Menos Paradox and The Theory essays

Menos Paradox and The Theory articles Menos Paradox and The Theory of Recollection Menos Catch 22 is a contention as an inquiry. As it is composed Meno asks, How will you search for something when you dont recognize what it is.. or then again regardless of whether you come straight up on it, by what means will you realize that what you have found is what you didnt know? Socrates states it all the more essentially, A man can't attempt to find either what he knows or what he doesn't have a clue. This is the issue for request. Socrates expressed, He would not look for what he knows for since he knows it there is no need of the request, nor even what he doesn't have a clue, for all things considered he doesn't have the foggiest idea what he is to search for. Socrates unravels this through the hypothesis of memory. As Socrates expressed 82D, the spirit has gotten the hang of everything, so when a man has reviewed a solitary bit of information - learned it, ...there is no motivation behind why he ought not discover all the rest, ...for looking for and learning are in tru th only memory. The hypothesis that the spirit has gotten the hang of everything infers that instructing and request, are basically recollecting dormant information, along these lines making it conceivable to ask and to be instructed information that one didn't know that one had. Menos Catch 22 is, as Socrates expresses, a stunt contention. Socrates reveals to Meno that he knows this contention and refines Menos oddity by expressing it in an unexpected manner in comparison to Meno initially asked or raised the contention. Socrates approaches how one would search for something when one doesnt know what it is or that it exists; and if one somehow managed to discover what it is that one were searching for, how might one realize that one discovered it when one didnt know what it was that one was searching for in any case? This is a roundabout yet sound and significant inquiry. It presents the issues or difficulty for instructing, to such an extent that; the objective of educating is for the one being instructed to learn and to le... <!

Niagara Falls :: essays research papers

There are numerous extraordinary marvels of the universes, among them is the Niagara Falls situated in Ontario. Niagara Falls is the gem of topographical history in the Niagara District. Did you ever ponder; how old is Niagara Falls? How did the Falls start? What is the Niagara Escarpment? Niagara Falls is a significant fascination site for visitors. This 12,000-year-old common marvel draws in somewhere in the range of 12 million travelers every year. Additionally, you can go behind the falls for a visit. Honeymooning couples have advanced toward Niagara Falls for almost 200 years. The Niagara Falls to offers some extraordinary charms, for example, the water, that is the draw. Smashing, plunging, roaring without stop. (It froze once.) Although there are taller Falls, there are none more extensive. Here you likewise get three at the cost of one: The furious rapids of Rainbow and Bridal Veil Falls (American) tumble over monstrous stone developments in an about flawless straight line; a stounding Horseshoe Falls (Canadian) structure a characteristic bend. Niagara Falls was framed as the icy mass withdrew. The upper Lakes started depleting into the lower lakes at five to six areas over the Niagara Escarpment (like water pouring from a tap). Twelve thousand years prior, the Niagara River at last turned into the primary water outlet over the Niagara Escarpment. The waters of an a lot bigger Lake Erie started to stream over the slope into a bigger Lake Iroquois (Lake Ontario). The water fell over the slope and Niagara Falls was conceived. The principal people showed up in Niagara Falls Region right around 12,000 years back, in the nick of time to observe the introduction of the Falls. The land was distinctive at that point, comprising of tundra and tidy timberland. During this time Niagara Falls was possessed by the Clovis individuals. A man by the name of Dr. Roy Spencer initially found the birthsite of Niagara Falls toward the beginning of December 1678 The main individual to go over the Niagara Falls and endure was a multi year elderly person named Anne Taylor.

