Microeconomics Chapter 4 Essay - 1220 Words

Chapter 4 2. Why do economists use percentages rather than absolute amounts in measuring the responsiveness of consumers to changes in price? Why do economists use percentages rather than absolute amounts in measuring the responsiveness of consumers to changes in price? Economists use percentages rather than absolute amounts for two different reasons. The first reason for using percentages rather than absolute amounts has to do with the affect a particular amount can have on demand. The example in our book refers to using dollars or pennies, in one instance the dollar amount leads to a demand that is elastic, however that same dollar amount in pennies would lead one to see that demand is inelastic. The amount is the same,†¦show more content†¦So, for Ed=1 this represents unit elasticity. 8. The owner of a health club asks you for advice about whether the company should raise or lower the price of its membership this year based on the following information: last year the club raised the price of its membership by 5% and the number of members paying the same fee fell by 7%. Based on the information provided we could use the price elasticity formula to determine if the price change represented elastic or inelastic demand. Divide the change in quantity by the change in price (0.07/0.05) and find the price elasticity coefficient. Using what we have learned about price elasticity, it is clear that Ed=1.4, which is elastic. Using the table given in example 4.2, we see that a prince increase on an elastic good results in total revenue decrease. The owner should lower prices to see a total revenue increase. 11. A gasoline station very near a professional football stadium parks cars on its lot to make money on game days. Last year it charged $4.00 per car and parked 1000 cars. 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The Social Construction Of Illness - 1399 Words

Introduction History shows that our understanding of health and illness is variable. The way that a society views and interprets an illness deviates from the raw, natural interpretation made by biologists and physicians. It is believed that illness, a social phenomenon, is created out of disease, a biological phenomenon, through social construction. Social construction of illness emphasizes that the meaning of illness develops through interaction in a social context. While the medical model assumes that illness is invariant in time and place, social construction suggests that cultural and social systems shape the meaning and experience of illness. In short, illness has more than just a simple presence in nature. Illness is multifaceted, with a social aspect that exists independent of its medical nature. In his book, Profession of Medicine, Eliot Friedson introduced an important piece of groundwork for the social construction of illness. 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Preliminary Research Proposal

