to seek mastery over others, one can detect an example of the desire for internal power. Persons who must do the bidding of the rich in order to gain hold of the buying power that facilitates their continued existence—these persons recognize that others exert power over them. Their desire for upward mobility represents a desire to have that control returned to them, and this appears to be possible only simultaneously with having the power to control others. This can thus be seen as a dual drive toward dominance and independence. In Nietzsche’s opinion it is this self-mastery that represents the truest power. The picture of the ascetic monk who denies himself physical and aesthetic pleasures for the purpose of subduing his desires and mastering himself demonstrates more power than the warriors who plunder other tribes and nations. On a deeper level, Nietzsche describes the inner workings of the human mind as a conflict of several wills that compete for power within the individual. He writes the following: â€Å"Suppose nothing else were ‘given’ as real except our world of desires and passions, and we could   not get down, or up, to any other ‘reality’ besides the reality of our drives–for thinking is merely a relation of these drives to each other† (Beyond, 36). People’s wills (or desires) often conflict with each other, and thoughts, Nietzsche explains, are the vehicles of the desires; it is via thought that desires identify themselves, and the mind is their battlefield. The ability to master oneself is essentially the ability of one thought to rise up and become the dominant will, mastering all the others. Nietzsche expresses this idea also in his book Beyond Good and Evil, the title of which is essentially a description of the heights attained by those who have achieved the highest level of self mastery. He writes that such a person becomes â€Å"the man Beyond Good and Evil, the master of his virtues, the superabundant of will† (Beyond, 212). His will to create himself overflows, and he finds his own way toward morality and virtue through his own journey of self discovery. This journey involves a complex interplay of consciousness, subconsciousness, and instinct. Instinct comes about through a process in which consciousness of the outside world gathers knowledge that is taken in and absorbed into the mind in a kind of internalization process. The depth at which these internalized principles rest within the individual causes them to rank higher than the prevailing principles of the day. And the fact that the individual creates them him/herself places him or her in the powerful position of self-master. The hierarchical nature of the instincts themselves determines a way in which Nietzsche classes men according to their degree of control over themselves. The person who has attained an existence beyond good and evil is said to be supramoral, and this is the one who has fortified his internal power. It is in comparison to this person that Nietzsche is driven to classify lesser men. Such men are those who might be seen as stuck in the routines of life. They are bound by a herding instinct that is inherited rather than created. This hereditary instinct comes into the possession of not one but a plethora of individuals whose behaviors begin to demonstrate that they can no longer accurately be called individuals. They possess no mastery over themselves that allows them to create their own being with its own virtues and morals to dictate or inform their actions. Instead, their actions and motives are carbon copies of a million others who have, like themselves, passively accepted the norms of their society. Nietzsche’s idea of self-mastery and individualism is again made visible in his declaration that societies have caused passions to be laid to rest, whereas individuals who have distinguished themselves by developing internal power have contributed to the progress of the human race. He expresses this idea in the passage, Nowadays there is a profoundly erroneous moral doctrine that is celebrated especially in England: this holds that judgements of ‘good’ and ‘evil’ sum up experiences of what is ‘expedient’ and ‘inexpedient.’ One holds that what is called good preserves the species, while what is called evil harms the species. In truth, however, the evil instincts are expedient, species-preserving, and indispensable to as high a degree as the good ones; their function is merely different (The Gay Science, 74). Even evil persons, Nietzsche explains, have done more good for humanity than society itself with all its conformity and low-tiered hierarchical power. He argues that even powerful (though evil) individuals have given others something worthwhile: they have provided the means of comparing and contrasting between extremes in ways that perform dialectically to take knowledge and morals to higher heights. These persons who have instinctively created their own morals through a systematic mastery of themselves give more power to humanity than those who conform and expend no energy in the pursuit of more powerful selves. The empowered individuals have done this through adding to the variety of knowledge (of good and evil) and creating new avenues and alternatives for self-mastering persons. Nietzsche’s regard for what he considered the power of the self-mastering individual eclipsed that of what he viewed as the general power struggle that often ensued from power relations. The self-made individual demonstrates an industry through which he is able to create his own morals and fabricate the instinct that will lead him toward those morals. Such a man Nietzsche considers to have transcended good and evil by entering into a morality created at first through consciousness, but later sublimely through the subconscious. This man, in Nietzsche’s opinion, has truly achieved power of a type that goes beyond the mere control of others, as it has attained the much more difficult goal of self-control. Works Cited Nietzsche, Friedrich. Beyond Good and Evil. 1886. trans. R.J. Hollingdale. New York:    Penguin, 1973. Daybreak: Thoughts on the Prejudices of Morality. (Cambridge Texts in the History    of Philosophy. Cambridge: Cambridge UP, 2003. The Gay Science: with a Prelude in Rhymes and an Appendix of Songs. New York:    Vintage/Random House, 1974. The Will to Power. 1888. trans. Walter Kaufman and R.J. Hollingdale. New York:   Ã‚   Vintage Books, 1967. Zupancic, Alenka. The Shortest Shadow: Nietzsche’s Philosophy of the Two (Short Circuits). Cambridge: MIT, 2003 How to cite Nietzsche on Power, Essay examples

Robert Frost Essays (730 words) - Robert Frost, Birches,

Robert Frost There are probably three things that account for Robert Frosts poetry. In his poems, he uses familiar subjects, like nature, people doing everyday things and simple language to express his thought. His poems may be easy to read, but not necessarily easy to understand. Almost all of Frosts poems are hiding a secret message. He easily can say two things at the same time. For example, in The Road Not Taken, Frost talks about being a traveler, but the hidden message is about decisions in life. In lines 19 and 20, he expresses that he did the right thing, by choosing to go down the path that made the difference. Also, in Birches, lines 48-59, it shows that the poem is about being carefree. Frost wishes he could be like the boy swinging from the birch trees. The poem sets the picture of a boy swinging from the tree branches, but he really is talking about being carefree. He says that earth is the right place for love. He says that he doesnt know where he would like to go better, but he would like to go swinging from the birches. Another example of symbolic description comes from the poem, Desert Places; he talks about how he will not be scared of the desert places, but of the loneliness. He is scared of his own loneliness, his own desert places. Most of Frosts poems are about nature. All three of the mentioned poems are about nature. In The Road Not Taken, he talks of the woods and paths to follow (line1). Also, in Birches, he talks of the birch tree, and winter mornings (line 7). He also talks about rain and snow (line8-11). In Desert Places, he talks of woods and snow covering the ground (line 1-5). He shows the relationship between nature and humans. As in Tree at My Window, the beginning of the poem shows the intersection between humans and nature (lines 3-12). But the end suggests there are differences that separate them (lines 13-16). In Birches, he talks of the trees and sunny winter mornings (line 7). He also talks of the suns warmth, and how it melts the snow (line 10-12). The poem, Desert Places, talks of snow falling into a field, and covering the weeds (line 1-4). It also talks about animals lairs being smothered in the snow (line 5-6). Which is ironic considering that deserts are hot, and it does not snow there. Frosts simple, yet creative language is used in two ways. He can stir up your worst fears, or provoke a fantasy. The reader can put to terms our own fearful fantasy. In Once by the Pacific, he uses a scheme of starting with a storm, but it turns out to be more than just a storm (line 1-5). It turns out to be mysterious, because something doesnt like the way the shore is backed by the cliff, or the way the continent backs the cliff (line 7-9). It even gets more mysterious in the lines that follow; it talks of dark intent (line 10). It said someone should prepare for rage, because more than ocean water will be broken (line12). Frost uses simple word to describe some complicated things. He takes the fears within himself and distributes them into the environment all around him. The words he uses are easier to understand than other poets words are. Reading a poem by Frost is not as confusing as some poets, but trying to understand the hidden meanings are the most difficult. Trying to figure out any poem is difficult, but Frosts are unique. Bibliography Frost, Robert. Birches. Literature:Reading Fiction,Poetry,Drama, and The Essay. Robert DiYanni. Boston:McGraw,1998. 669-70. --Desert Places. Literature:Reading Fiction,Poetry,Drama, and the Essay. Robert DiYanni. Boston:McGraw, 1998. 679. --Once by the Pacific.Literature:Reading Fiction, Poetry, Drama and the Essay. Robert DiYanni. Boston:McGraw, 1998. 676. --The Road Not Taken. Literature:Reading Fiction,Poetry,Drama,and the Essay. Robert DiYanni. Boston:McGraw, 1998. 513. --Tree at my Window. Literature:Reading Fiction,Poetry,Drama,and the Essay. Robert DiYanni. Boston:McGraw, 1998. 677.

