AT&T “Don’t text while driving” Essay

This deadly Combination is brought to a heart wrenching point in the YouTube video called â€Å"Don’t text while driving† is also a campaign started by AT&T in 2010 â€Å"It can wait†. Everyday people are killed in car accidents. Motor vehicles are responsible for the lives of many innocent drivers and passengers on the road. A common reason responsible for these accidents involve texting while driving. Texting and driving projects horrific accidents whose consequences can be fatal and life changing. AT&T supports drivers to not text and drive on the road through their â€Å"Don’t text while driving† advertisements. In one of the short stories, a young man suffers from brain damage as a consequence to the text message â€Å"Where r† he was sending while operating a motor vehicle. Another one of AT&T’s short stories personifies a sister of a texting and driving victim. AT&T’s video sets a sympathetic mood, uses trustworthy spokespersons and uses style in textual information to appeal to the audience while convincing viewers to not text and drive. AT&T’s â€Å"Don’t text while driving† video establishes a relatable mood highlighted by the setting of the stories. Opening this powerful video is Missouri State Officer Grant Hendrix, he was the first responder on the scene of Mariah West’s fatal accident. He describes her physical disfigurement from her car violently colliding with a freeway barrier. Getting choked up Officer Hendrix then says, â€Å"it’s funny the first thing I noticed about her was her shoes lying in the roadway in a large pool blood I noticed her shoes and I thought this is a young girl, that’s the first thing I thought when I saw this girl and at that point is why I noticed her cap and gown was still in her car and that she was going to graduate the next day this was just a really ho rrific seen all because of a senseless text message† (0:54) Seeing a veteran officer get emotional, even admitting he sees these sorts of things often makes a powerful statement. Near the end of the video he making a poignant statement saying, â€Å"She paid the ultimate  price for her life I’ve had to do this more than once she was not the only victim that I have dealt with and it never gets any easier and it won’t get any easier was it worth it losing your life over that text message†(7:18) In the â€Å"Yeah† story with the sister of a victim, the setting is in the comfort of a home. Audiences can relate to the setting because almost everyone has or strives to have a place to call home. Ashley, the sister of a texting a driving victim, can no longer be at comfort in her own home without her sister. Knowing she sent the text message that caused the death of her sister is something she finds difficult overlook. In contrast, the â€Å"Where r† commercial ends with a young man in a rehabilitation center. He sits in the middle of the clinic holding a sign of the text that changed his life. Surrounding him is a wheel chair, exercise balls, and building blocks meant for children. The setting portrays his new life learning how to function in order to have a normal life again. In both cases, the setting appeals to pathos but in contrasting ways. The audience can relate to both situations by having a place to call home and what the consequences of texting a driving would be if one’s life was changed forever. The relaxed familiarity of a home can quickly change the mood of an audience after a traumatic experience. Additionally, a rehabilitation clinic is not an ideal place for a person to want to spend the rest of his or her life. Pathos is seen in these advertisements by connecting to the audience’s emotions. The setting evokes feelings of sympathy with the audience to create a relatable mood. Not only does the setting persuade audiences to not text and drive, the speakers presented in the commercials are credible and trustworthy. AT&T has respectfully not hired actors to speak about the hazards of texting and driving in their commercials. Instead they use real people who have personal knowledge and experience of the effects of texting a driving. AT&T effectively uses ethos by getting the audience to identify with the spokesperson. They are normal citizens whose lives were completely changed because of a text message. The sister in the â€Å"Yeah† story Ashley, tells of her sister saying how funny she was and how her sister was always texting her. One could tell they had a strong relationship before it was destroyed by the fatal car accident. Likewise, by just listening to the man with brain damage talk, the audience sympathizes with him. As he struggles to put on a  shirt, we see the physical effects the accident has taken on him. This video also strongly appeals to pathos because it makes the audience pity the speakers. An emotional connection is made by the audience and the speakers in these advertisements. With that said, AT&T addresses the problem of texting and driving through ethos and pathos presented by the commercial’s speakers. Along with identifying with the speakers, AT&T’s â€Å"Don’t text while driving† video portrays a unique style to convince the audience to not text and drive. For example, after the speaker tells his or her story, a blank white screen appears with the individual text message in bold, black letters. The bland screen with opposite colors proposes a straightforward persuasion technique that forces the audience to focus on the screen and the message being presented. These simple approaches appeal to pathos because each holds a strong message that stimulates the audiences’ emotions. At the end of the video, AT&T provides source information from Virginia Tech Institute dated from the year 2009. â€Å"Studies show that you are 23 times more likely to be involved in an accident when texting and driving†. (8:21) All of the textual information presented in the advertisement depicts pathos. AT&T constructs a reasonable argument of not texting and driving through the style demonstrated throughout the video. Indeed, texting and driving is a rising problem in society. Many lives are taken or even changed forever because of this selfless act. More people need to be informed of the consequences of texting and driving, and AT&T did just that. AT&T’s â€Å"Don’t text while driving† video convinces viewers to not text and drive through their many persuasive techniques. The commercials not only stimulate the audiences’ perspective, they effectively use visual stimuli to present and desist drivers from texting and driving. In light of the speakers’ credibility, ethos is present in the video as well. The settings, moods, speakers, and style all contribute to the persuasion of an audience in this video. AT&T not only sells cell phones, the company took it upon themselves to present a problem caused by cell phones. AT&T has the ability to engage an audience while promoting a cause and advertising their cell phone company in their â€Å"Don’t text while driving† video. On a personal note I have found myself guilty of doing this from time to time, I am ashamed to admit it but it’s true. I don’t believe anyone should be texting while driving, but how do I argue against something I am guilty of myself?  Do I use the old adage â€Å"do as I say, not as I do†? That seems very hypocritical, but after watching this video I have to say stop and think before picking up that phone while driving. It moved me the most seeing the sister Ashley wrought with guilt over her sister’s death. This was the most powerful for me, having lost someone I too felt guilty over losing it stamped AT&T’s message right in my heart. Lisa Walsh

