Education Is Not Preparation For Life - 1155 Words

â€Å"Education is not preparation for life; Education is life for itself.† These are the words of John Dewey, which have led an everlasting impression on my mind. It relates to the idea of lifelong learning, and the knowledge that education is much more than what lies within the curriculum. Whenever I pause by to reflect on my ken of knowledge, I feel that how little I have learnt and that an enormous, unknown and fascinating wealth of knowledge lies before me, yet to be explored. Education is like an edifice based on strong rudiments and strengthened by the fundamentals and practical skills acquired during one’s lifetime. So my main goal is to design the next generation innovations in field rather than being just a user of existing technologies and findings. So I intend to pursue Master of Science degree in â€Å"Automotive software Engineering† at your university as the first step towards obtaining a PHD. â€Å"Nothing is Impossible in Life† has always been a motivating force behind all my achievements. I strongly believe that enjoy what we do and having the passion to pursue, we can ultimately achieve our destination, no matter how much efforts are needed. My inherent urge and interest to pursue engineering emanates from an instinctive inclination for Physics and Mathematics since my schooling. From early childhood, I was very captivated with electronic appliances around me. I would ask my parents about their principle of working. I always tried to find out what basic elements andShow MoreRelatedEducation Is Not Preparation For Life998 Words   |  4 PagesJohn Dewey once said, â€Å"Education is not preparation for life; education is life itself. He is conveying the idea that learning is an active process, that should occur to enhance one s living and understanding thereof. When one only views education as a temporary matter, that person misses the big picture and fails to grasp what life genuinely is. Paulo Freire believes in having the opportunity to discover for oneself all that the world has to offer, with the slight guidance from a teacher. HeRead MoreEducation Is Not Preparation For Life1350 Words   |  6 Pagesâ€Å"Education is not preparation for life; education is life itself.† If one accepts the quote by John Dewey to be true, then depriving someone of their education is depriving them of their life. Throughout the centuries, human beings have sought educational freedom. The United States of America has become a symbol for all who seek life, or education rather. Millions of people come to the United States, from less privileged countries, each year in hopes for a better education that is coupled with aRead MoreEducation Is Not Preparation For Life980 Words   |  4 PagesDewey once said â€Å"Education is not preparation for life; Education is life itself. Meaning that learning is an active process that should occur to enhance o ne s living and understanding thereof. When one only views education as a temporary thing they miss the big picture , and fail to grasp the what life truly is. Paulo Freire believes in having the opportunity to discover for oneself all that the world has to offer with the slight guidance from a teacher. He also says that â€Å"Education must begin withRead MoreEducation Is Not Preparation For Life1354 Words   |  6 PagesEducation: The Key to Success â€Å"Education is not preparation for life; education is life itself.† If one accepts the quote by John Dewey to be true, then depriving someone of their education is depriving them of their life. Throughout the centuries, human beings have sought educational freedom. The United States of America has become a symbol for all who seek life, or education rather. Millions of people come to the United States, from less privileged countries, each year in hopes for a better educationRead More Education: Preparation for Life Essay714 Words   |  3 PagesEducation: Preparation for Life A common question that educators and parents alike ask is how and what to teach children. Before one decides this, however, I believe it is important to know what your goals and purposes are. It is important to know why the children are being educated. It is my firm belief that in a person’s educational experience, they should be prepared for more than just their career. One of school’s many functions is socialization. School isRead MorePurpose Of College Essay862 Words   |  4 PagesThe purpose of college differentiates from person to person, the purpose of college for me is to not only shape me into a productive citizen but to prepare me