An Inspirational Answer to an Unanswerable Question Essays

An Inspirational Answer to an Unanswerable Question Essays An Inspirational Answer to an Unanswerable Question Essay An Inspirational Answer to an Unanswerable Question Essay English 10 Honors 6 May 2013 An Inspirational Answer to an Unanswerable Question It is a well-known fact that the universe is constantly changing. Throughout history, empires have risen and fallen with peoples created and destroyed. Weve seen the best of times and the worst of times, yet the concept of society has remained much the same. But what happens when that social hierarchy is due for a change? Many weeks of research has led to the conclusion that anyone can change society if they stand together and stand strong. At least once in a childs life they are told that they can do anything they set their mind too, and, according to my research, this may not be far off the mark. When looking at societal changes, I found that generally the ones who made the most impact were what wed call the underdog. My first artifact, a list compiled of the top six influential inventions made by teenagers, taught me that change can easily break through any barriers, such as age. For example, the comic that would eventually become known as Superman, an icon for Justice, was drawn by two teens in the back of a high school math class. Not only have comic book enthusiasts felt the impact of managers, but an entire nation as well, such as in the case of Robert Heft. Heft, who was barely seventeen when he entered his design for the American flag into a contest, went on to beat out over 1,500 candidates. His achievement is now flown all over the country. Sam Colt came in as number four on this list for creating the very first revolver. His story stood out the most because, unlike the others, he persevered through many failures and ultimately ended up creating something that would have a negative impact on society. Like all of these teenagers at the time, Colt had no idea he outcome of his invention would be so great or last so long. They didnt understand the importance of what they were making, or how many people they would affect. These six young inventors simply did, and I believe that is who will change society. The people who take chances and are passionate about what they do and say. An unspoken word is a missed opportunity, which explains why teenagers end up being the ones who make the greatest impact, because they speak their minds freely. Yet it is not only the young people who surprised me by their willingness to dive into the rigorous process of overthrowing society. The novel 1984 by George Orwell features 39-year-old Winston Smith, who is anything but in his golden years. He is described as old, frail, and rather sickly, yet when the opportunity to Join an underground revolt against the dystrophy government arises, he doesnt waste anytime Jumping on board. Winston not only showed me that you dont have to be a young, healthy person to Join something bigger than yourself; he also got me thinking that you dont have to be alone either. This string of thought led to my final conclusion on the how component of the question how can we change society? Henry Ford once said Coming together is a beginning, keeping together is by working together, can people achieve greatness. When researching my second artifact, a picture of Occupy Wall Street protestors, it became clear that the key was in the participants. Violent or non-violent, successful or unsuccessful, a protest isnt a protest without the people involved. In the case of Occupy Wall Street, the demonstration wasnt as big of a breakthrough as was hoped, yet still successful in my book due to the attention it brought to its cause. Occupy Wall Street caught my ye because of the sheer amount of people who showed up to camp out. They recognized a common goal and stuck together, which is why many people are still talking about this protest. Even though this particular event didnt change the course of history, many others of its kind did. The March on Washington, attended by Martin Luther King Jar. Myself, was a protest for civil rights and a huge step forward in the fight for equality. It was one of the biggest protests of its time, including over 250,000 participants, and was the first organized protest to be covered on a national scale. Like Occupy Wall Street, March on Washington gained this attention from the staggering number of people standing together. All walks of life Joined forces to participate in these events, and have been doing so for centuries. All around the world societies are changed when people band together. Logically, as much as unity can move a society forward, a lack of it can keep one stuck in place as well. This point is made clear in the novel 1984, where a corrupt dictatorship rules. They only needed to rise up and shake themselves like a horse shaking off flies. If they chose, hey could blow the Party to pieces tomorrow morning (Wells 77). This quote is main character Winston Smith speaking of his frustration in the fact that the government still controls people who could easily rise against them if they only realized their power. Analyzing this dystrophy society and reading about the controlling government gave me insight to my counterargument and led me to my third, and final, artifact. Supposedly, our government was made by the people, for the people, yet some of my research has pointed to the conclusion that the powerful people in our nation are the only ones who can change society, whether society wants the change or not. Things such as wars and international conflicts have been forced upon citizens of all nations by the select few that sit at the head of power. Bob Dylan, a famous protestor/song writer and author of my artifact Masters of War, expresses his hatred for the government as the United States heads into the Cold War. He describes government officials as weak, cowards who fasten all the triggers, for others to fire, (Dylan). Yet even an activist like Dylan knows that all the songs in the roll couldnt change the fact that, in the end, we answer to the government. In times of war, our hatred is shifted towards a common enemy and we seem to forget who got us into the mess in the first place. Meanwhile, the government can run the show however they want. Even Bob Dylan, who claims that the people can rise up at any time, gives the government immense power in his songs as he says, muff play with my world, like its your little toy (Dylan). As much as I disagree with this view, this theme has shown up in history many times. People such as Hitler and the Nazis ND President Johnson and the Vietnam War display some of the best examples of a singular person in charge who led entire nations into conflicts they didnt understand or agree with. This kind of power yielded by one person can prove detrimental, yet it more people are standing together against corrupt governments, thus proving this counterargument outdated and Just plain wrong. Every person starts out their life believing they will be the one to make a difference, yet it is this thought that will keep them from achieving that very goal. It has become clear that when searching for the who in who can change society, we arent looking for a powerful person, Just someone who has the heart to keep pressing forward. And when searching for the how in how can we change society, it is not an event that changes the course of history, but that one common goal that unites a group of people. Not only has my research given me an answer to what was once thought of as an unanswerable question, it has also given me hope for the future and a renewed belief in my generations power. The only question left to answer is who will take a stand next, and what will we do with the power that follows.