Esr Experiment

Electron Spin Resonance Tabish September 2003 Aim: To determine the Land? g-factor using Electron Spin Resonance. e Apparatus: ESR setup which includes Helmholtz coils, R. F. oscillator and the test sample, and in addition, a cathode ray oscilloscope (CRO). Theory Background Suppose a particle having a magnetic moment  µ is placed in a uniform magnetic ? eld of intensity B, then the Hamiltonian can be written as ? H=g e ? J  · B, 2mc where g is the Land? g-factor, which is 1 for orbital angular momentum, and 2 for spin angular e e? h momentum.The factor 2mc , sometimes written as  µB , is called Bohr magneton, if the particle in question is an electron. If the particle is a nucleon, then the factor is called the nuclear magneton. If the angular momentum J results from a combination of an orbital angular momentum and a spin, then g would be given by the Land? formula: e g =1+ j(j + 1) + s(s + 1) ? l(l + 1) , 2j(j + 1) where l, s and j represent the magnitude of the orbital, the spin and the total angular momenta, respectively. Remember that j can go from l ? s to l + s. Conventionally, the static magnetic ? eld is assumed to be pointing along the z? xis, which modi? es the above equation to e ? ? Jz B. H=g 2mc Let us now consider an atom which has an electronic ground state with total angular momentum j = 1/2 and an excited state with j = 3/2 (see ? gure 2). There is only a single transition which can be induced by the absorption of radiation of frequency ? 12 = (E2 ? E1 )/? . As the energy does not depend h on the angular momentum states, the ground state is doubly degenerate corresponding to eigenvalues  ±1/2 ? of Jz and the excited state is quadruply degenerate corresponding to eigenvalues +3/2, 1/2, ? 1/2, ? 3/2 of ? Jz . 1Electronic excited state Electronic transition j=3/2 ESR Electronic ground state j=1/2 ESR Zeeman effect If one now applies a magnetic ? eld B along the z-axis, each of the angular momentum states acquires a di? erent energy. The g round state energy level thus splits into two sublevels and the excited state level into four sublevels. This is called Zeeman splitting. Now instead of a single transition of frequency ? 12 = (E2 ? E1 )/? , many transitions of frequencies close to ? 12 h are possible. Experimentally this is seen as a splitting a single absorption or emission line into several closely spaced lines.This is called Zeeman e? ect. As one would have noticed, transition should also be possible between the sublevels of the same energy level. It is indeed possible and this phenomenon is known as electron spin resonance (ESR). Electron Spin Resonance Let us try to understand the phenomenon of ESR in somewhat more detail. As ESR invloves transitions only between the sublevels of one energy level, we will not bother about the Hamiltonian of the atom/molecule which gives us the energy levels. We will only worry about the part of the Hamiltonian which is the result of the applied magnetic ? ld B, which gives us the sublevels. For simplicity, we will consider one electron with angular momentum j, in a magnetic ? eld B. In addition we have an electromagnetic ? eld of frequency ? in the direction perpendicular to B. The time-dependent Hamiltonian can thus be written as ? H=g eB ? ? ? Jz + V0 ei? t + V0†  e? i? t , 2mc ? where V0 represents the interaction of the electromagnetic ? eld with the electron. The electromagnetic ? eld is supposed to be very weak compared to the applied static ? eld B, and so one can use time-dependent perturbation theory to study this problem. The states ? hat we will use are the eigenstates of Jz : ? Jz |m = hm|m , ? where m will take 2j + 1 values, from ? j to +j. The energy of these levels is given by g where n eB ? Jz |n = 2mc n |n , = geB? n h 2mc = gB µB n. In time-dependent perturbation theory, we know that the time-dependent interaction can cause transition between various |m states. The transition rate per unit time, from i th level to j’th le vel is given by: 2? ? Wi>j = | j|V0 |i |2 ? ( j ? i ? h? ), ? h ? assuming that j > i . This expression says that transition from state |i to |j is possible when the frequency of radiation ? ( j ? i )/? . This is the condition for resonance, or in our case, h electron spin resonance. ? ? There is one important point about the form of V0 . It happens to be such that j|V0 |i is nonzero only when j = i  ± 1. This means that transition is possible between, say, | ? 3/2 and | ? 1/2 , but not between, say, | ? 3/2 and |1/2 . Such restrtictions, imposed by the kind of interaction and the nature of states, are called selection rules. 2 The ESR setup Description of the ESR Spectrometer A block diagram of the ESR Spectrometer is given in the ? gure above. Basic circuit The ? st stage of the ESR circuit consists of a critically adjusted radio frequency oscillator. This type of oscillator is required here, so that the slightest increase in its load decreases the amplitude of oscillation to an appreciable extent. The sample is kept inside the tank coil of the oscillator, which in turn, is placed in the 50 Hz magnetic ? eld generated by the Helmholtz coils. At resonance, i. e. when the frequency of oscillation becomes equal to frequency corresponding to the energy splitting of the sublevels, the oscillator amplitude registers a dip due to the absorption of power by the sample.This obviously, occurs periodically four times in each complete cycle of the supply voltage of the magnetic ? eld. The result is an amplitude modulated carrier which is then detected using a diode detector and ampli? ed by a chain of three low noise, high gain audio-frequency ampli? ers to suit the input requirement of any oscilloscope. Highly stabilized and almost ripple free power supply for the above circuit is obtained using an integrated circuit regulator. Phase shifter This can compensate the undermined phase di? erence which may be introduced in the ampli? cation stages of the spectrometer and oscilloscope. 0 Hz sweep unit A 50 Hz current ? ows through Helmholtz coils which provides a low frequency magnetic ? eld to the sample. As the resonance is observed at a few gauss only, no static magnetic ? eld is applied. R. F. Oscillator It is a transistorised radio frequency oscillator suitable for the determination of resonance frequency. Frequency range: 10 MHz to 18 MHz Accuracy: Better than 0. 5 % The Sample The sample used in our ESR setup is diphenyl-picryl-hydrazyl (DPPH). It is a widely used standard in ESR experiments. The structure of this organic molecule, shown in the ? gure, contains three benzene rings.Its important feature is that it contains a single unpaired electron, whose orbital angular momentum is 3 O2N N N NO2 O2N zero. So, the electron has only the spin angular momentum, and the material gives a g? factor which is close to 2. 0038. One thus has to deal with the simple situation where j = 1/2, and only two sublevels are involved. In conventional spectrosco py, absorption intensity is plotted against the frequency of radiation to get the absorption spectrum. In the present case, one should obtain a single abosorption geB peak at frequency ? = ( j ? i )/? , which is nothing but ? = 2mc . However, in this setup it is h di? ult to vary the frequency of radiation. So, what is done is that the frequency of radiation is ? xed at some ? 0 , and the normally static, magnetic ? eld is swept between the positive and negative extremes of a maximum ? eld value. This is done by supplying an alternating current to the Helmholts coils which are supposed to generate the magnetic ? eld. During the AC cycle, 2mc whenever the strength of the magnetic ? eld (+ve or -ve) becomes equal to B0 = ? 0ge , there is a resonance condition, and radiation is absorbed. Origin of four peaks In this experiment, the CRO is used in the x-y mode.The signal from the AC source, which supplies current for the magnetic ? eld, is fed to the X plates of the CRO, and the absorpt ion signal is B fed to the Y plates. The point on the extreme right on the CRO 2 4 3 1 screen represents the maximum positive value of the ? eld, and the point on the extreme left represents the maximum negative value ? B of the ? eld. The point at the center represents zero ? eld. Without Time the Y-plates, the point on the CRO screen goes from maximum negative value to zero, and the maximum positive value, and then back again to the mimimum value.As one can see from the ? gure, the ? eld strength becomes B0 four times in one single sweep cycle. 0 0 0 Now if the absorption signal is fed to the Y-plates, whenever the ? eld strength becomes B0 , the Y-axis will show a peak. So, one should see four peaks corresponding to points 1,2,3,4 in the ? gure. But one can see that on the X-axis of the CRO screen, points 2 and 3 are the same, because they correspond to the same value of the ? eld B0 , and points 1 and 4 are the same because they correspond to the ? eld ? B0 . So, the four peaks should overlap such that only two are visible.However, the absorption signal passes through some electronic circuitry before being fed to the Y-plates of the CRO, so it very di? cult to make sure that no phase change occurs in the process. If there is a small phase di? erence between the AC signal on the X plates and the signal on the Y plates, when points 3 and 4 are traced, the peaks do not overlap with those at 1 and 2. So, in practice one would see four peaks. If one has a way of changing the phase of, say, the Y signal, one can adjust the phase manually so that the four peaks merge into two. Getting the numbersWe have the control over the current that is passing through the Helmholtz coils, and this can also be measured. But what we actually need for our calculation is, the magnetic ? eld B applied to the sample. Let us ? rst calculate the magnetic ? eld through the Helmholtz coils. This can be done easily 4 using the Biot-Savart law. B =  µ0 4 5 3/2 I N , r where:  µ0 = 4? ? 10? 1 (cgs units) N = number of turns in each coil. r = the radius of the Helmholtz coils in cm (which is equal to their separation when they are properly arranged). I = current passing through the coils.The value of B is obtained in gauss. As the current is measured by an AC ammeter, the value of the current, and thus the ? eld, is the r. m. s. value. The peak value of the ? eld will be given by v v 8 2 I N . Bmax = 2B =  µ0 v 125 r Suppose the peak value of the ? eld (= Bmax ) corresponds to P divisions from the center on the x-axis of the CRO screen. Then if Q be the distance of the observed resonances from the center (in the units of divisions), the ? eld corresponding to the resonance will be given by: B0 = Q But the resonance condition is given by: B0 = h ? 0 ? , g µB Bmax P hich can be used to determine the value of g, once B0 is known. Now, for a ? xed ? 0 , B0 is ? xed, although one can vary the current I and get various position of the absorption peaks. Let us write the expression for B0 and see what is most accurate way to calculate it: v N  µ0 8 2 v B0 = I  · Q. rP 125 The ESR spectrometer is such that P does not vary as one varies I. So, the best way to evaluate the above expression will be to plot a graph between 1/I and Q, and ? nd out the slope, which will give the average value of I  · Q. The ? eld at the absorption peaks can be calulated as: v N  µ0 8 2 v B0 = ? lope of graph between 1/I and Q. rP 125 Procedure Connections Connections are done as follows: †¢ ESR spectrometer and power supply are connected with connecting cables. †¢ Connect the coaxial cable of the induction coil to the oscillator through the socket marked â€Å"input†. 5 †¢ Connect the Helmoltz coils to the power supply terminal marked â€Å"H† coil. †¢ Connect the â€Å"Out-put† terminal marked X, Y, E on the ESR spectrometer to the X plate, Y plate input and ground of the oscilloscope respectively and switch on the osc illoscope. †¢ Connect the power supply with AC mains.Adjustments Adjust the current in the Helmholtz coils at 150 mA. The front panel controls of the ESR spectrometer are adjusted as follows: frequency, detector and phase, all centered. Experimental procedure The X plate of the CRO is callibrated in terms of magentic ? eld as follows: 1. X ampli? er of the CRO is adjusted to obtain the maximum X de? ection (e. g. P divisions. 2. Note the current ? owing in the Helmholtz coils. The magnetic ? eld can then be calculated from the formula for B given before. Number of turn in the coils N = 500 and the radius r = 7. 7cm.The positions of the two peaks of the ESR signal at resonance is measured. Let this be Q divisions from the center. The best possible resonance peaks are obtained by varying the frequency in the range of 12 to 14 MHz and the Y sensitivity of the oscilloscope. The pahse knob is adjusted to coincide one pair of peaks with the other. The current through the coils is the n varied, keeping the frequency ? xed, and the corresponding position of the peaks from the center noted. A graph between 1/I and Q is then plotted and can be used in calculating the g-factor, as described earlier.Repeat the above procedure for di? erent values of frequency. Observations and calculation S. No. 1. 2. 3. 4. 5. 6. I(mA) 150 175 200 225 250 275 I(A) 1/I Distance of peaks from center (Q) 10 MHz 13 MHz 15 MHz 17 MHz 2. 4 1. 9 1. 9 1. 9 2. 0 1. 6 1. 6 1. 5 1. 4 1. 4 1. 4 1. 4 1. 2 1. 3 1. 2 1. 2 1. 1 1. 1 1. 1 1. 0 1. 0 1. 0 1. 0 1. 0 0. 150 6. 667 0. 175 5. 714 0. 200 5. 00 0. 225 4. 44 0. 250 4. 00 0. 275 2. 636 Slope of the graph (= I  · Q) = 0. 282, P = 5, N = 500 r = 7. 7cm,  µ0 = 0. 1 ? 4? ,  µB = 9. 2741 ? 10? 21 , h = 6. 626 ? 10? 27 . v N  µ0 8 2 v B0 = I  ·Q rP 125 v 500 ? . 1 ? 4? 8 2 v ? 0. 282 = 7. 7 ? 5 125 = 4. 657 6 ?0 = 13 MHz 2 1. 8 1. 6 Q 1. 4 1. 2 1 0. 8 3. 5 4 4. 5 5 1/I 5. 5 6 6. 5 7 g = h? 0  µB B 0 6. 626 ? 10? 27 ? 13 ? 106 = 9. 2741 ? 10? 21 4. 657 = 1. 9944 Precautions 1. The direction of the Helmholtz coils should be preferable adjusted so that the ? eld is perpendicular to earth’s magnetic ? eld, which is about 0. 3 Gauss. 2. Setup the experiment at a place free from electric and magnetic ? elds and mechanical disturbances. 3. Y-output from the ESR spectrometer should be through a good shielded cable. 7

