English Literature Poetry Essay Example | Topics and Well Written Essays - 1500 words

English Literature Poetry - Essay Example Every religious book of any known religion reveals the contrasting qualities of man and his god. The Bible, the Christian's sacred book, also considered the most read of all literary works, chronicles man's never-ending struggle against sin and how God time and again reclaims him. The books of the bible from Genesis (Old Testament) to Revelation (New Testament) explicitly reveal the condition of man (a sinner) who is destined to die as a consequence of the inherent sin and how God, because of his great love, bore the consequence of sin by dying on the cross. In return, those who repent of their sins and accept God to have power over them will triumph over the consequence of sin. The condition set here is one's recognition of his sinful nature and acceptance that only by the power of God he may be saved. However, those who will harden their hearts and continue in their wicked ways will be chastised. 2 Peter 2:9 clearly states, "The Lord knoweth how to deliver the godly out of temptati ons, and to reserve the unjust unto the day of judgment to be punished:"(emphasis mine).4 That only goes to prove that the same loving God is a just God, who does not leave the unrighteous unpunished. Such is the case presented in Psalm 58, which unveils the nature of the Sovereign God who rules the universe, will establish His just rule on the earth in and through his people whereupon the righteous will prosper and the wicked will suffer. More on this will be discussed later. In this paper, a single thought (justice of God) is given two almost different interpretations. Both centers on the 58th Psalm, one is the King James Version and the other a version by Christopher Smart. As the explanation progresses, we will see two different pictures of the just God, first in the Old Testament, then in the New Testament. First we shall briefly examine the circumstances prior to the creation of this psalm. During the Old Testament times, judges, prophets, priests, and kings are considered God-ordained and empowered individuals, meaning they were not just elected by people, like we do when we need to change the rulers of the state, but are given inspiration by God to prophesy, to judge or to rule. They are political leaders to whom the Israelites looked up to and fulfill specific roles at a given time. A number of prophets were raised to speak for God, act on His behalf, and communicate His message courageously to the nation of Israel. Among them are Moses, Elijah, Samuel and Elisha, Isaiah and Jeremiah. The judges, on the hand, were used to deliver chastised Israel from the various enemies God permitted to oppress them during the first centuries in the land. Israel's priests fulfilled a more political role, whereas earlier they had led in the more religious sense - in worship, sacrifices and so on. David, was anointed king by Samuel while he was still a shepherd boy to reign after Saul, the first king of Israel, dies. I Samuel records how Saul transgressed against God when he disobeyed God's commission for him to utterly destroy the Amalekites. Instead he spared Agag, the king of the Amalekites, and took the best of the plunder.5 This incident incited Samuel to anoint David as

The New Liberalism Essay Example | Topics and Well Written Essays - 1000 words

The New Liberalism - Essay Example The time bracket, from ‘1880s to 1920s constitutes a relatively cohesive era of extensive industrialization and mass enfranchisement’ (Alexander et all.1995). It is also stressed that (Pluralist assertion) Socio-economic development is a precondition rather then the result of welfare state reforms, thus defining â€Å"development as a process of social differentiation and empowerment that generates social needs and fiscal as well as other state resources as well as political demands for provision of income security† ( Wilensky and Lebeaux.1958; Williamson and Pampel.1993). It means that development precedes the demand for welfare state which is accordingly fulfilled in the form of policy response seeking new patterns of redistribution. On the other hand the development of welfare state has been also attributed to the increase in (organic) State’s ‘specialized capabilities to steer’ and chanalize the stresses it experiences during the process of modernization (Skowronek.1982; Skocpol.1992). The Marxists argue that ‘capitalist development is the source which changes class forces and their balance of power’ (Rueschemeyer, Stephens and Stephens. 1991). This means that capitalism through welfare policies redirect and redistribute the power of class forces and tries to assimilate the classes creating new elite in its own reflection. It is however argued that a singular theoretical approach does not fulfill our requirement to determine the dynamics and contours of development of welfare state in UK at the turn of the century.

Karma of Violence in Macbeth

Karma of Violence in Macbeth With elements like wars, assassinations, and murders, violence takes up a significant part of Macbeth. At the early stage of Macbeth, the audience is presented a battlefield scene where a bloody massager appears. Echoing such a violent and bloody image, the play ends with Macbeth being killed. Although karma is an Indian belief, lines like This even-handed justice / Commends the ingredients of our poisoned chalice / to our own lips (Macbeth I.vii.10) reveal traits of karma in the Scottish play.  [1]  Karma means that all actions have consequences which will affect the doers of the actions at some future time (Reichenbach 399). In this essay, I will argue that violence is not merely actions performed by the characters but the skeleton of plot and theme. For the sake of a clear analysis, I will first outline the concept of karma and karma of violence in Macbeth. Then I will conclude that the karmic effect of violence drives the development of plot and reflects moral judgement. As suggested by Rajendra Prasad, the law of karma should be viewed as a retributive theory of morality (qtd. in Keown 331). Reichenbach also noted that 1.Morally accountable actions which are done out of desire for their fruits are subjected to karma; 2.Some karmic effects are manifested at once or in this life, some in the next life; 3.Karmic effect of actions can be accumulated (qtd. in Keown 335). In this essay, Keowns idea on karma is taken; the relationship between karma and intention is indisputable; volitional action alone can result in karma; sinning in ones heart without physical performance is possible that same act may have different karma for different people (Keown 336). Rebirth and karma beyond characters portrayed lives will not be discussed here. Violence is not only a part of the play, but its skeleton. Karma, as stated, is accumulative and is resulted from moral and physical actions. In Macbeth, violence, with its karmic effect, breeds violence. In Act one, Macbeth is reported about cutting Macdonwald open, unseame[s] him from the nave to th chops, / [a]nd fixe[s] his head upon battlements (I.ii.22-3)and is [n]othing afeard of what [himself] didst make, / [s]trange images of death (I.iii.97-8). This suggests his violent nature and his capacity of bloody deeds in the future. Such a valiant and worthy achievement (I.ii.24), as a result, won him the title of Thane of Cawdor. It was then the realization of prophecy bred his ambition whose murder yet is but fantastical (I.iii.139). The word fantastical echoes with Banquos address to the witches I the name of truth, / Are ye fantastical or that indeed / which outwardly ye show?(I.iii.54-5), drawing parallel between the witches and Macbeths fantastical thoughts which are not indee d outwardly [he] show[ed] as well. With such murderous thoughts, Macbeth, whose [place] [is] the nearest (I.iv.36) to Duncan betrays his own family blood and country to secure the throne. The karmic effect of this bloody throne is fear; the fear on Banquos issue and Macduffs flee to England prompts him further violence and ultimate self-destruction. His bloody acts make returning were as tedious as go over (III.iv.140-1).Violence, therefore, breeds on-and-on violent deeds till the end of the play. As Macbeth puts it, Things bad begun make strong themselves by ill (III.ii.55), such on-and-on violence increases intensity over time. After violence against Macdonwald, Macbeth killed Duncan in sleep. Sleep, under Shakespeares description, is innocent . . . that knits up the reveled sleeve of care . . . the great natures second course, chief nourisher in lifes feast (II.ii.34-8). The peaceful description of natures gift and Duncans royal position contrast with the murder, highlighting intensified violence. Although he is unsettled by the deed, he soon recovers and exhibits a greater degree of violence. Without consulting his wife, Macbeth readily kills two innocent servants. Compared to the hesitation shown in Duncans murder, he becomes bolder. Violence, as a recurring role, performs an endless loop. Macbeth, with a mind full of scorpions (III.ii.36), then sends out three men in total only to ensure Banquo and Fleances deaths. He becomes determined to take a step further to kill the weaker gender and innocent children in Macduffs family. When Macduff receives the tragic news, he asks about his children repeatedly and all my children?, My children too?, What, all my pretty chickens and their dam / at one fell swoop? (IV.iii.211-8). Such responses reflect that people then perceived the act of killing innocent children as outrageously violent.The climax of on-and-on violence came when Macduff greets the King with Macbeths head, saying Behold, where stands / the usurpers cursed head. (V.viii.54-5), putting an end on the loop of violence in the play. This illustration of the intensifying loop of violence suggests karmic consequences of murderous thoughts. In the analysis of Shakespearean violence, Foakes suggests that the urge to violence is deeply embedded in the human psyche, and creates recurring whatever political formations are dominant (Foakes 16). This viewpoint echoes with this karmic loop of violence. The series of violent acts keeps driving the plot development. The karma begins with Macbeths sinning in [his] heart (Keown 336) with murderous thoughts. Had he stopped at any point of his violent murders, he would not have suffered the deadly karma. Karmic effects of Macbeths repetitive violence, as suggested, accumulated throughout the play, causing the downfall of the soul and self-destruction. The karma of violence, therefore, extends the plot with series of consequences in Macbeth. In Macbeth, karma of violence is not only the consequences of behaviour. It implicitly reflects good morality in violence. Contrasting conventional idea, violence does not necessarily imply bad karma. Traditional Christian belief generally subscribes to the idea of Thou shalt not kill. However, under karma, same act may have different consequences for different people. At the beginning of the play, Duncan ordered the execution of Thane of Cawdor. This act of violence, justified by the traitors betrayal, did not result in a bad karma. Duncan, despite his death, enjoys the peace of mind of which Macbeth is deprived. Although Banquos violent behaviours are not explicitly described, audience can understand that Banquo, as a warrior, is capable of violence. His acts of violence, however, are justified by his selfless patriotism. In the play, Shakespeare uses Banquo as a moral contrast against Macbeth. They are of similar background, official rank and power at the beginning of Macbeth; they both face the tempting prophecy. However, Banquo endeavours to keep [his] bosom franchised and allegiance clear (II.i.26-7) while Macbeth jump[s] the life to come to commit murders (I.vii.7). The fact that Banquo succeeds in upholding morality in the same temptation suggests that Macbeths tragic ending is not a result of fatalism, but karma out of volitional actions. Karma is hugely based on ethical consideration and moral accountability. With moral actions, Banquos family line is blessed with good karma, contrasting Macbeths violence-induced fatal karma. Macduff, who performed the visually bloodiest violence by cutting and displaying Macbeths head, is also exempted from bad karma.  [2]  Since Macbeth has no children of his own, it is unlikely that Macduffs bloody deed would provoke another loop of violence against himself. It is reasonable to suggest that, Macduffs violent action, as a karma on Macbeth, is justified by its good intention of saving Scotland from the tyranny. The above examples of karma contrast against the deadly karma on Macbeth and Lady Macbeth. In Macbeths case, he performs all the violence based on his desire for power and the fear in securing it. Accordingly, he is subjected to karmic effects, which mostly take the form of internal struggles. Booth concluded that, all three murders towards Duncan, Banquo and Macduffs family are followed immediately by scenes of suffering and self-tortures (Booth 31). After Duncans murder, every noise appals Macbeth and he hears ominous voices threatening that he could no longer sleep with peace (II.ii.56). Although Macbeth does not show explicit guilt after Banquos death, his sub-conscience tortures him. He is startled by the image of Banquos phantom despite his self-regard as a fearless man. Macbeths soul becomes weary after murdering Macduffs family. He pessimistically believes that [his] way of life / [i]s falln into the sere, the yellow leaf, / [a]nd that which should accompany old age, / [a]s h onor, love, obedience, troops of friends, / [he] must not look to have.(V.iii.22-6). Ironically, Macbeth has traded his soul, friends, honour for a fruitless crown and a lifeless life. He is caught in a tragedy of his own making. In this way, the karma on Macbeth manifests as his internal struggles. Despite sympathy towards Macbeth, Macbeths selfishness, betrayal and violence deserve his own deadly and violent karma. As suggested by the Bible, For the wages of sin is death (Roman 5: 23). Therefore, given his murderous deeds, his death has to be brutally violent for moral justification. Macbeths tragic death implies that Shakespeare has acknowledged the immorality of Macbeths violent deeds. Lady Macbeth, similarly, has to pay a price for pouring [her] spirit in [Macbeths] ear, / [a]nd chastise[s] with the valour of [her] tongue (I.v.24-5) Ribner commented that The relationship between Macbeth and his wife steadily deteriorates . . . . The force of evil severs Macbeth from the rest of humanity; it breaks also the bond which ties him to his wife. He lives more and more closely with his own fears into which she cannot intrude . . . . No longer does he confide in her. (Ribner 164) Considering Lady Macbeths admiration to Macbeth and her devotion to help him get the throne, psychological separation between the couple is unbearable to Lady Macbeth. It is reasonable to deduce that this psychological separation may explain her mental breakdown and loss of masculinity displayed before. The fact that the seemingly evil Lady Macbeth is also subjected to karmic condemnation from her own conscience may signifies her humanness, but more importantly, the deadly karma is to impose moral judgement on her behaviours. Karma of a particular behaviour reflects its moral nature and judgement. In Macbeth, not all violent deeds result in bad karma. Considering the play is set in a political disturbed period in which Scotland was first traumatized by traitors and then Macbeth the Tyrant, violence, to a certain extent, was a norm in that era. The fact that Scotland restores her order through violence against Macbeth suggests that some violence is morally right. These characters who perform violence for morally right reasons can be exempted from bad karma. Karma, in Buddhist belief, is controlled by a Supreme Being. Shakespeare, as a Supreme Being of this play, reflects judgements towards the characters behaviours with different karmas resulted. Karma on violence, therefore, gives the audience some ideas on the morality of violence. Violence is the linking element that drives plot development. It is through the recurring nature of karma that violence in Macbeth trammel[s] up the consequence (I.vii.3) of Macbeths self-destruction. By designing different karmic effects, Shakespeare explores the good and evil of violence. Although sympathy towards human flaws may be valued, it is necessary to have deadly karma for ill-intended murders committed. Violence, therefore, is not merely a part of the plot. It is the driving force of the plot and a subtle exploration on morality of violence.