Question: Discuss about thePreliminary Research Proposal. Answer: Introduction Program: Master of Project Management MC 210; Year : 1st Semester 2016 Course: Research Design and Methods BUSM4420 Student Name and Number: Rostand Bongwa s3517641 Research Area: Software Development Methodologies Research Topic: A case study on the waterfall methodology and its relevance The product procedure that is most likely going to be utilized amid the improvement of the undertaking is the Waterfall Model. Its solid focuses lie in the way that it is consecutive, so there would be no disarray on the strides and the procedures are straight down- - no compelling reason to stress over such a large number of conditions while taking a shot at a task. Also, this kind of model tends to pack up on so much documentation. Along these lines, such has a tendency to be helpful for future code modifications and reference. This model accept the prerequisites to stay static amid the life of the venture, so there is next to zero shot of joining new changes to the product once work starts. In the event that progressions are attempted to be fused it prompts more perplexity and further postpones. The waterfall model is a consecutive programming advancement process. Taking after are the periods of waterfall model. Software development methodology is the process of dividing the development of a software or a project into several distinct phases which contain activities with the intention of improved planning and management. It is usually thought to be a subset of the life cycle of system development. This method can include pre defining specific artifacts and deliverables which are developed and finished by a team for the maintenance or development of an application. Several types of frameworks have been developed and have evolved over the course of time, each of them having their own strengths and weaknesses. It is not possible for one type of development methodology framework to be suited for every project. Each of the available frameworks which have been developed over the years is suited to specific types of projects based on various considerations of technology, organization and man power. Some of the most common methods include waterfall, prototyping, iterative and incremental development,spiral development,rapid application development,extreme programmingand different types ofagile methodology. There are mainly two different methodologies which are utilized in these processes. One is the Traditional methodology or what is called the Software Development Life Cycle (SDLC) methodology. The other is the Agile approach of software development. The SDLC methodologies have distinct phases in their life cycle like the Waterfall methodology, while the Agile approaches have a method of iteration, wherein the processes of design, construction and deployment of different sub- sections can take place together. Throughout the years the waterfall model has dropped out of support by numerous product designing task supervisors in light of its absence of readiness and restrictions. More adaptable models have been created, for example, the spry system which is regular among PM's. The proposed examination is going explore whether the waterfall model is out of date and the reasons why it has dropped out of support because of its constraints and alternate choices that have to some degree "suppl anted" the model. This contextual investigation will have an organized procedure and methodology. Fig 1: The Onion Research Model Research philosophy: Our research philosophy is to determine whether the waterfall methodology which was traditionally used for developing software and handling projects is relevant today. Two main ontological frameworks can be utilised in the duration of the research process: The first one is positivism and the second one is constructionism (Monetteet al.2005). These frameworks can be described in different manners (for example empiricism, interpretivism) but essentially, the assumptions underlying the processes are basically similar (Bryman, 2012). Positivism works under the assumption that reality will exist independent of the object being studied. Practically speaking, in any case, this means say that the significance of wonders between subjects is to a great extent reliable (Newman, 1998). Interestingly, constructionism suggests that the fundamental idea of social wonders really in light of the fact that it is made by eyewitnesses (stlundet al. , 2011). This reasoning suggests that we can never assume that what we are watching can be translated similarly crosswise over different members and the most ideal methodology is to inspect contrasts in the respondents' understanding. Research Approaches: The following are the types of research approaches which can be followed. The Deductive Approach The deductive approach fundamentally build up the speculation upon a earlier hypothesis plus the discovery methodology is then planned so as to test it (Silverman, 2013). This methodology is most appropriate in circumstances wherein the exploration venture is based after analyzing whether the watched wonders will in the long run fit with the expectations which have been founded on past examination (Wiles et al., 2011). Because of this property, the deductive methodology can be chiefly apt to the positivist attitude, which takes into account the sketch of theory and the factual testing of projected that outcome would an accredited level of likelihood (SniederLarner, 2009). The Inductive Approach The inductive style is basically a shift from the fastidious to the common (Bryman Bell, 2011). In this methodology, perceptions are the premise for analysts wherein the information is moved through to search for examples (Beiske, 2007). There exists no system that advises the information assembly and the examination hub can in this manner be frame after the information has been collected in this procedure (Flick, 2011). Despite the fact that this may seem, by all accounts, to be the point where new speculations are conceived, it is likewise stands genuine that as the information is dissected can be comprehended to fit into another current hypothesis (Bryman Bell, 2011). This methodology is valuably used in subjective examination, where the nonattendance of hypothesis might be helpful in decreasing the potential for scientist predisposition in the underlying phases of information accumulation (Bryman Bell, 2011). This methodology, in any case, is likewise a solid match which can be utilized as a part of positivist approachs, where the information is broke down first and important examples shape the premise of results. The Quantitative Approach This methodology bargains basically with quantitative information (Flick, 2011). It comprises of a few acknowledged factual norms to demonstrate the legitimacy of the methodology, similar to the quantity of respondents required for the foundation of a measurably huge consequence(Goddard and Melville, 2004). In spite of the reality that this methodology is skilled by a positivist rationality, it can be used to examine a few different angles. The quantitative methodology is most productive where there are an expansive number of answerers available. Hence the information can be adequately measured by using quantitative systems, and factual strategies for examination. The Qualitative Approach The subjective methodology is essentially gotten from the constructivist worldview (Bryman Allen, 2011). This methodology basically require that the scientist ought to withhold from forcing their own recognition upon the respondent (Banister et al., 2011). The inevitable position is to examine how the respondents decipher their own existence (Bryman Allen, 2011). This displays the test of making a system that is cramped by the respondent instead of by the scientist. A powerful technique to accomplish this is by taking meetings, where the reaction can be open (Feilzer, 2010). Subjective exploration is normally utilized for inspecting the significance of social marvels, as opposed to looking for a causative relationship since there are no characterized variables (Feilzer, 2010). Research Strategy The exploration procedure basically manages how the analyst means to do the work (Saunders et al., 2007). The exploration technique may incorporate a few changing methodologies like test examination, activity research, contextual investigation research, interviews, studies, or an orderly writing audit. Test exploration is the methodology of assembly an examination procedure that look at the cost of a test beside the ordinary results (Saunders et al., 2007). It stands valid in every aspect of examination, and for the most part include the attention of a usually set number of elements (Saunders et al., 2007). The affiliation among the variables are examined, and contrasted with the what the normal results of the assessment were Activity exploration is fundamentally a useful means to pact with taking care of scrupulous examination issues within a group of observe (Bryman, 2012). It involves inspecting practice to set up that the finest advance is correspondingly comparable. It generally includes intelligent practice, which as a rule is a precise procedure using which the expert practice and familiarity of the specialists can be surveyed. This type of examination is normal in callings like instructing or nursing, where the specialist can evaluate the distinctive approaches to improve their specialist advance and understanding (Wiles et al., 2011). Contextual investigation is the appraisal of a private unit with the expectation of setting up the key components and drawing speculation (Bryman, 2012). It offers an considerate into the meticulous way of any illustration, and therefore build up the implication of civilization and setting in contrast between cases (Silverman, 2013). This investigation technique is compelling in budgetary inspection. Decisions The decisions which are accessible in the exploration onion integrate the mono strategy, the blended practice, and the multi-technique (Saunders et al., 2007). Mono strategy: It includes utilizing one exploration approach for the study, which is apparent from the name itself. Blended strategy: It require the utilization of two or more strategies for exploration, which generally suggests that subjective and quantitative philosophies must be utilized. Multi-strategy: In multi technique, a more extensive choice of strategies must be utilized (Bryman, 2012). The fundamental variety in the blended and the multi-strategy is that the blended technique is the aftereffect of a joined approach which results in the production of a solitary dataset (Flick, 2011). In the multi-strategy approach the exploration is isolated into dissimilar sections, where every fragment produces a particular dataset; wherein each dataset is broke down utilizing procedures got from either qualitativeor quantitative strategies (Feilzer, 2010). Time Horizons The Time Horizon is the evaluated time within which the chore is required to achieve culmination (Saunders et al., 2007). Two sorts of time skylines are permitted to be utilized within the assessment onion: the cross sectional and the longitudinal (Bryman, 2012). The cross sectional time skyline is a skyline which has been as of now settled, and just the information must be fetched. This is called as "preview" time accumulation, wherein information is collected at one point in time(Flick, 2011). It is basically used in examinations which are worried with the examination of a explicit spectacle in a state of time. The longitudinal time skyline for information accretion implies that the assembly of information must be performed more than once over a developed timeframe, and is utilized where a critical part of the exploration is to see the varieties in an undertaking over a timeframe (Goddard and Melville, 2004). This permits the investigation of progress and advancement. The time skyline which is chosen for a venture does not rely on upon a particular examination methodology or approach (Saunders et al., 2007). Information Collection and Analysis Information gathering and investigation relies on the methodological methodology utilized (Bryman, 2012). The procedure chose at this phase pses a huge commitment to the general unwavering quality and legitimacy of the study(Saunders et al., 2007). Regardless of the used advance, the kind of information collected can be isolated into two sorts: essential information and optional information. The Primary Data Essential information is what is gotten from straight source. This can be express sources got from verifiable archives, or the information which is gotten from the respondents in overview or meeting information (Bryman, 2012). Information got from the analysis or study is not as a matter of course essential information the information got from a measurable collection like statistics constitutes essential information. In like manner, information which has been sourced from different assets likewise can be termed as vital information (Flick, 2011). Vital information is finest comprehend as the information that is being bust down, regardless of the source from where it was obtained. Optional Data Optional information is what is gotten from the work or conclusions of different scientists (Newman, 1998). The decision of an exploration object can comprise voluntary information since it is fundamentally data that was handled by another person. So also, investigations of measurable reviews or other information can be termed auxiliary information (Kothari, 2004). The quantity to which information is characterized is restricted by its employment, as divergent to the intrinsic way of the information itself(Flick, 2011). Research Design Research design is basically a explanation of how the examine method is expected to be performed. It is basically a skeleton which explains the reasons and the requirements that caused the adoption of a specific methodology, how the selection of respondents