Cafeteria Food Essay Example for Free (#2)

Cafeteria Food Essay Some people think that school cafeterias should be required to provide low-fat and/or vegetarian lunch options to accommodate the government’s nutritional guidelines, but all students do not eat the same. In my essay about cafeteria food, I will explain what students want in their food. I will also share the likes and dislikes in the food and what we can do to improve it. Cold pizza, undercooked hamburgers and brown lettuce sounds nasty. Many students from different states and districts have to deal with that every day at their schools. The food from the cafeterias used to be good, with a sweet flavor, but in the last few years the food had taken a different flavor, a flavor that cannot be tolerated by the students. The students need a better quality in their food, don’t they? It’s time for a change, a change to food, so students can be satisfied while their eating, a change to food that can be really worth it. As a matter of fact, we students pay money to the district every year and this is what we get? It’s time for a change. Everybody knows that eating healthy was from the past. However, now students and not necessarily just students eat fast food like McDonalds or Taco Bell. Now everybody does, which can be a good and a bad thing. The changes of the food’s taste has made many students to not eat at school, or even made students to bring lunch, and this as a matter of fact causes the school to lose money. In all actuality is the loss of money causing the school to give students poorly made food? If the schools would serve students food from places like Pizza Hut and Subway I can guarantee that most or all students would eat at the cafeterias and it would benefit to both school and students. These types of foods would be so great to have in schools, but unfortunately the district and the governments have taken action and unfairly, they have set down laws that prohibit these foods in the schools. They have settled these laws because they want us as students to eat healthy, but if they want to keep us healthy, why are they giving us food with a bad and nasty taste? Also, with these laws they keep students like me away from eating too much â€Å"junk† food because they can cause obesity. But do they keep on giving us food that is not even worth the amount of money our parents give to the government every year? If they were the ones who eat all of the nasty food given by the cafeteria they would of get tired of eating cold pizza and uncooked hamburgers with brown lettuce just like we the students do. In conclusion, we all understand what the government and the school system is trying to do with this healthy eating program. They want to promote healthy eating habits in an effort to prevent obesity. Although nutrition is important, students feel that there is a better way to have healthy food without ruining the taste. Therefore, in an effort to keep students healthy and leave with their stomachs satisfied we should all come together to realize that we are the ones that have to make it through the school day with the food. Cafeteria Food. (2017, Mar 21).

Rewrite sentences Essay Example | Topics and Well Written Essays - 1000 words

Rewrite sentences - Essay Example Yoruba lies in the Southwestern Nigeria and Benin of Africa. It is said to be populated with one million people. It Ancestry was a myth. State formation began with trading first among themselves then later, with neighboring areas. They are credited for carving mountains into farms which they planted with yams, coco yams and bananas. Copper is an important commodity for the Yurobians, but its beginnings were doubted from where they came from. They traded these crops and copper with horses and salt. Later on Yorubians used these horses to form a cavalry to expand its territories. As they expanded trade with Europeans, slavery began because the rulers began to export slaves by as many as 20,000 per year during 1630 to 1730. Its political communities were developed as villages that later on turned into a kingship led by a leader Oduduwa wherein people believed was sent by the Creator to establish lands and kingdoms. Second state is Benin Kingdom. Political reforms as well a trade were th e greatest contributions of the first king of Benin. During this period, the Oba Ewuware, the first king introduced the law of succession, the primogeniture, a rule that father should be succeeded by his son whom they called Oba. Oba Ewuware formed a government with checks and balances powers, created and appointed chiefs as what we may call cabinet misters today. He created opportunities for advancement of the people through grades and authority. However, even there were appeals for freedom of slaves, but people were not given these opportunities. Trade with Portuguese continued to be a pillar of growth since the Oba has a monopoly of trade of pepper, ivory and copper. This period also reflected the spread of artisan craft of items made from brass, and the abolition of slave trade in 1807. Asante is one of the richest states in the African region because of its gold. They used gold to purchase slaves to do the gold mining for them to expand production. The slaves were also instrume ntal in introducing agriculture to the land as they cleared dense forests, and planted wide variety of crops brought to Africa by the Europeans. The clearing of forests gave way for the development of communities. As things developed, the earlier peaceful community was ruled by politically ambitious group that wanted to control the gold production. This showed the way to warring factions that created wars and havocs to the people. d. Luba and Kuba Infrastructure developments through cooperative efforts of the people of the village gave way to the productive lifestyle of the people. Its marshy environment led the people to build dikes, drainage channels and dams to store water for dry season-fishing. Historians believed that the large scale public cooperation in Luba led the people of the village to a political community. Organized community led people to manage its resources as people lived continuously on the place as fishing village, and workings on iron. By the turn of the 10th c entury, people had diversified economy with trading their fish, farm products, and metals with salt and iron items, imported glass beads and cowry shells from the distant Indian Ocean. Next to infrastructure, trade largely contributed to its development. Copper was abundant in this side of Africa. In Kuba, growth was funneled by agriculture production of various crops. The introduction of taxes by the governmente brought to the division of labor between men and women, lowering of marrying age of young male to draw them

Individual Project 3 Essay Example | Topics and Well Written Essays - 1000 words

Individual Project 3 - Essay Example Therefore imprisonment is based upon reprimanding violators of what society deems acceptable; it likewise protects society from being injured by those who would act against it, be that individual violence or widespread harm (such as embezzlement, terrorism, and so forth). Yet few people think beyond these simple tenets to realize the overall benefits of prisons to the community. There are mixed opinions in the public about the benefits of prison placement. Proponents argue that prisons provide a boon to the economy, namely through construction, or security, food or medical employment within the prison itself. Opponents argue that these benefits fail to meet the original estimates: they claim the jobs never materialize and that the prison location can drop real estate value. The validity of both sides is difficult to prove and varies from case to case. What is proven is that the location of a prison invariably does improve local economy, even if the effects are slow to build and seemingly indirect. For the location of the prison community has become a concentrated surplus population that is now included in the federal census. Federal funds are allocated based directly on the results of this census, which means the more people in a given community, the more money available to the local government. While the prisoners may or may not be aware of there influence on the community, the community is receiving federal funds to improve roads, libraries, local constabulary, and public housing. In 2003, the U.S. General Accounting Office distributed some $140 billion dollars in grants†¦ largely based on the census. Aside from swelling local and state coffers, these funds also go to such services as social services, foster and adoption programs, and Medicaid Lawrence and Travis, 2004). Furthermore, population distribution directly affects political districts. With greater

Stock Simulation Report Essay Example | Topics and Well Written Essays - 500 words

Stock Simulation Report - Essay Example Marginal requirement directs a person regarding which items to trade with. This is the amount of capital needed to do the business. It is determined by the amount that the person intending to engage in business has at his disposal. Some business requires huge capital to start, and when capital is inadequate, it would force you to try another one or stay out of it completely (Giles & Mark 34). Returns from the business also explain why businessmen would enter to it. Each day, there are wants that need a man attention. This is achieved through buying what is needed, and the means of exchange must be available. Through trading, individuals aspire to gain more returns than investments so as to keep their business up and running, maintaining their business in the process. Venturing to new market also explains why people would enter business. With stiff competition in many fields, there is need to try grounds which is not common to many. Stock exchange trade is among them and few who understand how it is done mainly benefits from its return (Giles & Mark 40). Improving the persons and states economy also justifies why enter this field. The performance of a country economy is based on its currency, thereby by entering to the market; people will significantly improve their living standards (Giles & Mark 23). There are a number of factors that affects prices paid for commodities in the market. Security stock exchange market has a control panel which determines at any given time what should be paid for certain products. People have no control over this as they only have to wait for price to favor them before buying or selling their assets in stock exchange ( Siddiqui 40). Loans due from debtors affect what will be paid for available assets in stock exchange markets. When individuals take loan and take long time to pay back, they reduces funds available in stock exchange, this prompt the need to take measure like increasing the prices of currency to help fill the

The equality of American public education Essay

The equality of American public education - Essay Example On the other hand, schools which cater to the needs of the influential class students possess and provide abundant opportunities to the students regarding placement in advance courses. Although the immediate effect of such discrimination may not be evident; the long term consequences may be observed in the form of heightened professional success among the privileged students, since such courses prepare them in professional terms (Klugman   1).   Ã¢â‚¬ËœCulture’ as a tool to describe all problems related to achievement gap has become widely accepted among the vast majority of teachers who interact with students of color on daily basis. Although every individual, whether white or black possesses a cultural background; the notion of ‘culture’ is considered associated only with the deprived classes of the society. This may be considered an extension of the teacher’s self-esteem issue, since it is quite common for teachers to associate culture with everythin g that is non-white. So, instead of looking for the real explanation that lies behind the achievement gaps, white teachers are more inclined towards labelling it a ‘culture’ thing which therefore has either ‘no cure’ or needs a ‘prolonged therapy’. It has become extremely common to associate culture of poverty to the achievement gap that is evident among students. Although the reality that lies behind such gaps may be puzzling and in some cases difficult to determine, the common path chosen to explain such gaps is the over-simplistic approach.