Blog Archive Campus Facilities and Development at Duke Fuqua and MIT Sloan

Blog Archive Campus Facilities and Development at Duke Fuqua and MIT Sloan The Fuqua School of Business is located on Duke University’s West Campus near the intersection of Science Drive and Towerview Drive. Students often congregate in the Fox Student Center, a 70,000-square-foot facility that was built in 2002. Linking the main wings of the school and featuring a café, enormous windows, and a spacious indoor winter garden, the Fox Student Center is the hub of the school. Students can eat breakfast and lunch there, grab a coffee, conduct team meetings, or just take a breather between classes or during the 15-minute break in each class period. In August 2008, Fuqua opened the 91,000-square-foot Doug and Josie Breeden Hall, the “new front door of the School for students and visitors,” as it was described in the student newspaper, the  Fuqua Bulletin. Named after former dean Douglas Breeden (2001â€"2006), the building boasts a three-story atrium, two auditoriums (which seat 126 and 146 people), the expanded Ford Library, three 70-seat lecture rooms, and a suite of team rooms. All told, Fuqua’s campus covers nearly 500,000 square feet, with 58 team rooms, 10 classrooms, and 7 seminar rooms. In 2015, the school undertook a major renovation project for the R. David Thomas Executive Conference Center, turning it into the JB Duke Hotel. The hotel, which officially opened in January 2017, encompasses the Thomas Executive Conference Center as well as more than 90,000 extra square feet, including nearly 200 hotel guest roomsâ€"some of which are occupied by the school’s executive students, who stay at the hotel during their residencies at Fuqua. The hotel is connected to the main Fuqua campus by a footbridge. In 2006, MIT’s then president Susan Hockfield announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 210 offices, 6 classrooms, more than 35 group study rooms, a dining area, an Executive Education suite, lounge areas, and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary. Another MIT Sloan building, E52, was closed for construction in 2013 and reopened in January 2016. The building features many of the school’s administrative offices, a conference center, and the Department of Economics. E62 is described on the MIT website as “the ‘greenest’ building at MIT.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, described E62 to us at mbaMission as “the social hub at Sloan. It’s where students meet to socialize, eatâ€"the cafeteria provides some of the best food in the neighborhoodâ€"and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!” For a thorough exploration of what Duke Fuqua, MIT Sloan, and other top business schools have to offer, please check out our free  mbaMission Insider’s Guides. Share ThisTweet Duke University (Fuqua) Massachusetts Institute of Technology (Sloan) Blog Archive Campus Facilities and Development at Duke Fuqua and MIT Sloan The Fuqua School of Business is located on Duke University’s West Campus near the intersection of Science Drive and Towerview Drive. Students often congregate in the Fox Student Center, a 70,000-square-foot facility that was built in 2002. Linking the main wings of the school and featuring a café, enormous windows, and a spacious indoor winter garden, the Fox Student Center is the hub of the school. Students can eat breakfast and lunch there, grab a coffee, conduct team meetings, or just take a breather between classes or during the 15-minute break in each class period. In August 2008, Fuqua opened the 91,000-square-foot Doug and Josie Breeden Hall, the “new front door of the School for students and visitors,” as it was described in the student newspaper, the  Fuqua Bulletin. Named after former dean Douglas Breeden (2001â€"2006), the building boasts a three-story atrium, two auditoriums (which seat 126 and 146 people), the expanded Ford Library, three 70-seat lecture rooms, and a suite of team rooms. All told, Fuqua’s campus covers nearly 500,000 square feet, with 58 team rooms, 10 classrooms, and 7 seminar rooms. In 2015, the school undertook a major renovation project for the R. David Thomas Executive Conference Center, turning it into the JB Duke Hotel. The hotel, which officially opened in January 2017, encompasses the Thomas Executive Conference Center as well as more than 90,000 extra square feet, including nearly 200 hotel guest roomsâ€"some of which are occupied by the school’s executive students, who stay at the hotel during their residencies at Fuqua. The hotel is connected to the main Fuqua campus by a footbridge. In 2006, MIT’s then president Susan Hockfield announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 205 offices, 6 classrooms, more than 30 group study rooms, a dining area, an Executive Education suite, lounge areas, and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary. Another MIT Sloan building, E52, was closed for construction in 2013 and reopened in January 2016. The building features many of the school’s administrative offices, a conference center, and the Department of Economics. The classroom building, E62, is described on the MIT website as “the ‘greenest’ building at MIT.