Physical Value in Keats Ode on a Grecian Urn Essay -- Ode on a Grecia

Physical Value in Keats' Ode on a Grecian Urn The poetry of John Keats contains many references to physical things, from nightingales to gold and silver-garnished things, and a casual reader might be tempted to accept these at face value, as simple physical objects meant to evoke a response either sensual or emotional; however, this is not the case. Keats, in the poem Ode Upon a Grecian Urn, turns the traditional understanding of physical objects on its head, and uses them not solid tangible articles, but instead as metaphors for and connections to abstract concepts, such as truth and eternity. In the poem, Keats dismisses the value of physical things as only corporeal for what he feels is more substantial and lasting, the indefinite and abstruse concepts behind them. It would be beneficial to gain a historical perspective on the poem. Ode Upon a Grecian Urn was written at the height of Keats' creative output, in May of 1819; in this same month he wrote the Ode Upon a Nightingale and the Ode Upon Melancholy. It is worth noting that two of the subjects of these odes are physical things, because Keats is chiefly remembered for his writing about physical, sensual things. Yet he betrays this attempt at classification; the Grecian urn is more than just an ancient piece of pottery which Keats values because it has in some ways defeated time ("when old age shall this generation waste / thou shalt remain. . . ", lines 46-47) and because it will never cease depicting youth and gaiety (". . .that cannot shed / Your leaves, nor ever bid the Spring adieu", lines 21-22). Keats values this urn because of the message it conveys (directly or indirectly, a topic which will reviewed later), ... ...- C - E. There is alliteration also in the poem; "silence and slow", "leaf-fringed legend", "Ah, happy, happy boughs" and "Of marble men and maidens overwrought" are examples of such. In conclusion, in the poem Ode Upon a Grecian Urn, the poet John Keats uses language and the object of his poem, a urn from Ancient Greece, to link abstract actions and concepts to physical, real, concrete things, in many different ways. Using iambic pentameter, and a unique rhyme scheme, and some devices of figurative language, Keats' sets up a melodic, beautifully flowing poem which well serves the purpose he gives it. Truly, abstract images and notions are seamlessly, subtly connected to the physical world around them. Works Cited Hunter, J. Paul 1999. The Norton Introduction to Poetry. New York, New York. Ode Upon a Grecian Urn, pages 323-324. Physical Value in Keats' Ode on a Grecian Urn Essay -- Ode on a Grecia Physical Value in Keats' Ode on a Grecian Urn The poetry of John Keats contains many references to physical things, from nightingales to gold and silver-garnished things, and a casual reader might be tempted to accept these at face value, as simple physical objects meant to evoke a response either sensual or emotional; however, this is not the case. Keats, in the poem Ode Upon a Grecian Urn, turns the traditional understanding of physical objects on its head, and uses them not solid tangible articles, but instead as metaphors for and connections to abstract concepts, such as truth and eternity. In the poem, Keats dismisses the value of physical things as only corporeal for what he feels is more substantial and lasting, the indefinite and abstruse concepts behind them. It would be beneficial to gain a historical perspective on the poem. Ode Upon a Grecian Urn was written at the height of Keats' creative output, in May of 1819; in this same month he wrote the Ode Upon a Nightingale and the Ode Upon Melancholy. It is worth noting that two of the subjects of these odes are physical things, because Keats is chiefly remembered for his writing about physical, sensual things. Yet he betrays this attempt at classification; the Grecian urn is more than just an ancient piece of pottery which Keats values because it has in some ways defeated time ("when old age shall this generation waste / thou shalt remain. . . ", lines 46-47) and because it will never cease depicting youth and gaiety (". . .that cannot shed / Your leaves, nor ever bid the Spring adieu", lines 21-22). Keats values this urn because of the message it conveys (directly or indirectly, a topic which will reviewed later), ... ...- C - E. There is alliteration also in the poem; "silence and slow", "leaf-fringed legend", "Ah, happy, happy boughs" and "Of marble men and maidens overwrought" are examples of such. In conclusion, in the poem Ode Upon a Grecian Urn, the poet John Keats uses language and the object of his poem, a urn from Ancient Greece, to link abstract actions and concepts to physical, real, concrete things, in many different ways. Using iambic pentameter, and a unique rhyme scheme, and some devices of figurative language, Keats' sets up a melodic, beautifully flowing poem which well serves the purpose he gives it. Truly, abstract images and notions are seamlessly, subtly connected to the physical world around them. Works Cited Hunter, J. Paul 1999. The Norton Introduction to Poetry. New York, New York. Ode Upon a Grecian Urn, pages 323-324.