My Favorite Qubcois Canadian French Expressions

My Favorite Qubcois Canadian French Expressions As Quebec French language is very rich and full of nuances, it is difficult to choose a few representative phrases. Nevertheless, after much debate, this is my top list. These expressions are difficult to translate, so make sure you read the example to really get the meaning. I also added the French from France equivalent whenever I could. Enjoy! Michel is French and Canadian. He lives in the gorgeous island of Belle-Isle in Brittany where he offers  French immersion. He also taught at McGill in Montreal where he also spends a few months each year. 1 -  Avoir de la misà ¨reJ’ai ben d’la misà ¨re jouer au tennisLiteral translation: I have a lot of misery playing tennisIt means: I’ve got difficulty playing tennis.â€Å"Ben† comes from bien and means â€Å"beaucoup†, a lot of.In â€Å"franà §ais de France†, one would say : j’ai du mal jouer au tennis. 2 -  Avoir son voyageJ’ai mon voyage! Literal translation: I’ve got my trip, I have traveled.It indicates that you are surprised, or that you are fed up.In franà §ais de France, one would say : à §a alors! (to indicate surprise) Or j’en ai marre ! (to say youre fed up). 3 -  Le boss des bà ©cossesIl se prend pour le boss des bà ©cosses. Literal translation: he thinks he is the toilets boss.One would say that about someone who wants to lead a group of people who do not want any leader. Les bà ©cosses, a familiar feminine plural word, comes from the English word back-house and means toilets. 4 - C’est l’fonne!C’est ben l’fonne It’s really fun. See the Quà ©bà ©cois transformation of the English word fun into fonne, the word that doesnt exist at all in French from France. Note however that Canadian use both spellings, fun (more common) or fonne.The opposite phrase would be: c’est platte. It literally means it is flat (from the literal translation plat, but put in a Quà ©bà ©cois way...) but really means it is dull. Continues on page 2 Continued from Page 1 5 - En titiIl est riche en titi.It means he is very rich, so en titi means very.The origin of this adverbial phrase is unknown. 6 - Être aux oiseauxQuand il à ©coute de la musique, il est aux oiseauxWhen he listens to music, he belongs to birdsIt means to be very happy, ecstatic.In French from France,  one would say aux anges (with the angels). 7 - Ya du monde la messeQuand ya des soldes, ya du monde la messe.When there are sales, there are people for Mass.It means its crowded. Note the common street French way to say (sometimes even write ya instead of il-y-a. This is true for both Canadian and French from France French)In French from France, one would say il y a foule. I will be adding more expressions soon, so be informed of new articles, make sure you subscribe to my newsletter (its easy, you just enter your email address - look for it its somewhere on the French language homepage) or follow me on my social network pages below. I post exclusive mini lessons, tips, pictures and more daily on my Facebook, Twitter and Pinterest pages - so press the links below - talk to you there! https://www.facebook.com/frenchtoday https://twitter.com/frenchToday https://www.pinterest.com/frenchtoday/ More articles I wrote about Canadian French: - Dialogue in French Canadian ≠  Franà §ais de France English translation- My favorite French Canadian Expressions- 7 Best French Canadian Idioms- Love in Quà ©bà ©cois French

Obesity is seen more in Americans than other cultures Essay

Obesity is seen more in Americans than other cultures - Essay Example Because of this, people opt for eating meat. Raw meat is too expensive in America for most people with average monthly income to afford. Its price is too high, so it usually remains beyond the approach of most Americans. On the contrary, fast food is something that complies with the standards of the modernistic life style. Not only is it fairly easily affordable for most Americans, but also it feels extremely nice to the taste and tempting to the touch and the sight. Fast food culture has readily grown in America in the recent years. In addition to the fact that healthy food is expensive in America, Americans generally remain too busy to find time to make food in home for themselves. Life has become more and more mechanical over the years. In order to manage the expenses, people have to work as much and as often as they can. Therefore, they largely rely on junk food. These traits of the American culture make them fatter than non-American people.

Secon Hand Smoking Research Paper Example | Topics and Well Written Essays - 1250 words

Secon Hand Smoking - Research Paper Example 1). Due to the dangers of being exposed to secondhand smoke, one agrues that secondhand smoke should be banned in all public places through ordinances and stricter governmental policies. Statistics Some of the most alarming information gathered on SHS, as revealed by the World Health Organization (WHO) are as follows: that (1) â€Å"SHS causes 600 000 premature deaths per year. There are more than 4000 chemicals in tobacco smoke, of which at least 250 are known to be harmful and more than 50 are known to cause cancer† (WHO: Fact 3, n.d., p. 1); (2) â€Å"more than 94% of people are unprotected by smoke-free laws. However, in 2008 the number of people protected from second-hand smoke by such laws increased by 74% to 362 million from 208 million in 2007. Of the 100 most populous cities, 22 are smoke-free† (WHO: Fact 9, n.d., p. 1). These figures prove that government health agencies have acknowledged the detrimental effects to health of SHS and are designing and implement ing various monitoring measures to validate, confirm, and address the dilemma. The segment of the population who were identified to be most at risk are children who were noted to eventually develop different health dilemmas, ranging from pneumonia, bronchitis, asthma, and even ear infections (CDC, 2012). For adults who were persistently exposed to SHS, studies have revealed preponderance to lung cancer and heart ailments (CDC, 2012). The study published by the CDC, entitled â€Å"Vital Signs: Nonsmokers' Exposure to Secondhand Smoke --- United States, 1999—2008† confirmed the followign statistics related to SHS, to wit: â€Å"An estimated 88 million nonsmokers in the United States were exposed to secondhand smoke in 2007–2008. Children are at particular risk for exposure to secondhand smoke: 53.6% of young children (aged 3–11 years) were exposed to secondhand smoke in 2007–2008. While only 5.4% of adult nonsmokers in the United States lived with s omeone who smoked inside their home, 18.2% of children (aged 3–11 years) lived with someone who smoked inside their home in 2007–2008† (CDC, 2010, p. 1). These varied statistical information affirm that SHS is clearly linked to illnesses, both for children and adults, alike. Likewise, since the figures and trends continue to alarm health authorities, there seems to be a crucial need to re-assess current health ordinances to at least minimize the risks of contracting the identified illnesses. Effects of SHS The effects of SHS on health of children and adults, alike, have been confirmed from various studies for being exposed in SHS (CDC, 2012). The most pronounced health dilemma of SHS is the increased risks to contract various forms of cancer, such as lung cancer, and â€Å"childhood leukemia and cancers of the larynx (voice box), pharynx (throat), brain, bladder, rectum, stomach, and breast† (ACS: Why is SHS a problem, 2013, par. 3), making SHS a health co ncern of government health agencies. The exacerbating factor is that since children and adults who were exposed to SHS could not control the source of the problem, preventing and minimizing its debiliating impact proved to be extremely challenging. More pronounced focus and strategical efforts exerted by government health agencies to address SHS means more time, money and resources being expended

Non Verbal Communication: Bangladesh And Panama