was performed, and how the analysis of data will be done (Flick, 2011). Several different research designs exist. They are called descriptive, explanatory, and the exploratory. The descriptive design basically reflects the experiences of respondents who participated in the study. It is closely related to ethnographic studies, but is also appropriate for use in a quantitative framework. The explanatory design essentially focuses on the effective explanation of population characteristics or social phenomenon observed at a point in time. It appears to be effective in a quantitative framework wherein the influences of variables on each other can be properly recognized (Kothari, 2004). The exploratory study is basically the exploration of an issue which occurs before there is sufficient knowledge to perform a formulaic research project. It is typically used in order to further research in a subject area (Neuman, 2003). Samples An example is a fragment which is illustrative of a bigger populace (Bryman, 2012). At the point when quantitative exploration is done, the specimen size and how it is chosen is utilized to build up the unwavering quality of the consequences of the study. With regards to subjective examination, in any case, the specimen attributes are still imperative, however littler examples are utilized. Test Size The term test size shows the quantity of respondents who are chosen from the populace that are utilize as a part of the examination (Newman, 1998). With regards to quantitative exploration, the span of the example is a fundamental necessity in settling on the dependability of the outcomes got in a study. Much of the time, bigger example sizesgreatly enhance the unwavering quality of the outcomes (Flick, 2011). On account of subjective examination, size of the example is less essential, and idea of representativeness is not an extremely solid rule to legitimize legitimacy of the exploration. Testing Techniques Testing strategies are the techniques in which proper specimen size is acquired or settled on for the study (Bryman, 2012). There are a few acknowledged systems that can be utilized. An arbitrary specimen demonstrates people inside a bigger populace picked haphazardly. Be that as it may, this outcomes in irregular dispersion, which can suggest critical skewing because of the arbitrary way of test choice (Neuman, 2003). For instance, in a specific study, an arbitrary specimen may bring about the derivation that more guys are spoken to in an example where the dispersion ought to hypothetically be equivalent, or it might bring about unequal dissemination crosswise over different ages. In such cases, test may grew such that it is guaranteed that the delegates of the populace in the example mirror the huge demographics of the more extensive populace, perhaps to ensure that the demographic qualities of age and sexual orientation are reflected appropriately in the chose test (Newman, 1998). A comfort test implies where the example is gotten from inside a current system, for example, a school, school or college, when the courses in which respondents can be enlisted is nearly clear. This strategy is esteemed fitting if there is a study that is worried with the perspectives of understudies or offspring of a specific age bunch. The above points with regards to research methods will be kept in mind while working on this research to ensure that the standards of quality research are met and that there is no bias involved in reaching the conclusion of this study. These guidelines ensure that the research is properly conducted, analyzed and presented to increase the value it provides to the scientific world at large. Proposed Research title Project title: A case study on the waterfall methodology and its relevance Working title: Is the waterfall process still important to software development life cycle model. Key Information search words: 1. Understating software development life cycles Problems with the waterfall model The pros and cons of waterfall methodology The alternatives to the waterfall model Review of Literature Industry Problem: The waterfall model is an ordered programming improvement process, in which advance is seen as streaming downwards like a waterfall, the model was initially presented by Herbert D. Bennington in June 1952. However, the first formal description of this model was cited to an article published by Winston Royce in 1970, though he did not explicitly use the name. The basic skeletal structure was defined thus by Royce: The project is divided sequentially into phases with some degree of overlap and splash back Emphasis was placed on planning, timing of schedules, targets, budget and implementation of the whole system in one go. Maintenance of control via extensive documentation, reviews, approvals by in- charge authorities etc. Iteration is done by first creating the prototype and then the actual system. The modern waterfall method follows almost all the above steps except for iteration because it results in waste of resources and is not conducive to win projects. The modern waterfall method in Software Engineering essentially contains the following phases: Engineering essentially contains the following phases: Fig 2: The Waterfall Methodology Requirement Analysis : All the desired requirements of the system are captured in the products requirement document and results in schema and models Software Design: The requirement specifications are studied and the design of the system is developed. This helps in specifying and deciding upon hardware and system requirements and defines the system architecture on the whole. Implementation: Taking inputs from the system design process, the system is initially developed in small bits of programs called units, which are then integrated in later phases. Testing: Every developed unit is tested extensively to determine any faults or failures. Integration: Once the testing has been performed satisfactorily, the units are integrated into the system and tested again as a whole. Deployment: Once the testing has been performed satisfactorily, the product is deployed Maintenance: To sort out the issues which arise later, patches or better versions are periodically released which again follow the above process. Applications of the Waterfall Model: Every software is differently managed and a suitable SDLC method is defined based on several internal and external factors. Similarly, there are some situations for which the Waterfall model is highly appropriate- Situations where the requirements are very well documented, clearly defined and are fixed from the initial stages with no possibility of changing. Situations where the product definition is fixed and stable. Situations where the technology to be used has been extensively studied, used and is extremely well understood, while at the same time is not at all dynamic. Situations where there is no ambiguity at all in the requirements. Situations where the resources are not a limiting factor and the technical expertise is available to provide support for the product. Situations wherein the project is short and is not going to require exhaustive features. However, from the above conditions, it is easy to see why the waterfall model is a failure most of the times. Nowadays, almost every project is large, is dynamic and the requirements are usually not frozen before- hand. Also, people try to get the job done with minima possible resources and the waterfall method requires that resources be set aside for a long period of time. Any complex projected, therefore cannot be performed or completed using the waterfall methodology. Also, this methodology is inherently time and labour intensive which is evident from the flow of the methodology. We shall still attempt to study the pros and cons of this methodology. Advantages: The waterfall methodology is very simple to understand and easy to use. It is pretty easy to manage, given the rigidity of the model. Where there is no scope for flexibility, unforseen issues do not usually arise. Every phase has specific deliverables which reduces mistakes to a small limit, thereby improving scalability. It allows for efficient compartmentalisation and control due to reduced overlaps of responsibilities. Hence it is easy to assign responsibilities and improve answerability. The phases of development are fixed and can be assigned a fixed timeframe without any fear of over shooting the deadline. Each phase progresses in a fixed order from the beginning to the end. There are no distractions. It works comparatively well for smaller projects where the requirements are easy to understand. The process and expected results are properly understood. Disadvantages: The waterfall model does not allow for the very important process of revision or reflection. If something is not well documented, it becomes very difficult to go back from the testing stage and change a particular thing. If a particular feature is not well thought out or understood, there is a very high possibility of error and that cannot be remedied until an iteration is made resulting in considerable wastage of resources. A working software cannot be obtained until very late in the project life cycle. There is an undue amount of uncertainty and risk involved in the project It is not a good model when it comes to object oriented or complex and complicated projects Long projects or ongoing projects suffer a lot in this methodology. If the requirements of a project are at a moderate or high risk of changing during th project development phase, then this model is definitely unsuitable since one major change can jeopardise the whole project. The measure of the progress of the project is difficult to anticipate within stages. It cannot accommodate for changing or variable requirements Changing or even minutely adjusting the scope of the project during its life cycle can result in the project ending. It is extremely difficult to identify business or technological bottlenecks in the early stages since the implementation is all done in one go. Conclusion: From the above data, it is quite comprehensively understood that the waterfall model is only suitable in extremely rigid conditions which are mostly theoretical, since in todays world of rapidly changing technology, such conditions are hard to manufacture of find. Added to that, the difficulty in implementing large, ongoing or difficult projects along with the resource intensive nature of this methodology, it is quite obvious that this methodology is not regarded favourably by most developers. Even for the clients, this process is not favourable since if the project requirement changes even minutely, the cost escalates along with the time period involved in the project completion and causes severe losses. When the lack of preparation time with regards to business bottlenecks is introduced to the mix, it becomes very difficult to advocate the usage of this methodology for any project of even modest importance. Hence it can be concluded for most realistic and real world projects, the waterfall methodology is irrelevant, except in very rare cases. REFERENCES: Banister, P., Bunn, G., Burman, E., Daniels, J. (2011).Qualitative Methods In Psychology: A Research Guide. London: McGraw-Hill International. Beiske, B. (2007).Research Methods: Uses and limitations of questionnaires, interviews and case studies, Munich: GRIN Verlag. Bryman, A. (2012).Social research methods(5thed.). Oxford: Oxford University Press. Bryman, A., Allen, T. (2011).Education Research Methods. Oxford: Oxford University Press. Bryman, A., Bell, E. (2011).Business Research Methods(3rded.) Oxford: Oxford University Press. Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm.Journal of Mixed Methods Research, 4(1), pp.6-16. Flick, U. (2011).Introducing research methodology: A beginner's guide to doing a research project. London: Sage. Goddard, W. Melville, S. (2004).Research Methodology: An Introduction, (2nded.) Oxford: Blackwell Publishing. GraigLarman (2004) Agile and iterative development A mangers guide, pp 550560 Gulati, P. M. (2009).Research Management: Fundamental and Applied Research, New Delhi: Global India Productions. InstitutNumerique, (2012). Research Methodology,https://www.institut-numerique.org/chapter-3-research-methodology-4ffbd6e5e3391[retrieved 3rd October, 2014]. Kothari, C. R. (2004).Research methodology: methods and techniques. New Delhi: New Age International. May, T. (2011).Social research: Issues, methods and research. London: McGraw-Hill International. Mehdi Khosrcowpour (2000) Challenges on information technology management in the 21st century information resource management association international conference, pp1-10 Monette, D.R., Sullivan, T. J., DeJong, C. R. (2005).Applied Social Research: A Tool for the Human Services, (6thed.), London: Brooks Publishing. Neuman, W. L. (2003).Social Research Methods: Qualitative and Quantitative Approaches, London: Allyn Bacon. Newman, I. (1998).Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press. stlund, U., Kidd, L., Wengstrm, Y., Rowa-Dewar, N. (2011).Combining qualitative and quantitative research within mixed method research designs: a methodological review.International Journal of Nursing Studies, 48(3), pp. 369-383. Podsakoff, P. M., MacKenzie, S. B., Podsakoff, N. P. (2012).Sources of method bias in social science research and recommendations on how to control it.Annual Review of Psychology, 63, pp.539-569. Rowley, J. (2012). Conducting research interviews.Management Research Review, 35(3), pp.260-271. Saunders, M., Lewis, P., Thornhill, A. (2007).Research Methods for Business Students, (6thed.) London: Pearson. Silverman, D. (2013).Doing Qualitative Research: A practical handbook. London: Sage. Snieder R. Larner, K. (2009).The Art of Being a Scientist: A Guide for Graduate Students and their Mentors, Cambridge: Cambridge University Press. Wiles, R., Crow, G., Pain, H. (2011). Innovation in qualitative research methods: a narrative review.Qualitative Research, 11(5), pp.587-604.

