Philosophy of Science Essay -- Informative, Scientific Method

Background In the modern technological and highly specialized world scientists are seldom aware of the work of philosophers; it is practically unparalleled to find them queuing up, as they have done in Popper's case, to swear to the great practical beneficial influence which that philosophical work has had upon their own (1). In his paper he started by the following â€Å"The problem which troubled me at the time was neither, 'When is a theory true?' nor, 'When is a theory acceptable?' My problem was different I wished to distinguish between science and pseudo-science; knowing very well that science often errs, and that pseudo-science may happen to stumble on the truth† (2) Karl considers the empirical method of observations ensued by test or series of tests to approve a theory, and analysis of the results (empirical method) is not acceptable. As an alternative he recommended the following â€Å"I often formulated my problem as one of distinguishing between a genuinely empirical method and a non-empirical or even a pseudo-empirical method--that is to say, a method which, although it appeals to observation and experiment† (2) He established that the main problem in the philosophy of science is that of demarcation, i.e., (distinguishing between science and what he terms 'non-science). Karl popper summarized his ideas in seven points as followed: 1. It is easy to obtain confirmations, or verification, for nearly every theory-if we look for confirmations. 2. Confirmations should count only if they are the result of risky predictions 3. Every 'good' scientific theory is a prohibition: it forbids certain things to happen. 4. A theory which is not refutable by any conceivable event is non scientific. 5. Every g... ...ns no observation is free from the possibility of error. 6- Karl popper considered that scientific logic is deductive logic. so all scientific theories are tested by trying to falsify them. In order to do this, scientists deduce predictions from theories and if the predictions prove to be false, then deductive logic dictates that the theory is false. If the predictions prove to be true, then the theory is not proven true, simply this means that is corroboration to this theory. 7-last one (conventionalist twist) or a’ conventionalist stratagem'.)these words created to explain the trying some admirers of some theories to rescue the theory from refutation tried to save their theory, By introducing some auxiliary assumption, or by re-interpreting the theory in this way that it escapes refutation, but they destroyed or at least lowered, its scientific status (2).

What is an American :: essays research papers

What is an American? Finally someone says it right !!! You probably missed it in the rush of news last week, but there was actually a report that someone in Pakistan had published in a newspaper an offer of a reward to anyone who killed an American, any American. So an Australian dentist wrote the following to let everyone know what an American is, so they would know when they found one. An American is English, or French, or Italian, Irish, German, Spanish, Polish, Russian or Greek. An American may also be Canadian, Mexican, African, Indian, Chinese, Japanese, Korean, Australian, Iranian, Asian, or Arab, or Pakistani, or Afghan. An American may also be a Cherokee, Osage, Blackfoot, Navaho, Apache, Seminole or one of the many other tribes known as native Americans. An American is Christian, or he could be Jewish, or Buddhist, or Muslim. In fact, there are more Muslims in America than in Afghanistan. The only difference is that in America they are free to worship as each of them chooses. An American is also free to believe in no religion. For that he will answer only to God, not to the government, or to armed thugs claiming to speak for the government and for God. An American is from the most prosperous land in the history of the world. The root of that prosperity can be found in the world. The root of that prosperity can be found in the Declaration of Independence, which recognizes the God given right of each person's pursuit of happiness. An American is generous. Americans have helped out just about every other nation in the world in their time of need. When Afghanistan was overrun by the Soviet army 20 years ago, Americans came with arms and supplies to enable the people to win back their country. As of the morning of September 11, Americans had given more than any other nation to the poor in Afghanistan. Americans welcome the best, the best products, the best books, the best music, the best food, the best athletes. But they also welcome the least. The national symbol of America, The Statue of Liberty, welcomes your tired and your poor, the wretched refuse of your teeming shores, the homeless, tempest tossed. These in fact are the people who built America. Some of them were working in the Twin Towers the morning of September 11, 2002 earning a better life for their families.