Essay on Owen Meany -- essays research papers

Essay On: â€Å"A Prayer For Owen Meany† In the novel â€Å"A Prayer For Owen Meany,† John Irving creates the character of Owen as a foil to John, the protagonist. Owen Meany embodies the qualities of a true leader while John grows more like his father: doubtful and lost.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the novel, immediately there is a clear difference between Owen and Johnny. There is the field of academics; Owen is the head of his class while he helps John not to fail in his studies. There is Owen, very sure of his belief system and Johnny, very doubtful and unsure about his beliefs or feelings towards’ god.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the novel, John has a constant hero worship of Owen. An example of this is when Owen begins to lead the rector and his wife in the production of the pageant of ’53: â€Å" Thus did Owen get his way, again; â€Å"On the hay† was where he would lie†¦Ã¢â‚¬  This excerpt shows Johnny in awe of his friend. The way Owen takes charge of the situation and creates the pageant the exact way he wants it. This also identifies another theme in the book, the theme of purpose. Owen has a new sense of purpose now that his parents have told him that his was a virgin birth; he is as close to a lord Jesus as anyone in history. Then there is John, who ends up being Joseph out of the fact that Owen prescribed him the part.   Ã‚  Ã‚  Ã‚  Ã‚  So, outlined for us is Owens advantage over Johnny in the sense that Owen has a purpose that is ver...

Support Children Speech, Language and Communication

ASSESSMENT EIGHT The emotional environment that you create for children is as important as the physical environment. It is vital that all children – especially those with speech, language and communication needs – feel Review evidence about in your key factors that provide a comfortable, confident, secure and welcome the setting and that they have a sense of belonging and well-being. They need the support of adults who are sensitive to their needs and understand how supportive speech, language and communication important children’s well-being is to their learning. nvironment It is important to provide an environment that supports the building of relationships. Children spending time in small groups, with one key person, or in pairs, can gain from support to build their confidence. include: activities that involve a small group of children will provide opportunities to key factors Planning develop environment: Physical speech, language and communication skills thr ough repetition and good modelling of words and classroom you work in should have language displays e. g. connectives and how to use them. The sentences by the adult. Children who have difficulty in making themselves understood may regularly snatch toys from other children orand responsibilities: Staff roles disrupt activities because they are frustrated and cannot communicate their needs in any other way. Their emotional development specific rolessupported, and practitioners need example It is the responsibility of staff to carry out needs to be to encourage speech support, for to help them to develop more appropriate turn to for help when a child needs one. nowing when and where to communication methods. Labelling resources and quiet areas (as suggested above) also helps to improve the emotional environment. Children will be confident about where things are, and feel more secure. They will have Training needs and opportunities: somewhere to sit quietly if the hustleand language should be carried outtoo much at times. In the Trainings on how to support speech and bustle of the setting becomes from time to time. This may ‘Positive Relationships’ section, the importance of listening and responding to children with sensitivity be in form of a staff meeting. was discussed. Such a positive approach to children’s needs contributes to a supportive and effective emotionally balanced environment. Views of the child: Children views should be considered in handling matters pertaining their communicative well being as their views will go a long way in positively supporting their speech, language and communicative environment. Appropriate involvement of carers/parents. Meetings(which maybe official or unofficial) with carers/parents should be held from time to time as no other one knows the child better (apart from the teachers) than their carers and parents. -Other factors are:(A)Play and exploration: Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.

Summary and Personal Response: “on Becoming a Writer”

Summary and Personal Response: â€Å"On Becoming a Writer† Naomi Cranfield Prof. Denise Ogden ENG 115 28 October 2012 Summary and Personal Response: On Becoming a Writer Mr. Russell Baker is a professional writer whose writings have earned him the Pulitzer Prize on more than one occasion. The excerpt â€Å"On Becoming a Writer† came from his memoir â€Å"Growing Up† (Baker, 1982). In this section of his memoirs, Mr. Baker is explaining that pivotal moment in his life when he realized he wanted to become a writer.Russell (1982) says that he had â€Å"been bored by everything associated with English courses†. He had dreaded having to write compositions, and knew that they were not acceptable writings. He didn’t like having to read the classics and said that it was â€Å"as deadening as chloroform†. He had an English teacher, Mr. Fleagle, who at first seemed to be straitlaced and puritanical. From his first impression of this teacher, he expecte d yet another year of monotony and boredom. Then one day his class had been given an assignment to write an informal essay.Russell had been given a list of topics to choose from for writing his essay. He took home this list and ignored it until the night before it was due. The topic that Mr. Baker chose to write about was â€Å"The Art of Eating Spaghetti†. He chose this topic because it was the one that stood out the most to him. It reminded him of an occasion when his family was eating spaghetti and the comical opinions of how to do it were making everybody laugh. It was at that moment that he actually had an epiphany.There was something he really wanted to evoke into his writing, particularly for himself. He started writing with the intentions of rewriting another version for his teacher. However by the time he finished writing the original he had no time to â€Å"compose a proper, respectable essay† for class. Mr. Baker had to turn in the original essay. He was sur e that he was going to fail that lesson. When his English teacher had finished grading the class’s essays, he returned all but Mr. Baker’s. Young Russell Baker just knew that he was in trouble. All of sudden Mr.Fleagle caught the attention of Russell and the rest of the class and proceeded to read out loud Russell’s essay. Everybody was enthralled and pleasantly amused with the essay to include Mr. Fleagle. That was when Russell Baker knew he wanted to be a writer. I believe that the purpose of this writing is so that Mr. Baker can share his experiences with his audience and to inform them of how it came to be that he wanted to become a writer. The genre of Mr. Baker’s writing is a literacy narrative, because he is describing his thoughts on how he believed that he truly became a writer.I think that Mr. Baker’s audience could possibly student writers, English students, and maybe even followers of his columns. The tone that he uses in this writing m ight be one of satisfaction. He started out explaining his frustration with his English composition but then towards the end he was proud and satisfied with what he had accomplished. My response to this writing is, as a student who is currently taking an English composition class right now, I do get very easily frustrated with having to write.I find it difficult to find a topic that interests me to the point of wanting to just let my words flow. I have a desire to be able to write something that will catch the reader’s attention and keep it but I have such a hard time with it. I also can relate to Mr. Baker’s point of view that sometimes it takes something so simple as a family dinner to bring to mind a whole slew of interesting and amusing ideas. References: Baker, R. (1982) Growing up: On becoming a writer. New York, NY: Don Congdon Associates

Caribou In the Canadian North essays

Caribou In the Canadian North essays Native peoples of the Canadian north have hunted barren plains caribou since long before the Europeans arrived in North America. Hunters and social groups relied heavily on the caribou for food, clothing and utensils, as well as a source of culture and spiritual beliefs. When caribou populations declined or migrated, indigenous peoples were forced to either move with the herd, or suffer from severe starvation. Today, the fur trade still takes place in the Canadian north, with roughly 100,000 people in total participating in Canada. Animals, such as the caribou, provide one of the few sources of income available to the natives in some regions, and the natural resources they provide are used to purchase food-stuffs, ammunition, and equipment from the south. The Indian, Inuit, and Dene ethnic groups in Canada all still rely on the caribou as a source of food, despite the fact that native cultures have changed as indigenous peoples have adapted parts of their lifestyle to the new technological advances . The introduction of rifles and snowmobiles into the northern economy have changed hunting and trapping methods, and native people are being forced to continually redefine their own culture as technology filters into the north. There is therefore an increasing need for native people to choose the way in which they interact with southern society, and the blending of traditional skills and modern technology to utilize resources seems to be the most common approach to this problem. Caribou in the northern regions of Canada are fairly plentiful in numbers, and travel in large herds through wide tracts of land in which they can be easily hunted by residents of local communities. Since barren plains caribou are so easily hunted, it is inevitable that they are the favoured meat resource in a renewable resource economy. It is important to note, however, that it is this very attribute that makes them so valuable to the animal market...