Psychology Psychological Approaches to Sociopath

Question: Write about thePsychology for Psychological Approaches to Sociopath. Answer: Introduction In the past and modern worlds, many individuals have always held different opinions or viewpoints towards certain issues. Such differences may seemingly arise from a different school of thoughts and may lead to increased conflict especially in the corporate world. Research, however, shows that conflict resolution mechanisms determines the mode of handling conflicts in such circumstances and may work to the team's advantage or even lead to a collapse of the team (Sanders, 2015). Research has also provided that conflict between parties is not necessarily a bad thing and suggests that high functioning teams in the society usually engage themselves in healthy and constructive conflicts. At times conflict from different parties often challenges the team to become more effective as compared to the groups comprising of individuals of similar opinion or experiences (Conrad et al., 2015). The study, therefore, will aim at providing an understanding of the challenge of decision making and conflict resolution in working or managing an individual or a small group of people. It will also provide a psychological approach which can be useful in solving the problem and also in dealing with the challenge of sociopath behavior. Our major challenge as described above is decision making and conflict resolution when working with an individual or a small group of people (Arrow, 2014). Conflicts at the workplace or lack of an understanding of the employees and the employer affect managerial decision-making process. And therefore the management or the person in charge may want to address the situation by using the right psychological approach will effectively solve their differences as well as gaining a common ground of making decisions. Research has provided that, sometimes the disputing parties may fail to achieve a healthy difference opinion regarding a certain issue which may even be the manager and one of his subordinate staffs (Lawless Trif, 2016). Therefore they need an understanding of the fact that resolving conflicts at times may require some respect and patience between the parties. And for successful conflict resolution, we need to understand and address the emotional needs, the different perceptions as well as the actions of the parties in conflict. Such an understanding, therefore, necessitates the need for introducing a psychological approach to understanding their behavior and overcome the challenge or the conflict. According to a psychological therapy point of view, Babbitt and Hampson (2011) denotes that it is equally valuable to allow conflicting parties state their goals and involve a third party who will ask them questions in order to get a deeper understanding of the real needs of the parties. Research also provides that conflict can be categorized based on the interest of the parties in conflict or even their values. In this case, conflict of interest can be solved through the theory of games as psychologists believe that the parties in this type of conflict are always open to negotiations and bargaining. Conflict of values, on the other hand, can be difficult to solve and calls for an active conflict resolution mechanism. The reason for this be a conflict of values involves an individual or a groups needs for identity, security, recognition, political participation among others. Social psychologists have hence called for a shift from the conflict resolution theory which is always based o n the rational decision making to an interactive problem solving approach, derived from socio-psychological analysis (Papenhausen, Parayitam, 2015). An interactive problem solving approach acts as a mediation process for the conflicting parties. Psychologist, therefore, suggests that the first step of solving the conflict would be for the parties to prepare themselves for resolution (Kimonis, et al. 2014) In this case the parties need to acknowledge the conflict and discuss the impact of the conflict on them openly. The parties will then agree to a cooperative process in a bid to address the conflict and lastly that the parties need to agree to communicate in which the communication should be open and involve active listening. The second stage in the mediation process would involve the understanding of the situation by the conflicting parties, where each party is required to state and clarify his position on the matter of conflict. The parties will also need to list the facts, assumptions, and beliefs underlying each position. In case of a group conflict once they have stated the facts and beliefs, they can divide the group into further smaller groups like of three people, analyze the situations and facts underlying each situation in the groups and then convene back as a team to evaluate the outcomes and responses of their discussions and finally the parties will reach an agreement (Sanders, 2015). The second part of this essay provides the understanding of the challenge of sociopath behavior and the psychological approaches effective or useful in overcoming the challenge or behavior. A sociopath is defined to be an individual who in one way or the other possesses a personality disorder which in most cases manifests itself in extreme antisocial attitudes towards other people and a certain characteristic behavior attributed to lack of self-conscience (Gawda, 2013). A sociopath will possess characteristics which are identifiable such as; lack of conformity to social norms which guide some social behaviors and therefore the individual will repeatedly engage in unlawful practices. Secondly, the individual is very deceitful, and will always possess a lying and conning spirit towards other people. Such and individual will also bear characteristic of impulsivity or failure to plan ahead since most of them are opportunistic of situations of other people. When they fail to achieve their goals or desired outcome they become irritable and aggressive. They can do anything regardless of the safety of other people as long as the outcome favors them and finally, they exhibit a consistent behavior of irresponsibility (Tasa, Bell, 2017). Identifying a sociopath may not be a difficult task as research provides that their characteristic behaviors are easily identified. Sociopath individuals have charming character traits, and most times they have high tenancies of charisma and therefore tend to attract a following of the people around them. They are also said to be intense and spontaneous as compared to other people around them and most of their behavior usually seem to be irrational and extremely risky. It is also noted that sociopath individuals are incapable of feeling shame, guilt or even been remorseful which suggests that they will always pursue any action that serves their own self-interests even if the action affects other people negatively. They also tend to be highly intelligent and if not careful with them they can be very deceitful as they invent outrageous lies about their experience. Lastly, these sociopath individuals usually seek to dominate other people and win at all costs and even cannot afford losin g an argument (Wu, Lebreton, 2011). The cognitive behavioral theory has been supported as one of the best psychological approaches to deal with a personality disorder such as sociopathy behavior (David, Hofmann, 2013). Research provides that cognitive behavior theorists argue that sometimes its not necessary to understand the reasons why something or an individual behaves in a certain manner in order to change or modify their behavior (Gadwa, 2016). They suggest that it is always good to immediately focus on providing a solution to the behavior rather than focusing on the source of the behavior. The theory assumes that there are certain behaviors dispositions which are inherited such as temperament, such dispositions affect the environments of the individuals during their growth and end up ultimately changing or shaping their personality (Andersson, et al. 2015). The theory also emphasizes the importance of social learning theory in personality development as a key aspect of correcting personality disorders such as sociopath personality behaviors (David Hofmann, 2013). Research has shown that behavior theorist in their bid to explain personality disorder state that, individuals with personality disorders may act in a dysfunctional way as a result of the core beliefs they believe in and the general assumptions about other people, themselves or even the world around them. Such issues have led to the development of cognitive behavioral therapies which have designed to help therapy clients to develop some self-conscious awareness of their core dysfunctional beliefs. The result of this is that individuals will become more rational in nature and even more evidence-based (Tasa, Bell, 2017). Conclusion A successful career will not only arise from the effective and general performance of an individual in an organization but how well they relate to other people whether on an individual level or at a group level. Due to the difference in individual opinions towards different issues, there is a greater likelihood of conflicts which in turn affect performance and decision-making. The analysis in this study, therefore, provides some insights into some psychological approaches towards these situations or challenges and also in dealing with individual behaviors such as those of a sociopath personality. Through use of the established classical or social therapy mechanisms it is possible to have interactive and constructive relationships despite our differences and character traits. References Arrow, KJ 2014, 'Conflict of Values: A Decision View', Proceedings Of The American Philosophical Society, 158, 1, pp. 25-30, Art Full Text (H.W. Wilson), EBSCOhost, viewed 6 May 2017. Babbitt, E, Hampson, F 2011, 'Conflict Resolution as a Field of Inquiry: Practice Informing Theory', International Studies Review, 13, 1, pp. 46-57, Academic Search Premier, EBSCOhost, viewed 6 May 2017. Conrad, I, Kleinstuber, M, Jasper, K, Hiller, W, Andersson, G, Weise, C 2015, 'The Changeability and Predictive Value of Dysfunctional Cognitions in Cognitive Behavior Therapy for Chronic Tinnitus', International Journal Of Behavioral Medicine, 22, 2, pp. 239-250, SPORTDiscus with Full Text, EBSCOhost, viewed 6 May 2017. David, D, Hofmann, S 2013, 'Another Error Of Descartes? Implications For The "Third Wave" Cognitive-Behavioral Therapy', Journal Of Cognitive Behavioral Psychotherapies, 13, 1, pp. 115-124, Academic Search Premier, EBSCOhost, viewed 6 May 2017. Gawda, B 2013, 'The Emotional Lexicon of Individuals Diagnosed with Antisocial Personality Disorder', Journal Of Psycholinguistic Research, 42, 6, pp. 571-580, Communication Mass Media Complete, EBSCOhost, viewed 6 May 2017. Kimonis, E, Centifanti, L, Allen, J, Frick, P 2014, 'Reciprocal Influences between Negative Life Events and Callous-Unemotional Traits', Journal Of Abnormal Child Psychology, 42, 8, pp. 1287-1298, Education Full Text (H.W. Wilson), EBSCOhost, viewed 6 May 2017. Lawless, J, Trif, A 2016, 'Managing interpersonal conflicts at work by line managers', Irish Journal Of Management, 35, 1, pp. 74-87, Business Source Premier, EBSCOhost, viewed 6 May 2017. Papenhausen, C, Parayitam, S 2015, 'Conflict Management Strategies as Moderators in the Antecedents to Affective Conflict and its Influence on Team Effectiveness', Journal Of Business Management, 21, 1, pp. 101-119, Business Source Premier, EBSCOhost, viewed 6 May 2017. Sanders, Mm 2015, 'Management of Conflict of Interest in Psychosocial Research on Parenting and Family Interventions', Journal Of Child Family Studies, 24, 3, pp. 832-841, Education Full Text (H.W. Wilson), EBSCOhost, viewed 6 May 2017. Tasa, K, Bell, C 2017, 'Effects of Implicit Negotiation Beliefs and Moral Disengagement on Negotiator Attitudes and Deceptive Behavior', Journal Of Business Ethics, 142, 1, pp. 169-183, Education Full Text (H.W. Wilson), EBSCOhost, viewed 6 May 2017. Wu, J, Lebreton, J 2011, 'Reconsidering The Dispositional Basis Of Counterproductive Work Behavior: The Role Of Aberrant Personality', Personnel Psychology, 64, 3, pp. 593-626, Business Source Premier, EBSCOhost, viewed 6 May 2017.