Grapes of Wrath Theme Essay

The main theme of The Grapes of Wrath is the idea that all men are part of the family of man. This is closely related to the philosophical movement of transcendentalism, what the author Ralph Waldo Emerson followed. There are four main points of the story that express this in the story; the ex-preacher’s search for purpose, Ma Joad’s understanding of working together, Pa turning from making money for himself to providing for the group and finally Tom’s decision to leave the family. First the preacher, Casy, displays the point that transcendentalists think we all need to find out our purpose in life. When he is first introduced, he can be recognized as the old preacher, but we soon find out that he abandoned that career. He states that the Oakies â€Å"need help no preachin’ can give ‘em.† It can be inferred that he no longer sees his purpose in life as a preacher and is in search for something new to do. Next, is Ma Joad’s understanding that the family must work together and stay together in order to get through the tough times. This connects the theme to transcendentalism because transcendentalists believe in setting your principals and following them at any cost. When the children crowd around for food, instead of giving the family the rest of the food, she shares it with them because she knows it’s the right thing to do. When Pa Joad is first seen, he is talking about becoming a picker, getting wealthy and having tons of grapes to gorge on, all to himself. Once the family gets on the road though, he realizes that there is a much greater need to provide for the family and get to where there are jobs. Transcendentalists would agree that we all play a role in life, and we are all should work together, because we all are in the family of men. Pa Joad’s actions follow that principle. Lastly, Tom decides that it is best if he leaves the family. Ma expresses her concern that she won’t know if he is doing well or not. His reply tells us that he believes in the oversoul, because she will see him in everything, because they all are part of one greater existence, such as an oversoul. He also sees this action as something he must do, and doing what you believe in is very important to the oversoul idea. Ralph Emerson clearly displayed his ideas and beliefs in his writing in hopes to create a positive movement. With the use of the preacher, Ma, Pa and Tom, he clearly expressed his opinions. This is why it is easy for one to infer that the theme of the book, and the oversoul described in this work are closely related.

Student Life

Your exam will be multiple choice Exam # 1 Introductory Chemistry Be sure to show your set up for all mathematical problems. Your answers must have the correct number of significant digits and the correct units. I. Chemistry is a quantitative science therefore we must make measurements. All measurements have an uncertainty that we need to be aware of in our calculations. A. We need to be able to determine the number of significant figures in a measurement. For the following measurement state the number of significant figures. (4pts) 1. 1. 000 cm 2. 2. 590 x 10-5 m 4 3. . 020 g 4. 1000 cm 2 1 B. We need to be able to add, subtract, multiply, and divide with measurements. Solve the following problems. (4 pts) 1. 3. 02 cm + 5 cm + 0. 002 cm = 8 cm 3. 2. 0 cm x 2. 00 cm x 2. 000 cm = 8. 0 cm3 2. 5. 35 g – 0. 005 g = 5. 35 g 4. 7. 89 g / 5. 2 mL = 1. 5 g/mL B. It is often necessary to convert from one unit to another. This is easily accomplished with the right unit factor. Solve th e following problems. 1. During the last six lunar landings 842 pounds of Moon samples have been collected. What is this mass expressed in kilograms? ( 2. pounds = 1 kilograms) (4 pts) 842 lbs x 1 kg / 2. 2 lbs = 382. 7272727 kg = 380 kg 2. If a 250 mL beaker weighs 95. 4 g, what is the mass in kilograms? (4 pts) 95. 4 g x 1kg / 1000g = 0. 0954 kg = 9. 54 x 10-3 kg 3. If the radius of an oxygen atom is 6. 6 x 10 (5 pts) 6. 6 x 10 –10 dm x 1 m / 10 dm x 109 nm/ 1 m = 6. 6 x 10-2 nm -10 dm, what is the radius in nm? 1 C. Chemists often deal with percent problems. As long as you remember that percent refers to per 100, these problems can be solved. 1. A penny minted after 1982 is composed of copper and zinc only. If a penny has a mass of 2. 07 g and is 2. 50 % copper. What is the mass of zinc in the coin? (5 pts) 2. 507 g x 2. 50/100 = 0. 062675 g of Cu 2. 507 g of penny – 0. 