Role of Jocasta in Oedipus the King Essays

Role of Jocasta in Oedipus the King Essays Role of Jocasta in Oedipus the King Paper Role of Jocasta in Oedipus the King Paper The tragedy of Oedipus the King is among the worlds best known stories. Nis determination to know the truth of things, and his evident belief in the power of the individual to affect the world inspire both respect and pity. His wife and mother, Jocasta, seems almost a shadowy figure beside him. Certainly, she is less understood. Yet she, too, is worth of admiration should inspire both admiration and fear. For, like Oedipus himself, this essentiall pragmatic and courageous woman (1) is lead to her ate not by blasphemy,(2) but by a love for her husband (3a) that is greater than her concern for anything, including herself. (3b) Like Oedipus, Jocasta seems both pragmatic and determined to deal with the truth. She enters the drama from her home, and seems to have little patience for male posturing, ordering then to, Get back home, sir, you and Creon you/into your house. (35) But her concern here is not to conceal. When she is convinced sees that her husband is visibly upset by his encounters, she immediately announces that, l stay to know. (38) When Oedipus explains that Creon has attempted to lay the guilt for Laiuss death on him, she responds not with horror or by dismissing the idea, but by asking if Creons suspicions are based on, His own invention or on evidence? She is pragmatic, and not apparently afraid of truth. Indeed, even after Oedipus reveals that her reassurances about the death of Laius have shattered peace, and as he says, struck at my very soul (40) she continues to answer his questions concerning the old kings death. She is concerned, even as she admits frightened, asking, Why Oedipus, what nightmare thought has touched you now? (41) Yet she still furnishes the details he demands, describing Laiuss looks and the numbers in his procession. Whatever her worries may be, she does not conceal or in any way deviate from honesty at this point. It would be incorrect to dismiss In fact, it is this respect for fact and for the truth that makes it impossible to dismiss Jocasta as someone who has no respect ofr the gods. Her first reference to the gods is not dismissive far from it. She accepts Creons oath of innocence because it was sworn by all the gods. She acknowledges the power of the gods when she returns from an unsuccessful attempt to calm Oedipus down, saying, l address/myself to you Apollo, whose Lycean shrine/is nearest to these rites and prayers. (49) And yet, when she finishes telling Oedipus the story of the death of Laius, she concludes, So there! Apollo fails to make his son/ his fathers murderer. (40) However, this is not a repudiation of the gods themselves. It is a refusal to accept prophecies as absolute. It is only when she is told that her husbands state of mind is the result of the words of Tiresius that she ecomes dismissive, even contemptuous. In other words, She is not dismissing the god she IS dismissing the idea of oracles, oracles delivered by men, or the idea that an oracle reveals something that is inevitable. And, like the pragmatic woman she is, an oracle that she fully and logically believes was wrong. She is not concerned does not even consider his guilt in the murder of Laius, or about his oracle coming true, only that rampant fancies in a legion raid/the mind of Oedipus. (48) Of greater importance to her, however, than fact and the truth of prophecy Living s she does in an age that accepts the idea of fate, this insistence on fact and the dismissal of oracles might still seem arrogant, but it quickly becomes clear that Jocastas main concern is the happiness of her husband. We need to remember that the main concern of Oedipus is the fact that he might turn out to be the murderer of Laius, and therefore, the cause of the citys agony. She, however, correctly perceives that part of his uncertainty lies in his fear of the oracle that sent him fleeing from Corinth. In her response to his assertion that the verdict tilts to heavily to me (46), he attempts to answer both his fears: Rest assured; his account was that, exactly that, He cannot cancel what he said. The whole town heard, not I alone. And even if he tries to change a word, he still can never make Oh surely, King! the death of Laius tally with the oracle, which said it had to happen through a son of mine poor nbabe, who never killed a thing but himself was killed Oh long before! After this, Ill never change my look from left to right to suit a prophecy. The first part of her response is obviously aimed at calming Oedipus fears that he ight have killed Laius. But the second part is Just as obviously aimed at calming and even repudiating the concern that has dominated his life in the years leading up to this day, a concern that neither sees as having any effect of the here and now sufferings of Thebes. When he persists in his fears, she says, But let us go indoors. All my care is you, and all my pleasure yours. Again, her intention is to calm him, soothe him, herhaps even seduce him away from his worries. She is clearly a loyal wife, in love with and concerned for her husband and his peace of mind. Her eemingly blasphemous assertion, How dwindled are the grand predictions of Apollo. , (51) and her almost exultant reaction to the news of the death of Polybus This is the man that Oedipus was terrified to kill, so fled;/And now, without the slightest push from him, hes dead. P. 50 have nothing to do with the tribulations of Thebes. They refer only to the Corinthian oracle that she now realizes drove her husband away from parents and a city that he loved. Jocastas concern for Oedipus is all consuming, greater not only than her concern for Thebes, but even greater than her concern for herself. The former is already obvious. The latter becomes clear when the messenger continues his happy story, revealing to Oedipus the truth of his birth. Jocastas response is silent. She goes pale, she covers her face, and she stands, transfixed, now aware that she has fathered are true. She cannot change this. She is guilty of the greatest of sins. Yet she does not rush to kill herself . Instead, she turns to her husband, crying at him to Forget it all. Its not worth knowing. (58) When he persists, so does she: Im pleading for whats best for you. (59) And when it becomes clear that he will not listen and that he will persist in his search for the truth, her response is almost a prayer: God help you, Oedipus! Hide it from you who you are. Her concern again is not for herself. It is all for him. She does not attack oracles anymore. She does not answer questions or react pragmatically. She only urges him to stop the search, thereby trying to spare him the horror that she faces. Shattered in her own soul, her concern is only for his. It is only when she realizes that she cannot stop him that she turns away and rushes to her own death. Jocasta is no simple lover of power, no blasphemer, and no plotter. She is first and foremost a woman to whom love is all. Oedipus falls on a far grander scale, suffering because he attempted to stop the sufferings of an entire city, because he dared to place humankind at a level nearly equal to that of gods. Jocasta falls more domestically, placing the heart above the mind and her husband before herself. His disgrace in the city streets appalls us. But we will not be rulers. Her death upon the marriage bed is closer to our own lives, and should move us even more.