the lawsuit Essays - Presidency Of Barack Obama, Barack Obama

March 15th, 2011 Subject: Principles of Economics I Name: Hassan Shahid Student ID: 757196395 Instructor: Prof. Moses Ayiku U.S Budget for 2011 Present Obama presented Congress with a record $3.6 trillion budget. The total revenue for 2011 is estimated at $2 trillion. If you do the math, this will give the government a total deficit of an estimated $1.6 trillion which is also the highest at record. The following is a comparison of estimated spending for the year 2010 and 2011 on few major components of the government. [1]Area of spending2010 (billion)2011 (billion) - National defense$722$738 - Social security$724$738 - Medicare$462$498 - Health$386$381 - Income security$629$567 - Transportation$93$91 - Education & training$93$122 - Net interest$188$251 - Veterans benefits$124$122 - Science, space & technology$31$31 - International affairs$67$65 - Agriculture$25$24 - Community development$21$20 [1] [2] President Obama sent Congress on Monday a record $3.8 trillion budget for 2011 that would boost war spending, trim some domestic spending and rely on $1.3 trillion in new borrowing. The budget would be the third in a row with a deficit of more than $1 trillion, following this year's record $1.6 trillion, a figure the White House increased in its budget. The red ink would be cut in half by 2014, mostly by allowing tax cuts on families making more than $250,000 to expire in 2011.A year after proposing major increases for health care, energy and education, Obama is putting almost $30 billion more into the wars in Afghanistan and Iraq, boosting homeland security and international spending, and proposing a three-year freeze on some domestic spending [2]. From my point of view, the numbers speak for themselves; most of the government earning is spent on defense. We are fighting a war on two fronts and we clearly knew one of them wasn?t necessary. Even after we failed to find WMDs in Iraq, the government didn?t pull out. Prolonging the war will always keep the country in debt. Almost every department whether it was health, agriculture or community development; faced budget cuts. Budget cuts lead to job losses; which lead to people spending less and resulting in slow economic growth. If we keep at this rate, the national debt is going to keep increasing and the annual interest paid out on our debt is going to keep climbing. We have already seen a $63 billion increase from 2010 to 2011 on interest payments alone. The rich are still earning more and getting tax breaks, while the middle class continue to suffer from poor heath benefits, job losses and lost benefits. Work Cited [1]http://www.nytimes.com/interactive/2010/02/01/us/budget.html [2]http://www.usatoday.com/news/washington/2010-02-01-budget-obama_N.htm