The Misfit Toy

Michael Nunno Ms. Piscopo English Pd.4 23 April 2018 The Misfit Toy In Flannery O'Connor's short story, â€Å"A Good Man is Hard to Find,† a twisted criminal known only as â€Å"The Misfit† captures a family of four and a grandmother that he runs into during his escape. As he proceeds to execute each family member, he breaks down the grandmother's weak moral code. Why does O'Connor use such a violent character? O'Connor uses The Misfit's twisted but unbreakable moral code to expose the grandmother's moral weakness and hypocrisy.One of the first instances we see of the Grandmother's moral weakness is when she refrains from admitting fault for giving false information about the location of a plantation house. As the text states: â€Å"The horrible thought she had had before the accident was that the house she had remembered so vividly was not in Georgia but in Tennessee.† After this quote the grandmother says nothing about how she was wrong, but instead, after her false information and her crazy cat causing a car crash, she curls up under the dashboard and hopes that she is hurt so that she can avoid conflict with her son. Clearly here she is showing cowardice and a refusal of self introspection. The grandmother does not want to admit that she is wrong, and in fact even hopes she is injured so she will receive pity from her family.After the car crashes, the stranded family is met by three unknown men. The grandmother eventually notices that the group of men is led by the notorious criminal, the Misfit. The grandmother, out of fear begins to call the Misfit â€Å"a good man,† after he says he would hate to shoot a lady, and praises his parents, showing her moral weakness as she calls a wanted criminal â€Å"good.† â€Å"‘You wouldn't shoot a lady, would you?†¦I know you're a good man†¦I know you must come from nice people†¦you shouldn't call yourself the misfit because I know you're a good man at heart.† In this quote, the grandmother is siding with an evil man out of fear. Before this situation the grandmother says: â€Å"I wouldn't take my children in any direction with a criminal like that aloose in it. I couldn't answer to my conscience if I did.† In a difficult situation, the grandmother is seen breaking away from her moral ideals and siding with whatever is convenient to protect herself essentially. This then would show the Grandmother's moral shortcomings, if she is willing to twist her beliefs or throw them out altogether just to get out of a bad situation.Unlike the grandmother who seems to be allergic to introspection, the Misfit finds personal definition by what he has done wrong. As the Misfit says, â€Å"‘Nome, I ain't a good man†¦but I ain't the worst in the world neither†¦I found out the crime don't matter. You can do one thing or you can do another, kill a man or take a tire off his car†¦I call myself the Misfit, because I can't make what all I done wrong fit with all I gone through in punishment.'† The Misfit is saying that he knows he is not the best man in the world, but he is not the worst either. Therefore, even though he is a bad man, he is not averse to goodness; you can see this in his polite gesture to the Grandmother in which he apologizes for being in inappropriate attire: â€Å"I'm sorry I don't have on a shirt before you ladies†¦Ã¢â‚¬  He then goes on in the quote to define himself by the seemingly unjust punishment he received for something he does not remember doing and because of that, he goes on to commit crimes that do deserve punishment. Another instance in which the Misfit's unbreakable moral code shows the weakness of the Grandmother is when he recollects why he was put in prison in which he states: â€Å"I never was a bad boy that I remember of†¦but somewhere along the line I done something wrong and got sent to the penitentiary†¦I forgot what I done, lady. I set there†¦trying to remember what it was I done and I ain't recalled it to this day.† He does not remember why he was put in prison, and later blatantly denies that he killed his father, recollecting perfectly that his father died in 1919 from the flu and his grave is at Hopewell Baptist churchyard. The Grandmother then tries to tell the Misfit that maybe the state made a mistake, but the Misfit will not have it, â€Å"Nome†¦They had the papers on me.