How the company combine to satisfy shareholders and the demands of Dissertation - 2

How the company combine to satisfy shareholders and the demands of society with less impact on the profitability - Dissertation Example Globalization, rapid developments in computer and information technology and the current experience of global economic crunch are some of the essential elements affecting growth and survival of modern organizations (Balakrishnan, 2003; Fischer, 2003; Soros, 2002; Bagwathi, 2010). Although there is no universal agreement regarding the effect of these developments and concerns relevant to the quality of life of people(Bagwathi, 2007; 2010; Stiglitz, 2007, 2010; Suarez-Orosco & Qin-Hilliard, 200; Yusoff, Ramayah & Ibrahim, 2010). Still, what remains, is the fact, that the socio-economic and political condition with which economic institutions are doing their activities are affected by these integral elements, in the same manner, that it has permeated and influenced the lives of people across the globe (Yusoff et al., 2010). In this regard, modern corporations respond to the challenges and demands of the time by incorporating a fundamental change in the nature of the organization  œ corporate social responsibility (Zolsnai, 2006). The idea of corporate social responsibility is not something new (Hemingway, 2002). During the 1930’s organizations have already recognized that their responsibility is not limited only to the satisfaction of the shareholders’ interests, but it also includes the fulfillment of the demands of the society where the organization is embedded (Hemingway, 2002). This seminal notion of corporate social responsibility is integrated in the current scheme and understanding of CSR, but it is only in the last three decades that an observable influx of discussion and interests regarding CSR has taken full swing (Dahlsrud, 2008). However, in the last four years, the world experienced the first global economic crisis of the 21st century (Reinhart, 2008; Yandle, 2010). Case against the CSR has been raised based on the assumption that the concept fails in responding to the challenges that it is supposed to be addressing (Karnani, 2010; Lin-Hi, 2010; Ludesher & Mashud, 2010; Portney, 2008). In this sense, there is a call to re-evaluate CSR and come up with better approach towards an authentic CSR and not just a facade (Lin-Hi, 2010). Background of the Study The important role of CSR in the survival of companies in the contemporary period is an accepted truism. In fact, the notion of CSR is deemed intuitive in the sense that as companies are considered as social actors, it becomes essential that corporations too, should be responsible for their actions. However, the intuitiveness of the good derived out from doing good, is questioned on the premise whether there is really a connection between doing good and earning well in the context of an organization. This question is important because as many

The Artist Henri Matisse Essay Example | Topics and Well Written Essays - 500 words

The Artist Henri Matisse - Essay Example The essay "The Artist Henri Matisse" analyzes Henri Matisse's art. The art works of Matisse was unique in a way that it was entirely different from rest of the artists of that era. He experimented with his creations and extended to the area of graphic arts and book illustrations. He has worked on many sculptures and done many works which is of feminine body form. These were simplified forms of females and had imagination at its core. As per â€Å"Henri Matisse was a revolutionary and influential artist of the early 20th century, best known for the expressive colour and form of his Fauvist style†. The uniqueness of the art works of Matisse was in his imagination, immolation, colours and creativity. His style of painting was known as Fauvism. His strong brush strokes, acid bright colours are well known. An artist creates revolution when he brings in new meaning and style to art. Revolution is something which brings changes to the usual traditional style. Matisse can be counted a s a person who redefined the artistic work and a person who had put forward his own style in painting. He has enriched idea on space and left the traditional style behind. His works were contemporary and had physical touch of artist. Being a revolutionary artist he painted with wide strokes paying no attention to restrictions. He splashed water colour into the artistic world and introduced new ideas to world. At his time art was getting modernised in a slow pattern and he was undoubtedly a pioneer. His style is revolutionary.

Dyscalculia Wheres The Difficulty Education Essay

Dyscalculia Wheres The Difficulty Education Essay Mathematics is a subject that is challenging for almost every learner, during all the years of education. However, there are a great number of pupils that experience this challenge, in an even worse degree. These learners have to deal with a difficulty called, dyscalculia. Dyscalculia is a specific learning difficulty, which characterises a number of people, who face severe difficulties in mathematics, and it is caused by a combination of biological, environmental and cognitive factors. The focus of this essay, will be on explaining in more detail, two specific difficulties that are related to dyscalculia. These difficulties are, the numerosity difficulties, which are basically difficulties in understanding the most basic principles of mathematics, and the difficulties with number processing and calculation, which are related to the way individuals, process the numbers, in order to make mathematical calculations and solve arithmetical tasks. A new phenomenon has drawn the attention of researchers in the area of learning difficulties, the last few years. This phenomenon is associated to the area of mathematics, and specifically, to the difficulties that learners have in the particular area. A great number of pupils have difficulties in understanding the complex concept of mathematics, something that does not necessarily mean that these difficulties are caused by a learning disability. However, there are several learners that have an extreme difficulty in Mathematics (Reid, 2003, p. 252), a difficulty that is related to a specific type of learning difficulties, which is called dyscalculia. Dyscalculia can be defined as a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence (DfES, 2001). In other words, learners, that are dyscalculic, may have difficulties, not only in the procedures that are important in solving a maths problem, but also they may have difficulties in understanding the basic notions of mathematics, such as what does the magnitude of a number represents or what the maths symbols signify. Therefore, the difficulties that dyscalculic learners face, in the area of mathematics, can be rightly considered as more severe than the difficulties that pupils, who dont have a specific learning difficulty, face in maths. Regarding the causes of dyscalculia, there seems to be a variety of biological, environmental and cognitive factors that lead to this learning difficulty. In particular, a study by Shalev et al. (2001) revealed, that children, who have siblings with dyscalculia, are at a very high risk of becoming dyscalculic, in comparison with the general population. This study supports the idea that was firstly introduced by Kosc (1974), which proposes that dyscalculia is related to genetic factors. This idea is also supported, by a research with monozygotic and dizygotic twins, which revealed a percentage of 58% and 39% respectively, between the siblings, in the emergence of dyscalculia (Alarcon et al., 1997). In addition to this, there also seem to be some differences between dyscalculic individuals and individuals who dont have a difficulty in maths, in the way their brain functions, during mathematical procedures (Shalev and Gross Tsur, 2001). According to several researchers (Levin et al., 1996; Levy, Levy Reis and Grafman, 1999), who studied the brain activity of two dyscalculic adults during arithmetic processing (Shalev and Gross Tsur, 2001, p. 339), there seems to be a unilateral activation of the frontal and parietal areas of the left hemisphere of the brain and also a