The Benihana Essay Example | Topics and Well Written Essays - 750 words

The Benihana - Essay Example In establishing Benihana’s unique market share the restaurant actually prepares the food in front of the customer’s eyes. This allows for a novel dining experience, and greatly contributes to the restaurant’s effective cost structure. As the restaurant found increased success, questions regarding whether to franchise the restaurant out emerged. While there were initial attempts to enact franchises, the company ultimately determined that franchising would not be successful, as the largely Japanese staff didn’t translate well into the American climate. The organization’s process flow occurs as customers are brought into the restaurant and then seated in the bar area. This element functions both to increase drink revenue and to give the customer’s an activity to occupy themselves during their wait period. When a table opens, the customers are then seated. After customers are seated the staff takes a drink order and gives them an option for soup, salad, or general appetizer. Upon returning their order is taken. The chef then arrives and prepares the order in front of the table. This is the essential aspect of the dining experience both for the restaurant and the customer. While one might believe that preparing the food in front of the table would result in an increased time, this process actually reduces labor costs while granting the customers insight into the process of food creation as well as a side-show environment. There are a number of considerations that can be made in developing the overriding strategic approach. In this context of understanding, the simulation permits users to explore a number of elements of profitability. The simulation also functions to inform the user of various aspects of operations management and allow them to better formulate strategic approaches. In this context of understanding, I experimented with a number of potential batching as a means of developing the most effective and efficient process approach. In terms of batching one of the most effective methods is to distinguish between peak and non-peak hours. In attempting a number of simulations, one of the most effective assortments is to consider the peak hours of 6pm till 8pm. Within this period it’

Cells, Tissues, Movement of Molecules & Action Potential Physiology Essay

Cells, Tissues, Movement of Molecules & Action Potential Physiology - Essay Example There is a hormonal link between the rise of blood sugar levels before and after meals. These hormones that regulate the blood sugar levels interact with other hormones within the human body such as the liver, pancreas and skeletal muscles in order to convert these sugars as fuel for the human body (Sinacore & Gulve, 1993). Exercise or activity speeds up glucose absorption by the body by burning these sugars into muscle. This is why exercise or activity is recommended for non-insulin diabetic patients. With physical activity the hormones that produce and absorb insulin in the liver are more active (Yamanouchi, et al., 1995). Two hormones mainly regulate blood sugar levels in the body. These are insulin and glucagon which if not utilized and processed may result in abnormal sugar levels resulting in obesity and diabetes. In the homeostatic regulation of blood sugar levels, these peptide hormones become synthesized by the pancreas and are released into the bloodstream. Upon the release of these synthesized hormones into other organs such as the liver and adipose tissues, there will be another reaction that can be triggered by the activity or inactivity of a human being (Lee & Park, 2004) 2.You are exercising at maximal capacity (i.e. maximum heart rate and therefore oxygen carrying capacity has been reached) and the workload you are subjected to continues to increase. Which metabolic pathway would supplement the production of ATP in this setting? What metabolites (i.e. products of metabolism) would you expect to see increased in both skeletal muscle and blood, when using this metabolic pathway? There is a correlation between the increase of hormones from blood sugar metabolism and skeletal utilization of blood glucose as a fuel for energy. Glucose homeostasis is greatly affected by insulin dependent skeletal muscle glucose transport (Sinacore &

Strategic Business Analysis - Case Study about Netflix Essay

Strategic Business Analysis - Case Study about Netflix - Essay Example This essay focuses on the business analysis of the Netflix company. The researcher aims to describe the strategic business analysis of Netflix, that is the wÐ ¾rld's lÐ °rgest Ð ¾nline DVD mÐ ¾vie rentÐ °l service, Ð ¾ffering mÐ ¾re thÐ °n three milliÐ ¾n members Ð °ccess tÐ ¾ 50,000 titles. It is stated by the researcher of the essay that the Ð °ppeÐ °l Ð °nd success Ð ¾f the cÐ ¾mpÐ °ny Ð °re built Ð ¾n prÐ ¾viding the mÐ ¾st expÐ °nsive selectiÐ ¾n Ð ¾f DVDs; Ð °nd fÐ °st, free delivery. The Netflix business mÐ ¾del is Ð °n Ð ¾rgÐ °nized rent Ð ¾f DVD Ð °dvertised thrÐ ¾ugh Internet Ð °nd delivered thrÐ ¾ugh the pÐ ¾stÐ °l mÐ °il. Te key drivers Ð °re the number Ð ¾f custÐ ¾mers, custÐ ¾mer quÐ °lity, prÐ ¾duct cÐ ¾sts Ð °nd fulfilment cÐ ¾sts. In the first pÐ °rt Ð ¾f the essay the researcher Ð °ssess the cÐ ¾mpetitiÐ ¾n in DVD industry. Using PÐ ¾rter’s Five FÐ ¾rces MÐ ¾del Ð ¾f CÐ ¾mpetitiÐ ¾n the researcher defi nes the kinds Ð ¾f cÐ ¾mpetitive fÐ ¾rces thÐ °t currently fÐ °ce Netflix. In pÐ °rticulÐ °r, the researcher also provides Ð °n Ð °nÐ °lysis Ð ¾f relÐ °tiÐ ¾nships between Netflix, BlÐ ¾ckbuster Ð °nd WÐ °l-MÐ °rt. SecÐ ¾nd pÐ °rt Ð ¾f reseÐ °rch is referred tÐ ¾ current pÐ ¾sitiÐ ¾n Ð ¾f Netflix in DVD industry. Using the grÐ ¾up mÐ °pping strÐ °tegy, key cÐ ¾mpetitÐ ¾rs Ð °re described Ð °nd cÐ ¾nclusiÐ ¾n Ð ¾f rivÐ °lry in the industry is mÐ °de. Further the study prÐ ¾vides mÐ ¾re discussiÐ ¾n Ð °nd less Ð °nÐ °lysis Ð °s the subject Ð ¾f DVD Ð ¾nline rentÐ °l industry Ð °nd its lÐ ¾w bÐ °rriers tÐ ¾ entry Ð °nd high bÐ °rriers tÐ ¾ prÐ ¾fitÐ °bility Ð °re mentiÐ ¾ned. In the cÐ ¾ncluding pÐ °rt the recÐ ¾mmendÐ °tiÐ ¾ns Ð °s fÐ ¾r the strÐ °tegies thÐ °t might bring grÐ ¾wth Ð °nd sustÐ °inÐ °bility tÐ ¾ Netflix Ð ¾ver the next five yeÐ °rs Ð °re presented.

The Accident Essay Example for Free

The Accident Essay One day I witnessed one of the worst accidents ever last winter. This accident was like no other. You could see the worried looks on everyones face. The smell in the air was foul. You could hear the traffic in the streets, a baby crying, and dogs were barking, while people whispered about this accident they were witnessing before their very eyes. The taste of peppermint and chocolate was still on my tounge from the hot chocolate I had just finished drinking. The air was very cold, a slight breeze blowing in from the west. Then right there on the corner of 3rd and Quesada the accident occurred. As the accident happen it was like a spot light was on it. Everyone turned their heads straight towards it. Their face changed with every glance. Some look worried, some disgusted with the situation, and some actually looked a lil remorseful. You could see the area of the accident being cover with spot by spot wondering if it was ever going to end. Cars were slowing to see what was happening, only to cause traffic. It was just too hard to look at anything else. Impossible even The smell was very foul, im guessing from the leakage.It smell almost sickening and the wind would blow it right in your face. It was strong and could burn your nose if you inhaled too hard. It almost made me sick. The mixture of the smell and the taste of hot cocoa wouldve been deadly. The accident wasnt the only thing they wouldve seen. My lunch was going to be everywhere but i was able to keep my composure. I had to see what was going on. This was going to be a memory Id never forget. I could feel the cold air creeping up. It was mid December so you know the air was cold. Our surroundings were pretty noisy. Dogs barking, the sounds of cars passing and people hit their squeaky breaks. Kids crying, probably because their mom wasnt paying them no attention, and all the ooos and awws that was referred to the accident. Then Right there in front of our very eyes, a homeless man holding a sign saying hungry, plz anything countz, peed on himself. Nobody could believe it as the spot in his gray sweat pants got bigger. As the foul smell started to seap. When the taste in my mouth and the smell combined to make me sick, and the sounds of the different reactions surrounded me. I couldnt help feel sorry for the man. He looked like he hadnt eaten in days, nor would he had tried if i wouldve given him some money. He couldve been a crack head or wine-o of the sort. Still the mater of fact was i had to help this man in some kind of way. I started digging in my backseat of my car. To find exactly what I was looking for, My sweats from practice. I went and gave them to him. I let him know it was ok to take them. Maybe if it wasnt 30 degrees outside I wouldnt have given him the pants. But hey, the only thing worst then warm piss on your ass, is cold piss.