Non Verbal Communication: Bangladesh And Panama This study was conducted to gain a better understanding of students in Second/Foreign language classrooms in Bangladesh and Panama, and their consciousness about Teacher-Student Interaction through Non-Verbal Communication in Bangladesh and Panama and focusing on the importance and the role in building student motivation in Second/Foreign language classrooms. Since English is a second language in Bangladesh and Panama, the result will suggest how important it is for teachers to be aware of their nonverbal communication in classrooms to interact with the students in triggering their motivation. Chapter I INTRODUCTION English is a global language and is recognized the key means of international communication. Crystal (1997) and Nunan (2003) suggest that as a general consensus, English has become an international language, one that is widely used in higher education, business, technology, science and the internet. In Bangladesh and Panama, English is a second language for the majority of people, and therefore it is important to consider both the teaching and learning of English in both nations; hence the conduct of this study. In Panama, Spanish is the official language, spoken by over 90% of Panamanians, but English is recognized as the official second language. Bengali is spoken by majority of the people in Bangladesh and English is the official second language. Since I had access to both countries during the writing of this Thesis, it was possible to conduct a comparative study of the teaching and learning of English in both, despite the many cultural and linguistic differences, not to mention the vast geographic distance between the two. It is hoped that the findings of this study will contribute to illustrate the importance of nonverbal communication in the teaching of English as a second language despite the differences between the peoples of the two nations. Rather than the differences, it is in fact the similarities that we share as humans which enable more effective means of teaching and learning a foreign language. In many countries around the world, the Communicative Language Teaching (CTL) method has taken prominence for the pedagogy of learners of English as a second language. In Bangladesh, CTL has been emphasized since 1998 (Billah 2012), and since then, the teaching of English has continued to follow this method to the extent possible. CTL emphasizes the importance of interaction as the means and the ultimate goal of teaching a foreign language; this is in stark contrast to the more bookish methods of the past where printed literature and non-interactive classroom instruction were exclusively utilized to teach English. With the emphasis now given to CTL as an efficient means of language teaching, a more interactive approach to the teaching of English as a second language has taken center stage globally. In second language classrooms, the teacher plays an important role in the achievement of successful learning. One of the most important features of a language classroom is that the lesson is an arena of human interaction with different personalities, motives, and expectations at play. The learning atmosphere, emotional climate, group cohesion, and enjoyment of being in the group are fundamental issues for motivation. In order to achieve an interactive atmosphere, we need an ambiance and relations among individuals that promotes a desire for interaction (Rivers 1987). Further, Rivers (1987) notes that [Interaction is] an affective, temperamental matter, not merely a question of someone saying something to someone, stressing the importance of converting the classroom into real-life contexts where the class experience mimics reality. Communication can be defined as the sharing of ones thoughts and emotions with others, either verbally or nonverbally. Verbal communication includes spoken words and sounds, and the volume and tone used to express them. In contrast, nonverbal communication is unspoken, and includes facial expressions, body movements, gestures, observance of personal space, and eye contact (Wiki). In an era of communicative language teaching, interaction is, in fact, at the heart of communication; it is what communication is all about (Brown, H.D. 1994). The question is how should one interact in the classroom as a teacher? What forms or means of interaction should one use to keep students motivated to continue the learning process? Verbal communications are obviously utilized, with words carefully chosen by teachers so that students can better understand English. But non-verbal communication is equally important and in classrooms we tend to ignore this factor. Non-verbal communications play an important role in interaction between a teacher and a student. In the classroom, a teacher and student, both consciously and subconsciously send and receive nonverbal cues several hundred times a day (Billah). Teachers should be aware of nonverbal communication in the classroom for two basic reasons: 1) to become better receivers of students messages and, 2) to gain the ability to send positive signals that reinforce students learning. In the process, teachers simultaneously become more skilled at avoiding negative signals that stifle a students learning. This study investigates and compares the consciousness of students of two countries, on two different continents, to a teachers interaction through nonverbal communication during the learning of English as a second language. The goal is to highlight the importance of nonverbal communication and the critical role it plays to motivate students as they pursue the learning of a second language, in this case, English. Research Questions and Methods The main basis of this study started with class observation. After assessment of the observations made, an appropriate questionnaire was designed to verify my implication on the topic ending with teachers view on my topic. The aim of this study is to find out how conscious students are about teachers interaction through nonverbal communication in second language classrooms at universities in Dhaka, Bangladesh versus Panama City, Panama, to identify the teachers most frequently used nonverbal behaviors, and to find out its role in motivating students. The paper will also investigate teachers views on nonverbal communication in the classroom. The main questions of focus were as follows: Are teachers in Bangladesh and Panama aware of their nonverbal behavior through interaction in their classrooms? Are students in Bangladesh and Panama aware of the types of nonverbal communication they receive from their teachers in classrooms? If yes, what type of nonverbal behaviors they like to see in their teachers? What are the most used ones? How significant is the role of teachers-student interaction through nonverbal communication? This will determine whether both teachers and students think that nonverbal communication affects interaction. If so, how does nonverbal communication affect student motivation? The opinion of students was assessed through Questionnaire. Is nonverbal communication playing a significant role in our classrooms as it is claimed internationally? This will determine whether teachers from both countries, Bangladesh and Panama, can identify the importance of nonverbal communication as well as the types of nonverbal behaviors they present in classrooms. It will also verify how the students react to certain types of nonverbal communication. How conscious should teachers be in their nonverbal behavior in Second/Foreign classroom? This will focus more on how teachers think of their personal performance in the classroom through nonverbal communication, how appropriate is the teacher in using body language, gesture, expressions etc., and how much students are affected by a teachers performance in the classroom. In what ways is Bangladesh and Panama similar and/or different in usage of nonverbal communication in classrooms? How does nonverbal communication express cultural values? What suggestions can be provided for Academia? Chapter II LITERATURE REVIEW This chapter will deal with the definition and major components of nonverbal communication. It will also discuss the importance of teacher-student interaction through nonverbal communication which ultimately triggers the motivation to learn. (2.1) Nonverbal Communication Educators, psychologists, anthropologists and sociologists define body language or nonverbal communication as communication without words. It includes overt behaviors such as facial expressions, eye contact, touching and tone of voice. It can also be less obvious, however, as through dress, posture and spatial distance. The most effective communication occurs when verbal and nonverbal messages are in sync, creating communication synergy (Wiki). A teacher can bring in positive reinforcement through the usage of body language in second language classrooms. Ralph Waldo Emerson and Mae West both understand the importance of body language. The tell tale body is all tongues, Emerson once said, while West famously quoted, I speak two languages, body and English. It is just as important for teachers to be good nonverbal communication senders as it is for them to be good receivers (students). Teachers express enthusiasm, warmth, assertiveness, confidence and displeasure through facial express ions, vocal intonation, gestures and use of space etc. However, when teachers exhibit verbal messages that conflict with nonverbal messages, students become confused, which in turn can affect their interaction; hence, motivation. How does a teacher keep students motivated to learn a second language? In an ideal classroom, students pay attention, ask questions and want to learn. They do their assignments without complaint and study without being forced to do so. However, oftentimes this is not the reality. A teacher