deficiency in the parietotemporal region of the specific brain hemisphere, in dyscalculic individuals. On the contrary, individuals, who dont have a specific learning difficulty, during mathematical procedures, have a bilateral activity on their prefrontal and inferior parietal cortices (Rueckert et al., 1996 in Shalev and Gross Tsur, 2001, p. 339) rather than a unilateral activation. One cannot be sure though ho w accurate is this fact about dyscalculic individuals, because the studies, that took place in order to examine the brain differences of dyscalculic individuals in comparison with the general population, had a sample of only two people with dyscalculia, who were adults. This small sample may not be very representative of the dyscalculic population in general, and therefore the suggestion that there are differences in the brain activity of dyscalculic individuals, in comparison with individuals without maths difficulties, during mathematical procedures, may not be factual and may need further examination. Furthermore, there are several researchers, who dont believe that dyscalculia, is a learning difficulty that has a biological basis. They consider a number of environmental factors to be more accurate in explaining the nature of dyscalculia (Shalev and Gross Tsur, 2001). Specifically, they believe that factors, like not having the opportunity for a proper education (Miller and Mercer, 1997; Gifford, 2005) or not being confident about your mathematical skills (Gifford, 2005), is the reason why several learners have dyscalculia. However, one cannot be absolutely sure that the difficulties, an individual has in maths, because of these factors, could truly cause dyscalculia or if they just characterise an average person, who has several difficulties in maths which can be reduced by improving these factors. Maybe further research, which will examine if dyscalculia stays persistent even after improving these factors, could solve this reflection. Another environmental factor, which may lead to dyscalculia, is the anxiety that is generated to the learner, because of maths (Ashcraft, 1995). According to Ashcraft (1995), maths anxiety can cause dyscalculia, because learners with this type of anxiety tend to feel really nervous when they have to deal with maths, something that makes them to do mathematical calculations really quickly. Therefore, the learners, because of their hastiness in making mathematic tasks, they may have low performance and inaccurate results in mathematics, something that could be considered as dyscalculia or it could make the situation for a dyscalculic learner even worse (Ashcraft, 1995). Also, maths anxiety could lead to low self confidence. Still, it is more possible that maths anxiety worsens and not causes dyscalculia or math difficulties in general, because if dyscalculic learners are forced to make arithmetical procedures hastily, then they probably will make more mistakes or they wont be able to solve a maths problem at all, because of the pressure they might feel. Furthermore, maths anxiety is something that all students and not only dyscalculic students may experience at some point, as a result of the complex nature of mathematics, and therefore its causal role for dyscalculia is questionable. Overall, one may assume that maths anxiety is not necessarily a causal factor for dyscalculia, but it is a characteristic that a dyscalculic learner could present. Regarding the cognitive factors that are responsible for dyscalculia, there seems to be a belief that a dysfunction on the visuospatial abilities or the verbal and auditory comprehension abilities, of an individual, can cause dyscalculia, as well as other cognitive disabilities (Rourke, 1993). In addition, several other researchers (Geary, 1993; Koontz and Berch, 1996) believe that problems with the working memory, can also lead to dyscalculia, because it affects the effort of learners in performing mathematical procedures. According to a research by Temple and Sherwood (2002) though, children with dyscalculia didnt have any differences in comparison with children without dyscalculia, in any of the tasks that measured their working memory, and also a correlation between the working memory and the arithmetic ability measures, was not found. Therefore, it is not certain if working memory difficulties have a causal role in dyscalculia or if they appear at the same time with the difficul ties that are linked to dyscalculia (Butterworth, 2005). Overall, a combination of all the factors, that are considered to play a causal role in the development of dyscalculia, may clarify in a better way the concept of dyscalculia. This is because, dyscalculia seems to be a disability that is more possible to be generated by a great number of factors, just like dyslexia (Frith, 1997), rather than by only one, and therefore, it could be better understood if it was seen as whole. That is, to be seen from all the aspects that could generate it, rather than from one aspect only. A better understanding of dyscalculia may also arise by examining the difficulties that are linked to it, and not only be examining the causes of it. Specifically, there appear to be several difficulties that can be identified on dyscalculic learners, difficulties, which in a way, are connected with each other. These difficulties have to do, with the way learners comprehend mathematics from their simplest form to their most complicated one. In particular, they have difficulties with understanding arithmetical concepts, like the numerosity of a number that refers to understanding the magnitude of a number, with the processing of mathematical facts and the calculation of them, which refers to how a learner processes the numbers and the maths symbols that he sees in order to solve a task, and also with difficulties that may be associated with other learning difficulties, such as dyslexia and ADHD, because of the high co morbidity there is between dyscalculia and these two learning difficulties (Shalev and Gross Tsur, 2001; von Aster and Shalev, 2007). For example, in the case of co existence of dyscalculia and dyslexia, the learner has maths difficulties that are related to language, such as reading mathematical problems and solving maths exercises following the correct sequence (Reid, 2003; Bennett, 2006). In the case of dyscalculia and ADHD, a possible difficulty that a learner may have, is not being able to finish a maths task, because of the lack of concentration he may present, something that usually characterises learners with ADHD. This difficulty may also be present to dyslexic learners as well, because of the high co morbidity there is between dyslexia and ADHD, and therefore a learner may have dyscalculia, dyslexia and ADHD concurrently (von Aster and Shalev, 2007). From this, one can assume that there are four categories of dyscalculic learners; learners with dyscalculia alone, learners with dyscalculia and dyslexia, learners with dyscalculia and ADHD, and learners with dyscalculia, dyslexia and ADHD. Even though the issue of the difficulties that a learner may present, because of the co morbidity between dyscalculia and these two other specific learning difficulties, seems to be really exciting and interesting, this essay will focus on the difficulties that characterise learners with dyscalculia alone. Specifically, it will focus on the difficulties that dyscalculic learners have with numerosity, number processing and calculation of mathematical procedures, rather than on the difficulties that result from this co morbidity. In particular, the first difficulty mentioned above, which is numerosity, refers to the abstract form of numbers, which reveals their magnitude (Butterworth, 2005), and it should be the first thing that learners should learn, in order to be able to understand mathematics. As Butterworth (2005, p. 3) indicated, numerosity can be the basis of arithmetic. The numerosity refers to an abstract type of numbers, because it is possible for numbers to be arranged in different sets that can be represented by different parts, which may have abstract or concrete substance, like straws, sticks, sounds etc. (Butterworth, 2005, p. 3). In addition, when several parts are