New to Old SAT Conversion - Official Formulas and Tools

New to Old SAT Conversion - Official Formulas and Tools SAT / ACT Prep Online Guides and Tips As of March 5, 2016, the new SAT is out. This means that those who took the old 2400-point SAT may want to know what their new 1600-point SAT score would have been, and vice versa. This information is critical for when you research and apply to scholarships and colleges that use a different version of the SAT than the one you took. Here, we give theofficial conversionsbetween old SAT and new SAT scores. These conversions come directly from the College Board, and we've made automatic conversion tools to make it easier for you! Converting from Old SAT to New SAT Do you have your old SAT score, including the scores for each section: Writing, Mathematics, and Critical Reading? If so,just plug your current numbers into the left hand side below, and your new total will pop out automatically on the right! Enter your old 2400 SAT here: Old Math (max 800) Old Reading(max 800) Old Writing (max 800) Get new 1600 SAT scores here: Old Total SAT (max 2400) New Math (max 800) New Reading + Writing (max 800) New Total SAT (max 1600) // 800) { $(this).val(800); } var m = parseInt($("#in_old_math").val()); var w = parseInt($("#in_old_writing").val()); var c = parseInt($("#in_old_critical").val()); var old_r = w + c var old_total = m + c + w; var new_m; var new_r; var new_total; if (isNaN(m)) { $("#out_new_math").val(''); } else { switch (m) { case 200:new_m = 200;break;case 210:new_m = 220;break;case 220:new_m = 230;break;case 230:new_m = 250;break;case 240:new_m = 260;break;case 250:new_m = 280;break;case 260:new_m = 300;break;case 270:new_m = 310;break;case 280:new_m = 330;break;case 290:new_m = 340;break;case 300:new_m = 350;break;case 310:new_m = 360;break;case 320:new_m = 360;break;case 330:new_m = 370;break;case 340:new_m = 380;break;case 350:new_m = 390;break;case 360:new_m = 400;break;case 370:new_m = 410;break;case 380:new_m = 420;break;case 390:new_m = 430;break;case 400:new_m = 440;break;case 410:new_m = 450;break;case 420:new_m = 460;break;case 430:new_m = 470;break;case 440:new_m = 480;break;case 450:new_m = 490;break;case 460:new_m = 500;break;case 470:new_m = 510;break;case 480:new_m = 510;break;case 490:new_m = 520;break;case 500:new_m = 530;break;case 510:new_m = 540;break;case 520:new_m = 550;break;case 530:new_m = 560;break;case 540:new_m = 570;break;case 550:new_m = 570;break;ca se 560:new_m = 580;break;case 570:new_m = 590;break;case 580:new_m = 600;break;case 590:new_m = 610;break;case 600:new_m = 620;break;case 610:new_m = 630;break;case 620:new_m = 640;break;case 630:new_m = 650;break;case 640:new_m = 660;break;case 650:new_m = 670;break;case 660:new_m = 690;break;case 670:new_m = 700;break;case 680:new_m = 710;break;case 690:new_m = 720;break;case 700:new_m = 730;break;case 710:new_m = 740;break;case 720:new_m = 750;break;case 730:new_m = 760;break;case 740:new_m = 760;break;case 750:new_m = 770;break;case 760:new_m = 780;break;case 770:new_m = 780;break;case 780:new_m = 790;break;case 790:new_m = 800;break;case 800:new_m = 800;break; } $("#out_new_math").val(new_m); } if (isNaN(old_r)) { $("#out_new_verbal").val(''); } else { switch (old_r) { case 400:new_r = 200;break;case 410:new_r = 210;break;case 420:new_r = 220;break;case 430:new_r = 230;break;case 440:new_r = 240;break;case 450:new_r = 260;break;case 460:new_r = 270;break;case 470:new_r = 280;break;case 480:new_r = 290;break;case 490:new_r = 300;break;case 500:new_r = 310;break;case 510:new_r = 310;break;case 520:new_r = 320;break;case 530:new_r = 320;break;case 540:new_r = 330;break;case 550:new_r = 330;break;case 560:new_r = 330;break;case 570:new_r = 340;break;case 580:new_r = 340;break;case 590:new_r = 350;break;case 600:new_r = 350;break;case 610:new_r = 360;break;case 620:new_r = 360;break;case 630:new_r = 360;break;case 640:new_r = 370;break;case 650:new_r = 370;break;case 660:new_r = 380;break;case 670:new_r = 380;break;case 680:new_r = 390;break;case 690:new_r = 390;break;case 700:new_r = 400;break;case 710:new_r = 400;break;case 720:new_r = 410;break;case 730:new_r = 410;break;case 740:new_r = 420;break;case 750:new_r = 420;break;ca se 760:new_r = 430;break;case 770:new_r = 430;break;case 780:new_r = 440;break;case 790:new_r = 440;break;case 800:new_r = 450;break;case 810:new_r = 450;break;case 820:new_r = 460;break;case 830:new_r = 460;break;case 840:new_r = 470;break;case 850:new_r = 480;break;case 860:new_r = 480;break;case 870:new_r = 490;break;case 880:new_r = 490;break;case 890:new_r = 500;break;case 900:new_r = 500;break;case 910:new_r = 510;break;case 920:new_r = 510;break;case 930:new_r = 520;break;case 940:new_r = 530;break;case 950:new_r = 530;break;case 960:new_r = 540;break;case 970:new_r = 540;break;case 980:new_r = 550;break;case 990:new_r = 550;break;case 1000:new_r = 560;break;case 1010:new_r = 560;break;case 1020:new_r = 570;break;case 1030:new_r = 570;break;case 1040:new_r = 580;break;case 1050:new_r = 580;break;case 1060:new_r = 590;break;case 1070:new_r = 590;break;case 1080:new_r = 600;break;case 1090:new_r = 600;break;case 1100:new_r = 610;break;case 1110:new_r = 610;break;case 1120:new_r = 620;break;case 1130:new_r = 620;break;case 1140:new_r = 630;break;case 1150:new_r = 630;break;case 1160:new_r = 640;break;case 1170:new_r = 640;break;case 1180:new_r = 650;break;case 1190:new_r = 650;break;case 1200:new_r = 650;break;case 1210:new_r = 660;break;case 1220:new_r = 660;break;case 1230:new_r = 670;break;case 1240:new_r = 670;break;case 1250:new_r = 680;break;case 1260:new_r = 680;break;case 1270:new_r = 680;break;case 1280:new_r = 690;break;case 1290:new_r = 690;break;case 1300:new_r = 700;break;case 1310:new_r = 700;break;case 1320:new_r = 700;break;case 1330:new_r = 710;break;case 1340:new_r = 710;break;case 1350:new_r = 710;break;case 1360:new_r = 720;break;case 1370:new_r = 720;break;case 1380:new_r = 730;break;case 1390:new_r = 730;break;case 1400:new_r = 730;break;case 1410:new_r = 740;break;case 1420:new_r = 740;break;case 1430:new_r = 740;break;case 1440:new_r = 750;break;case 1450:new_r = 750;break;case 1460:new_r = 750;break;case 1470:new_r = 760;break;case 1480:new_r = 760;break;case 1490:new_r = 760;break;case 1500:new_r = 770;break;case 1510:new_r = 770;break;case 1520:new_r = 770;break;case 1530:new_r = 780;break;case 1540:new_r = 780;break;case 1550:new_r = 780;break;case 1560:new_r = 790;break;case 1570:new_r = 790;break;case 1580:new_r = 800;break;case 1590:new_r = 800;break;case 1600:new_r = 800;break; } $("#out_new_verbal").val(new_r); } if (!isNaN(old_total)) { $("#out_old_total").val(old_total); switch (old_total) {case 600: new_total = 400; break; case 610: new_total = 410; break; case 620: new_total = 420; break; case 630: new_total = 430; break; case 640: new_total = 440; break; case 650: new_total = 450; break; case 660: new_total = 460; break; case 670: new_total = 470; break; case 680: new_total = 480; break; case 690: new_total = 490; break; case 700: new_total = 500; break; case 710: new_total = 510; break; case 720: new_total = 520; break; case 730: new_total = 530; break; case 740: new_total = 540; break; case 750: new_total = 550; break; case 760: new_total = 560; break; case 770: new_total = 580; break; case 780: new_total = 590; break; case 790: new_total = 600; break; case 800: new_total = 610; break; case 810: new_total = 620; break; case 820: new_total = 630; break; case 830: new_total = 640; break; case 840: new_total = 650; break; case 850: new_total = 660; break; case 860: new_total = 670; break; case 870: new_total = 680; break; case 880: new_total = 690; break; case 890: new_total = 690; break; case 900: new_total = 700; break; case 910: new_total = 710; break; case 920: new_total = 710; break; case 930: new_total = 720; break; case 940: new_total = 730; break; case 950: new_total = 730; break; case 960: new_total = 740; break; case 970: new_total = 740; break; case 980: new_total = 750; break; case 990: new_total = 760; break; case 1000: new_total = 760; break; case 1010: new_total = 770; break; case 1020: new_total = 780; break; case 1030: new_total = 780; break; case 1040: new_total = 790; break; case 1050: new_total = 800; break; case 1060: new_total = 800; break; case 1070: new_total = 810; break; case 1080: new_total = 810; break; case 1090: new_total = 820; break; case 1100: new_total = 830; break; case 1110: new_total = 830; break; case 1120: new_total = 840; break; case 1130: new_total = 850; break; case 1140: new_total = 850; break; case 1150: new_total = 860; break; case 1160: new_total = 870; break; case 1170: new_ total = 870; break; case 1180: new_total = 880; break; case 1190: new_total = 890; break; case 1200: new_total = 890; break; case 1210: new_total = 900; break; case 1220: new_total = 910; break; case 1230: new_total = 910; break; case 1240: new_total = 920; break; case 1250: new_total = 930; break; case 1260: new_total = 930; break; case 1270: new_total = 940; break; case 1280: new_total = 950; break; case 1290: new_total = 950; break; case 1300: new_total = 960; break; case 1310: new_total = 970; break; case 1320: new_total = 980; break; case 1330: new_total = 980; break; case 1340: new_total = 990; break; case 1350: new_total = 1000; break; case 1360: new_total = 1000; break; case 1370: new_total = 1010; break; case 1380: new_total = 1020; break; case 1390: new_total = 1020; break; case 1400: new_total = 1030; break; case 1410: new_total = 1030; break; case 1420: new_total = 1040; break; case 1430: new_total = 1050; break; case 1440: new_total = 1050; break; case 1450: new_total = 1060; break; case 1460: new_total = 1070; break; case 1470: new_total = 1070; break; case 1480: new_total = 1080; break; case 1490: new_total = 1090; break; case 1500: new_total = 1090; break; case 1510: new_total = 1100; break; case 1520: new_total = 1110; break; case 1530: new_total = 1110; break; case 1540: new_total = 1120; break; case 1550: new_total = 1120; break; case 1560: new_total = 1130; break; case 1570: new_total = 1140; break; case 1580: new_total = 1140; break; case 1590: new_total = 1150; break; case 1600: new_total = 1160; break; case 1610: new_total = 1160; break; case 1620: new_total = 1170; break; case 1630: new_total = 1180; break; case 1640: new_total = 1180; break; case 1650: new_total = 1190; break; case 1660: new_total = 1200; break; case 1670: new_total = 1200; break; case 1680: new_total = 1210; break; case 1690: new_total = 1210; break; case 1700: new_total = 1220; break; case 1710: new_total = 1230; break; case 1720: new_total = 1230; break; case 1730: new_total = 1240; break; case 1740: new_total = 1250; break; case 1750: new_total = 1250; break; case 1760: new_total = 1260; break; case 1770: new_total = 1270; break; case 1780: new_total = 1270; break; case 1790: new_total = 1280; break; case 1800: new_total = 1290; break; case 1810: new_total = 1290; break; case 1820: new_total = 1300; break; case 1830: new_total = 1300; break; case 1840: new_total = 1310; break; case 1850: new_total = 1320; break; case 1860: new_total = 1320; break; case 1870: new_total = 1330; break; case 1880: new_total = 1340; break; case 1890: new_total = 1340; break; case 1900: new_total = 1350; break; case 1910: new_total = 1350; break; case 1920: new_total = 1360; break; case 1930: new_total = 1370; break; case 1940: new_total = 1370; break; case 1950: new_total = 1380; break; case 1960: new_total = 1380; break; case 1970: new_total = 1390; break; case 1980: new_total = 1400; break; case 1990: new_total = 1400; break; case 2000: new_total = 1410; break; case 2010: new_total = 1410; break; case 2020: new_total = 1420; break; case 2030: new_total = 1430; break; case 2040: new_total = 1430; break; case 2050: new_total = 1440; break; case 2060: new_total = 1440; break; case 2070: new_total = 1450; break; case 2080: new_total = 1450; break; case 2090: new_total = 1460; break; case 2100: new_total = 1470; break; case 2110: new_total = 1470; break; case 2120: new_total = 1480; break; case 2130: new_total = 1480; break; case 2140: new_total = 1490; break; case 2150: new_total = 1490; break; case 2160: new_total = 1500; break; case 2170: new_total = 1500; break; case 2180: new_total = 1510; break; case 2190: new_total = 1510; break; case 2200: new_total = 1510; break; case 2210: new_total = 1520; break; case 2220: new_total = 1520; break; case 2230: new_total = 1530; break; case 2240: new_total = 1530; break; case 2250: new_total = 1540; break; case 2260: new_total = 1540; break; case 2270: new_total = 1550; break; case 2280: new_total = 15 50; break; case 2290: new_total = 1550; break; case 2300: new_total = 1560; break; case 2310: new_total = 1560; break; case 2320: new_total = 1570; break; case 2330: new_total = 1570; break; case 2340: new_total = 1580; break; case 2350: new_total = 1580; break; case 2360: new_total = 1590; break; case 2370: new_total = 1590; break; case 2380: new_total = 1590; break; case 2390: new_total = 1600; break; case 2400: new_total = 1600; break; } $("#out_new_total").val(new_total); var old_to_new_error_payload = "Why don't the section scores add up to the total score? Summing ".concat(new_m.toString()," and ",new_r.toString()," gives ",(new_m+new_r).toString(),", not ",new_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(new_total-new_r-new_m).toString()," points apart - just split the difference and use that value for what you need."); if (new_total != (new_r + new_m)) { document.getElementById("old_to_new_error").innerHTML = old_to_new_error_payload; } else { document.getElementById("old_to_new_error").innerHTML = ""; } } else { $("#out_old_total").val(''); $("#out_new_total").val(''); document.getElementById("old_to_new_error").innerHTML = ""; } }); }); // ]]> New 1600 SAT to Old 2400 SAT Conversion Tool Alternatively, if you want to input your New SAT scores and get old SAT scores back, here's how to do it: Enter your new 1600 SAT here: New Math (max 800) New Reading + Writing (max 800) Get old 2400 SAT scoreshere: New Total SAT (max 1600) Old Math (max 800) Old Reading + Writing (max 1600) Old Total SAT (max 2400) // 800) { $(this).val(800); } var new_m = parseInt($("#in_new_math").val()); var new_v = parseInt($("#in_new_verbal").val()); new_total = new_m + new_v var old_m; var old_v; var old_total; if (isNaN(new_m)) { $("#out_old_math").val(''); } else { switch (new_m) { case 200: old_m = 200; break; case 210: old_m = 200; break; case 220: old_m = 210; break; case 230: old_m = 220; break; case 240: old_m = 220; break; case 250: old_m = 230; break; case 260: old_m = 240; break; case 270: old_m = 240; break; case 280: old_m = 250; break; case 290: old_m = 260; break; case 300: old_m = 260; break; case 310: old_m = 270; break; case 320: old_m = 280; break; case 330: old_m = 280; break; case 340: old_m = 290; break; case 350: old_m = 300; break; case 360: old_m = 310; break; case 370: old_m = 330; break; case 380: old_m = 340; break; case 390: old_m = 350; break; case 400: old_m = 360; break; case 410: old_m = 370; break; case 420: old_m = 380; break; case 430: old_m = 390; break; case 440: old_m = 400; break; case 450: old_m = 410; break; case 460: old_m = 420; break; case 470: old_m = 430; break; case 480: old_m = 440; break; case 490: old_m = 450; break; case 500: old_m = 460; break; case 510: old_m = 470; break; case 520: old_ m = 490; break; case 530: old_m = 500; break; case 540: old_m = 510; break; case 550: old_m = 520; break; case 560: old_m = 530; break; case 570: old_m = 550; break; case 580: old_m = 560; break; case 590: old_m = 570; break; case 600: old_m = 580; break; case 610: old_m = 590; break; case 620: old_m = 600; break; case 630: old_m = 610; break; case 640: old_m = 620; break; case 650: old_m = 630; break; case 660: old_m = 640; break; case 670: old_m = 650; break; case 680: old_m = 650; break; case 690: old_m = 660; break; case 700: old_m = 670; break; case 710: old_m = 680; break; case 720: old_m = 690; break; case 730: old_m = 700; break; case 740: old_m = 710; break; case 750: old_m = 720; break; case 760: old_m = 740; break; case 770: old_m = 750; break; case 780: old_m = 760; break; case 790: old_m = 780; break; case 800: old_m = 800; break; } $("#out_old_math").val(old_m); } if (isNaN(new_v)) { $("#out_old_critical").val(''); } else { switch (new_v) { case 200:old_v = 400;break;case 210:old_v = 410;break;case 220:old_v = 420;break;case 230:old_v = 430;break;case 240:old_v = 440;break;case 250:old_v = 440;break;case 260:old_v = 450;break;case 270:old_v = 460;break;case 280:old_v = 470;break;case 290:old_v = 480;break;case 300:old_v = 490;break;case 310:old_v = 500;break;case 320:old_v = 520;break;case 330:old_v = 550;break;case 340:old_v = 570;break;case 350:old_v = 600;break;case 360:old_v = 620;break;case 370:old_v = 640;break;case 380:old_v = 660;break;case 390:old_v = 690;break;case 400:old_v = 710;break;case 410:old_v = 730;break;case 420:old_v = 750;break;case 430:old_v = 770;break;case 440:old_v = 790;break;case 450:old_v = 800;break;case 460:old_v = 820;break;case 470:old_v = 840;break;case 480:old_v = 860;break;case 490:old_v = 880;break;case 500:old_v = 890;break;case 510:old_v = 910;break;case 520:old_v = 930;break;case 530:old_v = 950;break;case 540:old_v = 970;break;case 550:old_v = 990;break;ca se 560:old_v = 1010;break;case 570:old_v = 1020;break;case 580:old_v = 1040;break;case 590:old_v = 1060;break;case 600:old_v = 1080;break;case 610:old_v = 1100;break;case 620:old_v = 1120;break;case 630:old_v = 1150;break;case 640:old_v = 1170;break;case 650:old_v = 1190;break;case 660:old_v = 1210;break;case 670:old_v = 1240;break;case 680:old_v = 1260;break;case 690:old_v = 1290;break;case 700:old_v = 1310;break;case 710:old_v = 1340;break;case 720:old_v = 1370;break;case 730:old_v = 1390;break;case 740:old_v = 1420;break;case 750:old_v = 1450;break;case 760:old_v = 1480;break;case 770:old_v = 1510;break;case 780:old_v = 1540;break;case 790:old_v = 1560;break;case 800:old_v = 1590;break; } $("#out_old_critical").val(old_v); } if (!isNaN(new_total)) { $("#out_new_total2").val(new_total); switch(new_total) { case 400: old_total = 600; break;case 410: old_total = 610; break;case 420: old_total = 620; break;case 430: old_total = 630; break;case 440: old_total = 640; break;case 450: old_total = 650; break;case 460: old_total = 660; break;case 470: old_total = 670; break;case 480: old_total = 680; break;case 490: old_total = 690; break;case 500: old_total = 700; break;case 510: old_total = 710; break;case 520: old_total = 720; break;case 530: old_total = 730; break;case 540: old_total = 730; break;case 550: old_total = 740; break;case 560: old_total = 750; break;case 570: old_total = 760; break;case 580: old_total = 770; break;case 590: old_total = 780; break;case 600: old_total = 790; break;case 610: old_total = 800; break;case 620: old_total = 810; break;case 630: old_total = 820; break;case 640: old_total = 830; break;case 650: old_total = 840; break;case 660: old_total = 850; break;case 670: old_total = 860; break;case 680: old_total = 870; break;case 690: old_total = 880; break;ca se 700: old_total = 900; break;case 710: old_total = 910; break;case 720: old_total = 930; break;case 730: old_total = 950; break;case 740: old_total = 960; break;case 750: old_total = 980; break;case 760: old_total = 990; break;case 770: old_total = 1010; break;case 780: old_total = 1030; break;case 790: old_total = 1040; break;case 800: old_total = 1060; break;case 810: old_total = 1070; break;case 820: old_total = 1090; break;case 830: old_total = 1110; break;case 840: old_total = 1120; break;case 850: old_total = 1140; break;case 860: old_total = 1150; break;case 870: old_total = 1170; break;case 880: old_total = 1180; break;case 890: old_total = 1200; break;case 900: old_total = 1210; break;case 910: old_total = 1220; break;case 920: old_total = 1240; break;case 930: old_total = 1250; break;case 940: old_total = 1270; break;case 950: old_total = 1280; break;case 960: old_total = 1300; break;case 970: old_total = 1310; break;case 980: old_total = 1330; break;case 990: old_total = 1340; break;case 1000: old_total = 1360; break;case 1010: old_total = 1370; break;case 1020: old_total = 1390; break;case 1030: old_total = 1400; break;case 1040: old_total = 1420; break;case 1050: old_total = 1430; break;case 1060: old_total = 1450; break;case 1070: old_total = 1460; break;case 1080: old_total = 1480; break;case 1090: old_total = 1490; break;case 1100: old_total = 1510; break;case 1110: old_total = 1530; break;case 1120: old_total = 1540; break;case 1130: old_total = 1560; break;case 1140: old_total = 1570; break;case 1150: old_total = 1590; break;case 1160: old_total = 1610; break;case 1170: old_total = 1620; break;case 1180: old_total = 1640; break;case 1190: old_total = 1650; break;case 1200: old_total = 1670; break;case 1210: old_total = 1680; break;case 1220: old_total = 1700; break;case 1230: old_total = 1710; break;case 1240: old_total = 1730; break;case 1250: old_total = 1750; break;case 1260: old_total = 1760; break;case 1270: old_total = 1780; break;cas e 1280: old_total = 1790; break;case 1290: old_total = 1810; break;case 1300: old_total = 1820; break;case 1310: old_total = 1840; break;case 1320: old_total = 1850; break;case 1330: old_total = 1870; break;case 1340: old_total = 1880; break;case 1350: old_total = 1900; break;case 1360: old_total = 1920; break;case 1370: old_total = 1930; break;case 1380: old_total = 1950; break;case 1390: old_total = 1970; break;case 1400: old_total = 1990; break;case 1410: old_total = 2000; break;case 1420: old_total = 2020; break;case 1430: old_total = 2040; break;case 1440: old_total = 2060; break;case 1450: old_total = 2080; break;case 1460: old_total = 2090; break;case 1470: old_total = 2110; break;case 1480: old_total = 2130; break;case 1490: old_total = 2150; break;case 1500: old_total = 2170; break;case 1510: old_total = 2190; break;case 1520: old_total = 2210; break;case 1530: old_total = 2230; break;case 1540: old_total = 2260; break;case 1550: old_total = 2280; break;case 1560: old_total = 2300; break;case 1570: old_total = 2330; break;case 1580: old_total = 2350; break;case 1590: old_total = 2370; break;case 1600: old_total = 2390; break; } $("#out_old_total2").val(old_total); var new_to_old_error_payload = "Why don't the old section scores add up to the old total score? Summing ".concat(old_m.toString()," and ",old_v.toString()," gives ",(old_m+old_v).toString(),", not ",old_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(old_total-old_m-old_v).toString()," points apart - just split the difference and use that value for what you need."); if (old_total != (old_v + old_m)) { document.getElementById("new_to_old_error").innerHTML = new_to_old_error_payload; } else { document.getElementById("new_to_old_error").innerHTML = ""; } } else { $("#out_old_total2").val(''); $("#out_new_total2").val(''); document.getElementById("new_to_old_error").innerHTML = ""; } }); }); // ]]> More Information About Converting Between Scores When You'll Want to Convert Between Scores On one hand, the new SAT and the old SAT are different tests. No single test captures all the information from other tests. Comparing your score on the two tests is, in some ways, like comparing your marathon speed with your 100-meter-sprint speed. While the two speeds are probably correlated, the tests are different, and no one test fully summarizes the other. On the other hand, scores from the two tests are indisputably related. They both aim to test similar concepts, they have similar functions as college admissions tests, and they both keep some of the same multiple-choice features. If you do well on one test, you'll tend to do well on the other. Therefore,it absolutely makes sense to talk about converting between one score and another. The concept we use in the conversion above is calledtheoretical equivalence. That is, if you were to perform as well on one test as the other, what would your total score and section scores be? This gives us a formula where the math section remains the same, and the verbal sections map onto each other. You can use this conversionif you're administering scholarships or admissions and want the same standards across the board. If you're intuitively used to thinking in terms of Old SAT scores, this conversion lets you understand New SAT scores better. However, you should be aware of one caveat if you are using conversion tables to predict test scores. The caveat is that you'll experience regression to the mean. If you did better than average on the old sat (above 1500), you'll do just a tad lower than on the new SAT than your conversion chart score. Likewise, if you did worse than average (less than 1500) on the old SAT, you'll do just a tad better on the new SAT. The reason for this is that new test doesn't test exactly the same things as the old test, and for the new subjects being tested, you are statistically more likely to do more average. Thus, you should expect your score to shrink towards the average. What To Do Next? Now you've converted between the two scores, one thing you should very seriously consider is taking the new SAT. Even if you have an old SAT score, and you've predicted your new SAT score according to the above conversion formula, you will likely perform somewhat differently when you take the real new SAT. This is a good thing because, with superscoring, you have two bites at the apple and more chances to improve. Likewise, if you took both the old SAT and the new SAT, and found that your old SAT converted to more than your actual new SAT score, this is a sign you just had bad luck on your new SAT. If you take it again, there is a good chance you'll scorehigher! FurtherReading Wondering how many times you should take the SAT? Check out our guide and learn the exact number that's best for you! Planning on taking the SAT? Learn thebest ways to study for the new version of the SAT. Have you taken the SAT more than once or are planning on taking it more than once? Superscoring can be a huge benefit for you! Learn what superscoring is,when it's used, and how it can help you with college admissions. //