† The Misfit does not question why he was put in prison, nor does he hold a grudge against it because he knows he did something, after all, â€Å"They had the papers,† on him. This kind of moral strength, to be able to accept being put in prison even though he forgot what he did is a complete foil to the Grandmother whose weakness is shown in her sympathizing for the Misfit, trying to say that the Misfit was falsely imprisoned even though in the beginning of the story she saw him as an escaped convict.By the end, it becomes apparent that the Grandmother is morally weak. She tries time and time again to get on the Misfit's good side to stay alive instead of trying to save her family. The Misfit operates under his self-proclaimed moral code of â€Å"meanness† that he never breaks away from throughout the story, killing the entire family two by two. As the Misfit says: â€Å"If [Jesus] did what He said, then it's nothing for you to do now but throw away everything and follow him, and if He didn't, then it's nothing for you to do but enjoy the few minutes you got left the best you can – by killing somebody or burning down his house or doing some other meanness to him. No pleasure but meanness.† The Grandmother then says, â€Å"Maybe he didn't raise the dead.† Clearly here, the Misfit has gotten to the Grandmother to the point that she is willing to give up her faith just to save her own life.The Misfit then says that neither of them knows if Jesus did or did not raise the dead but â€Å"†¦if I had been there I would of known and I wouldn't be like I am now.† O'Connor then describes him as if he was ready to break down crying. It is clear that the Misfit wants to be sure of the truth, that he is not happy to be on the path that he is on, but he is on it, and he does not plan to go against the beliefs that he holds. This shows extreme moral strength on the Misfit's part. He does not enjoy what he is or what he believes, but he knows who he is and he believes what he believes is true even though he does not like it. This is in stark contrast with the Grandmother who believes whatever is convenient for her. It then becomes clear here that the Misfit is a foil to the Grandmother; he sticks by a moral code that causes him suffering and brings legal trouble to him, while the Grandmother floats around and sticks to certain moral attributes that will help her avoid conflict in the short-term.To further the claim that the Grandmother is weak, the Misfit says at the end of the story that the Grandmother would have been a good woman if someone was there to â€Å"shoot her every minute of her life.† Here, the Misfit is saying that the Grandmother's entire belief system changed when a gun was held up to her. She was morally weak and the world she lived in allowed her to be so. If the Grandmother had to deal with true hardship in her life, maybe she would have been morally strong. Finally, when Bobby Lee, one of the Misfit's partners in crime declares that shooting at someone their whole life would be, â€Å"Some fun!† The Misfit's response is that, â€Å"It's no real pleasure in life.† The Misfit sticks to his moral code to the very end. It's not fun to shoot at people, it's not fun to be shot, the world is not fun, and according to the Misfit, there is no fun, there is â€Å"no real pleasure in life. â€Å"Some might say the Grandmother shows greater moral strength than the Misfit by humanizing him after all he does by calling him, â€Å"†¦one of my own children!† While it may be true she shows almost Christly love to an evil man, it does not necessarily show her moral strength, and in fact, the opposite may be the case. The grandmother in the beginning of the story sees the Misfit as a vicious criminal on the loose. However, now when she sees vulnerability in the Misfit, she tries to exploit it and show acceptance and love to one that only knows â€Å"meanness.† The Grandmother is not showing moral strength, but changing her moral beliefs and ideals once again to save herself, to no avail, as the Misfit quickly jumps back and shoots her three times before she can exploit his moment of weakness. Therefore, in conclusion, the Misfit's character serves as a foil to the grandmother to pull away the veil of faux holiness that she lives with and expose her hypocrisy and corruption. Although the Misfit is tortured by his moral code, he follows it anyway because he believes it is true, unlike the Grandmother who agrees with everything he says and tries to pander to his ideas, completely throwing her previous moral code out the window.? Works CitedO'Connor, Flannery. A Good Man Is Hard to Find. Faber ; Faber, 2016.