062675 g of Cu = 2. 444325 g = 2. 444 g of Zn (2. 44 g of Zn is correct also) D. Density is a ver y important concept for chemist. The density of a substance can be obtained in a chemistry laboratory. 1. A rubber stopper with a mass of 23. 75 g is dropped in a 50-mL graduated cylinder that has 20. 4 mL of water. After the stopper is dropped in the graduated cylinder, the water level rises to 24. 7 mL. What is the density of the rubber stopper? 5 pts) 2. 375 g / (24. 7 mL – 20. 4 mL) = 5. 523255814 g / mL = 5. 52 g / mL (5. 5 g /mL is accepted) We can make predictions if the density is known. 2. A glass cylinder contains four liquid layers: mercury (d = 13. 6 g/mL), chloroform (d = 1. 49 g/mL), water (d = 1. 00 g/mL), ether (d = 0. 708 g/mL). If a piece of ice (d = 0. 917 g/mL) is dropped into the cylinder, where does it come to rest? Why? (5 pts) The mercury layer will be on the bottom, then the chloroform, then the water, and finally the ether. The ice will sink in the ether layer and float on top of the water layer. If the density is know, we can we can find the mass of a given volume or the volume of a given mass. 3. The density of aluminum is 2. 70 g/mL. What volume will 250 g of Al occupy? What is the mass of a piece of aluminum with a volume of 250 mL? (6 pts) 250 g of Al x 1 mL / 2. 70 g = 92. 59259259 mL = 93 mL 250 mL of Al x 2. 70 g / 1 mL = 675 g = 680 g 2 Using the density value we can indirectly obtain distances that are too small to measure directly. 4. A sample of aluminum foil has a length of 10. 0 cm and a width of 5. 7 cm. If the aluminum foil weighs 0. 234 g, what is the thickness of the aluminum foil? Remember that the density of aluminum is 2. 70 g/mL. (6 pts) Volume of Al = length x width x thickness = mass / density 0. 234 g x 1 mL / 2. 70 g = 0. 0866666666 mL 0. 086666666 mL / 10. 0 cm x 5. 7 cm = 0. 001520467 cm = 1. 5 x 10 –3 cm E. Heat and temperature are two very important concepts. 1. In your own words, please state the difference between heat and temperature. What is a common unit of each? (5 pts) Heat measures the total energy of a sample and temperature measure the intensity of heat or the average heat of a sample. A common unit of heat is a calorie and a common unit of temperature is Kelvin. It is important to be able to convert from one temperature unit to another. 2. Aluminum melts at 1220 F. (You can see why aluminum is not a liquid at room temperature) What is the melting point of aluminum in degree Celsius ( C) and in Kelvin o C (6 pts) (K)? (oF – 32 oF) x 100 oC = 180 oF (1220 oF – 32)(100 / 180) = 660 oC 660 oC + 273 = 933 K o o 3. Give the ions present and their relative numbers in potassium sulfate. a) b) c) d) e) 1K+ and 1 SO42K+ and 1 SO321K+ and 2 SO422K+ and 1 SO423K+ and 1 SO43- 3 4. How many cm2 are in an area of 4. 21in2? a. b. c. d. e. 10. 7 cm2 114 cm2 27. cm2 1. 66 cm2 1. 14 cm2 5. In performing a multistep calculation, when should you round off the answer in the calculator display? (5 pts) In a multistep calculation you should round off the answer at the end of the calculation E. Matter and Energy. 1. We learned four terms in chapter 4, heterogeneous mixture, homogeneous mixture, compound, and element. Please an example of each. (8 pts) An example of a heterogeneous mixture is the earth’s crust. A heterogeneous mixture can be separated into pure substances by physical methods. An example of a homogeneous mixture is salt water. The properties of a homogeneous mixture constant for a given sample. An example of a compound is NaCl. A compound can be broken down into elements by ordinary chemical reactions. An example of an element is Na. An element is a substance that can not be broken down further by a chemical reaction. 2. Match Symbols and Names (10 pts) 1. sodium 2. iron 3. carbon 4. nitrogen 5. phosphorous d c e b a a. P b. N c. Fe d. Na e. C 4 1. Cl 2. Ce 3. Cu 4. Co 5. Ca e c b d a a. Calcium b. Copper c. Cesium d. Cobalt e. Chlorine 3. Give an example for each of the following terms: (8 pts) a. hysical property – Appearance, melting point, boiling point, density, heat and electrical conductivity, solubility, and physical state under normal conditions are all examples of physical properties. b. chemical property – A chemical property of a substance describes its chemical reactions with other substances. The chemical property of sodium states that sodium will react with water to form hydrog en gas. c. physical change – A physical change include changing shape, volume, or physical state. For example when water changes to ice. d. chemical change – A chemical change always involves the formation of a new substance. Gas bubbles from the reaction of calcium with water. Fill in the blanks of the following table Symbol number of protons number of neutrons number of electrons mass number 37 Cl17 20 18 48 Cr3+ 24 24 21 24 Mg 12 12 12 37 48 24 Might not be on test. Ask teacher. Chlorine has two stable isotopes with masses of 34. 