constantly has to work to motivate or keep students triggered to do their work. One such factor is non-verbal communication, which plays a role in triggering motivation so that students are not forced but rather feel like they want to learn. For instance, Morgan (1997) achieved a high level of motivation in the teaching of intonation by bringing in the learners social and cultural attitudes. The main types of nonverbal communication used by a teacher to interact in classrooms in foreign language are the Kinesics (the study of body language), the Vocalics (the study of the use of tone, pitch and volume of the voice), the Chronemics (the study of the use of time), the Oculesics (the study of the use of eyes), the Proxemics (the study of the use of spatial distance), and the Haptics (the study of the use of touch). YOU NEED TO CITE THE LITERARTURE WHERE YOU GOT THIS INFORMATIONIT IS NOT YOUR ORIGINAL WORK The focus will be on the first five categories of nonverbal communication and lastly discussion on use of Haptics will be mentioned separately. Emphasis on teachers nonverbal responses needs to reinforce in classroom processes for three specific areas. First, nonverbal communication can be used to reinforce cognitive learning. Second, nonverbal communication reinforces emotional connections between the student and the teacher. Finally, nonverbal communication sets an organizational tone for the classroom-i.e. with respect to the management of the classroom. The use of non-verbal communication in the management of the classroom has implications for how conflict can be managed. The focus of this paper will be solely on the observation and surveys of students. It will focus on the types of nonverbal communication that can be used to motivate students in second/foreign language classrooms in Bangladesh and Panama. My research will concentrate on the use of body language, gestures, use of tone and pitch, use of eye-contact, and use of spatial distance. These are the factors that I observed in both the countries and believe will support my hypothesis. (2.2) Significance of Nonverbal Communication The classroom is a setting where a great deal of nonverbal communication (ex: through behavior) takes place (Galloway, 1979; Smith, 1979; Thompson, 1973; Woolfolk Brooks, 1985). Acceptance and understanding of ideas and feelings by teacher and student, encouraging and criticizing, silence and questioning are all manifested through communication of nonverbal behaviors. What does classroom teaching have to do with communication in general and nonverbal communication in particular? Most educators would probably have an immediate response to only the first part of the question. From his anthropological perspective, Montagu (1967) stated that the main purpose of education is to teach the art of communication since the child learns to become human through communication. Most of us would agree that the nonverbal is an essential part of their communicative act. Victoria (1970) commented further: The process of education essentially is a communication process, not only in that sense of trans mitting knowledge, but more particularly as it relates to interpersonal communication behaviors. Accordingly, the teaching process may be described as an interactive flow of information or communications which results consecutively in the processing of the information, decision-making, and learning which may be cognitive, affective, or psychomotor in nature. Because of the central role played by communication in educational practice, several writers have suggested that communication skills be taught to students or teachers and that nonverbal training be an essential part of this instruction (e.g., Gray, 1973; Hennings, 1975; Rezmierski, 1974). Similarly, Victoria (1971) proposed that teachers should study qualitative aspects of the affective domain so as to better understand students. The latter suggestion seems most appropriate in view of Davitzs (1964) pioneering work which demonstrated that emotional meanings could be communicated accurately in a variety of nonverbal media and th at nonverbal emotional communication is a stable, measurable phenomenon. AGAIN, I DONT THIS SECTION IS YOUR ORIGINAL WORK à ¢Ã¢â€š ¬Ã‚ ¦ CITE YOUR SOURCES à ¢Ã¢â€š ¬Ã‚ ¦ THE FLOW OF THE WRITING DOES NOT SEEM IT IS YOUR OWN. The need to make teachers explicitly aware of nonverbal facets of communication has been stressed by a number of researchers (e.g, Galloway, Koch, Montag; Ostler Kranz). In part, these declarations seem to be reactions against the usual emphasis on verbal classroom processes and the almost total neglect of ever-present nonverbal behaviors. It has been reported often that teachers talk too much and that classroom teaching conforms to the rule of two-thirds (i.e., someone is talking for two-thirds of the total class time and two-thirds of that talking is done by the teacher). However, whether teachers are talking or not, they are always communicating. Their movements, gestures, tones of voice, dress and other artifacts, and even their ages and physiques are continuously communicating something to the students. In like manner, students are continuously communicating with their teachers, a point too often missed by teachers relying solely on the verbal message for informational purposes . Hopkins (1974) found that teachers with a more positive view of humanity used nonverbal communicative acts which encouraged student involvement in classroom interaction, while teachers with a negative view of humanity tended to use nonverbal communicative acts which discouraged student involvement. In summary, the significant role played by nonverbal communication in classroom processes has been emphasized. The argument has been made that interaction (communication) underlies teaching, that the nonverbal domain is an essential part of communication, and that many teachers display too little awareness of nonverbal behavior in their teaching practice. (2.3) Importance of Teacher-Student Interaction In order to succeed, the teacher has to adopt a more interactive approach in the classroom. For instance, according to Prodromou (1991), a good teacher, among other qualities, is someone who is friendly, one of the students, and genuine in dialogues. She/he tries to communicate, believes in students, makes students believe in themselves, asks for student opinions, does the lesson together, and talks about his/her life. One such factor is the level of course interaction. Laurillard, a theorist (1997) suggested that student-teacher interaction is a key component in academic learning. The study of nonverbal communication indicates that the teacher brings more to the classroom than knowledge of subject matter and verbal fluency. Birdwhistell has tried to codify the language of body expression. In his famous work on body language he stated, There is a language of body expression and motion which is as ordered and structured as the language we speak. Like the language we speak it is made up in pieces of structure which can be assembled to form orderly sequences of message material which others trained in the same code can translate and respond to in kind. Like Birdwhistell, almost all eminent linguists believe that the success of both the student and the teacher depend upon the effective communication between them in the class. That is through interaction. Stevick (1982) points out that the body language of the teacher is the most important thing in the class. Addressing the teacher community he wrote, it is the way you use your eyes, the distance you stand from your students, the way you touch or refrain from touching them-all of these unnoticeable things in the class carry important signals which create a profound effect on your students feelings of welcome and comfort with you. Balzer, in his research on classroom communication, reported that approximately 75% of classroom management behavior was nonverbal. Similarly, Smith noted that teachers nonverbal behaviors are for students the signs of the psychological state of the teacher and so should not be taken lightly. Galloway (1980) believed that the use of paralanguage in the classroom encourages the speakers and consequently the people in the classroom will show increased desire to transmit a message and will thereby hold the listeners attention better. (2.4) Teacher-Student Interaction through Nonverbal Communication to Trigger Motivation The study of the nonverbal communication of the teacher is to be more important (in the classroom) due to three reasons according to Kristin Hammond. First, the teacher acts as an artist whose performance in the classroom is usually observed minutely by his/her audience (the students). If his/her body language is positive the students enjoy the lecture and consequently retain and remember most part of it. On the other hand, if the body language of the teacher is negative the students do not enjoy the classroom