History of the Sacco and Vanzetti Case

History of the Sacco and Vanzetti Case Two Italian immigrants, Nicola Sacco and Batolomeo Vanzetti, died in the electric chair in 1927, and their case was widely seen as an injustice.  After convictions for murder, followed by a lengthy legal battle to clear their names, their executions were met with mass protests across America and Europe. Some aspects of the Sacco and Vanzetti case would not seem out of place in modern society. The two men were portrayed as dangerous foreigners. They were both members of anarchist groups, and faced trial at a time when political radicals engaged in brutal and dramatic acts of violence, including a 1920 terrorist bombing on Wall Street. Both men had avoided military service in World War I, at one point escaping the draft by going to Mexico. It was later rumored that their time spent in Mexico, in the company of other anarchists, had been spent  learning how to make bombs. Their long legal battle began following a violent and deadly payroll robbery on a Massachusetts street in the spring of 1920. The crime seemed to be a common robbery, not anything to do with radical politics. But when a police investigation led to Sacco and Vanzetti, their radical political history seemed to make them likely suspects. Before their trial  even began in 1921, prominent figures declared that the men were being framed. And donors came forward help them hire competent legal help. Following their conviction, protests against the United States broke out in European cities. A bomb was delivered to the American ambassador to Paris. In the United States, skepticism about the conviction surged. The demand that Sacco and Vanzetti be cleared continued for years as the men sat in prison. Eventually their legal appeals ran out, and they were executed in the electric chair  in the early hours of August 23, 1927. Nine decades after their deaths, the Sacco and Vanzetti case remains a disturbing episode in American history. The Robbery The armed robbery which began the Sacco and Vanzetti case was remarkable for the amount of cash stolen, $15,000 (early reports gave an even higher estimate), and because two gunmen shot two men in broad daylight. One victim died immediately and the other died the next day. It seemed to be the work of a brazen stick-up gang, not a crime that would turn into a prolonged political and social drama. The robbery occurred on April 15, 1920, on a street of a Boston suburb, South Braintree, Massachusetts. The paymaster of a local shoe company carried a box of cash, divided up into pay envelopes to be distributed to workers. The paymaster, along with an accompanying guard, were intercepted by two men who drew guns.   The robbers shot the paymaster and the guard, grabbed the cash box, and quickly jumped into a getaway car driven by an accomplice (and said to be holding other passengers). The robbers managed to drive off and disappear. The getaway car was later found abandoned in a nearby woods. Background of the Accused Sacco and Vanzetti were both born in Italy, and, coincidentally, both arrived in America in 1908. Nicola Sacco, who settled in Massachusetts, got into a training program for shoemakers and became a highly skilled worker with a good job in a shoe factory. He married, and had a young son at the time of his arrest. Bartolomeo Vanzetti, who arrived in New York, had a more difficult time in his new country. He struggled to find work, and had a succession of menial jobs before becoming a fish peddler in the Boston area. The two men met at some point through their interest in radical political causes. Both became exposed to anarchist handbills and newspapers during a time when labor unrest led to very contentious strikes across America. In New England, strikes at factories and mills turned into a radical cause and both men became involved with the anarchist movement. When the United States entered the World War in 1917, the federal government instituted a draft. Both Sacco and Vanzetti, along with other anarchists, traveled to Mexico to avoid serving in the military. In line with anarchist literature of the day, they claimed the war was unjust and was really motivated by business interests. The two men escaped prosecution for avoiding the draft, and after the war  they resumed their previous lives in Massachusetts. But they remained interested in the anarchist cause just as the Red Scare gripped the country.   The Trial Sacco and Vanzetti were not the original suspects in the robbery case. But when police sought to apprehend  someone they suspected, attention fell on Sacco and Vanzetti nearly by chance. The two men happened to be with the suspect when he went to retrieve a car, which the police had linked to the case. On the night of May 5, 1920, the two men were riding a streetcar after visiting a garage with two friends. Police, tracking the men who had been to the garage after receiving a tip, boarded the streetcar and arrested Sacco and Vanzetti on a vague charge of being suspicious characters. Both men were carrying pistols, and they were held in a local jail on a concealed weapons charge. And as the police began to investigate their lives, suspicion fell on them for the armed robbery a few weeks earlier in South Braintree. The links to anarchist groups soon became apparent, and searches of their apartments turned up radical literature. The police theory of the case was that the robbery must have been part of an anarchist plot to fund violent activities. Sacco and Vanzetti were soon charged with murder. Additionally, Vanzetti was charged, and quickly put on trial and convicted, of another armed robbery in which a clerk was killed. By the time the two men were put on trial for the deadly robbery at the shoe company their case was being widely publicized.  The New York Times, on May 30, 1921, published an article describing the defense strategy. Supporters of Sacco and Vanzetti maintained the men were being tried not for robbery and murder but for being foreign radicals. A sub-headline read, Charge Two Radicals Are Victims of Department of Justice Plot. Despite the public support and the enlistment of a talented legal team, the two men were convicted on July 14, 1921, following a trial of several weeks. The police evidence rested on eyewitness testimony, some of which was contradictory, and disputed ballistics evidence that seemed to show a bullet fired in the robbery came from Vanzettis pistol. Campaign  for Justice For the next six years, the two men sat in prison as legal challenges to their original conviction played out. The trial judge, Webster Thayer, steadfastly refused to grant a new trial (as he could have under Massachusetts law). Legal scholars, including Felix Frankfurter, a professor at Harvard Law School and a future justice on the U.S. Supreme Court, argued about the case. Frankfurter published a book expressing his doubts about whether the two defendants had received a fair trial. Around the world, the Sacco and Vanzetti case turned into a popular cause. The United States legal system was criticized in rallies in major European cities. And violent attacks, including bombings, were aimed at American institutions overseas. In October 1921, the American ambassador in Paris had a bomb sent to him in a package marked perfumes. The bomb detonated, slightly wounding the ambassadors valet. The New York Times, in a front-page story about the incident, noted that the bomb seemed to be part of a campaign by Reds outraged about the Sacco and Vanzetti trial. The long legal fight over the case went on for years. During that time, anarchists used the case as an example of how the United States was a fundamentally unjust society.   In the spring of 1927, the two men were finally sentenced to death. As the execution date drew near, more rallies and protests were held in Europe and across the United States.   The two men died in the electric chair in a Boston prison early on the morning of August 23, 1927. The event was major news, and the New York Times of that day carried a large headline about their execution across the entire top of the front page.   Legacy of Sacco and Vanzetti The controversy over Sacco and Vanzetti never entirely faded away. Over the nine decades since their conviction and execution many books have been written on the subject. Investigators have looked at the case and have even examined the evidence using  new technology. But serious doubts still remain about misconduct by the police and prosecutors and whether the two men received a fair trial.   Various  works of fiction and poetry  were inspired by their case. Folksinger  Woody Guthrie  wrote a series of songs about them. In  The Flood and The Storm  Guthrie sang, More millions did march for Sacco and Vanzetti  than did march for the great War Lords.

What means have been retained for government agencies and officials to Essay

What means have been retained for government agencies and officials to run the Chinese economy - Essay Example The SOE’s constitutes of capital intensive industries and therefore absorbs a huge share of the state’s financial resources through financing. Additionally, in the Chinese stock market, the shares offer price lacks a reflection of real relation amid the shares supply and demand. The government restrictions on decision making rights, prices, control rights and trade have made it more challenging for enterprises and firms to grow (OECD 2010, 1-40). According to Tubilewicz (2006, 120-134), the government is the prime mover of the economy and the regulatory government should therefore ensure that the societal welfare is maintained and business persons have a better working environment. However, in China’s case, this has not yet been applicable. This clearly states that the government agencies and officials who have a major stake in Chinese economy should play a major role in boosting its performance and mitigating major economic challenges. In order to do this, it important to analyze ways through which the government officials can play their roles in the economy. By taking a look at the negative impacts that have resulted from the Chinese government paying extra attention to the SOE’s and overlooking other business enterprises, one gets clear picture of the negative economical impact caused by Chinese government excessive control on the economy. Around 1979, China’s government introduce their own profit retention mechanisms, mandatory planning reduction, production responsibility systems and profit tax reform thereby taking autonomous SOE’s managerial control in order to increase the SOE’s efficiency. However, the reforms which were inducted under the traditional state socialism allowed no room for ownership structure changes and hence, the state bore the SOE’s losses. The contracted managerial responsibility system made most managers maximize

Movie comment Review Example | Topics and Well Written Essays - 500 words - 5

Comment - Movie Review Example If not, explain why 2. What are your thoughts about â€Å"liminal space† that connects black Americans with White American? 3. Give your comment after reading the paragraph. Different Interpretation â€Å"Love is blind†. This contention is another interpretation of the movie. Both Flipper and Angie are blinded with their love. This is evident in their romantic twist. An example of this is the choice they both made in their life to be with each other despite of their happy marriages. Risking the marriage for another woman or man shows that being in love is more important over others. They both sacrificed to hurt their families and for their families to ostracized them. Flipper was thrown by Drew out of the house while Angie was beaten and very much criticized by his father. Another example supporting that they are blindly in love is that they went on with their relationship despite their cultural differences. It is known during the 1990’s that black Americans and white Americans are rarely involve with each other because of some racial discrimination. Blacks are not so much accepted in white families. Apart from this, Flipper and Angie are open with their relationship that it is readily observed within their families and communities. They are not concern if they are caught with their affair because they are in love.

New Orleans Jazz Assignment Example | Topics and Well Written Essays - 1000 words

New Orleans Jazz - Assignment Example Further societal differences like the class difference present in the society between these two communities is also attributed to result in the rise of Jazz music (Custodero). It is from these societal differences that the drum beats and horn blowing sounds were taken by the whites and blended with the music they heard from the churches and barrooms to give birth to this new genre of music now known as Jazz music. In line with the social factor that led to the rise of Jazz music in New Orleans, an ethnic group known as the Creoles were also credited for the rise of this new genre of music. These were French and Spanish speaking blacks who majority originated from the West Indies before settling in Louisiana. After the purchase of American state of Louisiana, these individuals out rightly became American citizens, therefore, the Geographical aspect of both Louisiana and New Orleans are contributor to the rise of Jazz music (Jazz In The International Sphere: Glocal Jazz Dialects And Po ly-Idiomatic Creative Music). The Creole musicians made some of the best society bands in New Orleans due to their delicate tone, precise technique and authentic flow of music. It is the blend of this music from the blacks living in New Orleans that gave birth to jazz music.