Process Of Exploring a complex situation Essay Example | Topics and Well Written Essays - 2250 words - 1

Process Of Exploring a complex situation - Essay Example by different researchers have shown the evidence that the extrinsic rewards could negatively harm the intrinsic motivation of the employees (Deci and Ryan, 1985). The studies were conducted on a set of professionals who were clearly mentioned of the nature of reward that has been instituted for a brief period. The results obtained after withdrawing the rewards showed a sharp reduction in the productivity in those rewarded from those who were not rewarded. Thus the managers, who often feel that the higher the incentives could always ensure higher performance often, fail to realize the negative impact it could cause to the system when such schemes are forced to be withdrawn. This is common with the prevailing business situations across the globe, where poor business environment forces the managers to propose the cost reduction measures. One such step would be lowering of the existing incentive schemes which would lead to lowering of the productivity that were available much before this reductive proposals as per the existing theories of motivation. (Word count: 210) Every organization in its management practice has powers which are both visible and invisible. The powers that are present based on the hierarchy of practice which defines the functional space and the linkages in the responsibilities in the organizational framework are the common visible powers centers in any establishment. The invisible power centers that those which are not guided by the direct business objectives but rather from the cultural or ethical compulsions that forces every employees to take a certain decision making in their domain of activity. And the exact proportion of the division of each type of powers in each organization cannot be specified in exact quantitative terms. The visible powers are more necessary for the quantitative outputs of the job and identifying the work efficiency of every employee. This would be key driving force to maintain the organizational

Cultural Anthropology Essay Example | Topics and Well Written Essays - 500 words - 2