97 amu and 36. 97 amu. What is the relative abundance of the two isotopes? a. b. c. d. e. 50. 00% 35Cl and 50. 00 % 37Cl 35. 45% 35Cl and 64. 55 % 37Cl 64. 55% 35Cl and 35. 45% 37Cl 24. 23% 35Cl and 75. 77 % 37Cl 75. 77 % 35Cl and 24. 23 % 37Cl 5 Student Life Your exam will be multiple choice Exam # 1 Introductory Chemistry Be sure to show your set up for all mathematical problems. Your answers must have the correct number of significant digits and the correct units. I. Chemistry is a quantitative science therefore we must make measurements. All measurements have an uncertainty that we need to be aware of in our calculations. A. We need to be able to determine the number of significant figures in a measurement. For the following measurement state the number of significant figures. (4pts) 1. 1. 000 cm 2. 2. 590 x 10-5 m 4 3. . 020 g 4. 1000 cm 2 1 B. We need to be able to add, subtract, multiply, and divide with measurements. Solve the following problems. (4 pts) 1. 3. 02 cm + 5 cm + 0. 002 cm = 8 cm 3. 2. 0 cm x 2. 00 cm x 2. 000 cm = 8. 0 cm3 2. 5. 35 g – 0. 005 g = 5. 35 g 4. 7. 89 g / 5. 2 mL = 1. 5 g/mL B. It is often necessary to convert from one unit to another. This is easily accomplished with the right unit factor. Solve th e following problems. 1. During the last six lunar landings 842 pounds of Moon samples have been collected. What is this mass expressed in kilograms? ( 2. pounds = 1 kilograms) (4 pts) 842 lbs x 1 kg / 2. 2 lbs = 382. 7272727 kg = 380 kg 2. If a 250 mL beaker weighs 95. 4 g, what is the mass in kilograms? (4 pts) 95. 4 g x 1kg / 1000g = 0. 0954 kg = 9. 54 x 10-3 kg 3. If the radius of an oxygen atom is 6. 6 x 10 (5 pts) 6. 6 x 10 –10 dm x 1 m / 10 dm x 109 nm/ 1 m = 6. 6 x 10-2 nm -10 dm, what is the radius in nm? 1 C. Chemists often deal with percent problems. As long as you remember that percent refers to per 100, these problems can be solved. 1. A penny minted after 1982 is composed of copper and zinc only. If a penny has a mass of 2. 07 g and is 2. 50 % copper. What is the mass of zinc in the coin? (5 pts) 2. 507 g x 2. 50/100 = 0. 062675 g of Cu 2. 507 g of penny – 0. 062675 g of Cu = 2. 444325 g = 2. 444 g of Zn (2. 44 g of Zn is correct also) D. Density is a ver y important concept for chemist. The density of a substance can be obtained in a chemistry laboratory. 1. A rubber stopper with a mass of 23. 75 g is dropped in a 50-mL graduated cylinder that has 20. 4 mL of water. After the stopper is dropped in the graduated cylinder, the water level rises to 24. 7 mL. What is the density of the rubber stopper? 5 pts) 2. 375 g / (24. 7 mL – 20. 4 mL) = 5. 523255814 g / mL = 5. 52 g / mL (5. 5 g /mL is accepted) We can make predictions if the density is known. 2. A glass cylinder contains four liquid layers: mercury (d = 13. 6 g/mL), chloroform (d = 1. 49 g/mL), water (d = 1. 00 g/mL), ether (d = 0. 708 g/mL). If a piece of ice (d = 0. 917 g/mL) is dropped into the cylinder, where does it come to rest? Why? (5 pts) The mercury layer will be on the bottom, then the chloroform, then the water, and finally the ether. The ice will sink in the ether layer and float on top of the water layer. If the density is know, we can we can find the mass of a given volume or the volume of a given mass. 3. The density of aluminum is 2. 70 g/mL. What volume will 250 g of Al occupy? What is the mass of a piece of aluminum with a volume of 250 mL? (6 pts) 250 g of Al x 1 mL / 2. 70 g = 92. 59259259 mL = 93 mL 250 mL of Al x 2. 70 g / 1 mL = 675 g = 680 g 2 Using the density value we can indirectly obtain distances that are too small to measure directly. 4. A sample of aluminum foil has a length of 10. 0 cm and a width of 5. 7 cm. If the aluminum foil weighs 0. 234 g, what is the thickness of the aluminum foil? Remember that the density of aluminum is 2. 70 g/mL. (6 pts) Volume of Al = length x width x thickness = mass / density 0. 234 g x 1 mL / 2. 70 g = 0. 0866666666 mL 0. 086666666 mL / 10. 