being put in a specific set to form a number, something that represents the numerosity of this set, the learners can easily understand them, in comparison when they see these parts (e.g. dots on dice) in a different order (Mandler and Shebo, 1982). Therefore, numerosity is significant in learning and understanding the numbers, and w hat these numbers represent, especially when it is presented in specific groups. According to Butterworth (1999), there are four principles that a learner should follow in order to comprehend what numerosity is. Firstly, he must know the one to one correspondence principle (Butterworth, 1999 in Butterworth, 2005, p. 4), which refers to the ability of a learner to recognise when the numerosity of two sets of numbers is the same, by examining the parts of each set which must correspond to each other (Butterworth, 2005). In other words, in order for two sets to have the same numerosity, they must be constituted by exactly the same number of parts. Secondly, it is important for the learner to understand that numerosity is a variable and not a fixed concept and that different sets may have different or the same numerosity. Thirdly, the learner must have in mind that numerosity can be abstract, and therefore the sets may be represented not only by concrete things but by invisible, abstract things (Butterworth, 1999 in Butterworth, 2005, p. 4) as well. Finally, it is i mportant for a learner to be able to identify numerosities of sets of four objects the most, without needing to count them verbally. One can suppose that these principles are truly essential in order for a learner to be able to understand the complex meaning of numerosity, because in fact, these principles compose the concept of numerosity. Therefore, by being able to comprehend these aspects, a learner will be able to understand numerosity as well. Regarding the abilities that a learner must have, in order to have an appropriate understanding of numerosity, Piaget (1952) talked about three basic abilities. The ability to reason transitively, the ability to understand the stability of the number of items in a set, and the ability to recognise the abstract nature of the items that form a set despite their personal characteristics, like their colour or shape (Piaget, 1952 in Butterworth, 2005, p. 4). Specifically, the first ability refers to logical calculations that a learner can make, after examining several facts. For example, if there are three items, from which the two have the same size and the third is smaller, then the learner must be in position to identify that the third item will be smaller not only from the first item, but from the second item as well. The second skill that should characterise a learner, in order to possess the idea of numerosity, is to know that the number of items in a set will not change if there is a modification in their sequence, except if an item is removed or added to the set. The third ability, is relevant to the suggestion made by Butterworth (2005) regarding the abstract character of numerosity and also the one to one correspondence principle, because it has to do with the fact that the characteristics of the items of a set cannot affect its numerosity, and therefore it is possible, two sets that are structured by different items, to have the same numerosity. The principles, mentioned by Butterworth (2005), and the abilities, mentioned by Piaget (1952), about the comprehension of the concept of numerosity, may be affected in dyscalculic children, because these children have already problems in understanding the general idea of numerosity (Butterworth, 2005). Specifically, children with dyscalculia seem to have difficulties in comparing the magnitudes of several numbers (Geary, Hamson and Hoard, 2000) and also in counting tasks (Koontz and Berch, 1996), something that could lead to the conclusion, that these children have numerosity difficulties, as numerosity is the basis of this type of abilities. Regarding the counting skill, in order for a child to be able to count, he must firstly know the counting words, then he must connect each counting word with only one object, and finally he must have the awareness that, the last counting word he says, is the total number of all the things in a group that he counted, something that basically is the numerosity of the group (Butterworth, 2005). These three characteristics represent the three principles, which were suggested by Gelman and Gallistel (1978) to be essential for the ability to count, and they are called, the stable order principle, the one to one principle and the cardinal principle, respectively (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7). Two other principles were indicated by Gelman and Gallistel (1978 in Butterworth, 2005, p. 7) as well, which are the abstractness and the order irrelevance, and refer to the ability to recognise the abstract nature of numbers, something which was noticed by Piaget (1952) as well, and the awareness that the order, in which a learner starts to count the items in a group, is not important, as long as he counts each item only once. The principles indicated by Gelman and Gallistel (1978), depend on the principles of numerosity and therefore, in order for a learner to encompass these principles, he must first encompass the idea of numerosity (Butterworth, 2005) A dyscalculic learner may have difficulties with counting, because as it was noticed by Geary (1993) and Koontz and Berch (1996), dyscalculic children may have several difficulties with their working memory, and therefore they will find it difficult to count a large amount of objects. This is because, they probably wont be able to maintain in their memory the number of the items that they have already counted, in order to count the rest of them and therefore to find the total number of the items. This difficulty seems to be associated with the third principle, which was indicated by Gelman and Gallistel (1978), because if a learner is not able to remember the items that he counted until one point, he may then consider as the last number of a set, which will represent the total of the items as well, an incorrect number. In addition, sequential and visuospatial difficulties (Bennett, 2006; Rourke, 1993), that usually characterise dyscalculic learners, may also affect a dyscalculic lear ners skill to count, because he may find it difficult to count an item only once, following the one to one principle (Gelman and Gallistel, 1978 in Butterworth, 2005, p. 7), because of the confusion he may have about the sequence of the items. Therefore, one can assume that this kind of difficulties, affect not only the ability of a dyscalculic learner to count, but his knowledge about numerosities as well, as numerosity is essential for counting. These particular difficulties, can lead to the appearance of other maths difficulties as well. These difficulties have to do with the number processing and calculation abilities. According to McCloskey, Caramazza and Basili (1985, p. 173), the number processing skills, have to do with the ability of a learner to understand and produce numbers, and the calculation skills, refer to the facts and procedures that are necessary in making mathematical calculations. In particular, McCloskey et al. (1985, p. 173) referred to two different systems that are related to these skills, which are the number processing system and the calculation system. The number processing system, is composed by two subsystems, the number comprehension subsystem, and the number production subsystem (McCloskey et al., 1985, p. 174). These subsystems include two units, the Arabic numbers unit and the verbal numbers unit, which have to do with the appearance in which the numbers are presented, either in digit or in oral / written form correspondingly. Each of these units is divided into a lexical processing and a syntactic processing element (McCloskey et al., 1985, p. 173). These two elements are associated to the ability, to recognise each part of a number (lexical processing) and to the ability to recognise, according to its elements, the specific number (syntactic processing). For example, if the number 516 is presented to a learner, either in Arabic