Monopoly for the Potato chip industry Essay Example for Free

Monopoly for the Potato chip industry Essay A monopoly is a company that provides a product or service for which there are no close replacements and in which significant barriers of entry can either prevent or hinder a new company from providing competition (Case, et al. , 2009). Take into consideration the potato chip industry in the Northwest are not only competitively structured but are in long-run equilibriums. The firms were earning a normal rate of returns and were competing in a monopolistically competitive market structure. In 2008, two lawyers quietly bought up all the firms and then began operations a monopoly called â€Å"Wonks†. For them to operate efficiently they had to hire a management consulting firm, which will estimate the different long-run competitive equilibrium. With this change comes several important things to consider that will be effected one being the stakeholders involved, price changes and the market structure to be most beneficial to the new corporation. By consolidating the oligopoly members of the Northwest potato chip industry, located in the United States, the legal professionals created a monopoly (Lindblom, 1948, p. 671). By taking away competition in the region, Wonks would now control their position on the market demand curve, where they can go from the produced quantity, to price point, even to where the product can be sold. Monopoly by definition is, â€Å"exclusive control of a commodity or service in a particular market, or a control that makes possible the manipulation of prices,† (Monopoly, 2012). In all actuality a package product like a potato chip could not hold market domination for long. Other manufacturers will transport their product into this region like paying slotting allowances, in order to obtain products for placement on the supermarket shelves. An industry that that comprises just one firm producing a product for which there are no close substitutes are called monopolies (Case, et al. , 2009). Although a monopoly has no other firms to compete with it still constrained by market demand (Case, et al. , 2009). With that said a monopoly must choose both price and quantity of outpost simultaneously because the amount that it will be able to see depends on the prices is sets. However if the price is too high, it won’t sell anything. Thus a monopolist will set prices to maximize profit (Case, et al. , 2009). Stakeholders will both benefit and be hurt by the assembly of the new market domination. The Government will receive more revenues for taxes as the prices are raised and new income is earned for Wonks Industry. In the even that the business looks suspicious they may be forced to respond to a demand from other potato chip producers or consumers, to protect them from inappropriate or unfair trading practices (Lindblom, 1948, p. 671). Some cooperating enterpises like supermarkets or corner stores, are more than likely to see an ability to sell Wonks products at higher prices to consumers, perhaps motivated by higher prices being charged to them by Wonks. Since Wonks are assumed to be the only potato chip industry in town the stores can agree to higher prices. They do this because the demand will be higher if the competition is lower (Lindblom, 1948, p. 671). Consumers on the other hand won’t see any advantage, since the only difference in the market is not having any competition (Case, et al. , 2009). Inevitable price increases will come until a consumer refuses to pay the price. Because of that the company will have to reach a point on the demand curve where they will charge only what the customer will pay for the product (Case, et al. , 2009). Many technological and strategic forces shape market structure, including economies of scale, cost of differences among firms, entrants’ expectations and entry barriers (Bresnahan, 2012, 531). The empirical models of market structure from qualitative chose models of firms’ entry decisions. The models are presumed that we do not observe entrants’ revenues or costs (Bresnahan, 2012, 531). Economic models are used to study market concentration in retail markets for new automobiles. One entry summarizes the competitive cost of entry. The second statistic measures the presence of entry barriers or differences in entrants’ fixed costs (Bresnahan, 2012, 531). Monopolistically competitive firms realize that the decisions they make will be reacted to by other members of the club (Case, et al. , 2009). Pricing will be profitable and comparable, product will be widely available, and vendors will try to attract certain segments with pricing or product offerings (Case, et al. , 2009). It is likely the pro-monopoly potato chip companies made similar margins, their products are found next to each other on super market shelves, and the companies were similarly profitable (Bresnahan, 2012, 531). Enterprises derived from Monopoly ran industries, will stay to look for ways to maximize their profits (Case, et al. , 2009). This will allow products to remain the same, therefore nothing will change in how their were offered. The delivery will be consolidated, but plants not having cost advantage will be left behind in favor of lower cost facilities (Case, et al. , 2009). When a monopoly becomes empowered the product mixes will be reviewed and the low production/less profit generating product will be eliminated (Case, et al. , 2009). In doing so a consumer could find one type of chip when there were actually three different types of chips available. The size of the products being offered, as well as the prices and the volume of the products will be tampered with as a result of market forces not influencing these decisions. (Case, et al. , 2009). Between monopoly and perfect competition are a number of other imperfectly competitive market structures (Case, et al. , 2009). Oligopolistic industries are made of a small number of firms where each has a degree of price setting power. A Monopolistically competitive industries are made up of a large number of firms that acquire price setting power by differentiating their products or by establishing a name (Case, et al. , 2009). The sort term life of a monopoly market forces and consumer demand will all act to make the monopolistically competitive firm the best for both Wonks and for consumers. This can be assessed through the Sherman Anti Trust Act to agencies like the Federal Trade Commission and the Department of Justice. A monopolistic competitive firm enjoys some of the advantages of both monopoly and free enterprise (Case, et al. , 2009). The Chip market has barriers that will act to keep all the players in the chip market safe, and margins will be protected while business are happy with their market share. They can also produce and sell with the knowledge that they will not have to manage production volumes or pricing in their marketplace. Some members of the oligopoly will enjoy harmonious business times (Case, et al. , 2009). Consumers can benefit from limited competition and have product provided at prices the free market will set. product shortages, elimination of marginal products, price spikes will not affect their marketplace (Case, et al. , 2009). The chips will be available where the consumer expects and at price points they expect. The price will decrease or increase which will be industry wide this will keep from the producer from being singled out for price increases (Case, et al. , 2009). A monopoly is an industry with a single firm in which the entry of new firms is blocked. An oligopoly is an industry in which there is a small number of firms, each large enough to have an impact on the market price of its outputs. Firms that differentiate their products in industries with many producers and free entry are called monopolistic competitors. A monopoly is a company that provides a product or service for which there are no close replacements and in which significant barriers of entry can either prevent or hinder a new company from providing competition (Case, et al. , 2009). With this change comes several important things to consider that will be effected one being the stakeholders involved, price changes and the market structure to be most beneficial to the new corporation (Case, et al., 2009). By taking away competition in the region, Wonks would now control their position on the market demand curve, where they can go from the produced quantity, to price point, even to where the product can be sold. Stakeholders will both benefit and be hurt by the assembly of the new market domination. Monopolistically competitive firms realize that the decisions they make will be reacted to by other members of the club (Case, et al. , 2009). Bibliography Bresnahan ,Timothy F. Reiss, Peter C. Entry in Monopoly Markets. The Review of Economic Studies. Vol. 57, No. 4 (Oct. , 1990), pp. 531-553. Case, K. E. , Fair, R. C. , and Oster, S. E. (2009). Principles of Microeconomics. (9th ed). Upper Saddle River, New Jersey: Pearson Prentice Hall. Lindblom, Charles E. The Union as a Monopoly. The Quarterly Journal of Economics , Oxford University Press Vol. 62, No. 5 (Nov. , 1948), pp. 671-697 Monopoly. (n. d. ). Collins English Dictionary Complete Unabridged 10th Edition. Retrieved October 08, 2012, from Dictionary. com website: http://dictionary. reference. com/browse/monopoly.