A Research Study On Mentoring Program - 1184 Words

Summary Mentoring program have become common place in the social service community, their general effectiveness has been well evaluated. This research will provide foundation for the following review of Deep blue lines, focusing on mentor/mentee relationships, family involvement, their camp element and program evaluation (DBL). DBL is a mentoring program for at risk youths, run by Police-Citizens Youth Club (PCYC) is a aimed at 13-17 year olds who are at risk of entering into criminal activities or disengaging from community, education and family. DBL involves small group mentoring sessions ran by police officers, focusing on communication, goal setting, making good choices, and positive self-image. Another element to the program is†¦show more content†¦The program connects at risk teens with positive mentors, in order to learn to communicate, set goals, make positive choices and create healthy relationships, in addition, they participate in a camp where they are challenged to apply the skills they have acquired (2016). DBL has no official documentation of how it is evaluation thus it will be evaluated through the framework of comparative literature based on similar mentoring programs. There is no statistically information based on DBL to infer if the program is successful or otherwise. Evaluation of such a program is valuable to assess not only the success of your program but also, your demographic so you can further tailor your program to your participants, gain access to funding through suppling evidence of your results, gain community support by showing the community your results (Parker and Lamont, 2010). Karcher et al. found that evaluation contributed to program improvments inclding increased training for mentors, and improved plasticity to allow for individual needs (2006). This aspect is lacking in DBL and needs to be introduced to gain valuable information that will assist in the improvement and success of the program however, there have been other effective elements of DBL identified. A factor that has been identified as effective in mentoring programs of at risk teens is an engaging relationship between mentor and mentee, this is oftenShow MoreRelatedInvestigation Of Mentoring And Induction Program908 Words   |  4 PagesThis study examined the teacher shortage, retaining teachers, mentoring/induction in relationship to teacher job satisfaction. Darling-Hammond (2003) revealed that research shows that novice teachers usually leave after five years of teaching. The goal is to make educators understand the need for mentoring/induction program in the southern school system. Purpose of the Study The purpose of study is make sure education departments has research based data to guide the aim of mentoring/inductionRead MoreProblem Statement For Faculty Development876 Words   |  4 Pagesdevelopment, ONESQA defined its criteria as professional development that institutes have to develop faculty to gain an academic qualification by having the plan, system, and the mechanism (ONESQA, 2013). Although, enthusiastically faculty development program occurred in Thailand, the percentage of faculty development among Thailand educational institutes presented minor rate (Fink, 2013). Boromarajonani College of Nursing, Trang (BCNT) is a higher educational institute that uses the criteria of ONESQARead MoreThe Entering Mentoring Program828 Words   |  4 PagesIntroduction Formal mentoring programs are ubiquitous on college campuses and yet there is a lack of high quality training for mentoring participants online. The Entering Mentoring training is a notable exception (more here). However, this training is in person. More here about lack of inclusive mentoring / cultural intelligence. This paper reviews the development efforts for two online training modules that reflect cultural intelligence and an online delivery format. Both training programs drew on keyRead MoreResearch Question And Hypothesis Of Online Peer Mentoring1673 Words   |  7 PagesRESEARCH QUESTION AND HYPOTHESIS Problem Statement As seen from the literature, there is a problem with ensuring that resources to further education are delivered to rural high school students. This problem is apparent in the fact that rural high school students cannot benefit from programs like Strive because of their distance from major universities. We want to study this problem further because the low college attendance and graduation rates of rural states like Idaho mean that teens are lackingRead MoreIntroduction: The present research would seek to expand upon the current research base of mentor1300 Words   |  6 PagesIntroduction: The present research would seek to expand upon the current research base of mentor programs. Having an adult mentor is one of the greatest predictors of whether as student with finish high school, but more is information is needed. Indeed, mentoring programs are already associated with improved outcomes such as higher graduation rates, better grades, better jobs, and less drug abuse, but what m akes for a successful program? Obviously, the goal behind these programs is to benefit childrenRead MoreExpanding Leadership Diversity Through Formal Mentoring Programs1184 Words   |  5 Pagesleadership diversity through formal mentoring programs. Journal of Leadership Studies, 3(1), 47-60. 