0 cm x 5. 7 cm = 0. 001520467 cm = 1. 5 x 10 –3 cm E. Heat and temperature are two very important concepts. 1. In your own words, please state the difference between heat and temperature. What is a common unit of each? (5 pts) Heat measures the total energy of a sample and temperature measure the intensity of heat or the average heat of a sample. A common unit of heat is a calorie and a common unit of temperature is Kelvin. It is important to be able to convert from one temperature unit to another. 2. Aluminum melts at 1220 F. (You can see why aluminum is not a liquid at room temperature) What is the melting point of aluminum in degree Celsius ( C) and in Kelvin o C (6 pts) (K)? (oF – 32 oF) x 100 oC = 180 oF (1220 oF – 32)(100 / 180) = 660 oC 660 oC + 273 = 933 K o o 3. Give the ions present and their relative numbers in potassium sulfate. a) b) c) d) e) 1K+ and 1 SO42K+ and 1 SO321K+ and 2 SO422K+ and 1 SO423K+ and 1 SO43- 3 4. How many cm2 are in an area of 4. 21in2? a. b. c. d. e. 10. 7 cm2 114 cm2 27. cm2 1. 66 cm2 1. 14 cm2 5. In performing a multistep calculation, when should you round off the answer in the calculator display? (5 pts) In a multistep calculation you should round off the answer at the end of the calculation E. Matter and Energy. 1. We learned four terms in chapter 4, heterogeneous mixture, homogeneous mixture, compound, and element. Please an example of each. (8 pts) An example of a heterogeneous mixture is the earth’s crust. A heterogeneous mixture can be separated into pure substances by physical methods. An example of a homogeneous mixture is salt water. The properties of a homogeneous mixture constant for a given sample. An example of a compound is NaCl. A compound can be broken down into elements by ordinary chemical reactions. An example of an element is Na. An element is a substance that can not be broken down further by a chemical reaction. 2. Match Symbols and Names (10 pts) 1. sodium 2. iron 3. carbon 4. nitrogen 5. phosphorous d c e b a a. P b. N c. Fe d. Na e. C 4 1. Cl 2. Ce 3. Cu 4. Co 5. Ca e c b d a a. Calcium b. Copper c. Cesium d. Cobalt e. Chlorine 3. Give an example for each of the following terms: (8 pts) a. hysical property – Appearance, melting point, boiling point, density, heat and electrical conductivity, solubility, and physical state under normal conditions are all examples of physical properties. b. chemical property – A chemical property of a substance describes its chemical reactions with other substances. The chemical property of sodium states that sodium will react with water to form hydrog en gas. c. physical change – A physical change include changing shape, volume, or physical state. For example when water changes to ice. d. chemical change – A chemical change always involves the formation of a new substance. Gas bubbles from the reaction of calcium with water. Fill in the blanks of the following table Symbol number of protons number of neutrons number of electrons mass number 37 Cl17 20 18 48 Cr3+ 24 24 21 24 Mg 12 12 12 37 48 24 Might not be on test. Ask teacher. Chlorine has two stable isotopes with masses of 34. 97 amu and 36. 97 amu. What is the relative abundance of the two isotopes? a. b. c. d. e. 50. 00% 35Cl and 50. 00 % 37Cl 35. 45% 35Cl and 64. 55 % 37Cl 64. 55% 35Cl and 35. 45% 37Cl 24. 23% 35Cl and 75. 77 % 37Cl 75. 77 % 35Cl and 24. 23 % 37Cl 5

Regional Imbalance Essay

India is a vast plural country, full of diversities of religions, castes,languages, tribes, cultures, etc. A number of cultural and linguistic groups are concentrated in certain territorial segments, to which they are attached, emotionally and historically. As has been said that during colonial rule the administration was interested in economic exploitation of the country and not in its development; it encouraged various divisions based on religion, region, caste and language and did not pursue any plan or strategy for a balanced development of the country. These resulted in regional imbalances,and group identities. Subsequently, the independent India saw the rise of regionalism, linguism, separatism, etc. In this chapter we will read about the background, causes and nature of these phenomena and possible ways out to check them. All these are related and interconnected. A region is a territory, the inhabitants of which have an emotional attachment to it because of commonality of religion,language, usages and customs, socioeconomic and political stages of