or verbal form, he must be able to recognise the meaning of each number of the set, something that has to do with the lexical element, and to understand that, with this order, the specific numbe r, will have five hundreds, one tens and six units, a procedure that depends on the syntactic element (McCloskey et al., 1985). Dyscalculic learners may present difficulties on one of the subsystems of the number processing system and consequently, on one of the units or the elements that these two subsystems include. Specifically, a research by Benson and Denckla (1969) with one dyscalculic individual, revealed a difficulty in the production of numbers of both forms and in the lexical processing of numbers, whereas the individuals comprehension and syntactic processing components, were fine. In addition, McCloskey et al. (1985) noticed in two dyscalculic individuals, that one of them had difficulties in distinguishing the magnitude of two numbers when those numbers were presented verbally, and the other individual had difficulties when the numbers were presented digitally. Even though the difficulties indicated by Benson and Denckla (1969) and McCloskey et al. (1985) are difficulties that a person could notice in dyscalculic learners, one cannot be sure about the reliability of the results of the specific studies, because the sample they used was really small and because the studies took place several years ago, and consequently the particular results, may not be adequate for today. However, some of these difficulties, like in the case were the individual had to compare two numbers about their magnitude, seem to be associated to the concept of numerosity mentioned above, and therefore these difficulties, may be sufficient in characterising dyscalculic learners. Regarding the calculation system that was indicated by McCloskey et al. (1985), it is constituted by three units and it depends in some point on the number processing system. These three units, work independently from each other, and have to do, with the way the maths symbols, or words, are processed, with the arithmetic facts, and with the calculation procedures (McCloskey et al., 1985, p. 179). The first unit refers to the ability of a person to understand what calculation he must do, in relation to the maths symbol or word that is presented to him (McCloskey et al., 1985). For example, when a person sees the symbol x or hears the word multiply, he knows that the operation he must do, is multiplication. However, a dyscalculic learner may confuse the arithmetic symbols and, even though he may know the right answer, he may answer incorrectly. Something similar happens when the arithmetic symbols are presented with words, but with the difference that when maths problems are related to language, there is a belief by several researchers (Reid, 2003; Bennett, 2006) that these problems are more associated to maths dyslexia rather than to dyscalculia, and therefore this suggestion is more related to the co existence of dyscalculia and dyslexia, rather than to dyscalculia itself. Overall, difficulties with the arithmetic symbols or words may be generated by visuospatial (Rourke, 19 93) or language difficulties (Reid, 2003; Bennett, 2006) that sometimes characterise dyscalculic learners, thus dyscalculia can be characterised by difficulties with the operational symbols as well. The second unit is related to the ability of an individual to maintain and retrieve from his long term memory, the correct answers of specific mathematical facts (McCloskey et al., 1985). An example of arithmetic facts, is the knowledge of a learner about the times tables. This unit is independent from the first one, because a learner may have difficulties in recognising the operational symbol, but his answer may be correct when another symbol is used, or he may do the right operation but retrieve the incorrect arithmetical fact. For example, Ferro and Botelho (1980), noticed in a dyscalculic learner, that instead of adding two numbers when she saw the symbol +, like for example 9 + 2, she multiplied them and answered 18 instead of 11. In addition, McCloskey et al. (1985) observed that a dyscalculic individual couldnt retrieve the correct answer in a case of multiplication, even though he understood the concept of multiplication adequately. Several dyscalculic learners may face diff iculties in learning or in retrieving arithmetical facts (Russell and Ginsburg, 1984; Kirby and Becker, 1988; Geary, 1993; Temple, 1994; Ginsburg, 1997; Jordan and Montani, 1997; Geary and Hoard, 2001; Shalev and Gross Tsur, 2001), and a reason for this may be the fact, that some dyscalculic individuals have difficulties with their working memory (Geary, 1993) or with their long term memory, as well (Reid, 2003). This, may limit the ability of a learner to maintain or to retrieve a mathematical fact from his long term memory, and therefore to cause him difficulties that characterise dyscalculia. The third unit of the calculation system refers to the abilities that learners have in making mathematical calculations (McCloskey et al., 1985). These abilities are related to the way learners comprehend and learn the procedures of executing math calculations, something that in dyscalculic learners is usually impaired (McCloskey et al., 1985; Temple, 1994; Butterworth, 2005). For example, dyscalculics may have difficulties in completing procedures in which they have to carry a number, whilst doing a maths operation, because of the fact that they may put the number on the wrong place, something that leads to wrong calculations. Also, they may have difficulties with procedures, in which they must do two different mathematical operations at the same time. Both of these difficulties, may be the result of sequential difficulties (Bennett, 2006), or again of memory difficulties (Geary, 1993; Reid, 2003), that are considered to be related to dyscalculia, and therefore dyscalculics may face this kind of difficulties, as well. The specific model for number processing and calculation abilities, even though it was created several years ago, is in general lines, sufficient in explaining this type of abilities, in relation to dyscalculia. In addition, the aspects described in the model, seem to be have a common ground with the numerosity, described above, regarding the causes of the difficulties that dyscalculics may present. Therefore, one can assume that similar methods can be used, in order to help a dyscalculic learner to limit his difficulties with numerosity and with number processing and calculation abilities. Specifically, several researchers suggest that multi sensory methods (Bennett, 2006) in combination with the learners learning styles (Chinn, 2001; Marolda and Davidson, 2000; Sharma, 1989) can be vital in teaching and helping dyscalculic learners. This is because, by focusing on the way that an individual learns the best, one can help this individual to grasp the concepts of numerosity and of nu mber processing and calculation, in the greatest extent, and by using multi sensory methods, he will make the learning for the individual to be fun, less stressing and more motivating. With this way, the learner will probably feel more confident, and therefore more determined to improve his difficulties in mathematics. In conclusion, dyscalculia is a very recent issue in the area of learning difficulties, and

The Character of Antigone Essay -- Antigone Plays Essays

The Character of Antigone Antigone, the character for which the play was named, is a very complex character. She seems to change directions all throughout the play and there is never one point in which you know exactly what she will do because she is just that unpredictable. This unpredictability also makes her seem very hypocritical because she will say something and then turn on a dime and say the complete opposite. Antigone’s character is very intriguing strictly due to the fact that she keeps you guessing. The following will show the many variations that her character shows throughout the play. There are several points in the play that Antigone seems very heroic, especially when she is speaking to Creon about her reasoning for attempting to bury her brother. She reflec...