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At the beginning of the article Gaskill stated, â€Å"These relationships are recognized for theirRead MoreEvaluation Of Mentoring Programs For The United States1732 Words   |  7 PagesJordan Woltjer 11/16/2016 Course Project Part 2 Matz shows that mentoring programs were first instituted in the U.S. in the late 19th century as an alternative to incarceration to be used in Juvenile Courts under the supervision of probation officers (2014). According to Matz, these sentencing policies were inspired by the progressive era’s focus on alleviating the mass poverty that was caused by industrialization, immigration, and urbanization (2014). Blakeslee and Keller state that â€Å"The highlyRead MoreSchool Based Mentoring Programs ( Sbmp )919 Words   |  4 PagesSchool-based mentoring programs (SBMP) have become widely used due to their presumptuously simple implementation and effective results; however, they remain to be scientifically under-developed and require integrity during implementation (Miller et al., 2013; Smith Stormont, 2011). Undoubtedly, SBMP have been shown to improve students: attitudes, confidence, school engagement, school performance, behaviour, vocational skills, and emotional and social sk ills (Converse Lignugaris/Kraft, 2009; MillerRead MoreMentoring Programs Serve As A Platform For Organizations1668 Words   |  7 PagesMentoring Matters Mentoring programs serve as a platform for organizations to discuss career goals while offering development opportunities and guidance to employees who are willing to advance professionally. When executed appropriately in organizations, mentoring programs, whether formal or informal, can serve to benefit the organization and the individual. Benefits of mentoring at the organizational level. Kreitner and Kinicki (2009) suggest â€Å"mentoring can serve to embed an organization’s culture

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An Article On Bullying And School Violence - 853 Words

An article was posted in the San Luis Obispo Tribune on March 22, 2013 where one former Superintendent, Jane, shared her experiences with bullied children. One of her many stories was about a little girl who was picked on vigorously by other kids that she became mentally exhausted. In the article by Bill Morem, â€Å"A young, socially awkward, devoutly religious girl was picked on much like chickens pecking at a weaker member of the flock. Over time, she carefully crafted a plan to plant explosives in flowerpots and other locations around the school before her intentions were discovered. These children just want to feel safe; they re terrified, Jane explained. If feeling safe means doing away with their tormentors, then that s the extremes to which they ll go. Jane s take on bullying is that it has and will continue to lead to school violence conceivably on the scale of the 1999 massacre at Columbine High School that resulted in 13 deaths and 24 students wounded. WHAT IS BULLYING? â€Å"In the United States, in a study of over 15,000 students attending public and private schools, Nansel, Overpeck, Pilla, Ruan, Simons-Morton, and Scheidt (2001) found that 30% of sixth- through tenth-grade students said that they had moderate to frequent involvement in bullying at school with 13% reporting their role as perpetrators and 10.6% as victims.† (Rivers, Ian, Duncan, Neil, Besag, Valerie E.) According to a more recent statistic by bullyingstatistic.org stated that verbalShow MoreRelatedThe Increase of School Violence in America Essay1144 Words   |  5 PagesIs school violence increasing or decreasing? There has been a huge debate about is school violence increasing or decreasing? Reasons why school violence is decreasing is that many schools now have rules and policies such as metal detectors and locker checks, these rules and policies help teachers and students realize that for what purpose do these students bring these kinds of items to school. Also when kids understand that they shouldn’t do these kinds of things they think the teachers are rightRead MoreWho Is The Real Bully?1712 Words   |  7 Pagesbully? Bullying has one of the most deadly outcomes in the world; it can corrupt futures and lives. There are roughly 4,400 suicide deaths per year that are related or in results of bullying. You can save lives on a daily basis by staying aware and having an understanding of bullying and how to prevent the dangers of it. Bullying is a commonly understood topic around the world, but there are many unknown facts and situations that people aren’t aware of, including different types of bullying: bullyingRead MoreSchool Bullying and Violence1356 Words   |  5 Pageswas to both call attention to and inform an audience about the issue of school bullying and violence. Research shows that the issue is far more prevalent than expected, and is gender neutral. 