experience and feel discomfort uneasiness and lose most of the lecture taught. Secondly, the function of nonverbal communication is to supplement the verbal messages (of the speaker) by repetition, substitution, complementation and regulation. If the nonverbal signals of the resource person (the Teacher) are appropriate the student gets maximum benefit from the lecture but if the nonverbal cues are contradictory the students usually get confused and in some situations are comp letely lost. Thirdly, a teacher is a role model (of the target language) for many students and they try to copy his/her body language, as there is no native speaker model available in many Bangladesh and Panama universities. It is motivation that produces effective second language communicators by planting in them the seeds of self-confidence. Therefore, the nonverbal communication of the teacher in these universities is more important for motivating the second language learners. Chapter III COUNTRY AND CULTURAL PERSPECTIVES (3.1) Bangladesh Perspective In Bangladesh, the importance of English language is growing day by day. Students who spend four years in university need to learn English to enhance their career for the future. With the growing population, English is becoming more demanding than ever. We can see, in businesses, hospitals, buying house, corporate world and in education, English is needed. We see many institutions where classes are provided for those who are working to enhance their English; coaching center to learn English is growing by the number and we see training seminars for teachers to become better in their teaching. The growing number of private universities is making it necessary to learn English. But, the question remains, How do we motivate students to learn English? What elements enhance students performance? By keeping these questions in mind, teachers nonverbal communication during interaction with students plays an important role in second/foreign language classrooms. The lack of nonverbal communication is making interaction between teacher and student difficult. Students tend to take the classes lightly and later in the long run have to take more classes for their careers to learn English properly; hence their communication lacks the necessary expression or voice in them. (3.2) Panama Perspective Panama is a country where 95% of the population speaks Spanish. Like Bangladesh, English is a second language here as well. The university has extended English classes for the students where most of the teachers are natives. In Panama, teachers reflect on verbal communication more than nonverbal as well. But students are affected by the paralanguage in the classroom, hence resulting in lack of interest in the classes which affects them later on. As a teacher, the need of the understanding and usage of nonverbal is vital in keeping students motivated in the classroom because majority of the students in Panama come from a Spanish background. Their language has very few words which are interchanged with English words. In contrast, in Bangladesh, English words in Bangladesh, words like card, office, school, class, and many more are used by almost 98% of the population. So English words are perhaps more foreign to native Spanish speakers than they may be to native Bengali speakers. The need to understand students perception of teachers nonverbal communication in classroom in this instance is even more paramount. Chapter IV DATA ANALYSIS AND FINDINGS (4.1) Universities in Bangladesh Class Observation: Two classes were observed before conveying the survey to the students. Based on my observations, I decided to concentrate on the nonverbal communication used by teachers. The major goal of this survey is to determine how conscious students are about the interaction between teacher and student through nonverbal communication in the classroom. The Survey: The questionnaire composed of two parts where both parts involve about nonverbal communication of the teachers but there were two main differences. First, in the first option there were four choices; (a) Totally Agree, (b) True up to some extent, (c) Totally Disagree and (d) I dont know. The students have to select one of them and this way we will understand how conscious students are about their teachers nonverbal interaction. Secondly, the first portion generally asked about the liking of the students which was directly linked to students motivation and involvement in the class. In the second part of the questionnaire the queries were directly related to the retention of the lectures with the nonverbal communication of their teachers. The second survey provides only two options of Yes and No and in this way the assessment will be definite. Later, both of them were combined to provide a coherent result of the findings. The results are as follows: Bangladesh Participants: The questionnaires were distributed among American International University students and Stamford University students, 15 students from each university participated in filling out the questionnaires. The entire 30 participants native language is Bengali and it consisted of 19 males and 11 females. The response of students to a teachers use of body language and gestures is summarized in Table 1. The above data shows that students at universities in Bangladesh are aware of nonverbal communication in their classrooms. The assessment clearly shows that 18 out of 30 students at the two universities, which results in an average of 60% of the students, feel strongly motivated when teachers nod their head in class. The remaining 12 students, or 40%, responded that it was true to some extent that the teachers head nodding results in motivation. This data is represented in Figure 1. 21 out of 30 students agreed that teachers who smile at their students in the classroom encourage them to be confident in their class, averaging at 70%, while the remaining 9 student, or 30%, answered that this was true to a some extent. Figure 2 summarizes this finding. A teachers happy mood creates a good atmosphere in second language classroom with a high percentage from both the universities, where 27 out of 30 students answered Totally Agree in the survey, averaging at 90%, while the remaining 10% answered true to some extent. This proves the point that amongst students at universities in Bangladesh, non-motivation results when a teacher does not enter the classroom with a good mood. See Figure 3 for a graphical representation of this data. Finally, a teachers raised finger embarrasses students in Bangladesh, where 23 out of 30 students, averaging at 78% conveyed that their level of confidence goes down when teachers raise their finger while asking them a question, Figure 4. The students response to the use of various supra segmental features of language such as pitch, tone, rhythm and volume by the teacher is summarized in Table 2. In both universities in Bangladesh, 27 out of 30 students with an average of 90% survey result shows that monotonous tone creates boredom in classroom and 3 students answered true to some extent with an average of 10%, Figure 5. 20 out of 30 students with an average of 66% totally agreed to the question that variation is tone, pitch and volume is liked, while 10 students, or 34%, answered true to some extent, Figure 6. The students response about the use of time by their teachers is shown in Figure 7. The result of this question shows that, 23 out of 30 students averaging at 77% of the students in Bangladesh in University take teachers casually if they are not regular in their classroom. As teachers for second language learner, one must remember that English is a second language for the students and if the teachers are not motivated to be regular in their classes students will not be either. Second, 14 out of 30 students with an average of 47% answered that they look at their wrist watches if a teacher takes over-time in the classroom. The students response about the use of eye contact of their teachers is shown in Figure 8. The above result shows that, 25 out of 30 students with an average of 83% of the students feel encouraged when teachers use eye-contact. Visual contact with the instructor appears related to students comprehension. Furthermore, visual contact with the instructor increases attentiveness, which in turn triggers motivation. Second, 18 out of 30 students said that cold stares embarrass students with an average of 60%. The students response about the movement of their teachers in a classroom is shown in Figure 9. The result shows that 23 students totally agreed upon with an average of 78% that the students in Bangladesh feel teachers movement in the classroom keep them alert, which shows that students are affected by teachers use of space. Whereas, around 21 out of 30 students agreed with an average of 70% that teacher standing still creates laziness in students. Data Analysis: The above findings clearly state that our students in second language classrooms are conscious about teachers nonverbal communication used to interact, which triggers motivation. Smiling and nodding head in a classroom plays a vital role in universities in Bangladesh when interacting with students because the most dominant and reliable features of the face provide a constant channel of communication. They received high percentage of 60% and 90%. That is why when teachers interact there face provides shifty and evasive; convey hate, fear, and guilt; or express confidence, and support. 