Harm the Environment of Air Pollution

HARM THE ENVIRONMENT OF AIR POLLUTION 1. Harm to human health and animal life on earth:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Air pollution on the human body and animals primarily via the respiratory tract as well as direct effects on the eyes and skin of the body. They cause diseases such as suffocation, acute pulmonary edema, a number of irritating contaminants for coughs, asthma, tuberculosis, lung cancer, causing bitter tears, cause allergies, itching on  skin, urticaria, stone dust and asbestos dust causes lung †¦ Are some of the most dangerous air pollutants cause cancer. The impact of pollutants on respiratory strong or weak, in part dependent on their solubility in water. If contaminants are soluble in water when the air we breathe, we will dissolve the liquid in the airways and impact on the agency. Nature into the lungs of a variety of pollutants has been linked to the presence of the aerosol in the air. Normally these contaminants do not penetrate deep into the trachea and bronchi, but thanks to the aerosol absorption which can penetrate deeper in the lungs and until the alveoli. Environmental pollution of air increased the proportion of people suffering from respiratory disease (pharyngitis, rhinitis, sinusitis), lower respiratory disease (pneumonia, asthma, tuberculosis), neurodegenerative diseases, diseasesheadaches, heart disease, skin diseases, eye diseases and allergies. In environments where the air is more polluted as the proportion of infected adults. In general, animal husbandry and wildlife are sensitive to air pollution is greater than man. In some major industrial countries, some animals have perished because of environmental pollution. . Harm to the plant: Most of these pollutants in ambient air have adverse effects to plants, causing adverse effects for agriculture and horticulture. Expression is making slow crop development, especially photochemical smog has caused great harm to the vegetables: lettuce, peas, rice, corn, fruit trees and other rooms  lan. The components of environmental pollution in the air as sulfuro SO2, HF hydrogen fluorid e, sodium chloride, NaCl, the vapor or dust from the manufacture of copper, lead, zinc, dying †¦ Especially the gas coming from the lime kiln  , hand-baked bricks, even if their concentration is low also slows the growth of plants, high concentrations of gold leaf work, as fruits are flat, cracked, was punched and higher level  the fruit and leaves were falling, necrotic. The type of rock dust clinging to tree leaves many also affect plant growth because of reduced chlorophyll contents of the process of plant photosynthesis. These plants have flower buds turned down on the ground are less affected by dust pollution than plants with flower buds to the sky. However, there are pollutants is good for plants, is to enhance plant growth, especially for algae such as phosphorus, nitrogen and carbon. 3. Damage to the material: In general, air pollution has negative effects, materials, textures and furniture and damaged equipment immediately. The air pollutants such as SO2, H2SO4, chloride, the sol air †¦ make steel rust and damage the weld metal and construction materials quickly. Therefore, reducing the life and works to speed up repairs. The stones used in construction will be damaged if the air contains more CO2 because the CO2 is high humidity will combine with moisture to form carbonic acid H2CO3, we causticity,  forming long slit trench on the rocks. The copper oxide pollutants, sulfur oxides have negative effects for textiles, paper and leather. With the advent of supersonic aircraft noise pollution has caused a very dangerous aircraft. The supersonic blast emits the sound (sound bombs) with high pressure in excess of 100 N/m2. The explosion sound is capable of building structural damage such as broken windows. 4. The effects of pollution on climate: Environmental pollution of air without adversely affecting the climate of the region but also affect global climate. Affect the global climate is reflected in the formation of the greenhouse effect of CO2 levels, global temperatures increase, raising sea levels or the ozone hole phenomenon, umbrella protects life on  Earth from ultraviolet radiation from the sun destroy †¦ Here are some of the effects of pollution on local climate. a. High temperatures: Daily minimum temperature in urban areas than rural high around 2 – 5oC and mean annual temperature is generally higher than 0. 5 to 1. 3 oC. It is caused by fuel combustion and the production process by the method of processing large amounts of heat radiating heat already in the atmosphere, and surface area of uildings, roads, yards occupy much, they draw picturessolar surface has more trees in the countryside. On the other hand, vacuum thermal evaporation in the city less than in rural areas. In contrast, the relative humidity of the air in cities than in rural low 2-8%. b. Reduced solar radiation and increase the cloud:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The smoke dust, smog pollution of urban air absorption effect from 10 to 20% of solar radiation and reducing visibility, ie reducing the transparency of the atmosphere. The dust, the aerosol produced by the operation, traffic and human activity released into the air can create condensation nuclei of water vapor in the atmosphere. Water vapor deposition in urban areas is often greater in rural areas from 50 to 10%. Based on the scientific and technical achievements today humans can actively control a variation in climate as methods of reducing artificial fog at the airport, making artificial rain, meltHurricane †¦

The galatians of the new testament

While text editions stress the descent of Europe from classical civilization, the face of Europe throughout most of the historical period was dominated by a individual cultural group, a powerful, culturally diverse group of peoples, the Celts. By the start of the Middle Ages, the Celts had been struck on two foreparts by two really powerful civilizations, Rome in the South, and the Germans, who were derived from Gaelic civilization, from the North. Through the period of classical Greece ( matching to the La T & A ; ecirc ; ne civilization in cardinal Europe ) to first centuries AD, most of Europe was under the shadow of this civilization which, in its diverse signifiers, still represented a reasonably incorporate civilization. This massive civilization spread from Ireland to Asia Minor ( the Galatians of the New Testament ) . The Celts even sacked Rome in 390 BC and successfully invaded and sacked several Grecian metropoliss in 280 BC. Though the Celts were preliterate during most of the classical period, the Greeks and Romans discourse them rather a spot, normally disfavorably. From this great civilization would originate the Germans ( we think ) and many of the cultural signifiers, thoughts, and values of mediaeval Europe. For non merely did mediaeval Europe expression back to the Celtic universe as a aureate age of Europe, they besides lived with societal constructions and universe positions that finally owe their beginning to the Celts every bit good as to the Romans and Greeks. The period of Gaelic laterality in Europe began to unknot in the first centuries AD, with the enlargement of Rome, the migrations of the Germans, and subsequently the inflow of an Asiatic immigrant population, the Huns. By the clip Rome fell to Gothic encroachers, the Celts had been pushed west and north, to England, Wales and Ireland and subsequently to Scotland and the northern seashore of France. The Celts are traditionally ignored in universe history text editions and class, but the Celtic manner of life, Celtic establishments, and the Celtic universe position were superimposed onto Germanic and classical civilization. The