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, described E62 to us at mbaMission as “the social hub at Sloan. It’s where students meet to socialize, eatâ€"the cafeteria provides some of the best food in the neighborhoodâ€"and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!” For a thorough exploration of what Duke Fuqua, MIT Sloan, and other top business schools have to offer, please check out our free  mbaMission Insider’s Guides. Share ThisTweet Duke University (Fuqua) Massachusetts Institute of Technology (Sloan) Blog Archive Campus Facilities and Development at Duke Fuqua and MIT Sloan The Fuqua School of Business is located on Duke University’s West Campus near the intersection of Science Drive and Towerview Drive. Students often congregate in the Fox Student Center, a 70,000-square-foot facility that was built in 2002. Linking the main wings of the school and featuring a café, enormous windows, and a spacious indoor winter garden, the Fox Student Center is the hub of the school. Students can eat breakfast and lunch there, grab a coffee, conduct team meetings, or just take a breather between classes or during the 15-minute break in each class period. In August 2008, Fuqua opened the 91,000-square-foot Doug and Josie Breeden Hall, the “new front door of the School for students and visitors,” as it was described in the student newspaper, the  Fuqua Bulletin. Named after former dean Douglas Breeden (2001â€"2006), the building boasts a three-story atrium, two auditoriums (which seat 126 and 146 people), the expanded Ford Library, three 70-seat lecture rooms, and a suite of team rooms. All told, Fuqua’s campus covers nearly 500,000 square feet, with 58 team rooms, 10 classrooms, and 7 seminar rooms. In 2015, the school undertook a major renovation project for the R. David Thomas Executive Conference Center, turning it into the JB Duke Hotel. The hotel, which officially opened in January 2017, encompasses the Thomas Executive Conference Center as well as more than 90,000 extra square feet, including nearly 200 hotel guest roomsâ€"some of which are occupied by the school’s executive students, who stay at the hotel during their residencies at Fuqua. The hotel is connected to the main Fuqua campus by a footbridge. In 2006, MIT’s president at the time, Susan Hockfield, announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 205 offices, 6 classrooms, more than 30 group study rooms, a dining area, an Executive Education suite, lounge areas, and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary. Another MIT Sloan building, E52, was closed for construction in 2013 and reopened in January 2016. The building features many of the school’s administrative offices, a conference center, and the Department of Economics. The classroom building, E62, is described on the MIT Web site as “the ‘greenest’ building at MIT.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, described E62 to us at mbaMission as “the social hub at Sloan. It’s where students meet to socialize, eatâ€"the cafeteria provides some of the best food in the neighborhoodâ€"and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!” For a thorough exploration of what Duke Fuqua, MIT Sloan, and other top business schools have to offer, please check out our free  mbaMission Insider’s Guides. Share ThisTweet Duke University (Fuqua) Massachusetts Institute of Technology (Sloan) Blog Archive Campus Facilities and Development at Duke Fuqua and MIT Sloan The Fuqua School of Business is located on Duke University’s West Campus near the intersection of Science Drive and Towerview Drive. Students often congregate in the Fox Center, a 70,000-square-foot facility that was built in 2002. Linking the main wings of the school and featuring a café, enormous windows, and a spacious indoor winter garden, the Fox Center is the hub of the school. Students can eat breakfast and lunch there, grab a coffee, conduct team meetings, or just take a breather between classes or during the 15-minute break in each class period. In August 2008, Fuqua opened the 91,000-square-foot Doug and Josie Breeden Hall, the “new front door of the School for students and visitors,” as it was described in the student newspaper, the  Fuqua Bulletin. Named after former dean Douglas Breeden (2001â€"2006), the building boasts a three-story atrium, two auditoriums (which seat 126 and 146 people), the expanded Ford Library, three 70-seat lecture rooms, and a suite of team rooms. All told, Fuqua’s campus covers nearly 500,000 square feet, with 58 team rooms, ten classrooms, and seven seminar rooms. In 2015, the school undertook a major renovation project for the R. David Thomas Executive Conference Center, turning it into the JB Duke Hotel. The hotel, which officially opened in January 2017, encompasses the Thomas Executive Conference Center as well as more than 90,000 extra square feet, including nearly 200 hotel guest roomsâ€"some of which are occupied by the school’s executive students, who stay at the hotel during their residencies at Fuqua. The hotel is connected to the main Fuqua campus by a footbridge. In 2006, MIT’s president at the time, Susan Hockfield, announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 205 offices, 6 classrooms, more than 30 group study rooms, a dining area, an Executive Education suite, lounge areas, and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary. Another MIT Sloan building, E52, was closed for construction in 2013 and reopened in January 2016. The building features many of the school’s administrative offices, a conference center, and the Department of Economics. The classroom building, E62, is described on the MIT Web site as “the ‘greenest’ building at MIT.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, described E62 to us at mbaMission as “the social hub at Sloan. It’s where students meet to socialize, eatâ€"the cafeteria provides some of the best food in the neighborhoodâ€"and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!” For a thorough exploration of what Duke Fuqua, MIT Sloan, and other top business schools have to offer, please check out the free  mbaMission Insider’s Guides. Share ThisTweet Duke University (Fuqua) Massachusetts Institute of Technology (Sloan)