Social Structure of Pompeii and Herculaneum

Social Structure of Pompeii and Herculaneum Many written and archaeological sources have revealed different information about the social structure in Pompeii and Herculaneum. Pompeii and Herculaneum housed over 10 000 to 20 000 people, all separating into three main social classes; Freeborn, Freedmen and Slaves. All people were either permanently born into a specific group or rarely had the ability to change their status.  [1]  Pompeii and Herculaneum consisted of a range of mixed social groups which included rich land-owners, merchants, artisans and slaves. Both towns were lead by men following the patriarchal system. All elite people were determined by their previous families.  [2]  Men and women were treated differently, as the women had less responsibility to the community then the men had.  [3]   On the top of the social structure in Pompeii and Herculaneum was Freeborn. Freeborn men and women were classified as the high-class residents of Pompeii and Herculaneum, both politically and socially.  [4]  Freeborn people lived on altering their lives to satisfy and impress the people of Pompeii and Herculaneum.  [5]  It was important to publicly show that they were elite and important and in doing so freeborn men and women dressed with discrete details (toga for men and stola for women, (Refer to Appendix 9 and 10) that made them stand out amongst the rest of the public.  [6]  All freeborn people in Pompeii and Herculaneum came from either their ancestors or by property.  [7]  They included wealthy landowners and businessmen. Freeborn men had many advantages and satisfactions in being so highly ranked. Men had full legal rights and could become candidates for political office. They could become part of the council and dominate the community finances, spaces and rel igion. Freeborn men were very influential people who had statues devoted to them and had honorary tombs made for them. Freeborn men had reserved seating in the amphitheatre.  [8]   An archaeological fresco has shown a wealthy freeborn man and women in a banquet scene which indicates the social standing, where servants and slaves are typically displayed as smaller and lower people in the picture.  [9]  ( Refer to Appendix 5) Women in Pompeii and Herculaneum were expected to run the household, take care of children and manage the finances.  [10]  High-class women unlike men could not be in the political office. They were under the legal administration of their fathers and husbands which meant that they would belong with whichever social class their husband or father were in  [11]  . Freeborn women could own their own property, have an education and become businesswomen and priestesses. An example of a woman was Eumachia who was both business woman and a city priestess.  [12]  (Refer to Appendix 1).Another example is Julia Felix who was a very wealthy women who owned an entire block of land in Pompeii.  [13]  (Refer to Appendix 4). Like freeborn men, women received statues and tombs in their honour. Women also helped with the construction of buildings and tombs.  [14]  Women in Pompeii and Herculaneum were not classified as citizens, education was a symbol of respect but motherhood was the most valued occupation.  [15]  They could not control the political office as they required particular characteristics such as power and rights which they lacked.  [16]  Unlike many other Roman women Pompeian women had more freedom and could participate in the public, religious and business life.  [17]  Several wall paintings, inscriptions and frescoes have displayed Pompeian and Herculaneum women actively engaged in public activities and walking around the city freely.  [18]  (Refer to Appendix 6 and 7). Eumachia was a very influential women in Pompeii and Herculaneum. She owned a large building in the Forum of Pompeii which was the Fullers (Refer to Appendix 3). An inscription signifies that she built it with her own money, in honour of Augustan concord. Eumachia was the patron of the Fullers who worked in the building. The Fullers made a statue in her honour.  [19]   Freed people were known as liberti who were formerly known slaves. In order to become a Freedmen one must buy their freedom or be granted it by their owner.  [20]  Freed men were men and women who were freed from slavery and no longer had to serve anyone.  [21]  The process and ceremony of being set free was called Manumission and in this process the former slave was beaten for the last time to remind them that they were still in debt to their master.  [22]  Freed mens names gave evidence to the status they belonged to.  [23]   The freed people had numerous restrictions on their rights as they owed duties and responsibilities to their previous owners. This is where the patronage system comes into action where the former slave has become the client for their master. Freedmen had low social status and were poor, but it was possible for them to succeed in trade and become wealthy.  [24]  Many freedmen became wealthy and influential; an example is the Vetii Brothers, 1895.  [25]  The Vetii Brothers Aulus Vettius Restitutus and Aulus Vettius Conviva were former slaves who had been freed and became wealthy tradesmen. The House of the Vetii was owned by the Vettii brothers and one of the most well known and admired houses, it displayed a range of different frescoes which indicated their wealth through trade. Evidence has proven that they were wine merchants and became very well known and influential people in Pompeii and Herculaneum.  [26]   A fresco in their home portrayed Hermes god of Trade, located in their triclinium trying to profess their thanks to him.  [27]  (Refer to Appendix 8). Another archaeological source was a poster which said: [A VETTIUS] RESTITUTUS ROG[AT] VETTI CONIVA, AUGUSTALIS [FAC]. This poster was used to help the former owners of the brothers in the political votes as they had gained many connections through trade. The House of the Vettii contained many archaeological sources which helped reveal information about the social structure in Pompeii and Herculaneum. (Appendix 11 shows a picture of Priapus weighing his phallus, which was located at the front door greeting the guests). Freedmen participated in religious cults and could have their own businesses. Freedmen could not have political power like Freeborn men could but they could vote in the elections. Freed women like men could not hold formal political office and could also work for their former master through the patronage system.  [28]   In Pompeii and Herculaneum little evidence has been found about the slaves and their lives.  [29]  Slaves came from a range of different countries and could be bought and sold by their masters.  [30]  Slaves had no rights, privileges  [31]  and no permanent home as their owners could sell and dispose of them at anytime.  [32]  Many owners bought slaves for sexual intentions.  [33]  Several slaves were educated sometimes more than their owner. Their duty was to clean and cook , some took on the role of doctors and teachers.  [34]   In Pompeii slaves came from debtors and prisoners from wars usually consisted of women and children.  [35]  Slaves made up for forty percent of the population in both Pompeii.  [36]  Slaves worked for Freeborn people, Freedmen and the town council.  [37]  A range of evidence identifies that some slaves lived with their owners as they were considered by law as part of the property.  [38]  The House of Menander and the House of the Centenary are some examples of houses where specific rooms were assigned only to the slaves.  [39]  Tombs that were owned by slaves was rare, seemingly as most slaves were buried in random unmarked places.  [40]  An example of a tomb that was owned by a slave is shown through inscriptions Conviva, slave of Veia, lived 20 years.  [41]   The main goal was to be granted freedom and no longer be a slave for anyone. In order to be free it was required by the slave to either pay off their freedom or be granted freedom by their owner. The freedom converted the slaves to Freedmen.  [42]  Freedom for the slaves came with a ceremony called Manumission.  [43]  Many slaves resumed work with their previous owners but did not get the benefit of citizenship.  [44]   The relationship between the client and patron was a very common characteristic in all social classes in Pompeii and Herculaneum. It was a patronage system where high status people became leaders to the lower class people making them the client. In return the client was expected to support their master through political elections and any other services needed. In doing so the client was rewarded with a gift ,free meal or guidance with their the legal affairs. Clients were supported politically, socially, economically and legally. After many years of serving the owner the slave is granted freedom and adopts the owners name and become their client.  [45]   An example of this relationship was Eumachia and the guild of fullers. A statue of Eumachia was dedicated to her in her honour by the Fullers. (Refer to Appendix 1).Also there was an inscription on the statue that read The Fullers (dedicated this statue) to Eumachia, daughter of Lucius, Public priestess.  [46]  (Refer to Appendix 2). In conclusion written and archaeological sources have created a wide range of knowledge about the social structure in Pompeii and Herculaneum. The social structure branched out into three main categories freeborn, freedmen and slaves, people were either born into the social class or rarely changed into another status. Appendix Appendix One- http://farm2.static.flickr.com/1058/739235616_e3e5b19055.jpg Appendix Two- http://www.vroma.org/images/mcmanus_images/eumachia_inscript.jpg inscription on Eumachias building Appendix Three- scan from book. Appendix Four- Insulae of Julia Felix. http://wings.buffalo.edu/AandL/Maecenas/italy_except_rome_and_sicily/pompeii/ac880526.jpg Refer to Appendix 5- http://www.scalarchives.com/scalapic/foglia1/b/AF00125b.jpg Appendix Six- Three women conversing in Herculaneum. (Fresco) http://www.corbisimages.com/images/67/8C223073-D171-4282-86AB-9CFCDFA59F18/MI001617.jpg http://www.corbisimages.com/Images/spacer.gif Appendix Seven- Women playing the Lyre. http://www.the-romans.co.uk/g5/22.woman_with%20_lyre_small.jpg Appendix Eight- Hermes god of Trade. Priapus-Hermes (Mercury), phallic fertility god, with caduceus | Roman fresco Pompeii Appendix 9- Stola for Women. http://www.fashion-era.com/images/all_greeks_romans/faustina-roman-flora2.jpg Appendix 10- Toga for Men. Appendix 11- http://0.tqn.com/d/ancienthistory/1/0/0/l/2/HouseoftheVetii.jpg