Edward Lee Thorndike And His Behaviour Experiments

Edward Lee Thorndike And His Behaviour Experiments Prior to Edward Lee Thorndikes landmark experimental analysis of behaviour in 1898, the study of the psychology of learning lacked a clear, defined research methodology. Research findings were very much subjective, lacking the quantitative evidence that would give them scientific credence and avoiding impreciseness and ambiguities in their interpretation. People were asked to look inside their minds and describe what they were thinking. (Ormrod, 2008). This method was called introspection, which by its very nature, is devoid of objectiveness. Thus emerged Thorndikes groundbreaking puzzle box experiments with cats, dogs, and chicks, culminating in his doctoral dissertation on animal intelligence in 1898. Through his experiments, the study of learning took on a more objective approach, where the emphasis was on the observables rather than the non-observables. The basis of his experiments was that behaviour is an observable phenomenon and thus is measurable. It led to the birth of the behaviourist movement where research looked primarily at behaviour rather than cognition, given that mental processes (like insight or introspection) cannot be objectively measured with any level of reliability. 2. Thorndikes Experiments (Task (a) of Assignment) To circumvent the subjective nature of research then, Thorndike developed some experiments on the learning phenomenon whose results were beyond subjective interpretations. The idea behind them was to observe the behaviour of a hungry animal trapped in puzzle boxes in its attempt to escape. He conducted the experiments using three animals, viz. cats, dogs, and chicks. Food, functioning as the temptation factor (stimulus), was placed outside the box in full view of the animal. He started with a cat. For it to escape, the cat had to manipulate a device that would open the door in order to get at the food. There were altogether 15 of these boxes, each with different escape mechanisms, ranging from a wire loop, lever, and a treadle which had to be depressed for it to escape. The variety of mechanisms was (presumably) to observe any consistency in behavioural mode despite the variables presented by the escape devices. In its attempts to escape, Thorndike closely observed the cat initiating numerous, apparently random movements, seemingly driven by impulse rather than reasoning. Through the cats struggles, it would eventually trigger the release mechanism. This was achieved more by chance through trial and error rather than by any reasoned action of the cat. The cat was repeatedly put into the box. Thorndike observed that what was initially random and chaotic behaviour became relatively more orderly and efficient. In other words, he noticed gross changes in behaviour when the same set situation was repeated. In addition, he recorded the time it took for the cat to escape from its confinement. He then plotted a time-curve graph which enabled him to not only analyse the animals speed of learning, but also the rate of learning. Thorndike repeated the same puzzle box experiment with dogs and chicks, with minor practical adjustments to the procedure. Again, time-curves were plotted and compared to those exhibited by the cats. However, in some experiments, Thorndike varied the escape mode. Instead of the animal physically manipulating a release device, he would, for example, remove a chick from a box whenever it preened its feathers; or he would open the door when a cat licked or scratched itself. He observed that the chick started preening itself when it was re-placed into the box, indicating the animals instinctive desire to be let out of the box. Time curves were plotted and compared to the curves obtained by the escape device mode. There were also certain other variations in the way the experiments were conducted. One such variation was placing the same cat that was used in a particular box into another differently designed box. He then observed how the cat reacted to the changed environment. In another variation, Thorndike allowed the animal to observe another member of its species in its attempt to escape. He wanted to find out if animals could learn by imitation. 3. Summary of Main Findings (Task (a) of Assignment) 3.1 Overview The overarching finding of Thorndikes experiments was that there are responses (explicit behavioural changes) when there is a stimulus (food). In that sense, there is a stimulus-response (S-R) connection in how animals learn. How well the animals learnt is determined by the experience it gained from the same experiment conducted repeatedly. In effect, this perspective of learning (connectionism) emphasized the role of experience in the strengthening and weakening of the S-R connections. In general, it could be said that the essence of intellectual development depends on how strong this S-R connection is. The main findings from Thorndikes experiments in animal intelligence would form the basis for his formulation of theories related to learning. They led to further research into the more complex intellectual abilities of humans, eventually leading to the development of modern era comparative psychology. 3.2 Findings from the Experiments The main findings from Thorndikes puzzle box experiments can be summarized below: 3.2.1 Gross changes in behaviour When presented with a stimulus (S), the animal displayed an overt response (R), i.e. food (the stimulus) elicited a reaction in a hungry animal. In other words, Thorndike noted explicitly observable behavioural changes when an S-R setting is presented to the animal. The gross changes described by Thorndike manifested itself by the animals impulsive actions in what he described as trial-and-error learning in order to escape from the box. 3.2.2 Learning is gradual Time curves were plotted in all of Thorndikes experiments involving cats, dogs and chicks. The curves were a measurement of the time required for the animal to escape over repeated number of trials ranging from 24 to 117. The graphs allowed Thorndike to not only obtain the escape times, but also the rate of learning, which was represented by the slope of the curves. The time curves presented by all the animals showed remarkably similar patterns of behaviour. Analyses of the curves proved that learning took place gradually, i.e. in incremental steps rather than huge jumps. This was seen in the gradual reduction of escape times over the total number of trials. In one of the experiments, for instance, escape times for a cat varied from a high of 160 seconds to a low of 6 seconds over 24 trials, indicating that it had been steadily more efficient in its attempts to escape. Thorndike alluded to this when he described its initially random, chaotic demeanour gradually becoming more orderly and deliberate. It also proved that in some innate way, the animal had learnt from past experience. 3.2.3 Effective behaviour diminishes ineffective behaviour By analysing the time curves, Thorndike concluded that effective behaviour, i.e. actions that could lead to a satisfactory end, persisted. Conversely, ineffective behaviour diminished. In effect, there was a stamping in of some behaviours and a stamping out of others (Ormrod, 2008). This phenomenon was demonstrated in the way the animals became more efficiently adept in their escape attempts as proven by the quicker escape times. For example, in the experiment with a chick, the initial escape attempt was arbitrary and disorderly. But after many repetitions, the chick learnt to escape quickly with little of the initial chaos. As Chance (1999) puts it: Eventually the bird performed the act required for escape as soon as it was placed in the enclosure. In short, ineffective behaviour petered out. It could also be said that generally, other than through experiential learning, positive learning generates further positive learning. 3.2.4 Generalization of behaviour Thorndike also found that an animal that had learnt to escape via a particular means, e.g. by clawing, tended to employ the same means when placed in a different box with a different escape device. It could be inferred that animals generalize when first put in circumstances different than what they are familiar with, with their immediate prior experience influencing how they subsequently behave. It is only after they have adapted to the new environment that they adopt a new learning approach. 3.2.5 Discriminatory behaviour Another aspect of learning that Thorndike noted from his experiments was that an animal is capable of being discriminatory. This was evident, in one of his experiments, when (i) he made a statement to feed it and indeed fed it, and (ii) he made a statement to feed it, but he did NOT feed it. There far fewer errors in situation (i) than there were in (ii). This illustrated yet another perspective about the learning process that Thorndike delved into. 3.2.6 Learning by observation Thorndike asserted that animals, at least other than primates, do not learn by imitation, even after observing the successful behaviour of other members of their species. He effectively concluded that imitation could be discounted as an aspect of an animals successful behaviour. 4. Theories propounded by Thorndike (Task (b) of the Assignment) Thorndikes experiments on animal intelligence resulted in the formation of a body of theories related to the learning process and laid the scientific foundation for educational psychology. These learning theories were bound together by the theory of connectionism. The principal credo of Thorndikes connectionism is that learning is the result of associations forming between stimuli (S) and responses (R) (http://tip.psychology.org/thorn.html). Connectionism debunked the dominant view held by psychologists before Thorndike that animals learnt by the association of ideas, i.e. they could logically relate events and reason out solutions to a problem. Rather, through his experiments, Thorndike established that animals are equipped with action impulses. It was these impulses, responding to the stimulus (S), that activated the trial-and-error behaviour of the animals trapped in the puzzle boxes. Their eventual successful escape was the result of the gradual learning they experienced arising from actually performing the act. It derived from an innate understanding that the correct actions (affirmative response) produce the desired effect (getting to the food). In short, Thorndike believed that learning requires no ideas in the head of the animal; only the performance of the act itself was essential for a satisfactory consequence. The learning theories propounded by Thorndike, being subsets of connectionism, can be summarised as follows: 4.1 The Law of Effect Responses to a situation that are followed by satisfaction are strengthened; responses that are followed by discomfort are weakened (Ormrod, 2008). This theory basically emphasizes the role of responsive actions and their consequences. In the act of responding, the impulse that produced the successful act would be stamped in (strengthened), whilst all other non-successful impulses would be stamped out (weakened). Eventually the stamping in would become habitual responses to that same situation. In the puzzle box experiments, the S-R connection was established because the response resulted in a satisfying consequence (escape from box). This response was strengthened, as seen when the animal reduced its vain actions (e.g. clawing and scurrying aimlessly) in the repeated experiments, as shown by the much faster escape times. Applied to human learning, this law implies that positive stimuli breed correspondingly positive responses. In practical terms, in schools or any learning institution, students should be provided with an environment that is conducive to learning. Libraries, for example, in general provide this conduciveness. As Ormrod (2008) puts it: Students should experience academic tasks in contexts that elicit pleasant emotions rather than in contexts that elicit anxiety, disappointment, or anger. This statement is consistent with the premise of Thorndikes Law of Effect that satisfactory consequences strengthen the response. 4.2 The Law of Readiness A series of responses can be chained together to satisfy some goal which will result in annoyance if blocked. (http://tip.psychology.org/thorn.html) This theory arose in an experiment where a chick had to execute a sequence of actions to trigger a series of release devices for it to escape confinement. This sequence of acts is today known as a response chain. Extending the aspect of satisfying some goal to humans, it could be surmised that optimal learning takes place only when someone is ready to act; in so doing, the consequences are satisfying. On the other hand, forcing someone to act when he is not ready will be annoying. Forcing can be interpreted as interfering in someones goal-directed behaviour. Interference that leads to unwilling behaviour causes frustration. An analogy could be made of a child who is force-fed to eat vegetables. He may grow up to hate eating vegetables if it is forced upon him. However, if he himself is ready to eat them, the act will more likely lead to satisfaction. In the long run, vegetables are a must in his meals; not having them may lead to annoyance. On a broader perspective, the level of readiness could be linked to a major factor in the efficacy of learning, viz. motivation. At its basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. (Harmer, 2007). When a person is sufficiently motivated to learn, the aforesaid internal drive should ready him/her to learn. In the context of the classroom, a conducive learning environment (S) can also motivate (R) students (the S-R connection in the Law of Effect). Hence it can be said that the stimulus (S) breeds a response (R) (of readiness to learn); in turn the response (R) breeds another positive response (motivation). Here, there is a chain of positive responses in the learning process. 4.3 The Law of Exercise Stimulus-response associations are strengthened through repetition. (Wikipedia, 2009) There are two sub-laws arising from the theory:- a. The Law of Use: The S-R connections are strengthened as they are used. b. The Law of Disuse: The S-R connections are weakened as they are not used. In effect, this theory stresses the importance of repetition in the learning process. This was how the animals strengthened the S-R response progressively in Thorndikes experiments, resulting in the faster escape times evident in the time-curves. The exercise in the law refers to practice, as in the commonly-held adage Practice makes perfect. This is especially true, not only cognitively, but also in skills where psychomotor and kinaesthetic abilities are critical to the learning. For instance, the more successful golfers are more likely to be the ones who hone their skills through longer periods of repetitive drills, all other factors being equal. Motor mechanics achieve a higher level of competency through constant and repetitive work. The importance of repetitive practice in learning cannot be overemphasized. A student can achieve a greater mathematical proficiency through tireless repetitive practice. In language learning, repetition has always played a part to provoke the structuring and re-structuring of noticed language (Harmer, 2007). Hence teachers in language classrooms put their students through choral drilling for them to internalise not only grammatical structures, but also the sentence intonation. The three laws of learning above are interestingly linked to each other. Connections are strengthened because S-R pairings occur many times (Law of exercise) and then rewarded (Law of effect) as well as forming a single sequence of actions (Law of readiness). Re-stating the link in another way, it can be said that in learning, motivation (readiness) is driven by incentives (effect). Both motivation and incentives can drive the learner towards practice (exercise) until ultimate success is achieved. 5. Thorndikes perspective of animal learning (Task (c) of the Assignment) The MacMillan English Dictionary (2002) defines reasoning as: the process of thinking about something in an intelligent and sensible way in order to make a decision. The Concise Oxford English (2002) dictionary defines thinking as: using thought or rational judgement; intelligent. But are both these definitions applicable universally, i.e. applicable to humans and animals? In a general sense, it may appear so. After all a process of thinking, in whatever way, has to take place before an animal acts. But does an animal think by using rational judgement? On the premise that animals do not rationalise, it follows then that animals do not think, at least not in the way that we humans do. Barrow and Woods (2006) declared that rationality is inextricably tied up with the notion of thinking. So it begs the question: How do animals think? Given that thinking is needed for learning, how do animals learn? Thorndike, in his doctoral dissertation, asserted that animal learning has nothing to do with reasoning or the association of ideas. Rather, he declared that it (learning) occurs as a result of trial and accidental success. He concluded this based on his puzzle box experiments where success (of escape) was due to the animals trial-and-error actions rather than a reasoned, logical, i.e. thinking, approach to the problem. According to Thorndike, the outwardly random, chaotic behaviour of the animal was due to the activation of its innate action impulses responding to the stimulus. There was no evident association of ideas in the solution. In laymans terms, animals do not put two and two together (as humans do) in a rational, logical way when they act, i.e. there is no reasoning. If animals could reason, then learning should be abrupt, NOT gradual as proven in Thorndikes time curves. What Thorndike offered, on the other hand, was that instead of the association of ideas, animals learnt through the association of sensations. This perspective was diametrically opposed to the views subscribed by comparative psychologists before him. They had contended that animals had cognitive insight, they being able to establish ideas and employ reasoning in their actions. Thorndikes experiments effectively debunked that long held contention. He said that there was no solid evidence that animals grasped ideas or learned through reasoning (Chance, 1999). In summary, Thorndike put forth four arguments in support of his beliefs. These arguments were empirically backed by the main findings of his puzzle box experiments. Chance (1999) expressed them thus: (1) The behaviour of animals is impulsive and apparently random, not systematic and logical. As enunciated above (and in other sections), when presented with a stimulus, the response of a trapped animal is chaotic; it follows that there is no contemplation or thoughtfulness, therefore no insight. Impulse rather than thought drives its actions. (2) The change in an animals behaviour is gradual, not abrupt. This assertion was validated by the time curves. The curves established that animals learn in incremental steps, not in sudden surges. This implies that there is an absence of reasoning (Chance, 1999). (3) The animals show no sign of understanding between action and consequence even after they have learnt to escape from the box. This arose from an experiment when a cat, which had escaped by pulling a loop, would repeat the same action, even when the loop was absent in the repeated trials. It shows that the cats response had been strengthened due to earlier successes (The Law of effect). It again confirms Thorndikes view that animal learning does not involve reasoning. (4) Animals learnt only if they performed the necessary act themselves. As described in 3.2.6 Learning by observation, animals do not learn by observing and imitating models. Neither would they learn if they are prompted to perform the act, as Thorndike discovered when he repeatedly assisted the cat to pull the release device. When left on its own, the cat could not associate the loop as a means of escape. This indicates that, unless the animal acted on its own volition, learning would not take place (the Law of readiness). It stands that animals cannot reason their way through a problem. 6. Conclusion It has been over 100 years now since Thorndikes pioneering work in the study and psychology of learning, resulting in a learning perspective referred to as connectionism, emphasizing on behaviour as opposed to cognition. It laid the foundation for latter day psychologists to conduct a more objective, scientific research into the process of human and animal learning. Thorndikes puzzle box experiments primarily focussed on the S-R relationship that provided the catalytic impetus to learning. It led to the development of Thorndikes theories, which expounds how learning takes place. Through his experiments, Thorndike also disproved the views held by other psychologists that animals possess insight in their learning process. All in all, Thorndikes research provided a fresh perspective of the learning process which led to further research by others. In a way, this scenario is an instance of the S-R environment. (End)