Definition of Reliability in Research

Reliability is the degree to which a measurement instrument gives the same results each time that it is used, assuming that the underlying thing being measured does not change. Key Takeaways: Reliability If a measurement instrument provides similar results each time it is used (assuming that whatever is being measured stays the same over time), it is said to have high reliability.Good measurement instruments should have both high reliability and high accuracy.Four methods sociologists can use to assess reliability are the test-retest procedure, the alternate forms procedure, the split-halves procedure, and the internal consistency procedure. An Example Imagine that you’re trying to assess the reliability of a thermometer in your home. If the temperature in a room stays the same, a reliable thermometer will always give the same reading. A thermometer that lacks reliability would change even when the temperature does not. Note, however, that the thermometer does not have to be accurate in order to be reliable. It might always register three degrees too high, for example. Its degree of reliability has to do instead with the predictability of its relationship with whatever is being tested. Methods to Assess Reliability In order to assess reliability, the thing being measured must  be measured more than once. For example, if you wanted to measure the length of a sofa to make sure it would fit through a door, you might measure it twice. If you get an identical measurement twice, you can be confident you measured reliably. There are four procedures for assessing the reliability of a test. (Here, the term test refers to a group of statements on a questionnaire, an observers quantitative or qualitative  evaluation, or a combination of the two.) The Test-Retest Procedure Here, the same test is given two or more times. For example, you might create a questionnaire with a set of ten statements to assess confidence. These ten statements are then given to a subject twice at two different times. If the respondent gives similar answers both times, you can assume the questions assessed the subjects answers reliably. One advantage of this method is that only one test needs to be developed for this procedure. However, there are a few downsides of the test-retest procedure. Events might occur between testing times that affect the respondents answers; answers might change over time simply because people change and grow over time; and the subject might adjust to the test the second time around, think more deeply about the questions, and reevaluate their answers. For instance, in the example above, some respondents might have become more confident between the first and second testing session, which would make it more difficult to interpret the results of the test-retest procedure. The Alternate Forms Procedure In the alternate forms procedure (also called parallel forms reliability), two tests are given. For example, you might create two sets of five statements measuring confidence. Subjects would be asked to take each of the five-statement questionnaires. If the person gives similar answers for both tests, you can assume you measured the concept reliably. One advantage is that cueing will be less of a factor because the two tests are different. However, its important to ensure that both alternate versions of the test are indeed measuring the same thing. The Split-Halves Procedure In this procedure, a single test is given once. A grade is assigned to each half separately and grades are compared from each half. For example, you might have one set of ten statements on a questionnaire to assess confidence. Respondents take the test and the questions are then split into two sub-tests of five items each. If the score on the first half mirrors the score on the second half, you can presume that the test measured the concept reliably. On the plus side, history, maturation, and cueing arent at play. However, scores can vary greatly depending on the way in which the test is divided into halves. The Internal Consistency Procedure Here, the same test is administered once, and the score is based upon average similarity of responses. For example, in a ten-statement questionnaire to measure confidence, each response can be seen as a one-statement sub-test. The similarity in responses to each of the ten statements is used to assess reliability. If the respondent doesnt answer all ten statements in a similar way, then one can assume that the test is not reliable. One way that researchers can assess internal consistency is by using statistical software to calculate Cronbach’s alpha. With the internal consistency procedure, history, maturation, and cueing arent a consideration. However, the number of statements in the test can affect the assessment of reliability when assessing it internally.