for my future career and life in the real world. Like most students, I think a portion of college should be devoted to career preparation to ensure the move from college to career is an easy one and to make sure Ive gained all college has to offer. Throughout my college career, I will take many courses I dont see the purpose of yet theyRead MoreA Pastor Of A Small Church1007 Words   |  5 Pagesabout. As I cover the different areas of preparation, keep in mind that these are just a few that must pastors follow. You will not get far if you are not filled with the Holy Spirit and seeking grace and mercy daily. A spiritual preparation is a must when pastoring. McCarty, D. (1997). Leading the small church, says â€Å"A call to preach is a call to prepare.† He also says â€Å"Spirituality is personal and not mechanical and rote exercise.† This spiritual preparation is an interaction with God and God aloneRead MoreEngaged Couples Should Be Required to Take Marriage Preparation Classes for One Full Year before Their Wedding1018 Words   |  5 Pagesto family life and the responsibility costs expensive enough. It may end in health loss, broken destiny, children without a father. This research is devoted to the importance of marriage preparation classes for one full year before wedding. Profession and marriage are often called the most important indicators of living conditions and well-being. But if you can master the profession for several years, preparing for the role of husband and wife over a short time is impossible. Preparation for marriageRead MoreAn Early Childhood Educator Can Reconstruct The Life Of A Child1708 Words   |  7 PagesThis can be true for those who desire and want to improve lives, but how does one transform the life of another individual? Does it begin by becoming a firefighter, a police officer, or a doctor? These are all excellent advances in improving lives, but this writer will discuss about how becoming an Early Childhood Educator can reconstruct the life of a child (Rawlings 127). Early Childhood Education is a profession that works with children from birth up to eight years of age (Garvis and PendergastRead MoreGoodwill Analysis Essay887 Words   |  4 PagesBackground Goodwill industry is a non-profit organization that provides training, employment assistance, and education to those experiencing difficulty entering the job market due to lack of education, proper training, or disabilities. A central agency coordinates the activities of over 200 independent regional branches. Most of Goodwill’s revenue is generated through the sale of donated items at its retail stores, which number over 2,000. These revenues are used to fund its employment and

Barn Burning Abner Snopes Character Analysis Essay

William Faulkners short story Barn Burning describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he goes and burns their barns to get revenge. Abners character over the course of the story is unchanging in that he is cold hearted, lawless, and violent.brbrFirst, Abners unchanging character shows his cold heartedness. After being sentenced to leave the country for burning a mans barn, he shows no emotions to his family. During the story, there was not a time when he apologized or offered a word of encouragement to them. His tone of voice when talking†¦show more content†¦Abners act of breaking the law begins when he was supposed to be fighting in the Civil War, but instead he stole horses from both sides of the lines. When Abner returned home, he continued his act of breaking the law by committi ng arson. At the beginning of the story, Abner is in a makeshift courtroom where he is being tried for burning Mr. Harris barn. There was no evidence to rule against Abner so he was advised to leave the country. I aim to. I dont figure to stay in a country among people whoÂ… (217). After sly remarks of barn burner(218) from a group of people standing near, Abner tells his family to get in the wagon and get ready for travel. Abner and his family traveled to their next house where things got off to a bad start. Just a few days had gone by and Abner took Major DeSpain to court claiming his fine was to high for the damage he did to his rug. The court ruled in DeSpains favor fining him, to the amount of ten bushels of corn over and above your contract with him, to be paid to him out of your crop at gathering time (226), thus setting off Abners anger. As a result he set out that night and put DeSpains barn on fire. brbrFinally Abners unchanging character is revealed not only in his rol e asShow MoreRelated William Faulkner’s Barn Burning: Abner Snopes Character Analysis1049 Words   |  5 PagesWilliam Faulkner’s short story â€Å"Barn Burning† describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he burns their barns to get revenge. Abner’s character over the course of the story is unchanging in that he is cold hearted, lawless, and violent. First, Abner’s unchanging character shows his cold heartedness. AfterRead MoreBoth sides of the Coin in William Faulkner’s short story, Barn Burning812 Words   |  3 PagesWilliam Faulkner’s short story, â€Å"Barn Burning,† the character Abner Snopes, who is Sarty’s father as well as a main character of the story, stands out the most compared to other characters because of Faulkner’s description with a sense of irony and critic. Faulkner presents multifaceted characteristics in Abner Snopes that makes the readers think beyond the view of the narrator based on logics and circumstances in Abner’s conditions. The setting of ‘‘Barn Burning’’ is the post-Civil War South, theRead MoreLiterary Analysis of Barn Burning771 Words   |  4 PagesLiterary Analysis of Barn Burning Child abuse has been a common occurrence throughout the times of this world. In the story Barn Burning that was written by the author William Faulkner, a story is told of a boy named Colonel Sartoris Snopes who lives with his family. His father is a man who has seen the brutality of war and has a very cold heart. His name is Abner Snopes. His heart is so cold that it is almost as if he is not even human. William Faulkner in the story uses words comparing Abner SnopesRead More Analysis of The Barn Burning by William Faulkner Essays987 Words   |  4 PagesAnalysis of The Barn Burning by William Faulkner The short story â€Å"Barn Burning† by William Faulkner is about a ten year old boy, Sarty Snopes, who has grown to realize that his father, Abner Snopes, provides a life of â€Å"despair and grief† as he refuses to accept the â€Å"peace and dignity† generated by the ties with other people. In essence, Sarty is faced with the dilemma of choosing between his family (his blood) and moral conscience of what is right and wrong. Jane Hiles interprets thisRead MoreLiterary Analysis of â€Å"Barn Burning†2800 Words   |  12 PagesA Literary Analysis of â€Å"Barn Burning† In the beginning, â€Å"Barn Burning† appears to be a story about an oppressive father and his family, who seems to be caught up in his oppression. As you read further in to the story you find that the story is focused on a young son of a poor sharecropper, who has to struggle with his father’s arsonist tendencies which are destroying his families’ reputation and life style, while coming to terms with his own morality. The young son, whose name is Colonel SartorisRead MoreWilliam Faulkners Barn Burning: An Indicative of Literary Modernism1989 Words   |  8 Pagesï » ¿There are several ways in which William Faulkners short story Barn Burning is indicative of literary modernism. It depicts a relevant historical period and is part of the frontiersman literary tradition (Gleeson-White, 2009, p. 389). The author utilizes a number of purely literary approaches that were innovative for the time period in which the tale was originally published (in 1932), such as emp loying a young child as a narrator complete with misspelled words and broken, puerile thoughts. HoweverRead MoreWilliam Faulkner s Literary Accomplishments1753 Words   |  8 Pagesworks bear the image of the Southern Gothic tradition and the weight of more than half a century of literary analysis and criticism. Despite a vast amount of intense and perhaps belated scrutiny directed at Faulkner s literary accomplishments, the author himself had a vision and scope not to be outdone by his commentators. Between 1929 and 1936, Faulkner published novels with characters ranging from children, thinkers, the insane, the law-breaking, and even those beyond the grave serving as vehiclesRead MoreWilla Cathers Issues with Realism and The Barn Burner, Paragraphs1059 Words   |  4 Pages1. Willa Cather 2. Willa Cather and the Scarlet Letter by Nathaniel Hawthorne 3. The Barn Burner 4. A Rose for Emily by William Faulkner 1. Willa Cather seems to take issue with the bland and boring nature of realism above all else. She notes that realism is not in itself an artistic expression, yet so many art forms from literature to paintings—particularly from her time period—portray little more than the realism of our world. In her mind, the literalness that is realism can be successfullyRead MoreSarty Snopes’ Struggle for Freedom: William Faulkners Barn Burning1777 Words   |  8 Pages â€Å"Barn