ulterior massive European civilization is greatly influenced by these early peoples. Most of what we know about Celtic life comes from Ireland-the largest and most extended of the Celtic populations, the Gauls in cardinal and western Europe, we merely know about through Roman sources-and these beginnings are unquestionably unfriendly to the Gauls. We know that the early Gaelic societies were organized around warfare-this construction would normally qualify civilizations in the procedure of migration: the Celts, the Huns, and subsequently the Germans. Although classical Greek and Roman authors considered the Celts to be violently insane, warfare was non an organized procedure of territorial conquering. Among the Celts, warfare seems to hold chiefly been a athletics, concentrating on foraies and runing. In Ireland, the establishment of the fianna involved immature, blue warriors who left the tribal country for a clip to carry on foraies and to run. When the Celts came into contact with the Romans, they changed their mode of warfare to a more organized defence agains a larger ground forces. It was these groups that the classical authors encountered and considered insane. The Gaelic method of warfare was to stand in forepart of the opposing ground forces and shriek and crush their lances and blades against their shields. They woul d so run headfirst into the opposing ground forces and screamed the full way-this frequently had the consequence of frightening the opposing soldiers who so broke into a tally ; contending a fleeing ground forces is comparatively easy work. If the opposing ground forces did non interrupt ranks, the Celts would halt short of the ground forces, return to their original place, and get down the procedure over agina. Gaelic society was hierarchal and class-based. Tribes were led by male monarchs but political organisations were unusually fictile. Harmonizing to both Roman and Irish beginnings, Celtic society was divided into three groups: a warrior nobility, an rational category that included Druids, poets, and legal experts, and everyone else.SocietySociety was tribal and kinship-based ; one ‘s cultural individuality was mostly derived from the larger tribal group, called the tuath ( â€Å" too-awth † ) in Irish ( intending â€Å" people † ) but finally based on the smallest kinship organisational unit, the kin, called the cenedl ( ke-na-dl ) , or â€Å" kindred, † in Irish. The kin provided individuality and protection-disputes between persons were ever differences between kins. Since it was the responsibility of the kin to protect persons, offenses against an person would be prosecuted against an full kin. One of the outstanding establishments among the Celts was the blood-feud in which slaying or abuses against an person would necessitate the full kin to violently exact requital. The blood-feud was in portion avoided by the establishment of professional go-betweens. At least an Ireland, a professional category of legal experts, called brithem, would intercede differences and exact reparations on the offending kin. Even though Gaelic society centered around a warrior nobility, the place of adult females was reasonably high in Gaelic society. In the earliest periods, adult females participated both in warfare and in kingship. While the ulterior Celts would follow a rigorous patriarchal theoretical account, they still have a memory of adult females leaders and warriors. Gaelic society was based about wholly on pastoralism and the elevation of cowss or sheep ; there was some agribusiness in the Celtic universe, but non much. The importance of cowss and the pastoral life created a alone establishment in Celtic, peculiarly Irish, life: the cattle-raid. The larceny of another group ‘s cows was frequently the turn outing point of a group of immature warriors ; the greatest lasting Irish myth, the T & A ; aacute ; in B & A ; oacute ; Cualingne, or â€Å" The Cattle Raid of Cooley, † centers about one such mythically-enhanced cattle-raid. There was no urbanisation of any sort among the Celts until the coming of Roman regulation ; in Ireland, urbanisation did non happen until the Danish and Norse invasions. Society was non based on trade or commercialism ; what trade took topographic point was mostly in the signifier of swap. Gaelic economic system was likely based on the economic rule of most tribal economic systems: reciprocality. In a mutual economic system, goods and other services are non exchanged for other goods, but they are given by persons to persons based on common affinity relationships and duties. ( A household economic system is typical of a mutual economy-parents and kids give each other stuff goods and services non in trade but because they are portion of a household ) . From the 19th century onwards, Celtic faith has enjoyed a captivation among modern Europeans and European-derived civilizations. In peculiar, the last few decennaries have seen a phenomenal growing non merely involvement in Celtic faith, but in spiritual patterns in portion derived from Gaelic beginnings. For all this involvement, nevertheless, we know following to nil about Celtic faith and patterns. The lone beginnings for Celtic spiritual patterns were written by Romans and Greeks, who considered the Celts little more than animate beings, and by subsequently Gaelic authors in Ireland and Wales who were composing from a Christian position. Simply put, although the Celts had a rich and permeant spiritual civilization, it has been for good lost to human memory. We can do some general remarks about Celtic faith based on the often-hostile histories of classical authors. The Celts were polytheistic ; these Gods were finally derived from more crude, Indo-germanic beginnings that gave rise to the polytheistic faiths of Greece, Persia, and India. The Romans in seeking to explicate these Gods, nevertheless, linked them with Roman Gods as did the Romanized Gauls-so we truly have no thought as to the Celtic character of these Gods and their maps. We do cognize that Gaelic Gods tended to come in 3s ; the Celtic logic of deity about ever centered on threes. This triadic logic no uncertainty had enormous significance in the interlingual rendition of Christianity into northern European cultural theoretical accounts.ReligionIt is about certain that the material universe of the Celts was suffused with deity that was both advantageous and harmful. Certain countries were considered more charged with deity than others, particularly pools, lakes and little Gr ovess, which were the sites of the cental ritual activities of Celtic life. The Celts were non-urbanized and harmonizing to Roman beginnings, Celtic ritual involved no temples or constructing structures-Celtic ritual life, so, was centered chiefly on the natural environment. Gaelic ritual life centered on a particular category, called the druides or â€Å" Druids † by the Romans, presumptively from a Gaulish word. Although much has been written about Druids and Celtic ritual pattern, we know following to nil about either. Here ‘s what we can garner. As a particular group, the Druids performed many of the maps that we would see â€Å" priestly † maps, including ritual and forfeit, but they besides included maps that we would put under â€Å" instruction † and â€Å" jurisprudence. † These rites and patterns were likely kept secret-a tradition common among early Indo-germanic peoples-which aid to explicate why the classical universe knows nil about them. The lone thing that the classical beginnings attest is that the Druids performed â€Å" barbarian † or â€Å" horrid † rites at lakes and Grovess ; there was a just sum of consensus among the Greeks and Romans that these rites involved human forfeit. This may or may non be true ; there is some grounds of human forfeit among the Celts, but it does non look to