Cultural Anthropology - Essay Example Primarily, this entails how diverse people having varied cultures and know how can effectively work together and make an effective Corporation. Additionally, it may also involve acknowledgement, appreciating and integrating diverse cultural facets in delivering the intended services, for instance in schools or other service industries. Consequently, make an individual possess high cultural competence skills and practices that will guarantee one to deliver even excellently beyond the set expectations (IFTF). Normally, this relies on varied skills, which a person ought to adopt while in a working environment besides intermingling with other individuals having diverse cultures. Some of the competence skills encompass: A person should have the capacity to adapt and deliver as required in diverse working settings. Mainly, this calls for an individual to respond appropriately to changing circumstances and possess the ability to sense new contexts besides overcoming linguistic challenges. Studies they contend that, an intelligent and innovative group encompasses a combination of diverse ages, skills, and disciplines emanating from varied people (IFTF). Therefore, this will enable in operating effectively regardless of the new cultures that constitute the working environment. It is the ability of an employee to assess and understand the emotions of fellow workmates within their working environment. This is evident with individuals looking for cultivate trust among the people whom they are collaborating with especially in place of work as they undertake diverse projects (IFTF). Owing to the present challenges that are complex, they do require multifaceted solutions to attain the intended targets. Hence, an individual needs to have expansive knowledge that comprises one’s fields. This shuns involvements of numerous personnel, which forces the firm to hire external expertise to solve certain cases that none of their employees

Attention Deficit Disorder Essay Example | Topics and Well Written Essays - 1000 words

Attention Deficit Disorder - Essay Example The first step that most patients take that you may want to consider is that of pharmacological medication. By choosing this option you will be using a cost effective way of managing the disorder because this treatment has been proven to be the most successful. Your doctor my prescribe Ritalin, Adderall, Cylert with Ritalin being the most popular. Ritalin contains methylphenidate which is "Currently the focus of widespread and intensive study and is broadly considered by experts in the treatment of ADD to be the single most effective intervention for inattention and impulsivity" (Noral). Methylphenidate has demonstrated effectiveness in controlling undesirable symptoms such as "Inattentiveness and impulsivity for approximately seventy percent of the diagnosed with ADD for whom it was prescribed (Noral). While methylphenidate is the most effective in most patients, your doctor may go through the process of elimination and have you try several different drugs in order to find the one t hat works best for you. Typically you will be prescribed a once daily dose of this medication and the "Effects of this dose on predetermined behavioral and educational objectives such as focus, time on task, and impulse control are carefully monitored" (Noral). When you take these medications they will raise the level of your neurotransmitters, dopamine and norepinephrine which are all chemicals in your brain that control your motivation, concentration and alertness. In the beginning of your treatment you may suffer several side effects depending on the medication you are taking. This is why it may take some time and patience before you and your doctor find the medication and dosage that is best suited for you. "Nervousness and insomnia are the most common adverse reactions to methylphenidate and other medication side effects can include "Upset stomach, decreased appetite, nausea or vomiting, dizziness, allergic reactions, increased blood pressure and psychosis" (ADHDNews.com). Whil e you will find this pharmacological treatment to be the most effective it is also the most controversial due to the undesirable side affects that have been seen in certain patients. If these side effects are too detrimental you may want to then take a step back and explore other treatment options. Often behavior therapy and interventions are the second step patients take when they are not getting results from their medication or the side effects are too overwhelming. You may want to consider this second step in treating your ADD if you have exhausted all possible pharmacological medications. One type of behavioral therapy you may want to consider is psychoeducational input. "Psychoeducational input is a form of therapy in which patients and their relatives should be empowered to understand and accept the illness and cope with it in a successful manner" (Sherman). This method can often mean many sacrifices for yourself and your family, because you will need to make changes in your routine and daily life in order to work around your ADD. Another method you may consider is Interpersonal Psychotherapy. If you choose to pursue this method your therapist will work with you and help diagnosis the direct instances when your ADD symptoms appear and identify your problem areas. Once the se have been

English Essay Example | Topics and Well Written Essays - 500 words - 17

English - Essay Example She worked as a school teacher for several years, but decided to further her education in western New York. After a year, she moved to New Jersey and established New Jersey’s first free public school. She was removed from her position at this school simply because she was a woman, prompting her to begin a personal quest for equal rights for women (National Park Service). Clara moved from New Jersey to work in the U.S. Patent Office as a clerk. While there, wounded soldiers began to stream into Washington D.C. She saw that the supplies the surgeons and doctors needed to adequately care for the wounded were not available. She was determined to do something. Barton solicited funds for supplies by advertising the plight of wounded soldiers in papers and magazines in New England. The effort was so successful, Clara Barton was appointed Superintendant of Nurses in 1861 and granted permission to travel to war zones to deliver supplies and care for the wounded (Faust). Clara Barton’s efforts during the Civil War were not limited to nursing. At the end of the war, 13,000 soldiers were still unidentified. She worked tirelessly to investigate who these men were so their families could receive word of their deaths. This daunting task left Clara exhausted physically and emotionally. She was sent to Europe to recuperate and to rest. While there, however, she witnessed the plight of civilians resulting from the Franco-Prussian War. A new chapter of caring was about to begin in Clara Barton’s life. While in Europe, Clara was introduced to a new organization known as the Red Cross. The Red Cross cared for the victims of war. Clara Barton returned to the United States eager to start the Red Cross here. She tried for many years but was unsuccessful because most Americans could not imagine fighting another war after the Civil War. After seven years of effort, the first American Red Cross chapter was opened in

The bridge over river kwan movie Essay Example | Topics and Well Written Essays - 500 words

The bridge over river kwan movie - Essay Example The main characters in the movie are military leaders from Thailand and British. Both of them command their groups towards timely and effective completion of the bridge. Colonel Nicholson is the captured British and Colonel Saito is the leader of the prison camp. The two characters show different leadership style which is critical in military commanding and any other organizational unit. At the beginning of the movie, it can be noted that there is a clash of ego and differences in opinion between Nicholson and Saito. Saito is hell-bent on ensuring all men get to work irrespective of their cadre which is contradictory to Nicholson’s strict discipline which makes him assert that his men are not supposed to offer manual labor (Allon 38). Their labor management and project execution approaches seems to differ and this can be highlighted as shown below. Colonel Saito exercises directive style of leadership while Colonel Nicholson is an indirect influencer: These styles can be supported by the fact that Colonel attempts to command and lead from the front by forcing prisoner English servicemen to work beside their men and he takes control in his hand when he fells the Engineer has not delivered desired results (Bourke 65-8). On the other hand Colonel Nicholson asserts his leadership acumen by vehemently refusing to give in to Japanese demands. He makes good his course of action by working alongside his men which is inspirational to the workers. It can also be observed that Saito acts purely from an objective leadership standpoint when he decides to give his workers off and time to rest despite the tight schedule to complete the bridge. This is a shift from Colonel Nicholson subjective approach which is exhibited when he decides to redesign the bridge although with ulterior motives to bring down colonel Saito. Both leaders show result driven leadership style in which the end justifies the means. Colonel Nicholson shows outstanding level of

Ethical and legal duties of health care administrators Essay

Ethical and legal duties of health care administrators - Essay Example Providing false data in order to convince the public of the hospital good performance is a serious display of unethical standards. The fact that the staff members were aware of these false data and they did not take any step in correcting or reporting the issues is also a serious display of unethical standards (Pozgar, 2012). The public relies on what is presented to them by the people that are entrusted with the management and running of the organizations that serve them. It is these individuals duty to give the public a clear picture of the organizations strengths and weaknesses so that the public can make the right and informed decision when seeking for services. Not only are the actions taken by General hospital unethical, but also they created a serious legal liability for the organization. If patients are directly or indirectly harmed as a result of these false information, they could sue the organization for presenting them with false information that put their life at risk (A HIMA, 2013). As an administrator, some of the elements from ACHE code of ethics (2011) that would help me determine the right course of action include the first element on responsibility to the healthcare profession. I would also utilize the element of responsibility to the organization by â€Å"being truthful in all forms of professional and organizational communication, and avoid disseminating information that is false, misleading, or deceptive†. Finally use my responsibility to report violations of the code. Following these elements to guide me through my decisions will not only uphold my integrity and ethical standards to the profession, but it will also make a significant change towards improved health care delivery. The first step to take is question those in control of the situation and applies disciplinary action as per the healthcare profession states. The next step is to request for a

The bridge over river kwan movie Essay Example | Topics and Well Written Essays - 500 words

The bridge over river kwan movie - Essay Example The main characters in the movie are military leaders from Thailand and British. Both of them command their groups towards timely and effective completion of the bridge. Colonel Nicholson is the captured British and Colonel Saito is the leader of the prison camp. The two characters show different leadership style which is critical in military commanding and any other organizational unit. At the beginning of the movie, it can be noted that there is a clash of ego and differences in opinion between Nicholson and Saito. Saito is hell-bent on ensuring all men get to work irrespective of their cadre which is contradictory to Nicholson’s strict discipline which makes him assert that his men are not supposed to offer manual labor (Allon 38). Their labor management and project execution approaches seems to differ and this can be highlighted as shown below. Colonel Saito exercises directive style of leadership while Colonel Nicholson is an indirect influencer: These styles can be supported by the fact that Colonel attempts to command and lead from the front by forcing prisoner English servicemen to work beside their men and he takes control in his hand when he fells the Engineer has not delivered desired results (Bourke 65-8). On the other hand Colonel Nicholson asserts his leadership acumen by vehemently refusing to give in to Japanese demands. He makes good his course of action by working alongside his men which is inspirational to the workers. It can also be observed that Saito acts purely from an objective leadership standpoint when he decides to give his workers off and time to rest despite the tight schedule to complete the bridge. This is a shift from Colonel Nicholson subjective approach which is exhibited when he decides to redesign the bridge although with ulterior motives to bring down colonel Saito. Both leaders show result driven leadership style in which the end justifies the means. Colonel Nicholson shows outstanding level of