Burning† first appeared in print in Harper’s Magazine in 1939 (Pinion). It is a short story by William Faulkner which depicts a young boy in crisis as he comes to realize the truth about his father’s pyromania. Faulkner takes the reader inside the boy’s life as he struggles to remain loyal to his unstable father. In the end the boy’s courage and sense of justice wins and he not only walks away from his father’s iron clad control over his life, but he is able to warn his father’s next victimRead MoreOedipus in Sophocles Oedipus Rex and Young Colonel Sartoris Snopes in William Faulkners Barn Burning: A Comparative Analysis of Characters1034 Words   |  4 Pagesï » ¿When attempting to compare the characters and the lots of Oedipus in Oedipus Rex and Young Colonel Sartoris Snopes in William Faulkners Barn Burning, there are a number of immediate and salient points of similarity for one to consider. One of the principle points of similarities between these two is related to their personalities both male characters are prone to fits of action which they can only fully understand (if at all) in hindsight. Another is the fact that the quandaries they find themselves

Smu I Sem Stat Assignments Set 2 Free Essays

rMBA SEMESTER 1 MB0040 – STATISTICS FOR MANAGEMENT- 4 Credits (Book ID: B1129) Assignment Set- 1 (60 Marks) Note: Each question carries 10 Marks. Answer all the questions 1. What do you mean by Statistical Survey? Differentiate between â€Å"Questionnaire† and â€Å"Schedule†. We will write a custom essay sample on Smu I Sem Stat Assignments Set 2 or any similar topic only for you Order Now ANS: Definition of statistical survey: A Statistical survey is a scientific process of collection and analysis of numerical data. Statistical surveys are used to collect numerical information about units in a population. Surveys involve asking questions to individuals. Surveys of human populations are common in government, health, social science and marketing sectors. Stages of Statistical Survey: Statistical surveys are categorized into two stages – planning and execution. The two broad stages of Statistical survey AS FOLLOWS: [pic] Planning a Statistical Survey: The relevance and accuracy of data obtained in a survey depends upon the care exercised in planning. A properly planned investigation can lead to best results with least cost and time. Steps involved in the planning stage are as follows: Step 1: Nature of the problem to be investigated should be clearly defined in an unambiguous manner. Step 2: Objectives of the investigation should be stated at the outset. Objectives could be to: †¢ Obtain certain estimates †¢ Establish a theory †¢ Verify an existing statement †¢ Find relationship between characteristics Step 3: The scope of the investigation has to be made clear. The scope of investigation refers to the area to be covered, identification of units to be studied, nature of characteristics to be observed, accuracy of measurements, analytical methods, time, cost and other resources required. Step 4: Whether to use data collected from primary or secondary source should be determined in advance. Step 5: the organization of investigation is the final step in the process. It encompasses the determination of the number of investigators required, their training, supervision work needed, funds required. Execution of Statistical survey: Control methods should be adopted at every stage of carrying out the investigation to check the accuracy, coverage, methods of measurements, analysis and interpretation. The collected data should be edited, classified, tabulated and presented in diagrams and graphs. The data should be carefully and systematically analysed and interpreted. Differentiate between â€Å"Questionnaire† and â€Å"Schedule†: Questionnaires contain simple questions and are filled by respondents. Schedules also contain questions but responses are recorded directly by the investigator. 2. The table shows the data of Expenditure of a family on food, clothing, education, rent and other items. Depict the data shown in the table using Pie chart. |Items |Expenditure | |Food |4300 | |Clothing |1200 | |Education |700 | Rent |2000 | |Others |600 | ANS: [pic] Fig: Pie-chart showing expenditure of a family on various items 3. Average weight of 100 screws in box A is 10. 4 gms. It is mixed with 150 screws of box B. Average weight of mixed screws is 10. 9 gms. Find the average weight of screws of box B. ANS: GIVEN THAT: †¢ n1=100, †¢ n2 = 150, †¢ X1 = 10. 4 Gms, †¢ [pic]= 10. 9 Gms, †¢ X2 =? WE KNOW THAT: [pic] 10. 9 = (100*10. 4) + (150 X2) / 100+150 10. 