A Separate Peace Essay -- essays research papers

A Separate Peace: by John Knowles   Ã‚  Ã‚  Ã‚  Ã‚  During World War II in the struggle for peace among nations comes a smaller, but still significant struggle, in a prep school boy becoming a man and waking up to reality.   Ã‚  Ã‚  Ã‚  Ã‚  In the book A Separate Peace, the author John Knowles, creates the image of two sixteen-year old boys struggling to keep what little sense of peace they know, even though there is a war going on all around them. Gene Forrester, the narrator of the story also struggles with an inner conflict of his secret resentment of his best friend Phineas (Finny). Phineas struggles with the disbelief that he can never be of any use to the war efforts with a â€Å"busted leg.†   Ã‚  Ã‚  Ã‚  Ã‚  Gene Forrester, the main character in the book, returns to his old prep school-Devon- that he attended some fifteen years earlier. While there he remembers the incident that changed his life. In the summer of 1942, Gene and his friends stayed at their prep school for the summer session. His best friend in those days was a boy named Phineas, or Finny. During that time World War II was going on and the sixteen-year old boys were trying to preserve the peace in their lives, before they would be old enough to be drafted into the war-just one year later. One day Finny, the best athlete in the school, came up with the crazy idea to jump out of a tree into a river. All of the seventeen-year olds had accomplished this task because it was a mandatory test for the war. Phineas, naturally was the first sixteen-year old to conquer this feat; so Gene was the second. None of the other boys ever tried the jump. After a while the two made it an almost day-to-day activity. The two boys were a lot alike, but Gene had this underlying resentment of Finny and he felt that Finny was deliberately trying to make him do badly in school because he was constantly dragging Gene along with him to go jump out of the tree. One time Finny decided that he and Gene should do a double jump, since that had never been done before. While up on the limb, Finny is the further out then Gene, and Gene gets this sudden impulse to shake the limb, which sends Finny plummeting into the shallow part of the river, breaking his leg. After the accident, Finny could never play any sports again; merely being able to walk is a blessing. For the duration of the ... ...t contribute to any of the war efforts himself. He wrote to every group that was associated to the war and fighting for the peace, but he always got the same reply saying that they had no use of a person with a crippled leg. Gene finally wakes up to reality when Finny dies. He realizes the way of life that he was living while a Devon, and the type of person that he had become. After Finny died though, Gene discovers that he created a war between himself and Finny that never existed.   Ã‚  Ã‚  Ã‚  Ã‚  The author gets his point across and does a very good job at it. The book was very interesting and enlightening. It makes the reader think about their friendships and their life in general. People should not let little things rule their lives. Underlying resentment could build up to something very dangerous and destructive. The reader also learns from this book that there is a big world out there and one needs to become mature enough to fulfill their adulthood duties. The author lastly shows that everyone is fighting their own personal war, but how someone handles it is based on their maturity and their knowledge of knowing the difference between imagination and reality.

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

Money and The Great Gatsby "Her voice is full of money Pg. 127)," is a major contributing sentence to the story. This sentence, which comes from the character by the name of Jay Gatsby. F. Scott Fitzgerald relates this story to many, stating that money can buy anything, including the love of a woman. This feeling that Gatsby has acquired baffles Nick Carraway. Throughout the story, the truth comes out of why Daisy becomes part of Gatsby, which is because she wants him just for his riches. In the Novel The Great Gatsby, the book strongly relates to "The American Dream." In Gatsby’s case, the dream is that through acquiring wealth and power, once can also gain happiness. To reach his idea of what happiness is, Gatsby must go back in time to relive an old dream. To do this, he believes he must first have wealth and power. Jay Gatsby is a man who does not wish to live life in the present because it offers him nothing. He spends a majority of his life trying to recapture his past, in which he eventually dies in pursuit of it. The reason he wishes to relieve the past is because he had a love affair with the rich Daisy Buchanan, who he had, fell deeply in love with. However, he knew they could never get married due to their difference in economic and social statuses. He wants to marry her, but because of this problem he leaves her in order to gain wealth and social status in order to reach her standards. Once he reaches this goal, he buys a house close to her in which he tries to "impress her." Jay thinks money will take care of everything, in which he realizes it doesn’t make life out like it ought to be. Gatsby refuses to give this up until he reaches fulfillment of his American Dream. The sad thing is that he never does, and ends up dying. The question of money and sociability’s authority over life is a big factor in many people’s lives. Many people in today’s world try to buy love with money. That is not really a "true love." Both of the people in the relationship should love each other for WHO they are, not what they are or have. Some people do not understand this concept. That is why separations, divorces, etc.