Paula and Christina’s Haunted Adventures Essay Example for Free

Paula and Christina’s Haunted Adventures Essay The night was very chilly and all the kids were running, laughing, and having a lot of fun at the third grade’s fall festival. The Roosevelt Elementary school decided to do a haunted house maze. The haunted maze was pitched black and filled with gory decorations. One room had a bed with a dead woman laying on it and the walls were stained with blood. In another section of the maze was a cemetery, where zombies were walking by. The haunted house maze also had a garage where a car was parked and there was also room filled toys and with many clowns. The children of Roosevelt Elementary were thrill to go inside wondering what they would encounter and how scary it might be. There were two little girls, barely nine year’s old, seeking the frightening adventure, but they were also very scared. One of the little girls was shivering with fear and she slowly walked from room to room looking at the decorations and the scary people. She knew this was make-believe, but she was still very cautious. The other little girl had made her way into the room where the dead woman was laying on the bed. She slowly tried to make her way across the room to the other door. She never noticed the woman rising from the bed and was walking towards her very rapidly. The dead, bloody woman touch the little girl, which made her scream and take off running. The little girl ran as fast as she could, turning all corners until she ran straight into the other little girl. They both ended up falling to the ground. Looking up, they both smiled at one another. One little girl says, â€Å"Hi, my name is Paula Ramirez. † The other little girl replies, â€Å"Sorry for running into you, my name is Christina Lopez. Paula and Christina help each other get up from the ground and agree to finish the haunted house maze together. They felt less scared and even laugh at some of the scary people. As they are exiting the haunted house maze, Paula tells Christina â€Å"wow, this was so much fun†. Christina replies, Paula let’s make a pact, every year we will seek a scary haunted house and we will both go together†. Paula smiles and agrees. Since then Paula and Christina have become best friends and they search for scary haunted houses to visit every year. The family vanishes in 1925 leaving the sole survivor James Clark. Christina does not read the paragraph, but smiles and turns to Paula and says â€Å"perfect†. The two girls get together every day preparing for the trip they will make to the haunted house. They go to the mall and shop for costumes. They buy food so they can take for the road, and plan on when they should head to the haunted house. The night of the haunted house arrives and Christina goes to Paula’s house. Paula is sitting in her room when Christina enters and asks, Paula â€Å"Are you ready? Paula replies â€Å"of course† Then, the two girls go down the stairs, out the house and enter Paula’s car. Paula drives thirty miles and arrives and Saddle Creek Ranch where the haunted house is located. The yard is filled with many trees and with old rusted decorations on the lawn. The house has busted windows, and the painting of the house is falling apart. Paula notices that there is two boys standing in the entrance of the house. Paula and Christina exit the car and make their way to the boys. One boy says â€Å"Come on Erik, stop being scare and let’s go in already. Erik replied â€Å"Scott, if you are so tough you open the door†. Just as soon as Scott was going to touch the door knob the door swings open and a tall dark figure stands there looking at them. The tall dark figure steps forward and says â€Å"Do you dare to enter? Beware this may be you last hallows eve† â€Å"YES! † replied all four of them. Paula and Christina follow the two boys and the tall man into the house. The man leads them into the living room and directs them to stand in a circle. He looks at each one, studying them from head to toe. He says â€Å"My name is Mr. Clark; Saddle Creek Ranch is y family’s home. They lived here many years until they all vanish one night, but you can still hear them, and if they want you to, you can definitely see them†. He goes on to give directions and instructions how to enter the house, and to exit the house. When Paula and Christina turn to see each other, Mr. Clark vanishes. A light turns on and leads the group into the kitchen, you hear can hear the water running but the water is off; Paula grabs Christina’s hands and says â€Å"this house is different†. The sound of people talking suddenly starts and is very loud that makes Scott jump up. The group makes their way to the door but the light to the kitchen turns off and then turns on again and leads them to the dining room. As they enter the room the talking suddenly dies down, and a chair is thrown to the group. As the group separates to avoid being hit, the lights go out and it is so dark that Paula cannot see where Christina is at. BANG. Suddenly the lights turn on and Paula looks for Christina, Erik calls out to Scott but he is nowhere to be found. Paula and Christina start to get worried and scare sets in. Erik starts to whimper, and continues to call for Scott but his call is not answered. Paula and Christina continue to make their way out the dining room and Erik follows. The lights to a hallway turn on and the group passes many rooms, and walk down some stairs. They reach a door it creeks open, Christina turns towards Paula and says, â€Å"Paula let’s not go in, we should turn around and go back†, before Paula can reply, Erik replies â€Å"let’s just continue this could be the end†. Erik pushes the door open, the room is completely dark, and the lights do not turn on like before. Suddenly a rustling and whimpering sound begins Christina is so frightened that she begins to cry. Paula hold Christina’s hand so tight and tries to reassure her that everything will be okay. The sounds get louder and louder and suddenly â€Å"BANG†. Paula and Christina stop walking, the lights turn on, both girls try to search and look around to see where and what room they are in. Paula is the first to notice that they are in the basement but someone is missing, Erik is nowhere to be found. Christina falls to the floor and begins to sob very loud and yells â€Å"Paula, let’s get out, I do not want to be in here anymore! Paula holds back her tears and replies, â€Å"Christina we will be okay, I will get us out, I promise†. Paula begins to look for something that can be a used as weapon, and looks for an exit. Paula finds a hammer, and notices a window. She rushes to it, and then the lights go out again. Seconds pass by but to Paula it seems like an eternity, she calls Christina’s name, â€Å"I am here† replies Christina. The lights turn on again; Paula looks to find Christina, and sees Mr. Clark holding her with a knife to her throat. â€Å"Did you think I was being funny when I said this would be your last hollows eve? Mr. Clark asked Paula. Paula replies â€Å"this trip was meant to be fun I never imagine it would be like this. † Mr. Clark looks at her and gives her an evil smile. Then, he says to Paula, â€Å"Let’s play a game, if you win you and your friend may leave, but if you lose you and your friend must stay forever. † Paula thinks for a long minute and nods her head up and down. He looks at Paula for a moment and says â€Å"Answer me this if you are correct you and your friend may go. Am I alive or is this your imagination? † Paula stares at Mr. Clark and responses â€Å"you are alive†. Mr.  Clark laughs, â€Å"Child, how can I be alive if I died in 1963† replies Mr. Clark. Paula begins to cry along with Christina, and mouths the words â€Å"I am sorry†. The lights turn off again, bang, bang, bang. Paula holds her hands out trying to feel for Christina; the lights turn back on again. Mr. Clark is nowhere to be found. Paula grabs Christina’s hand and yells â€Å"hurry, the window, now! † Paula and Christina, crawl out the window, look to see where the car is parked and ran towards it. The girls quickly get in, crying and scare. Paula turns the car on, put it in gear and head out the ranch. As both Paula and Christina seat in the car crying for a long while Paula breaks the silence and says â€Å"Christina, promise me that this will be our last haunted house†. Christina replies â€Å"definitely, Paula this was our last one†. The girls continue to drive on the dark road, without realizing the road does not end. Then Christina turns to Paula and asks â€Å"Paula, are we getting closer to your house now? † Paula looks at the road and realizes it’s the road to Saddle Creek ranch. Paula realizes what has happened and turns to Christina and says â€Å"Christina, I am sorry but Saddle Creek ranch is our home now. †