9 = 1040 + 150 X2 / 250 0. 9*250 = 1040 + 150 X2 2725 = 1040 + 150 X2 150 = 2725-1040 X2 =1685 / 150 X2 = 11. 23 Gms Therefore, the average weight of screws of box B is 11. 23 gms. 4. (a) Discuss the rules of â€Å"Probability†. (b) What is meant by â€Å"Conditional Probability†? ANS: 1. Addition rule: The addition rule of probability states that: i) If ‘A’ and ‘B’ are any two events then the probability of the occurrence of either ‘A’ or ‘B’ is given by: [pic] ii) If ‘A’ and ‘B’ are two mutually exclusive events then the probability of occurrence of either A or B is given by: [pic] ii) If A, B and C are any three events then the probability of occurrence of either A or B or C is given by: [pic] In terms of Venn diagram, from the figure 5. 4, we can calculate the probability of occurrence of either event ‘A’ or event ‘B’, given that event ‘A’ and event ‘B’ are dependent events. From the figure 5. 5, we can calculate the probability of occurrence of either ‘A’ or ‘B’, given that, events ‘A’ and ‘B’ are independent events. From the figure 5. 6, we can calculate the probability of occurrence of either ‘A’ or ‘B’ or ‘C’, given that, events ‘A’, ‘B’ and ‘C’ are dependent events. pic] iv) If A1, A2, A3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, An are ‘n’ mutually exclusive and exhaustive events then the probability of occurrence of at least one of them is given by: [pic] 2. Multiplication rule: If ‘A’ and ‘B’ are two independent events then the probability of occurrence of ‘A’ and ‘B’ is given by: [pic] Conditional Probability: Sometimes we wish to know the probability that the price of a particular petroleum product will rise, given that the finance minister has increased the petrol price. Such probabilities are known as conditional probabilities. Thus the conditional probability of occurrence of an event ‘A’ given that the event ‘B’ has already occurred is denoted by P (A / B). Here, ‘A’ and ‘B’ are dependent events. Therefore, we have the following rules. If ‘A’ and ‘B’ are dependent events, then the probability of occurrence of ‘A and B’ is given by: [pic] It follows that: [pic] For any bivariate distribution, there exists two marginal distributions and ‘m + n’ conditional distributions, where ‘m’ and ‘n’ are the number of classifications/characteristics studied on two variables. 5. (a) What is meant by â€Å"Hypothesis Testing†? Give Examples (b) Differentiate between â€Å"Type-I† and â€Å"Type-II† Errors ANS: Hypothesis Testing: Hypothesis testing is about making inferences about a population from only a small sample. The bottom line in hypothesis testing is when we ask ourselves (and then decide) whether a population, like we think this one, would be likely to produce a sample like the one we are looking at. Testing Hypothesis: In hypothesis testing, we must state the assumed or hypothesised value of the population parameter before we begin sampling. The assumption we wish to test is called the null hypothesis and is symbolised by ? Ho†. The term null hypothesis arises from earlier agricultural and medical applications of statistics. In order to test the effectiveness of a new fertiliser or drug, the tested hypothesis (the null hypothesis) was that it had no effect, that is, there was no difference between treated and untreated samples. If we use a hypothesised value of a population mean in a problem, we would represent it symbolically as ? H0. This is read – The hypothesized value of the population mean. If our sample results fail to support the null hypothesis, we must conclude that something else is true. Whenever we reject the hypothesis, the conclusion we do accept is called the alternative hypothesis and is symbolised H1 (â€Å"H sub-one†). Interpreting the level of significance: The purpose of hypothesis testing is not to question the computed value of the sample statistic but to make a judgment about the difference between that sample statistic and hypothesised population parameter. The next step after stating the null and alternative hypotheses is to decide what criterion to be used for deciding whether to accept or reject the null hypothesis. If we assume the hypothesis is correct, then the significance level will indicate the percentage of sample means that is outside certain limits (In estimation, the confidence level indicates the percentage of sample means that falls within the defined confidence limits). Hypotheses are accepted and not proved: Even if our sample statistic does fall in the non-shaded region (the region shown in below figure that makes up 95 percent of the area under the curve), this