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This is a worldwide incident that is going on and people are getting hurt emotionally, physically and evenRead MorePersuasive Essay On School Bullying1207 Words   |  5 PagesBullying In Schools Bullying is repeated physical, verbal, or social aggression by a group or person directed towards someone with less power intended to cause harm and fear. Bullying has many negative outcomes including mental health problems, substances use, shootings, and suicides. Name calling, hitting, spreading rumors, and making threats are common forms of bullying that occur in schools. Bullying creates an unsafe and unhealthy area for students. According to the article aggression, â€Å"OurRead MoreBullying : Bullying And Bullying1366 Words   |  6 PagesKyle McBrady Ms. Coyle English 2A (3) 9 December 2014 Bullying Leading to Violence Bullying is when a person abuses his power to another person by causing physical or mental harm to the victim who is often weaker, says Dictionary.com (Bullying). This definition can be applied to a recent story in The Washington Post, where bullying caused a student by the name of Jaylen Fryberg to shoot his friends in a lunchroom cafeteria. Jaylen and his girlfriend had recently broken up and she began cyberbullyingRead MoreBullying and Good Job Essay725 Words   |  3 PagesBullying and School Violence The article title states exactly what the article talks about, the many different cases of bullying and violence in schools. The title tells you exactly what to expect from the abstract but does not give away any information on what it includes. The author did a good job deciding on the title because although it is simple, it grabs your attention, it certainly did mine. Bullying is a very common happening among young children so the title having the word bully inRead MoreSexual Minority Communities And Hate Motivated Violence1021 Words   |  5 Pagesmotivated violence. Hate-motivated violence refers to an act of violence that is motivated by bias or prejudice (Grattet, 2009). Reasons for bias crimes occurring include that these criminal offenses tend to occur in communities with high levels of social disorganization, they occur as a defense against neighborhood in-migration of ethnic others†, and neighborhoods with concentrated disadvantage and residential turnover (Garret, 2009). There are consequences of hate-motivated violence for exampleRead MoreCan Witnessing or Experiencing Domestic Violence Be Linked to Bullying in Adolescents?1632 Words   |  7 PagesBeing in a domestic violence ordeal of my own and have been bullied almost all of my life, I have come to ask myself why anyone can abuse someone that they say they love or how bullies can hurt people like they do. Whether physically, emotionally, or mentally this happens all the time now-a-days in our society. Numerous news reports about couples getting into fights or even killing a significant other or spouse and how children have committed suicide because they can’t take the hurt of a bully anyRead MoreForms And Causes Of Teen Dating Violence1132 Words   |  5 PagesDating Violence Anya Colburn University of Nebraska — Kearney There are many things that teenagers end up going through, some good and some bad. One thing that some teenager unfortunately go through is dating violence. Dating violence is physical, emotional, psychologic, or sexual violence in a dating relationship. Throughout my paper I discuss some of the different reasons people may engage in dating violence, such as the media and bullying. I also discuss cyber dating violence and the

The Relationship between amount of sleep and reaction time Free Essays

In addition, there have been many catastrophic events in the world caused by lack of sleep or fatigue in certain situations. These include the disaster of Coherency, the Challenger explosion In 1986 and the Exxon Valued oil spill, many claim, were caused by lack of sleep and fatigue. The employees at Coherency were overworked, working 13 hours or more. We will write a custom essay sample on The Relationship between amount of sleep and reaction time or any similar topic only for you Order Now The pilots of the Challenger had a significant lack of sleep and the oil spill caused by the workers working over 22 hours per day. Furthermore, these catastrophic events are all that could be affected or prevented with a quick reaction time. Therefore, could the fatigue and lack of sleep have led to slower reaction times causing these events to occur or was it another variable that the fatigue caused? I wonder if there is a relationship between amount of sleep and reaction time. Plan: To find out the relationship between amount of sleep and reaction time, if there is one, I will be using two different type of investigation. Firstly, I will be doing some of the investigation myself by taking a sample from my year group and having them complete a test. In addition to that, I will also be getting results from other studies, Investigations and reports on the same experiment as the results would be more reliable and varied. For my own Investigation, since I am comparing, It Is difficult to have certain independent or dependent variables. However, since I am seeing how amount of sleep affects reaction time, as my independent variable, I will use the amount of sleep measured in hours and I will be using the reaction time measured in seconds. I will obtain the amount of sleep by asking the people within the sample and I will get the reaction time by having the sample take a free online test. For this investigation, I will be using convenience sampling since the investigation has a very