Impact of Recess on Classroom Behavior Essay -- essays papers

Impact of Recess on Classroom Behavior When comparing the amount of time American children spend at ‘recess’ during the school day, you will see, that it is considerably less than the amount of time given by other countries. Japanese schools typically have a 10-20 min recess period between 45-min lessons or 5-min breaks between lessons, with a long play period after lunch. In Taiwan, schools typically have many recess periods during the day; children are also given 5-6 min of transition after recess in which to settle down. British schools have three 15-min recess periods throughout the day and 80-90 minutes at lunch. Many researcher believe that this recess period is key to classroom instruction. Research was done to determine the effect of a recess break on classroom behavior; specifically working, fidgeting, and listlessness. A southern urban school district with a ‘no recess policy’, granted permission for two grade 4 classes to have recess once a week so that behavior on recess days could be compared to that of behavior on non-recess days. Because recess was not in the normal daily schedule, the students would not anticipate it, and this anticipation could not effect the results. The days for recess were chosen randomly so that a pattern would not develop and be anticipated. The study looked at 43 children, 18 boys and 25 girls, from a variety of backgrounds; socially, ethnically, and economically. The school was located in middle class-upper middle class neighborhood and serves neighborhood children as well as children bussed in from transient housing. This quantitative study explained very clearly the types of children that were to be studied, the specific controls that would be used, and the results that were being anticipated. Researchers conducting this test were looking for the effectiveness that recess has on the student, if any. The children were placed into two research groups; A and B. Classroom A’s normal morning schedule is as follows. 8:00-9:30 Instruction in their own classroom 9:30-11:15 Mathematics and science in another classroom (where they were observed) 11:15-12:00 Instruction in their own classroom On the days when the children had recess, they took a break from mathematics and science to go outside from approximately 10:30-10:50. Classroom B’s normal morning schedule is as foll... ...gnificant research for educators to know and that if used properly it could, and would, increase the learning in a classroom. Most public schools have a period set aside each day for recess that coincides with the lunch schedule. This proves that schools are taking advantage of the recess method. I think that the ‘anticipation factor’ is key to giving recess the greatest impact possible. Schools would have to devise a schedule that would shift the recess periods around so students would be unaware of the days scheduled recess time. This would be dependent on teacher and administrator cooperation. I believe that the research done has ‘real world’ significance to teachers and students alike. The changes that would have to take place are minimal and the effects that would be achieved are obvious from the start. Teachers everywhere would benefit from using this information in the day to day running of their classrooms by saving countless minutes trying to keep the class on task. We have learned that the most important parts to a lesson are the ‘first’ and ‘last’ facts. When you add recess into the daily schedule you have another ‘start’ and ‘finish’ for kids to remember.

Cross Tabulation and Exploratory Data Analysis

Prepare a preliminary analysis plan for this study. Which variables do you want frequencies on? Why?The initial stage of the data correlation and analysis would be the proper coding of the data and entry into an appropriate software database. For this case study, the data was presented as an Excel file, so the exploratory data analysis would include a complete descriptive statistical calculations and frequencies for applicable questions. I would suggest questions that create nominal or ordinal data are the most appropriate for frequency tables, and provide a clearer picture of the survey respondents. The data sets may be utilized to confirm if the teacher sample is representative of the overall population, and cross tabulations conducted to draw correlations between categories. I would suggest that data specifically addressing respondents who require a master’s degree, or those contemplating pursuing higher education would be of particular interest, as they represent the poten tial student market. Researchers will also need to account for non-response errors and missing data within the coding and analysis stages program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality under- graduate education is seen as part of Wittenberg’s primary mission.Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year. I don’t think the sample was appropriate for this research because the parameters of the systematic sampling are not detailed; such as were the teachers who already completed a MEd degree included in the sample? It would have been better to mail the 400 surveys to a more convenient sampling instead of the surrounding counties. It would be a lot better to see the market potential of the program.5. Which variables do you want to cross-tabulate? Why?Given the nature of the research questions, it would be beneficial to identity, through crosstabulations, those teachers who have not yet applied for their second licensure to teach and what level of education those teachers currently have. This would clarify the potential market for the WU program. In addition, cross-tabulations to identify potential teachers relative to their home counties would give a clearer picture of those teachers who could/would realistically attend the WU program over another program closer to their homes.A final cross tabulation that may prove beneficial is the number of teachers who currently are not impacted by the new legislation, but may look to the WU MEd. program for professional development courses. As noted earlier, the new legislation presents an opportunity for to expand upon their graduate level programs, but given the costs to initiate a new program, the decision to proceed must be based upon valid and credible research data. Therefore, the exploratory research under taken is critical, as it will form the foundation for any decisions made by the university administration.

Gordon Allport essays

Gordon Allport essays Born in Montezuma, Indiana, in 1897, Gordon Allport, was the youngest of four brothers. He had a shy and serious personality, and was teased due to which he lived rather an isolated childhood. His father, who was a country doctor, wanted Gordon to grow up with his father's patients and nurses and all the belongings of a miniature hospital. However, his early life was quite pleasant and ordinary (Valerie, 2000). When writing about Allport, one of his stories is always mentioned: At the age of 22, he went to Vienna and met with Sigmund Freud. When he arrived in Freud's office, Freud just waited for Gordon to begin. After a while, as Gordon was not able to hold on to the silence, he exclaimed an observation he had made while on his way to meet him. He revealed that he saw a little boy on the bus who was extremely upset at having to sit where previously a dirty old man was sitting (Valerie, 2000). According to Gordon's observation, he has learned this attribute from his mother, whom must be a very neat and seemed to be rather dominant kind. Freud didn't take this observation as merely an observation, but instead he took it as an expression of some profound, inborn process in Gordon's mind, and stated "And was that little boy you'" Through this experience he realized that in-depth psychology sometimes digs too deeply, just the way he realized earlier that behaviorism usually doesn't dig to that much extent (Valerie, 2000). In 1922, Allport received his Ph.D. in Psychology from Harvard, following footsteps of his brother Floyd. Much of his career was spent in developing theories and exploring social issues like prejudice, and later develop personality tests (Valerie, 2000). In 1967, he died in Cambridge Massachusetts. The center of his work was in the theory of Personality. His books on personality include Personality: A Psychological Inter ...

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.