does not prove that our null hypothesis (H0) is true; it simply does not provide statistical evidence to reject it. Why? It is because the only way in which the hypothesis can be accepted with certainty is for us to know the population parameter; unfortunately, this is not possible. Therefore, whenever we say that we accept the null hypothesis, we actually mean that there is not sufficient statistical evidence to reject it. Use of the term accept, instead of do not reject, has become standard. It means that when sample data do not cause us to reject a null hypothesis, we behave as if that hypothesis is true. [pic] fig: Acceptance and rejection region of sample Selecting a Significance Level: There is no single standard or universal level of significance for testing hypotheses. In some instances, a 5% level of significance is used. In the published results of research papers, researchers often test hypotheses at the 1 percent level of significance. Hence, it is possible to test a hypothesis at any level of significance. But remember that our choice of the minimum standard for an acceptable probability, or the significance level, is also the risk we assume of rejecting a null hypothesis when it is true. The higher the significance level we use for testing a hypothesis, the higher the probability of rejecting a null hypothesis when it is true. 5% level of significance implies we are ready to reject a true hypothesis in 5% of cases. If the significance level is high then we would rarely accept the null hypothesis when it is not true but, at the same time, often reject it when it is true. When testing a hypothesis we come across four possible situations. The above figure shows the four possible situations. [pic] Table: Possible situations when testing a hypothesis The combinations are: 1. If the hypothesis is true, and the test result accepts it, then we have made a right decision. 2. If hypothesis is true, and the test result rejects it, then we have made a wrong decision (Type I error). It is also known as Consumer? s Risk, denoted by ?. 3. If hypothesis is false, and the test result accepts it, then we have made a wrong decision (Type II error). It is known as producer? s risk, denoted by ? 1 – P is called power of the Test. 4. Hypothesis is false, test result rejects it – we have made a right decision. Type-I† and â€Å"Type-II† Errors: Suppose that making a Type I error (rejecting a null hypothesis when it is true) involves the time and trouble of reworking a batch of chemicals that should have been accepted. At the same time, making a Type II error (accepting a null hypothesis when it is false) means taking a chance that an entire group of users of this chemical compound will be poisoned. Obviously, the managem ent of this company will prefer a Type I error to a Type II error and, as a result, will set very high levels of significance in its testing to get low . Suppose, on the other hand, that making a Type I error involves disassembling an entire engine at the factory, but making a Type II error involves relatively inexpensive warranty repairs by the dealers. Then the manufacturer is more likely to prefer a Type II error and will set lower significance levels in its testing. 6. From the following table, calculate Laspyres Index Number, Paasches Index Number, Fisher? s Price Index Number and Dorbish Bowley? s Index Number taking 2008 as the base year. Commodity |2008 |2009 | | |Price (Rs) per Kg |Quantity in Kg |Price (Rs) per Kg |Quantity in Kg | |A |6 |50 |10 |56 | |B |2 |100 |2 |120 | |C |4 |60 |6 60 | |D |10 |30 |12 |24 | |E |8 |40 |12 |36 | Sol: Commodity |2008 |2009 |   |   |   |   | | |P0 |Q0 |P1 |Q1 |P1Q0 |P1Q1 |P0Q0 |P0Q1 | |A |6 |50 |10 |56 |500 |560 |300 |336 | |B |2 |100 |2 |120 |200 |240 |200 |240 | |C |4 |60 |6 |60 |360 |360 |240 |240 | |D |10 |30 |12 |24 |360 |288 |300 |240 | |E |8 |40 |12 |36 |480 |432 |320 |288 | |   |   |   |   |   |1900 |1880 |1360 |1344 | |   |   |   |   |   |? P1Q0=1900 |? P1Q1= |? P0Q0= |? P0Q1= | | | | | | | |1880 |1360 |1344 | (A) Laspyres Index Number =? P1Q0 / ? P1Q1 x 100 =1900 / 1880 x 100 = 1. 0106 x 100 = 101. 06 Ans. (B) Paasches Index Number =? P1Q1 / ? P0Q1 x 100 =1880 /1344 x 100 =1. 3988 x 100 =138. 88 Ans. (C) Fisher’s Price Index Number = ? P1Q0 x ? P1Q1 / ? P0Q0 x ? P0Q1 X 100 = 1900 x 1880 / 1360 x 1344 X 100 = 1. 9542 x 100 = 1. 3979 x 100 = 139. 79 Ans. (D) Dorbish Bowley? s Index Number = ? P1Q0 / ? P0Q0 + ? P1Q1 / ? P0Q1 x 100 = 1900 / 1360 + 1880 / 1344 x 100 = 2. 795 x 100 = 1. 6718 x 100 = 167. 18 Ans. [pic] How to cite Smu I Sem Stat Assignments Set 2, Papers