small time limit and I will not have any resources available to investigate on a larger sample or to do sample which is outside of this sample. Therefore these results are quite unreliable since It Is only done on a very small group and It Is only convenience sampling so It only takes Into account a very small group of people in a certain location. This Is why I will also be using other Investigations, papers and studies to get more reliable and accurate information. I will have a sample of 15 people from etc. To find more reliable, accurate and more varied data. Once I have collected the results, I will firstly create a table out of the raw information to simply take down the results. Then, I will create a processed data able to make it easier to create graphs. Then I will work out averages for the reaction times and amount of sleep making them into box and whisker plots. Then, I will create a scatter graph to compare both my variables. I believe that the results will be that the amount of sleep has a very large influence over one’s reaction time. This selection was purely reliability and credibility of the source as the 2 most credible and reliable sources were chosen for the data and information. The first source was the paper â€Å"Effect of Total Sleep Deprivation on Reaction Time and Waking EGG Activity in Man† by the American Sleep Disorders Association and Sleep Research Society, written by l. Lorenz, J. Ramose, C. Race, M. A. Guava and M. Coors-Caber. The second paper was by Mitch Leslie for the Stanford report with the name â€Å"Sleep impacts reaction time as much as alcohol. Both of these sources gave information such as averages, graphs and conclusions with some analysis but did not give the raw data. Therefore, some of this processed data could be misleading and could be biased. In addition, the data that these sources give are quite different compared to the data given from my investigations. This would mean that my results are probably unreliable as it was conducted on a very small group, none of the var iables were changed so there was not much variety and the results were mostly inaccurate. In addition, there are some missing values especially for the time some people went to the estimated hours of sleep they had gotten. I will treat this as all the other values although if they seem like outliers on a graph, it would be because they are inaccurate. To analyses, I will group the data and information by source treating them differently. Overall, I believe that I have enough data to analyses and to create a inclusion since I have the data I have collected and the information from the other studies. How to cite The Relationship between amount of sleep and reaction time, Papers

Life of Quaid E Azam free essay sample

The discussion and recommendations about the various diagnostic modalities apply to patients with established HCM and to a variable extent to patients with a high index of suspicion of the disease. Classification of Recommendations The ACCF/AHA classifications of recommendations and levels of evidence are utilized, and described in more detail in Table 1. 3 Applying Classification of Recommendations and LevelRecommendations and Level of Evidence Table 1. Applying Classification of of Evidence Table 1. Applying Classification of Recommendations and Level of Evidence S i z e Class I Benefit gt;gt;gt; Risk f T r e a T m eSni T ee f ffe c T e a T z o Tr Class IIb Class IIa Benefit gt;gt;gt; Risk Benefit Risk Additional studies with broad Additional studies with objectives objectives needed focused needed; additional registryreasonable to perIt Is data would be helpful Class IIa Class I Benefit gt;gt; RiskRisk Benefit gt;gt;gt; Additional studies with Procedure/Treatment focused objectives needed should be performed/ Procedure/Treatment should be performed/ administered It administered Is reasonable to perform procedure/administer treatment n Recommendation favor n Recommendation in that Recommendation that level b procedure or treatment Limited populations is useful/effective evaluated* n Evidence from single Data derived or randomized trialfrom a single randomized trial nonrandomized studies or nonrandomized studies n n Recommendation in that n Recommendation favor n n Recommendation Recommendation’s of procedure or procedure treatment treatment being useful/effective is useful/effective n Some conflicting single n Evidence from n n Some Greater evidence from trial or randomized single randomized trial or nonrandomized studies nonrandomized studies n Recommendation favor n Recommendation in that C ited populations d* sensus opinion ts, case studies, ard of care Recommendation that level C procedure or treatment is Very limited populations useful/effective evaluated* n Only expert opinion, case Only consensus opinion studies, or standard of care of experts, case studies, or standard of care n n n Recommendation Recommendation’s of procedure or procedure is treatment treatment useful/effective being useful/effective n Only expert expert n Only divergingopinion, case studies, or studies, opinion, casestandard of care or standard of care is reasonable should can be useful/effective/beneficial is recommended is probably recommended is indicated oris useful/effective/beneficial indicated n n Only diverging expert