How The Media Influences Public And Political Opinions Media Essay

How The Media Influences Public And Political Opinions Media Essay This essay will draw on a range of scholars to show and explain how the media have influenced public and political opinion on controversial scientific and technical issues like biotechnology, nanotechnology, cloning and genetic modifications. This essay on the one hand will argue and show how the media exert influences on the perceptions of the public and policy-makers. On the other hand, it will object this notion by showing that the media do not ultimately determine public and political opinions. Finally, a conclusion will be drawn and ideas for further research in this field will be highlighted. Plein (1991) explains that biotechnology refers to the use of recombinant DNA techniques, cell fusion and bio-processing techniques to modify life forms for various research and commercial uses (ibid: 474). Biotechnology and other technical scientific issues have attracted intense media attention that it has become a fundamental aspect of an everlasting public and political debate. According to Hansen (2006), discourse and research about biotechnology began to gain prominence in the 1990s and as a result of the increasing public and political controversy surrounding biotechnology, a wealth of studies has examined the nature and evolution of public discourse on genetics/biotechnology representations in press, film and other media (ibid: 816). Durant et al (1998) describe biotechnology as the third strategic technology of the post-war period (ibid: 189). Durant et al (1998) describe biotechnology as strategic because it has been seen to carry the potential to transform our future (ibid: 189). Biotechnology is said to possess benefits like new diagnoses and therapies to eliminate diseases, new crop varieties to eliminate world hunger (Durant et al 1998: 189), whilst feared for its threats to biodiversity (see Durant et al, 1998). A controversial scientific issue like biotechnology was in its early stages surrounded by scepticism and disputes. According to Nelkin (1995), one of the earliest disputes over biotechnology applications focused on the field testing of ice minus, genetically altered microbes intended to inhibit water crystallisation and protect strawberries from frost injury (Nelkin, 1995: 58). Nelkin (1995) emphasised that environmental groups were worried over the health hazards that this novel technology posed. Nelkin (1995) explained further that news reports of the ice minus test presented images which were striking and provocative (ibid: 258). Nisbet and Lewenstein (2002) point out that modern biotechnologys thirty-year old history has been inherently political (ibid: 360). The media are at the fore-front of this political controversy concerning biotechnology. Nisbet and Lewenstein (2002) state that the mass media comprise the principal arena where policy relevant issues come to the attention of decision-makers, interest groups and the public (ibid: 360). This is perhaps why Nisbet and Huge (2006) noted that media coverage is likely to both reflect and shape policy debate (ibid: 14). In policy processes at first instance, the influence of the media comes in early as they determine what issues will be addressed by the policy-makers. These issues are usually generated by mass fear and scepticism created by the media. In the early stages of political policy processes, the influence of decision-makers can be direct when they manage to keep decision making behind closed doors from public or media attention (Nisbet and Lewenstein, 2002: 361). However, the progress of such clandestine decision making often results in the mobilization of bias (Nisbet and Lewenstein, 2002: 361). That is, decisions made only reflect the interest of certain members over others (see Nisbet and Lewenstein, 2002: 361). Nisbet and Lewenstein (2002) explain that if this interest succeeds in controlling media and public attention, then it has succeeded in controlling media and public agenda (Nisbet and Lewenstein, 2002: 361). However, Nisbet and Lewenstein (2002) point out that if such issues appear in the media and an interest can define their stand as well as alternatives available for discussions (ibid: 361), then they have succeeded in delimiting arguments that oppositions can make and screening them off from participation (Berkwitz, 1992, cited in Nisbet and Lewenstein, 2002: 361). This therefore relates to controversial scientific issues where different media frames are created by conflicting groups in order for their voices to be heard by the public and policy-makers. Nisbet and Lewenstein (2002) importantly note that policy-makers are aware of the importance of the media in influencing policy outcomes. Nisbet and Huge (2006) identify framing as a key mechanism used by the media to influence public and political opinions. Nisbet and Huge (2006) emphasise that frames are thought organisers, devices for packaging complex issues in a persuasive way by focusing on certain interpretations over others, suggesting what is relevant about an issue and what should be ignored (Ferree et al, 2002, cited in Nisbet and Huge, 2006: 11). Frames are hence the tools that the media use to successfully exert influences on political and public attitudes towards biotechnology and other controversial scientific issues. The frames help guide policy-makers and citizen evaluation about causes, consequences of an issue and what should be done (Ferree et al, 2002, cited in Nisbet and Huge, 2006: 11). In the case of biotechnology which attracted negative media coverage in the 1990s (see Nisbet and Huge, 2006); media frames could however be an antidote to suppress the negativity associated with it. These frames will act as an educative tool to reduce public scepticism and influence political opinion. Nisbet and Huge (2006) emphasise further that plant biotechnology has been ethically framed in a à ¢Ã¢â€š ¬Ã‚ ¦promotional light, emphasising the moral duty to pursue a gene revolution that could end world hunger (Nisbet and Huge, 2006: 11). Plein (1991) emphasised that biotechnology today is being associated with positive economic themes such as patent rights, international trade, research funding and regulatory policy (Plein, 1991: 475). This is as a result of the efforts of a well-organised coalition to define biotechnology in positive terms (ibid: 475). This has also been achieved by brilliant media-agenda setting techniques which have influenced public and political opinion positively. One will emphasise that this is because these well-organised agenda-setters present the beneficial aspects of this controversial technology to the media and the media in-turn influence positively the notions of biotechnology in political and public fronts. Plein (1991) importantly notes the reason for the decline in biotechnology scepticism was due to its application to the fields of agriculture, industry and medicine (Plein, 1991: 476). Marks et al (2007) however, pointed out that the news medias coverage on the medical features of biotechnology has been positive compared to that of the agricultural features. In fact, Marks et al (2007) stated that negative public opinion regarding agricultural biotechnology reflects the power of the news media. On the other hand, Plein (1991) pointed out that as a result of poor-organisation in the years of 1968 to 1980, the pro-biotechnology community were exposed to a hostile climate of opinionà ¢Ã¢â€š ¬Ã‚ ¦ (Plein,1991: 475). This negative influence on public and political opinions concerning biotechnology was as a result of scientists being primarily interested in scientific freedom and protection from regulatory intrusion by government (ibid: 476), rather than use the media to educate citizens on the blessings of biotechnology which would hence influence positive political and public opinions. Nevertheless, the 1980s marked a turning point in biotechnology history (Plein, 1991: 476) as it turned from being a dangerous pursuit of another weapon in Americas competitive arsenal (ibid: 476) to being a technology deserving inexhaustible accolades. Biotechnology has been made to be seen by citizens as one of the biggest scientific successes through brilliant agenda-setting techniques. In fact, Nelkin (1987: 40) emphasised that in the media ,biotechnology underwent a metamorphosis from a runaway science of genetic engineering to a new technological frontier (cited in Plein, 1991: 476). In the political arena, the climate of opinion changed dramatically as biotechnology and its features began to dominate policy processes (see Plein, 1991). One can say therefore that well organised media campaigns can revolutionise an issue that was before deemed dangerous and harmful to the society. Plein (1991) further explains that the ability of biotechnology to be defined in positive terms was as a result of its alliance with well-established groups which provided an opportunity for mediation and therefore influenced public and political opinion. Plein (1991) noted that the cultivation of support with well-established groups and businesses provided a better atmosphere for policy considerations and media coverage which hence reduces public scepticism. This therefore reflects the influential power of the media. For instance, a well established group like the London biotechnology network, a network of over 800 organisations which began in year 2000 has further helped reduce biotechnology scepticism through mediation (londonbiotechnology.co.uk). Plein (1991) writes further that another reason for the positive media influence on public and political opinion was as a result biotechnology supporters to disassociate biotechnology from negative issues such as environmental risk and ethical ambiguity (Plein, 1991: 480). This further provided an opportunity for media coverage as scientific groups were able to frame biotechnology in terms of its benefits to economic growth and development. Plein (1991) explained that these groups were also able to use the media to increase political support as they predicted that biotechnology can play an important role in reversing Americas declining role in the global market place (ibid: 481). One will assert that such prediction makes biotechnology a topical issue for the media as its coverage on it will garner more support thereby pushing policy-makers to take biotechnology into important consideration. Biotechnology proponents have also been able to frame this technology in the media as not being novel or alien; rather it is a benign, incremental technology (Plein, 1991: 481). Therefore, it has been able to disassociate itself from common fears that it is a new form of technology fraught with dangers (ibid: 481). Biotechnology has also been seen to dominate media agenda because of its association with already media-worthy topics (a period where science reporting became on the increase); therefore it has been able to draw the media to its side thereby communicating to the public and policy-makers the blessings of this technology. Hence, it influences a positive public and political opinion. This technology according to Plein (1991) has been able to attract favourable media coverage because of its ability to undercut the positions of anti-biotechnology groups. The coverage of this conflict further boosts the confidence of citizens and policy-makers that biotechnology is indeed beneficial. However, Plein (1991) importantly notes that such well-organised coalition frames are never secure in its fortunes (ibid: 484). That is, the issues and events that attracted media coverage and gave biotechnology its stamp of legitimacy will likely pass (ibid: 484). This is because other questions will emerge which cannot be effectively answered and therefore the medias coverage of this debate will influence public and political scepticism. This might be due to the emergence of competition among proponents of biotechnology (ibid: 484) who have issues with differing priorities and agenda (ibid: 484). Hence, the controversy is re-built by the media as such scandals and conflicts add sensation and spice to their stories thereby creating and influencing public and political uncertainty. Scientists have even pointed out that their major reason for involving the media in biotechnology issues is for it to utilize its influential power in public education (Nisbet and Lewenstein, 2002: 363). This is important as such education will reduce public and political fear. Nisbet and Lewenstein (2002) also pointed out that scientists are not only the ones involved in capitalizing on the medias influence. Nisbet and Lewenstein (2002) explain that in the early 1980s, media coverage was characterized by biotechnology promotion. Nisbet and Lewenstein (2002) showed that even policy-makers after being influenced also attempted to shape biotechnology strategically to influence positive public opinion. This is because policy-makers after being educated and influenced considered biotechnology development critical to domestic economic growth, international competitiveness and global security (Krimsky, 1991, cited in Nisbet and Lewenstein, 2002: 364). These considerations are therefore sounded-out more by the media, thereby exerting influences on public opinion. In fact Nisbet and Lewenstein (2002) point to a 1984 OFFICE OF TECHNOLOGY (OTA) assessment report that uncritically characterized biotechnology as a possible solution to many of the worlds health problems including; malnutrition, disease, energy availability and pollution (cited in Nisbet and Lewenstein, 2002). These characteristics will be highly reflected in the medias report agenda and will hence influence positive public opinion. However, biotechnology opponents were also active in using the media to present it as being associated with environmental risks and hazards. This is perhaps why Nisbet and Huge (2006) stated that as a result of the agenda-setting techniques of biotechnology opponents in the 1990s, the media attention garnered by them increased the controversy and scepticism towards this technology. Nevertheless, as part of the power game of politics, advocates for biotechnology still aimed to frame biotechnology positively in order to gain favourable coverage and hence influencing public and political attitudes. Priest (2001) emphasises that journalists have been accused of only covering the controversies associated with biotechnology as this is reflected in public attitudes towards it. Since news serves as a primary source of risk communication (Marks et al, 2007: 184), it only goes to show that the coverage of the risks of biotechnology will influence the publics idea of it. Marks et al (2007) state that it is the media who spark up public concern about a potential hazard (ibid: 184). Biotechnology has been accorded media attention and such media dominance influences the priority accorded to it by the general public (McCombs and Ghanem, 2001: 67, cited in Marks et al, 2007: 184). Priest (2001) states further, that even institutions within the biotechnology industry seek to use the media to frame public perceptions of policy issues in ways they feel will be to their advantage as well (Plein, 1991, cited in Priest, 2001: 31). This further proves the influential power of the media. Priest (2001) importantly notes that the medias influence on the public will determine the influence on public officials. This is because public officials tend to respond in line with that of the public. In fact, Priest (2001) affirms this as she writes that when the U.S public responds with vigor to particular perceived threats to public safety, this often seems to come as a shock to stakeholder corporate interests and government officials alike (ibid: 52). Durant et al (1998) alike, explain that with the development of biotechnology, public debate and criticism increased and in response, policy processes became sensitive to public opinion. The generation of public debate towards this issue can be tied to the media who as a result of the news-worthiness of this technology, cover its merits and de-merits which influences public and political opinion. However in Lewenstein (2005)s account, the medias influence on policy-makers does not automatically lead to an influence in public attitudes. This could be seen in the attempt of policy makers and activists attempting to generate a positive consensus towards a G.M Nation. Contrary to what policy-makers might have hoped for, given the intense media coverage which it attracted, no consensus was reached. Nevertheless, Bauer (2002)s research from 1996 to 1999 confirmed that opinions of biotechnology became negative which was in line with the medias coverage of biotechnology during this period (see Bauer, 2002: 103). Nucci and Kubey (2007) in their account emphasise that the media play a vital role in the public awareness and understanding of new innovations in science in the genetic engineering of food products for human consumption (Nucci and Kubey, 2007: 149). Nucci and Kubey (2007) write that the experience that the majority of the public have with genetics and biotechnology means that news coverage has a strong influence on theses subjects (Nucci and Kubey, 2007: 149). In fact, Priest (1999) emphasises that the media possess the ability to influence public opinion on science and technology than other issues (cited in Nucci and Kubey, 2007: 149). In fact, Nucci and Kubey (2007) noted that the PEW foundation found that the U.S publics knowledge of G.M food tends to be driven mostly by the degree to which it is covered by the media (PEW INITIATIVE ON FOOD BIOTECHNOLOGY, 2006 cited in Nucci and Kubey, 2007: 171). This further proves the argument that indeed the media is responsible for influencing public and political opinion on controversial scientific issues. A specific example of the media having an influence on political opinion was the period of the great G.M food debate (P.O.S.T, 2000). The publics suspicion about it drove the media to campaign against G.M foods which led to a heated public debate. However, it should be carefully noted that the power of the media influencing political processes should not be overstated as G.M food was already a major controversial issue in the British Parliament (P.O.S.T, 2000). In a specific case-study concerning G.M foods; Larry Bohlen in 2000 suspected that StarLink a genetically modified corn variety that had been approved for animal feed had began to mix with common food products such as corn dogs, taco shells and tortilla chips (cited in Nisbet and Huge, 2006: 4). Bohlen predicted that this mixture will lead to serious allergic reactions (cited in Nisbet and Huge, 2006: 5). Bohlen was able to capitalize on this media-worthy issue to influence public and political opinion. Despite attracting press attention, it did not gather the public and political attitudes it needed to disapprove G.M foods. On the other hand, recent news stories have shown that G.M foods are becoming acceptable and popular. Despite the scare for G.M food, the Royal Society has argued that G.M food research was needed to urgently avoid food crisis as this will help crops survive harsher climates as populations grow and global warming worsens (Guardian.co.uk, 21/10/09). G.M food is being developed further as meat is being laboratory grown from cells. Scientists at the University of Technology in Eindhoven confirmed that in a few years long strips of this artificially grown meat will become a part of our everyday frank-furter sausages. However it is agreed that this will only be achieved through super-human advertising before the world can accept to eat genetically modified meat (Guardian.co.uk, 1/12/09). In addition to biotechnology, other technologies like cloning and nanotechnology have become part of an increasing controversy. According to Lee et al (2005), media coverage on nanotechnology could have affective and cognitive influences on public opinion. Lee et al (2005) explain that the cognitive influences on public attitudes towards nanotechnology are based on the extent of the scientific literacy of the reader. Lee et al (2005) explain that those who have been influenced more affectively may be tied to media influences. This is perhaps why Lee et al (2005) in their research even confirmed that only science media use had direct influence on general support for nanotechnology (ibid: 253). However, Cobb (2005) pointed out that framing nanotechnology in terms of its benefits did not increase respondents trust in industry leaders (ibid: 233). The Wellcome Trust (1998) found that peoples negative attitudes towards cloning was drawn from examples expressed in popular media culture. Science fiction films were part of the major influences on peoples attitudes towards cloning. For example, Frankenstein, Brave new world and the boys from Brazil (Wellcome trust report, 1998). In conclusion, one would have to state that reading newspaper articles or any medium being consumed that ascribes all sorts of accolades to biotechnology, nanotechnology, and cloning does not necessarily determine a positive public attitude. As Lee et al (2005) found that people use their knowledge about science in general in order to evaluate possible risks and benefits (ibid: 260). Finally, one will suggest that studies of biotechnology should move past the western world into the third-world were food crisis are on the increase in order to show whether the scepticism towards artificially made food is a western ideology. Number of words: 3,285.