90% of the student agreed that by using a dull tone in the classrooms, students think that the teacher is tired or boring. But as teachers of second language, one must remember that we are providing a class time of 75 minutes and within that time frame a teacher must provide an interactive speech where students will be encouraged to convey their views and ideas about the topic. Eye behavior seems to be particular importance which resulted in 83% and it is used to indicate whether one is open to communication. This can be observed when a teacher asks the class a question: students who think they know the answer will generally look at the teacher, while students who do not will usually try to avoid eye contact and in these cases cold stares must be avoided. Eye contact give provides a feeling of confidence and assurance from teacher. Therefore, plays an important role in second language classrooms. In Bangladesh, sometimes classrooms are small. If the teacher wishes to dominate the interaction in the classroom, the traditional arrangement is probably the best because students are seated side by side and the primary focal point is the teacher; thus, most interaction will go from teacher to student and from student to teacher. But in some cases, it is important to move around in the classroom to keep the attention of the students when teacher convey a message. 78% of the students feel that when a teacher moves in the classroom they feel motivated to listen. Lastly, a regular teacher is seen as a teacher who is passionate (about the course), prepared and is there for the students. 77% of the students agreed upon this factor. On the other hand, students start taking classes casually if the teacher is irregular and hence demotivation factor arises in second language classrooms. Teachers view on Nonverbal Communication being used as a motivation in Bangladesh: Two teachers from American International University and Stamford University participated in the interview questions. Theory of Normalisation of Drugs | Literature Review Theory of Normalisation of Drugs | Literature Review Who Hasnt Tried At Least one? An investigation into normalised recreational drug use in the South West and whether legal controls act as an effective deterrence to illegal drug consumption. Literature review When considering the concepts of normalisation and recreational drug use, it is crucial to first establish what is here meant by these terms in actuality. Often the two phenomena are met with difficulties [i](Parker, Aldridge and Measham 1998), difficulties which form in conflicting theories, what they are defined as and in which social environments they can be correctly used. The following review will be focusing on how historically, the concepts of normalisation and recreational drug use have been adopted into society and to what extent they correlate with one another. Does normalisation simply mean normal? The first development of the term normalisation was uncovered in Denmark throughout the 1950s, in order to create a normal living standard for individuals with forms of disabilities, disadvantages and those who were generally considered to lead a life in poor living conditions [ii](Emerson, 1992). The concept came in form as the piece of Danish legislation introduced by Niels Erik Bank-Mikkelsen called the [iii]1959 Mental Retardation Act, its political aims were to fundamentally change perspectives towards those with intellectual difficulties, hopefully resulting in the group becoming normalised and attaining the same community based rights as those without disabilities, such as work, clothing, housing and education. Since the concept was first pioneered in the 1950s, the term, after being translated into English by Dr. Bengt Nirje, has been widely adopted and revisited in many diverse fields of service, academia and literature but mostly referred to as a principle and theory [iv](N irje 1969; [v]Wolfensberger, 1972). Characteristically, normalisation refers to specific a group of individuals social behaviours (particularly deviants), and those behaviours becoming a part of the wider societys social norms, which become as close to day to day conventional life as is possible, ranging from lifes rhythms and routines to economic and environmental standards (Nirje 1969; Parker,[vi] Williams, Aldridge 2002). After making an impact of American professionals, Dr. Wolfensberger introduced the practice of normalisation into the United States in 1970. Wolfenberger made the concept of normalisation into a social relation by pointing out its obvious connections with other social concepts such as the labelling theory, but he also recognised that in fact the differences within disabled groups were still present despite the strive for social equality, this was later accepted by Emerson who pointed out that the concepts were transferable to any devalued social group or those a t risk of being a devalued social group [vii](Emerson and McGill, 1989). This then, as previously mentioned, allowed for other social sciences to adapt and investigate the theory in their specialised fields, where here specifically is relevant, Criminology and drugs. Drug use: The differences between recreation and addiction. Throughout the post-war decades there have been numerous drug epidemics, such as the speeding mods in the sixties to tripping hippies during the seventies through to a new wave of heroin users in the 1980s (Parker, Aldridge and Measham, 1998). Whilst all were thought of as a form of ephemeral drug taking, they were also known as behaviours found in the minority groups of the populations, and almost always referred to as deviant. But, a social change of massive proportions emerged throughout the nineties that was unparalleled to the previous decades. The nineties saw an unprecedented surge in drug taking amongst more than just the minority groups, much more. In fact, the dramatic rise in drug trying was among those considered ordinary and conventional. ([viii]Aldridge, Parker and Measham, 1999; [ix]Ashton and Camali, 1995). A significant dominance in the development of the theory known as the normalisation thesis is that of Howard Parker and Colleagues (1995). They suggest that the previous links between illicit drugs use and deviant behaviour no longer exist with regards to crime. They argue that it has instead become a part of the core youth culture in the United Kingdom, which has essentially stemmed from our freedom of choices and consumerism/consumption habits. This evokes the idea that drug use is no longer problematic, but recreational. The central argument here is that globalisation has created issues for a post-modernistic Britain in the form of an increased tolerance for drug use, which has been influenced by consumption. This meaning a basic phenomenon here of supply and demand, but of an illegal nature, the demand for drugs theoretically being higher due to perhaps more disposable income, contributed by the ease of accessibility and sale. Thus, the freedom of recreational drug consumption is inevitably begun. This specific literature is one that spurred and encouraged the idea for the research in this dissertation. Much like the thesis here, the research in this document adopts the same rationales or assumptions but with a specific focus on people between the ages of 18-45 whom reside in the South West. In Parker, Williams and Aldridge (2002) they measure sensible recreational drug use by adopting the normalisation theory. The research only includes specific drugs which are considered recreational. The research defines sensible drug use here by expressing that using sensibly does not include using drugs on a regular daily basis, as this can qualify, by definition, as addiction (Parker et al., 1998). They also specify that using a combination of any drugs at one given time does not equate to sensible either. The drugs that were included in this research were Cannabis, Ecstasy, Amphetamines and LSD. The study in this document will also include a measurement of recreation al use of these specific drugs along with others, in order to identify of which is most common, what other drugs most users have tried, followed by an evaluation into their reasonings why, and further analysis with regards to where the consumption takes place. As previously touched on, in Parker, Aldridge and Measham (1995) their investigation