hold been a prevailing pattern. Harmonizing to Julius Caesar, who gives the longest history of Druids, the centre of Gaelic belief was the passing of psyches from one organic structure to another. From an archeological position, it is clear that the Celts believed in an after-life, for material goods are buried with the dead. The earliest Kelts who were major participants in the classical universe were the Gauls, who controlled an country widening from France to Switzerland. It was the Gauls who sacked Rome and subsequently invaded Greece ; it was besides the Gauls that migrated to Asia Minor to establish their ain, independent civilization at that place, that of the Galatians. Through invasion and migration, they spread into Spain and subsequently crossed the Alps into Italy and for good settled the country South of the Alps which the Romans so named, Cisalpine Gaul. The Gauls were a tribal and agricultural society. They were ruled by male monarchs, but single male monarchs reigned merely over little countries. Occasionally a individual powerful male monarch could derive the commitment of several male monarchs as a sort of â€Å" over-king, † but on the whole the Gauls throughout Europe were mostly an cultural continuity instead than a individual state. Cultural individuality among the early Gauls was really unstable. Cultural individuality was foremost and first based on little affinity groups, or clans-this cardinal cultural individuality frequently got collapsed into a larger individuality, that of folks. The chief political constructions, that of kingship, organized themselves around this tribal cultural individuality. For the most portion, the Gauls did non look to hold a larger cultural individuality that united the Gaulish universe into a individual cultural group-the â€Å" Gauls † as an cultural group was mostly invented by the Romans and the Greeks and applied to all the diverse folks spread across the face of northern Europe. The Gauls did hold a sense of territorial ethnicity ; the Romans and Greeks tell us that there were 16 separate territorial states of Gauls. These territorial groups were divided into a series of pagi, which were military units composed of work forces who had voluntarily united as fellow soldi ers.The GaulsThe Gauls, nevertheless, were non the original Europeans. Get downing in an country about Switzerland, the Celts spread westward and eastward displacing native Europeans in the procedure. These migrations begin around 500 BC. The Gaulish invasion of Italy in 400 was portion of this larger out-migration. The Romans, nevertheless, pushed them back by the 3rd century BC ; native Europeans in the North, nevertheless, were non so lucky. Two Gaelic folks, the Cimbri and the Teutones ( â€Å" Teuton, † an cultural for Germans, is derived from the Celtic root for â€Å" people † ) , emigrated E and settled in district in Germany. The centre of Gaelic enlargement, nevertheless, was Gaul, which lay North of the Alps in the part now within the boundary lines of France and Belgium and portion of Spain. The earliest history of the Gauls comes from Julius Caesar. In his history of his military expedition foremost into Gaul and so as far north as Britain, Caesar dexcribed the tribal and regional divisions among the Gauls, of which some seem to hold been original European populations and non Celtic at all. The Gaulish folks or districts often built munitions that served as the military and political centre of the part. These bastioned centres took their names from the larger tribe-for case, Paris took its name from the folk of Parisi and Chartres was originally named after the folk, the Carnuti, which had built it.India GlossaryGaulish society, like all of Celtic society, was stiffly divided into a category system. Similar category systems predominated among the Indians every bit good with mostly the same classs. Harmonizing to Julius Caesar, the three categories of Gaulish society were the druides, equites, and plebs, all Roman words. The Druids were the educated among the Gauls and occupied the highest societal place, merely as the Brahmin category occupied the highest societal place among the Indians. The Druids were responsible for cultural and spiritual cognition every bit good as the public presentation of rites, merely as the Brahmins in India. However vague these spiritual maps might be, the Druids were regarded as powerful over both society and the universe around them. The most powerful tool the Druids had was the power of excommunication-when a Druid excommunicated a member of a folk, it was tantamount to kicking that individual out of the society.Brahmin CaturvarnasThe British did non look in history until Julius Caesar crosses the English Channel from northern Gaul and began his failed conquering of Britain. The Romans returned in 43 AD and began a systematic conquering of the island until they reached the Pictish folks in the Scots Highlandss. Rome would abandon northern England, nevertheless, in 117 Ad The Romans found a disunified group of tribal lands organized around the same logic of warfare as the Gauls. Most of the folks were new arrivals-the majority of southern Britain had been conquered by the Belgae from northern Gaul. In the procedure of emigrating to the island, the Celts pushed the native populations north-these refugee tribal groups would go the cultural ascendants of the Picts, a cryptic civilization that dominated Scotland until the Irish invasions. Many of the folks, peculiarly those in Wales, nevertheless, were edgy. The Romans were beset by rebellions by some Celtic folks and depredations by the northen Picts-throughout the 4th century, as the Roman imperium was strained in every one-fourth, the Romans easy lost control of Britain. The official interruption came in 446 when the Romans in response to a British supplication for aid against the Picts and the Scots, declared Britain independent.BratainAs in Gaul, the Romans brought Roman urban and military civilization ; nevertheless, other than southern England, Roman establishments and civilization were non tremendously influential on the British Celts. The Celts in the North and in Wales ferociously resisted Roman civilization, and the Romans ne'er even put pes in Ireland. On the whole, the Romans more greatly respected and tolerated Gaelic establishments and faiths in Britain, so there was well less assimilation than in Gaul. Because of this, when the Romans left Britain, there was a Renaissance of Gaelic civilization. The British, nevertheless, had learned a really of import construct from the Romans: political integrity. The most celebrated of the Celtic princes was Vortigern, who ruled over eastern Britain. In order to contend against the Pictish invasions, he sent across the channel to acquire aid from the Saxons, a Germanic folk that had begun emigrating into western Europe in the 5th century. The Saxon soldier of fortunes, nevertheless, grew in figure as more and more Saxons came to Britain. Whether or non the narrative of Vortigern is true, Britain fell prey to the same Germanic out-migrations and invasions that spread across Gaul, Spain, and Italy. The Saxon out-migration began in eastern England until they spread wholly across lowland England. The cragged countries to the West ( Wales ) and the North ( Scotland ) , nevertheless, remained Celtic, as did Ireland. By the terminal of the 5th century AD, merely Wales, Scotland, and Ireland remained of the great Celtic tribal lands that had dominated the face of Europe. It was in Ireland that Gaelic civilization and establishments lasted the longest-although Christianity was introduced at an early day of the month, Ireland did non endure any major invasions or cultural alterations until the invasions of the Norwegians and the Danish in the 8th century. The Irish besides