Important Skills A Student Needs Help Learn For Their Future

There are more important skills a student needs to learn for their future. Julia Barrier-Ferreira is an educator and wrote an article for Clearing House, which focused on the nurturing of students. Not only are thinking skills important for a student’s future, but they also need the skill to deal with difficult life issues. Students may be able to achieve academically, but lack what is necessary to cope with difficult life issues. Teachers have to abandon teaching students what is not related to the standardized tests, which then makes them lose sight of what is important for the students. A whole child is not simply composed of their intellect, but their emotional and spiritual well-being as well. According to Barrier-Ferreira, â€Å"A school must be about achieving a balance between developing the intellectual, emotional, and social selves of each individual† (39). This can be done by allowing students a reasonable amount of time to socialize with their peers and allo ws students to align with the natural disposition of the human being (Berrier-Ferreira 39). However, a teacher cannot focus on teaching students how to socialize or deal with real-life problems if their teaching method is changed to standardize. It would be difficult to teach students the material to pass the standardized tests and nurture them emotionally and spiritually. Barrier-Ferreira’s main argument is that standardized testing are preventing teachers to teach what is not on those tests. Also, students areShow MoreRelatedCollaborative Learning1482 Words   |  6 Pagesuniversity student, it is vital to learn collaborative learning, which can benefits for their current studying and for their futures’ career path. It also exists challenges for university instructors and students, which will be demonstrated in the following essay. 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These skills and values will help students develop awareness of their selves and their peers. They help students gain empathy Read MoreCooperative Learning Is A Revolutionary Style Of Teaching Essay1421 Words   |  6 Pagesa revolutionary style of teaching that offers students a chance to work together, communicate, build social skills, and acquire self-confidence. It is important to inspire students to be excited about learning and to encourage their involvement in the learning process. There are many studies that offer important information and have determined that cooperative learning not only helps students improve academically, but that it also shows that students take pride in the fact they can cooperate andRead MoreThe Importance Of Using Authentic Letters, Diaries, And Journals Of The Social Studies Classroom Essay1444 Words   |  6 PagesExplain the benefits of using authentic letters, diaries, and journals in the social studies classroom. 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Terrorists in the 1972 Munich Olympic Games - 1241 Words

On September fifth, 1972, the terrorist group, Black September, took nine Israeli athletes hostage during the 1972 Munich Olympic Games. Black September was a small group of Palestinian militants, almost unknown to the world before the Munich Games. The group belonged to the PLO, or the Palestinian Liberation Organization. The origin of Black September’s anger goes back to the long-lasting conflict between the Palestinians and the Israelis, which dates back thousands of years . Black September had one purpose for the attack: they wanted to televise the event to bring more attention to the Palestinian-Israeli conflict. The Black September terrorist group used the attacks on the Israeli athletes as well as the constant media at the 1972 Munich Olympics, to bring attention to the Palestinians wrongful treatment during the Palestinian-Israeli conflict. There has been an unsettling conflict between the Israelis and the Palestinians for many years. The two territories of Israel and Palestine were originally ruled by Britain, but because of many disputes and fights, the United Nations passed the UN Partition Plan in 1947. This plan suggested that the two territories of Israel and Palestine would be turned into separate countries. The Arabs loathed this idea because they got less land, but the Israelis loved it, for they received much more territory. In this spring of 1948, the United Nations declared the creation of Israel, in result, many countries in the Middle East wereShow MoreRelatedThe Events That Occurred At The 1972 Olympics1614 Words   |  7 Pages1972 Munich Summer Olympic Games The events that occurred at the 1972 Olympics were the result of a long conflict between Palestinian Arabs and Israeli Jews dating to the end of the nineteenth century. Although the two groups have different religions (Palestinians include Muslims, Christians and Druze), religious differences are not the cause of the strife. 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The Olympic Committee in West Germany was hoping to get rid of the military image ofRead MoreMunich Massacre6185 Words   |  25 PagesRESEARCH PROPOSAL Name: Nick Karvountzis Date: 10/5/09 Topic: 1972 Munich Olympic Massacre Area of Investigation: Outline the main historical debates, perspectives or interpretations you will be discussing Discuss the role that West-German authorities played during the 1972 Munich Olympic crisis, specifically addressing their preparation prior to Black September’s terrorist, as well as their consequent actions and decisions made during the crisis. Primarily, assess whether criticisms of