identified the gradual progressive nature of drug use from the sixties, seventies and eighties and how they differed from the nineties whereby the stereotypical drug user was no longer considered to be a part of a deviant subculture. Instead, they were found to be a part of mainstream youth culture that was said to be brought on by the shift in music at the time known as rave. The so-called dance music culture, inspired by DJs globally [x](Forsyth, Barnard and McKeganey, 1997), became normalised throughout society, which encouraged youths to party hard and indulge in party experiences. The nature of their consumption pursuits untimately led to the introduction if many exciting and experience enhancing drugs, such as ecstasy [xi](Pham and Puzantian, 2001). As is already known, since the nineties there has since been an ongoing culture of drug use amongst not only youths, but Britons in general, which still closely relates to the unprecedented nineties but instead of it just being rave related, it is now related to any experience where drugs could be seen as an enhancement. The core objective of this study aims to evaluate these theorys, as to whether Britons are taking drugs recreationally to feel good/enhance experiences, with a focus on the South West. Due to the influx of drug use becoming more substantial than ever in British history during the nineties, 1996 saw the Home Office begin recording trends on the phenomenon through the Crime Survey of England and Wales. In 1996, the percentages of drug users recorded amongst 16-24 year olds in the previous year, was an astonishing 30% that rose to 33% In 1999. This age group was considerably higher than the general population as a whole, which was recorded to be about 11% at the time. Since then though, the recorded figures show a relatively flat movement with no major rise or falls in percentages amongst the 16-59 age group. In comparison, the 16-24 age group figures have been dropping at a steady rate since 1996. However, 2013-2014 did see the slight increase of 4% compared to the previous year, this figure has remained around the same presently as last years percentages being around 18%. The year 2015-2016 shows that 1 in 12 (8.4%) of adults aged 16-59 had taken a drug in the last year, which equates to around 2.7 million people. The proportion of adults ages 16-24 taking drugs in the last year more than doubled the proportion of the relative 16-59 group. Despite the these disproportionate figures though, the Home Office Drug Misuse findings state that Over the last five years there has been some fluctuation in this series, but is likely that the recent trend in drug use among 16 to 24 year olds is relatively flat. However, the long-term trend is downward; the 2015/16 estimate is statistically significantly lower compared with 10 years ago (25.2% in the 2005/06 survey year) and with the start of the time series in 1996 (29.7%). These statistics essentially suggest a significant fall in most drug users. These figures, while they are dropping, are still considerably high. And so, the normalisation theory had been introduced, attempting to remove the stigmatism attached to young people who take drugs recreationally and move away from the idea that they are devia nts and/or involved in crimes. Another objective of the research in this dissertation using survey analysis is to identify young people in the South Wests perceptions of drug use figures compared to actual figures, and whether they match what is going on. Do they feel as though recreational drug use is dropping, staying the same or increasing? In Muncie 1999, it is identified that trends in drug use have changed from the addiction of drugs such as cocaine and heroin, to more leisurely drugs used by the modern youths in leisurely activities, they include, alcohol, cannabis and ecstasy. Although being under the influence when taking these drugs which may lead to crime, this could be considered out of character, and not creating a crime orientated lifestyle which harder drugs and addiction may create such as heroin [xii](Inciardi, 1979). An example could be the criminal behaviours that addiction to drug class A users may undergo such as theft, mugging, and burglary to fuel their habits and addictions [xiii](Parker and Newcombe, 1987). However, when a young person leisurely uses recreational drugs such as ecstasy or cannabis, this does not necessarily result in in person to undergo criminal activities or offences. A clear activist for such statements is Professor David Nutt who was the chair of the Advisory Council on the Misu se of Drugs, in 2009 however, [xiv]The Independent newspaper released an article stating that the professor was asked to resign because of his claims about illegal drugs such as ecstasy, LSD and cannabis being of less harm to human health than products legally available to the public like alcohol and tobacco. Although Parker et al. (1998) does not fully undertake postmodernism as structural inquality still exists, they believe that young peoples behaviour and choices have changed towards drugs due to a post-modern society that allows them to consume freely. For example, Mott and Mirrlees-Black (1993) found that the number of 16-19 year olds using cannabis more than doubled from 1983 to 1991. Normalisation has become an indicator of changes in social behaviour and cultural perspectives, meaning that the opinion about some illicit drugs has changed within the youth culture which in return affects their social behaviour as they do not think that using the drug is wrong or immoral. However, it could be argued that it is overgeneralizing to assume that all young people see drug use as normal, Dowds and Redfern (1994) found that approximately two-thirds of 12-15 year olds saw taking cannabis as a serious offense. Hunt and Stevens (2004) suggest that the government and media use drug normalisation as the proof for an increased disciplinary regulation and endorse policies as it is viewed to be a drug outbreak that needs to be broken or finished. For example, drug testing has been introduced in some schools to help prevent usage by young people (Craver, 2004). Illicit drug use is frequently associated with the youth culture, Robson (1994) points out that the most common time for using or trying drugs is between the ages of eighteen and twenty-four. It is suggested that this is due to adolescents being the time of experimentation in many aspects of life which can lead to rebellion. Coleman (1992:13) suggests a psychoanalytical-theory of three main reasons why young people and drugs are linked together: adolescence is a time of vulnerabilty as well as being impressionable, of rebellion and non-conformity and the need to be independant by disengaging from family relationships. These changes through adolescence support Colemans sociological theory that youth culture experiment in different social aspects of life, such as subcultures and trends or sexualities and in this case drugs. In relation to the normalisation theory, young people are able to experiment with drugs due to the wide availabilty of them as well as the access young people have to them due to people they know (Barton 2003). References [i] Judith Aldridge, 1998. Illegal Leisure (Adolescence and Society). 1 Edition. Routledge. [ii] Emerson, E., Hastings, R. and McGill, P. (1994). Values, attitudes and service ideology. Severe Learning Disabilities and Challenging Behaviours, pp.209-231. Last Accessed 02/02/20127 [iii] The Mental Retardation Act 1959. [iv] Bengt Nirje (1969). The Normalization Principle and its Human Management Implications. The International Social Role Valorization Journal, Vol. 1(2) 1994 [v] Wolfensberger, Wolf (1972) The Principle of Normalization in Human Services. Toronto, National Institute on Mental Retardation. [vi] Parker, H., Williams, L. and Aldridge, J. (2002). The Normalization of Sensible Recreational Drug Use. British Sociological Association, [online] 36(4). Available at: http://journals.sagepub.com/doi/abs/10.1177/003803850203600408 [Accessed 21 Mar. 2017]. [vii] Emerson, E. and McGill, P. (1989). Normalization and Applied Behaviour Analysis: Values and Technology in Services for People with Learning Difficulties. Behavioural Psychotherapy, [online] 17(02), p.101. Available at: https://www.cambridge.org/core/journals/behavioural-and-cognitive-psychotherapy/article/div-classtitlenormalization-and-applied-behaviour-analysis-values-and-technology-in-services-for-people-with-learning-difficultiesdiv/B8983BB5960551C5C256887B92289B64 [Accessed 18 Mar. 2017]. [viii] Aldridge, J., Parker, H. and Measham, F. (1999) Drug Trying and Drug Use Across Adolescence. DPAS Paper 1, London: Home Office. [ix] Ashton, C. and Kamali, F. (1995). Personality, lifestyles, alcohol and drug consumption in a sample of British medical students. Medical Education, [online] 29(3), pp.187-192. 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