represent the last great migration of Celtic peoples. In the 4th and 5th centuries, the Irish crossed over into Scotland and consistently invaded that district until they politically dominated the Picts who lived at that place. The subsiding of Scotland in the 5th century was the really last moving ridge of Celtic migration. For Gaelic civilization, Ireland is much like Iceland was to the Norse. It was sufficiently removed from mainstream Europe to protect it from invasions and to insulate it from many of the cultural alterations which wracked the face of early Europe. It allowed a remarkable prolongation of heathen Gaelic civilization to blend with Christian and the emerging European civilization. This alone synthesis would supply the individual most productive line of cultural transmittal between Gaelic civilization and the European civilization which grew out of classical and German beginnings. Written history in Ireland began in the 5th century when Patrick came to Ireland and introduced literacy. Patrick came to the Celtic tribal land of Tara, which was ruled by Leary, the boy of Niall No & amp ; iacute ; gallich. The boies of Niall ruled over two lands in northern Ireland ; these swayers formed a dynasty that would be called the U & A ; iacute ; N & A ; eacute ; ailment ; the South of Ireland was mostly under the control of Munster. Patrick himself confined all of his activities to northern Ireland and the U & A ; iacute ; N & A ; eacute ; sick, peculiarly around the country of Armagh. Because he introduced the Irish to Christianity, European civilization, and authorship, he became the frequenter saint of Ireland. In the 700 ‘s, Ireland became capable to Norse foraies and out-migrations, merely as most of the remainder of Europe. The first to get were the Norwegians who attacked assorted islands and some of the promontories ; in the 800 ‘s, nevertheless, the Norwegians began to assail the western seashore of Ireland. In the mid-800 ‘s and all through the 900 ‘s, the Norse actively began to construct bastioned towns along the eastern seashore of Ireland. In 841, they built the bastioned town of Dublin ( which the Irish called Ath Cliath, or, â€Å" the hurdle Ford † ) , and would subsequently set up munitions at Cork, Waterford, and Wicklow, some of the cardinal towns of ulterior Irish history. Of these towns, nevertheless, Dublin was the centre of all the Norse activity and served as their cardinal base for foraies all around Ireland and the Irish Sea. The Irish at this clip did non concentrate their population along the seashore but lived inland-the Irish besides did non populate in big and bastioned towns. The debut of both munitions and something resembling urban life was originally introduced by the Norse. Finally, nevertheless, the Norse would come in struggle with the Danish and the country around Dublin became portion of the Danish land that had been established in northern England. The Irish, nevertheless, lived in single tribal groups that were non united-it was n't until 1014 that Munster Irish under the leading of Brian B & A ; oacute ; ruma defeated the Danish at Clontarf and eventually expelled the Norse for good. The Norwegians and the Danish, nevertheless, had mostly stripped Irish civilization of its greatest cultural artefacts. The lone histories that were written of the Norse in Ireland were written by the Irish-these historiographers were far from sympathetic to the encroachers! Ireland, nevertheless, gained a cardinal displacement in its cultural and economic patterns. The Irish inherited from the Danes and Norwegians fortified coastal towns and a new economic system based on trade and commercialism with other Europeans. They besides gave to the Irish more sophisticated accomplishments in ship-building and travel.Irish republicThe most of import bequest that the Irish bequeathed to Europe was Irish Christianity. When Patrick came to Ireland in the 5th century, Christianity had spread across the face of Gaelic civilization but had n't truly penetrated the assorted Gaelic civilizations. It was dispersed really thin and practiced by a perishingly little minority in Gaul and Britain. It was besides presuming a new, distinguishable character among the Celts, who combined Christianity non merely with native Celtic establishments and faiths, but with a overplus of eastern enigma faiths. ( Much of what we call modern â€Å" pagan religion † which points to Gaelic beginnings really originates in eastern, mystery faiths that had been imported into Gaelic civilization. ) It was this Celticized version of Christianity that Patrick brought with him to Ireland. The Saxon invasions, nevertheless, wiped out Christianity in England, but non in Wales or Ireland or Scotland, where the faith had been introduced by Columba, an Irish saint. It was n't until the late 6th century that Christianity was reintroduced into Britain ; this trade name of Christianity, more aligned with the patterns of the Roman church, came into struggle with Celtic Christianity and its alone patterns. By the 10th century, the alone Celtic Christianity of Britain had mostly been subordinated to Saxon Christianity. It was in Ireland that Celtic Christianity thrived during the Germanic invasions and so the ulterior subordination of Celtic Christian patterns to Saxon patterns. The Christianity that Patrick brought to Ireland was Episcopal or diocesan Christianity-the standard signifier of Christianity in Roman occupied districts. Episcopal Christianity is oriented around the organisation of Christians as laic people under the religious and partiall secular control of a bishop ( â€Å" episcopus † in Latin ) . Episcopal Christianity, nevertheless, was entirely ill-sorted to Ireland, for it relies on a certain degree of urbanisation. For the mostly rural, disorganized, and tribal nature of early Irish society, the Episcopal construction had nil to work with. So Irish Christianity shortly developed into cloistered Christianity, which is oriented around the centralisation of a little Christian community under the leading of an archimandrite. This would go the uniquely Irish signifier of Christianity that in spirit and in pattern was much different from the preponderantly Episcopal character of Roman Christianity. The cloistered centres became the countries where Irish Christian civilization thrived-they besides introduced some political stableness and agribusiness into Irish society. While they were nominally under the authorization of Rome, because they were so removed they operated with comparative independency. This would finally convey them in terrible struggle with the Roman church. Before that, nevertheless, Irish missionaries would distribute Gaelic civilization and Christianity all over the face of Europe. Even though the Irish Christians finally submitted to Roman force per unit areas, Irish Christianity had diffused across the face of Europe. This is because the most advanced and distinguishable characteristic of Irish Christianity was rolling, called perigrinatio in Latin. While many Christians became monastics in monasteries, some became hermits, that is, lone monastics. The Irish hermits, nevertheless, saw their mission non as life in isolation, but as rolling around by themselves. These were non specifically missional rovings, but they had that consequence. In the 6th century, one of Ireland ‘s greatest saints, Columicille ( or â€Å" Columba † in Latin ) , successfully introduced Christianity to Scotland. As the in-between ages progressed, nevertheless, the unambiguously Gaelic character of the Irish church, with its profoundly superb merger of Celtic art with Christian art, its merger of Celtic societal organisation and Torahs with cloistered life, and its alone perigrinative character disappeared into the homogenising tendency of the higher center