development, common historical traditions, a common way of living, etc. Any one or more of these, and above all widely prevalent sentiments of togetherness, strengthen the bond. This territory can coincide with the boundaries of a State, parts of State or even with more than one State. A sense of discrimination or competition on economic, political or cultural grounds, desire for justice or favour gives rise to regionalism. Depending on reasons,and related nature, regionalism can be manifested in many ways like demand for autonomy or powers for State,creation of new State, protection of language or culture of the region or separation from the country. By regional disparities or imbalances is meant wide differences in per capita income, literacy rates, availability of health and education services, levels of industrialisation, etc. between different regions. As already mentioned, these regions may be either states or regions within a State. In this regard in India there are enormous imbalances on various accounts. The exploitative nature of British colonial rule either created or accentuated regional disparities. The planning in independent India has also not been ble to remove these. As is well known, the British colonial administration was primarily interested in selling their products in Indian markets and taking away raw materials from here. In some cases they were also interested in establishing some industries to invest their surplus capital and use cheap labour. Keeping these needs in view, they introduced Zamindari system in some regions to get maximum land revenue. In some regions they favoured peasant proprietary system a nd improvement of agriculture to create markets for their products. As such, in agriculture there came up significant variations both in production relations and level of production in different states and regions. The pattern of urbanisation was based on the strategy of exporting primary products and importing finished goods. This laid the foundation for the emergence of port towns as the major centers of urban-industrial activities. Therefore, the growth of trade nd commerce in colonial India meant the creation of jobs and educational opportunities at coastal centers like Bombay, Calcutta and Madras and some princely states’ capitals. This also led to the emergence of some consumer industries in these enclaves and hence to the development of a merchant capitalist class. This gave these regions a head start over others where the vast tracts of agriculture had lost their traditional handicrafts and other small scale non-agricultural activities in the face of competition from the high technology associated with the modern processes of industrialisation. Another factor in the uneven regional development was the growth of the education system. The British imperialists had linked India to Europe via trade relations and the coastal areas especially around the ports of Bombay,Calcutta and Madras. To man the establishments in these areas modern education was introduced. An educated professional class, mainly lower paid government and commercial clerks, grew up in these areas. These regions also threw up an elite group of lawyers and other professionals who were involved on both sides of the independence movement. On the eve of independence interstate and inter-district disparities were quite sharp and widening. There were differences in the levels of per capita income and consumption, literacy, medical and health facilities, natural resources, population growth, infrastructure development,employment opportunities etc. The independent India, thus, was burdened with the task of removing these disparities. The need for the removal of regional disparities was well recognised by the leaders of the independent India. The Constitution of India, has made it mandatory for the government at the Centre to appoint a Finance Commission once at least in every five years. It was to examine the problems arising out of the gaps between the needs for expenditure and the availability of revenue and other such matters. Accordingly, the balanced regional development had become the declared goal of the Central government and of its two principal agencies — the Planning Commission and the Finance Commission. One of the objectives of planning was to restore the balance between various areas and regions. However, these institutions were to work within overall socio-economic infrastructure of the