Liberal-Democratic Tradition and the Althusserian Approach - Sample

Question: How do the Liberal-Democratic tradition and the Althusserian approach to culture theorize the notion of the individual and its relationship to the media? Answer: Introduction Liberal-democratic approach sees mass media, mass communication, and mass culture as an outcome of progressive evolution rather than social and technological fraud; this shows that LD approach is clearly showing structuralism -functionalist and idealist. Structural functionalism is related to the sociology of the Frenchman Emile Durkheim and North American, Talcot Parsons, they both viewed society as harmonious, cohesive and integrated wholes where every part works to maintain consensus, equilibrium, and social order. LD describes the communication process as fulfilling 3 functions; doing proper surveillance of the environment to provide warnings against imminent threats and dangers of the value system of a community, correlating parts of society in response to the environment, cultural transmission of social heritage from one generation to another. Lois Althusser, who belongs to French army published a series of articles in the year 1960 on structuralism and Marxism and criticized the humanism thought as well as Sartrian Marxism. He introduced a revised role of economic determinacy with respect to economic, political, cultural and legislative structures present within capitalists social orders. For him, all of these structures have a direct relation to the larger network of the society. As per him, it is very important that a society in which you live must build a strong social system this is because of meaningful interaction between social agents which is based on expectations what the other will predictably do, even if they are not related to each other(BLUMLER KATZ, 2017). If we see socialism in terms of media, then it is the aggregation of people who participate too much greater degree in the common life, their attitude, opinions, and sentiments have some bearing on the policies persuade by the government (Roberts, 2009). Another perspective is from the view point of an individual where democracy is viewed as the sovereignty of the individual. The individual is believed to have the following traits; autonomous, rational and modern and have equal rights, he is able to participate in various activities of other individuals, they are part of many social groups where they usually give their opinions and shows interest like church, local business communities(BLUMLER KATZ, 2017) . Discussion In order to specify institutional and material form in which ideology operates Althusser introduced two terms: Repressive State Apparatus (RSA) and Ideological State Apparatuses (ISA) (Roberts, 2009). RSA comprises of a complex of coercive and regulatory forces under control. Which are situated in the public domain and includes, police, government, army and state legislature? It acts as an authority to control violence, whereas ISA consists of social institutions which come out from civil society. It includes educational, religious, family, legal, political media and cultural ISA(Evans Hall, 2011). The Althusserian and LD approach both correlates the notion of the individual and his relation with media. The individual as seen in this approach is a rational and autonomous being. According to the western society context this notion comes within Greco- Christian doctrine wherein the individual treats himself as an independent moral entity and is self-governed. Having such attributes in dividual is only responsible for his own doings and not related to anybody else except God (BLUMLER KATZ, 2017). Hence the LD approach defines this assumption of individual as autonomous and rational concept. LD describe the communication process as fulfilling 3 functions; doing proper surveillance of the environment to provide warnings against imminent threats and dangers of the value system of a community, correlating parts of society in response to environment, cultural transmission of social heritage from one generation to another(Evans Hall, 2011). The use of media by the individual is also explored by the LD approach by implementation use and gratification approach which says that individual consumes media not only to take information but also to satisfy personal needs such as personal guidance, relaxation, shared topic conversation and a structure to the daily routine this indicates that how media plays with the information before presenting it in front of audiences which simply states that media does not only disseminates information but also shapes content as per their interest (Fowels, 1992). Hence this position of the individual in his or her relationship with the media as consumer defines the notion of individual in the Liberal Democratic approach as rational and autonomous (Fowels, 1992). Before presenting it to audience Moreover, despite the notion of individual autonomy the LD approach states that individual is not an isolated personality he is also a part of various group. It also defines mass society as heterogeneous where it is a combination of different people who belongs to different culture, society, age, gender(Evans Hall, 2011). This is considered as a positive thing as LD theorists Edwards Shills argues that this uneven different ethnic, religion and economic groupings allow the dissolution of social attachments and obligations. This notion of individuals in group which makes mass society with its relationship with mass media is considered as god thing by LD approach in which mass media provokes individual to actively participate in their autonomy where they have to choose between elites of government or media content for information or personal entertainment(Evans Hall, 2011). This argument directly contrasts to the materialists school of thoughts who criticizes mass media for all the powerful information. The LD approach also does not deny the existence of elitist rule in society, however it says that individual in societies are vested with the rights to determine who has to govern them with the use of their votes. In other words, it says that it is not the power over the individual in society, but vice versa(Quail, 1997). Moreover the different demographics in groups keeps a check over one other to keep a balance between them. Talking in terms of mass media the LD approach is working as a tool. This is in relation to the Frankfurt school wherein the media is viewed as all powerful an omnipotent agent of control society of which the government keeps. According to the social scientists Joseph Klapper and Paul Lazars Feld comments that the media does not only play the crucial role in shaping the opinion, views, behaviour and attitudes but also gives the media choice in mass society. In addition the media is also seen to serve mass society, for example with few social movements like peac e protests among others, minority rights and environmental preservation. This argument of media choice by the audience is supported by traditions research methods which collects the data of audience viewership of media(Quail, 1997). According to the Lazars Feld classic study in the mid nineteenth century, it was identified that the audiences goes through certain selective process in their consumption and viewing of media. This means that viewers themselves chose what they want to see and have the tendencies to uphold certain content shown in media through their predispositions and are able to influence people with the help of two way communication(Quail, 1997). Therefore despite of LD approach it has been discovered that individual has the right to choose what they want to see and how they want to consume the information irrespective of any control The Althusser approach on the other hand is different from what we have seen in LD approach. As per him it is very important that a society in which you live must build a strong social system this is because of meaningful interaction between social agents which is based on expectations what the other will predictably do, even if they are not related to each other. His approach says that individual is a subject which is hailed and interrelated into him through the work of ideology(Thwaites, et al., 1968). Ideology as per him comes in two forms first says that there is an imaginary relationship between the individual and their condition of existence. In simple words his theory focuses on the reality which reflects the perception of people. However he also says that these realities are imaginary representation of ideologies which men use to make their sense of their existence, to their religious, political and ethical ideologies. The second form whereas comes as the material existence o f ideology which the Althusser argues that it comes in the form of ISA (Ideological State Apparatus) and transmits ideologies to individuals. ISA consists of social institutions which come out from civil society(Thwaites, et al., 1968). It includes educational, religious, family, legal, political media and cultural ISA. Althusser theory says that individual becomes a subject before his birth. And at this point of life he is transformed into being through familial ideological configuration through which he or she is identified as a boy or girl thus reappointing