country and the developing political process. As has already been mentioned that because of the strategic position of the ruling class and adopted model of development right from the beginning,the development has been drifting away from the desired goals. Moreover, to begin with planning was primarily restricted to the national level. Hardly any attention was paid to the problem of regional disparities and the few measures that were taken, were adopted to deal with specific problems faced by certain areas having natural calamities. Thus, the problem of regional development in a national context did not get adequate attention of the policy makers. Some of the already developed regions enjoyed the privilege to develop further at the cost of the backward regions which continued to stagnate. The Third Five-Year Plan devoted some attention to the problem of regional disparities. Some efforts were made to identify the backward regions. Fourth plan onward, planners have increasingly emphasised this objective. Deliberate policy measures are being taken to improve the levels of living of the people in regions identified as backward. However, in practice, in spite of the increasing awareness of these aspects, very little has been achieved. While industrially backward regions have been identified by India’s Planning Commission, no such attempt has yet been made as regards regions which can be deemed to be backward from the point of view of overall economic development. Actually, the main focus of regional policy during the Indian plans has been on the dispersal of industry among the different regions of India. But, in spite of various attempts for industrialisation, agriculture continues to be the most important economic activity from the point of view of output and employment in most of the States in India. And within the agricultural sector, because of emphasis on immediate increase in production,inter-state disparities in per capita agricultural production have been on the increase. It is well known that in agricultural development policy, the green revolution and its impact has been confined to relatively small areas. Thus, the disparities in socio-economic conditions of the people have beenincreasing both within and between different regions of the country. Existence and continuation of regional inequalities both among States and within States create the feeling of neglect, deprivation and of discrimination. In a country which is multi ethnic and multi religious, with groups concentrated in states or regions, these disparities also become cause of social conflicts leading to political and administrative problems. In any case regional imbalances are a major cause of regionalism in India in many ways. The movements for creation of separate States in Jharkhand area of Bihar and West Bengal, Uttaranchal and Chattisgarh in Uttar Pradesh andMadhya Pradesh were because of underdevelopment of these regions in those States and a feeling of deprivation and exploitation among people. Finally,these areas were constituted as separate States in 2001. Similar movements are going on in Telengana region of Andhra Pradesh, Vidarbha region of Maharashtra, Darjeeling region of West Bengal and in some other regions. Apart from sense of deprivation in the neglected States or regions there also are grievances due to sectoral imbalances in States like lack of industrial development along with agricultural development. Because ofthis, on the one hand there have developed interests, particularly in rural areas of developed States, and on the other sectoral conflicts. Both these are encouraging regionalism in developed States. For example, in areas where Green Revolution was introduced and has been successful, thenew rich farmers class has become economically and politically important. They are now interested in perpetuating the concessions and facilities which were given to them. In spite of agriculture having become quite profitable they want subsidies to continue and income not to betaxed. These rich farmers in such States provide major social basis of regional parties. Another aspect of imbalanced development is that because of development only in limited areas, the work force from other States and areas, keep on fighting and winning transitions. Focus is on regional development and not on equivocal or equi-sectoral development. This leads to a major imbalance within a country’s economy and across state-wise economies.