the role of new born individual he also says that an individual finds his place from his family as he grows he is being introduced into groups, societies by way educational system and law institutions which teaches him how to perform in a society which is normal to them. Simply put ISAs in place to hail the individual in the roles which are predefined for him(O'Shaughnessy Stadler, 2002). However if due to any reason the individual fails to adopt the ideologies set by ISA then RSA (repressive state apparatuses) comes into action. RSA comprises of complex of coercive and regulatory forces under control. Which are situated in the public domain and includes, police, government, army and state legislature? It acts as an authority to control violence. As per the Althusser approach, media is considered as an ISA which is powerful hailing system which works to augment hegemony in society and the dominant ideology. Ruling ideology or dominant ideology as per Arthur refers to the kind that is deployed by the ruling class. He also confirms that in capitalists societies these ideologies are considered as myths, but the ruling class convince the rest of the society to adopt these ideologies to the extent that it becomes normal. Living these ideologies as not a form of consciousness, but their world itself and as a result they strengthen their hegemonic rule in society. In other words, these ideologies offer them roles which suits them in society O Shaughnessy and Stadler says that media upholds the ideological values of the ruling classes by producing such programs under a unifying label. Although all these members of family or public are not wrong, but the media debates that these groups shares similarities in goals, wants, desires and needs. In other words media gives individual a sense of subjectivity and identity by hailing and interpellation. Individuals identities are predefined and their subjectivity is about someone else(Sills, 1972). Furthermore, the ISA defines media as the source which transmits ideology through its differentiation of certain groups as good and certain groups as evil. For example in police shows criminal is portrayed as bad individual who is indulged in criminal activities as a result of his psychological problem (Hirst and Woolley, 1982). Such representations shows criminal as the portrayal of certain group. Similarly hero is portrayed as different group, therefore this representation helps individuals in identifying which group of society is good and which one is bad(Evans Hall, 2011). Conclusion The theorization of the notion of the individual and its relationship with media of both the LD approach and Althusser approach is little complex and differs with each other in many ways. On one hand the LD approach sees individual as rational and autonomous, having a balance between the society and media in the way that he himself selects what he wants to see on the other hand the Althusser approach defines that the individual is a subject who has been indulged with dominant ideologies which have become his or her reality by way of interpolating and hailing activities of ISAs of which the part is media (Hirst and Woolley, 1982). The position of the individual in his or her relationship with the media as consumer defines the notion of the individual in the Liberal Democratic approach as rational and autonomous(Thwaites, et al., 1968). This approached places the individual in a position of subjectivity to other bigger subjects like a member of ruling class and sees media together with ISA. This approach also helps individual to identify which group is good for them and which one is the bad basis which they define their relationship. Thus, both the approaches provide us with the meaningful information about the individual and its relationship with the media enabling us to understand the power at play in the society. References: BLUMLER, J. G. KATZ, E., 2017. The Uses of Mass communication. Sage Annual Reviews of Communications Research, 3(5), pp. 249-264. Evans, J. Hall, S., 2011. VIsual culture: the reader. In: J. Evans, ed. VIsual culture: the reader . London : Sage Publications , pp. 2-323. Fowels, J. (1992).Why viewers Watch. 2nd ed. United States of America: Sage Publications, pp.46-49. Hirst, P. and Woolley, P. (1982).Social Relations and Human Attributes. 3rd ed. London, New York: Tavistock publication limited, pp.118-130. O'Shaughnessy, M. Stadler, J., 2002. Media and Society. In: Media and Society. Australia : s.n., pp. 196-221. Quail, D. M., 1997. Audience Analysis. In: S. Publications, ed. A Functionalist Model: The Usesand Gratifications Approach . London : Sage Publications , pp. 70-76. Sills, D. L., 1972. COMMUNICATION, MASS: Effects. International Encyclopedia of the Social Sciences, 3(5), pp. 81-89. Thwaites, T., Davis, L. Mules, W., 1968. Introducing Cultural and. COMMONWEALTH OF AUSTRALIA, 2(3), pp. 159-177. Roberts, C. (2009).Text analysis for the social sciences. New York: Routledge.