Prezi vs. Powerpoint Essay Example | Topics and Well Written Essays - 750 words

Prezi vs. Powerpoint - Essay Example On the other hand, Microsoft PowerPoint is software that assists individuals organize and share ideas on the web. Prezi and PowerPoint have differences and similarities which have stirred up concerns over which one of the two is the most appropriate. Strengths and Weaknesses of Prezi and PowerPoint According to Wicks (2012), Prezi is a web-based presentation instrument that assists an individual to classify, present and share ideas while PowerPoint is a computer-based presentation instrument. For this reason, PowerPoint has a multiple printing options, as opposed to Prezi. Wicks (2012) and Bird (2012) denote that PowerPoint allows for linear navigation while Prezi does not. In this case, the linear nature refers to involving one dimension. For this reason, PowerPoint allows for one dimension navigation while Prezi allows for much dimension navigation. Bird (2012) denotes that there are different ways in which Prezi’s non linearity can be exploited. The non linearity of Prezi i s shown by the fact that it can be tailored to suit different audiences. Arguably, an individual can set different paths through a big bank of resources for different presentations in regard to the audiences or the time permitted. By this fact, an individual can take a recommendation from audiences and make changes to the Prezi to suit their needs. Notably, both Wicks (2012) and Bird (2012) assert that Prezi allows an individual to plan the relevant and realistic information to their audience and lay down a path through the presentation. Needless to say, Wicks (2012) denotes that learners and users can use Prezi to generate a mind-map around their selected subjects. In essence, it is uncomplicated for them to select pertinent segments to sketch a spoken speech. According to Bird (2012), it is difficult for an individual to plan presentation on PowerPoint and only writes up an essay on each slide. In this regard, Prezi is simpler in terms of planning since an individual can get every thing down on the page and then select which parts are suitable for presentation. After a presentation, the resources used can be reused again in the future unlike in PowerPoint. According to Bird (2012), Prezi emphasizes on its graphics while PowerPoint emphasizes on its texts. Prezi has a whopping visual influence when an individual first uses it. This impresses the user and makes them yearn to try and use it. However, this may not last for long and will soon fade. Notably, a Prezi presentation may not be remarkably different, however, to a PowerPoint one. Though Prezi has excellent visuals, this may not well pass the intended message. People should remember the messages and not the images and pictures used. Visuals are merely hooks which are used to hang the intended messages. Debatably, when the hook gets more attention than the message the message will not be well presented to the audience. Arguably, visuals should be comprehensible and clear and should assist the audience unde rstand the message communicated by the speaker. Attractive visuals will attract the attention of the audience, and this will lead to failure to understand the message passed by the speaker. Prezi has eye catching visuals which attract all the attention, and not unless the presenter intends to

You can choose any question but it should be about GLOBALIZATION AND Essay

You can choose any question but it should be about GLOBALIZATION AND TECHNOLOGY ,COMMUNICATION AND MEDIA - Essay Example owever, let it not be also taken for granted that globalization paved the way for the emergence of highly-defined technologies which, in the long run, catered for the sophistication of the structures and for the relatively higher degree of productivity with the functions in the different fortes of society. Hence, this account aims not only to identify the existing relationships among two variables—globalization and technology—alone but also to examine the effects of globalization and technology to more extensive areas, specifically media and communications. This idea, moreover, is conceived prior to the practically recognized fact that today’s century is the epoch which is highly driven by the struggle for the acquisition of information; and that the requisite for such acquisition is basically through getting hold of the communications and media systems around the globe. As one article had put it, globalization opened the gates for the development of â€Å"Information Highways,† which permitted the fast exchange of information and which provided passages for communication around the globe (Asilo, 2007). This account, moreover, includes the examination of the different relationships posited by the different variables concerned. Such relationship is identified so as to provide a link of interconnectivity between the variables concerned, which, as it would be presented in the proceeding discussions, would create a domino effect of impacts on each other. The topic to which this account is to begin with, moreover, is on the basic notions of globalization and technology, as its prime vehicle—as these two concepts tend to perform with one another side by side. There is a significant relationship that exists between technology and globalization—the former exhibits an important role in the development of the latter (Schaeffer, 2003). In fact, the process of globalization and the development of technology through times go hand in hand—globalization creates