Macbeth: A Tale Of Two Theories :: essays research papers fc

Macbeth: A Tale of Two Theories Macbeth(c.1607), written by William Shakespeare, is the tragic tale of Macbeth, a virtuous man, corrupted by power and greed. This tagedy could in fact be called "A Tale of Two Theories". One theory suggests that the tragic hero, Macbeth, is led down an unescapable road of doom by an outside force, namely fate in the form of the three witches. The second suggests that there is no supernatural force working against Macbeth, which therefore makes him responsible for his own actions and inevitable downfall. It must be remembered that Macbethis a literary work of art, and as a peice of art is open to many different interpretations, none of them right and none of them wrong. But the text of the play seems to imply that Macbeth is indeed responsible for his own actions which are provoked by an unwillingness to listen to his own conscience, the witches, and his ambition. First, Macbeth ignores the voice of his own psyche. He knows what he is doing is wrong even before he murders Duncan, but he allows Lady Macbeth and greed to cloud his judgement. In referring to the idea of the murder of Duncan, Macbeth first states,"We will proceed no further in this business"(I.vii.32). Yet, after speaking with Lady Macbeth he recants and proclaims,"I am settled, and bend up/Each corporal agent to this terrible feat"(I.vii.79-80). There is nothing supernatural to be found in a man being swayed by the woman he loves, as a matter of fact this action could be perceived as quite the opposite. Second, the witches have to be dispelled as a source of Macbeth's misfortune before the latter theory can be considered. It is admittedly strange that the weird sisters first address Macbeth with,"All hail, Macbeth! hail to thee Thane of Cawdor!"(I.iii.49), a title which not even Macbeth is aware he has been awarded. Even stranger is the third witch calling to Macbeth,"All hail, Macbeth, that shalt be king hereafter!"(I.iii.50). However as stated by Bradley,"No connection of these announcements with any actions of his was even hinted by [the withches]"(232). Some are still not convinced though of the witches less than supernatural role; nevertheless, Macbeth appears throughout the play to be completely aware of his actions, as opposed to being contolled by some mystic force. The effect of the witches on the action of the play is best summarized by these words: ...while the influences of the Witches' prophecies on Macbeth is very great, it is quite clearly shown to be an influnce and nothing more.(Bradley 232) Most important to the theory that Macbeth is reponsible for his own actions

Canadian Blood Services IMC Essay

INTRODUCTION â€Å"Oscar Wilde once said that youth is wasted on the young. But investing in the future, the leaders of tomorrow, is more than just good business sense – it’s a necessity for survival and success† – Dr. Graham Sher, CEO of Canadian Blood Services (Pulse Magazine, 2012). Canadian Blood Services is a not-for-profit organization that operates across Canada, excluding Quebec. The objective of Canadian Blood Services is to encourage and receive blood donations through safe and secure methods to help Canadians who need blood transfusions (Canadian Blood Services, 2013). There is an increasing need for blood and blood donations across Canada. Of the current Canadian population, â€Å"the baby boomer generation remains the most loyal in terms of donating blood, while younger generations are significantly less likely to donate on a frequent basis† (Renwick-Shields, 2013). As the baby boomers age, Canadian Blood Services must find new ways to reach the you nger generations, including the fastest growing segment, the Millennials. PROBLEM IDENTIFICATION How can Canadian Blood Services increase the number of BC Millennial whole blood donors by 20,000 by March 31, 2015? The target number of donors is based on the previous years’ statistics of Millennial donations (age 17-34), according the Canadian Blood Services data provided (Bird, 2014a). The target number is a percentage of half the total Millennial population of BC in 2012, as typically only half the population is eligible to donate (Renwick-Shields, 2013). The problem statement is specific to BC as a test market. The timeline is based on Canadian Blood Services’ fiscal year, beginning April 1, 2014 and ending March 31, 2015. KEY FINDINGS According to Canadian Blood Services, on average, every 60 seconds, someone in Canada requires blood or a blood product (2013). The demand for blood is not subsiding, increasing at a steady rate of 2% per year (Canadian Blood Services, 2013). To be an eligible donor, volunteers must meet many stringent requirements, including a minimum age of 17, sufficient levels of iron and hemoglobin in blood, and disclosure of health and travel history.

A Problem Critical to the Education in the 21st Century Essay

In the twenty-first speed of light I believe that un ripe luck is the most critical teaching bother. un save hazard impacts people of different racial backgrounds in various ways. It limits the cognition a scholar receives, the rate at which they apprise, coin available to the taketime, the educatees efficiency to succeed in the actionforce upon graduating, it even pretends the knowledge or lack of knowledge a school churl learns at home office. Though this whitethorn affect the doctrine staff in ways, minorities from a blueer income family be the unriv eacheds impacted most. These assimilators components fail because they atomic number 18 non watchful for success. Students from a spawn neighborly tell apart arrive fewer resources available to them indeed they do non gravel it to the top. Schools in poverty stricken beas receive slight(prenominal) accompaniment, and this badly impacts the bookmans.The domesticate is unable to appropriate pup ils with up to date engineering, and the resources selected to contend with their peers from more than(prenominal) privileged backgrounds. The school get come out of the closet non be able to turn in ESL circlees for Latino students. Students will more than possible drop out the ones who actu distri andively(prenominal)y dole out to graduate will probably be less strung-out to f atomic number 18 indispensable job duties. These students will non be as knowledgeable because they may be using outdated texts, and they be non able to learn how to fully expend technology engageed to survive in todays extendforce. Schools that are in a low income neighborhood do not have modern buildings, the school buildings are very out dated. The line of work conditioning and heating may not be working properly creating a very uncomfortable learning environment. This may discour senesce students from wanting to go to school and it definitely does not attract role faculty.Another issue that impacts the student severely is the lack of parent association in the education process. This is crucial to the development of the nipper from a very early age it is imperative that a parent be gnarly in preparing their child for life, as well as reinforcing things learned at school. Education starts at home and moves to the cosmos arena where social interaction, behavior skills and knowledge are enhanced. Poor parent participation may be the result of work schedules, transportation issues, language barriers, or sufficient clothing. Once again children from low- income families suffer the most. both parents may have to work just to pay the bills, and in some(prenominal) situations in that respect is just one parent, forcing some students to booster care of siblings at after school when they should be focusing on planning or studying. As the child ages less attention will be nonrecreational to the individual as class size increases, the number of teachers increa se with diverse classes, and general size of the school grows.At this picture the child will read purposeless help completing assignments and requiring encouragement to exsert the education process consistently and for the era through some college. The parent is not exempt from the learning process because of deficiency or exempt because of poor education. As briefly mentioned earlier, in this setting the pedagogics staff is likely to be under qualified, once again this impacts the student. By the teaching staff not cosmos qualified the type of skill the students will learn will not be up to par. Classroom Managers should alike be mindful of how they are engaging their students. They should have last betations of all of their students. There seems to be a lot of racial stereotyping in nonage communities. Teachers should know that all Asian students arent smart and that all African American students low learners. If teachers establish a postgraduate expectation of le arning from all of their students and expect all of their students to do well and so those expectations will be seen by the student.Students are thus able to work at their highest potential and are not restrict a teacher should believe that all students are capable of learning at a high level. The teacher of the 21st Century drive to be more culturally responsible and they need to be more aware of what is acquittance on in the schoolroom. Educators need to be adroit in a way that is issue to be more beneficial to the educational process as a whole. For modelling if a teacher has a classroom where the majority of the students are not universe prosperous then that teacher and/ or teaching techniques should be reevaluated. The classroom is not a place where a student is just given work to perform and the teacher is detached, the classroom of the 21st nose candy needs to be an interactive classroom where teachers and students comes unitedly to share ideas, and engage each other in the learning process.Unless a Teacher can step out of the conventional box and approach to tax themselves and what they actually bring to the classroom, it will not evolve. Teachers should interact with students on a more personal level in the classroom and get to know their students as individuals some children can get lost in the classroom for a number of reasons including personal problems at home, and learning disabilities. By be involved more with the students teachers are better to adapt to a student that is having problems because they are unable to get a line well, or a student that is exactly having problems seeing the board. Without establishing some type of a relationship with the children it is very problematical for a teacher to recognize the problems students are having and how to effectively deal with these problems.Just because a student is unable to notice up with fashion, technology receives free lunch does not think about that this student does n ot have the ability or the will to learn. There are successful people that grew up in poverty, and have gained success through hard work and education. Everyone should have the same prospect to receive quality education. Students are taught that education is the key to success, so how can one succeed when the education is not oppose to their peers, the ones they will be competing against for their spot in the future. Education is the poor mans dream to a better life.With minorities and Latinos reservation up a large numerate of students in school the effects of inequitable opportunities has a larger impact on them. Students who come from an inferior social-economic level are just as motivated as students who come from a higher social class. You have Latinos who hardly speak position and are attending schools that are unequal to(p) of accommodating them therefore they do not earn a degree and are forced to take a low paying job. Status may have an impact on a student in a socia l environment, but in the educational system this should not be a factor. The students from a lower social class are being prepared for failure, while the students from a higher social class are being prepared for success. In the 21st century I believe that inequitable opportunity is the most critical education problem. Recognizing the problem is the first step, however we as a society need to mold consequence on how to better level the play field in the educational fellowship in beau monde to make schools work for everyone. One thing we can to is to not only encourage proper funding for schools in low income areas but to also make authorized that this funding get appropriated to do what is needed in order to make sure that the children have a proper learning environment.Bills and referendums continue to be passed in education s in order to make sure that schools are up to par but sometimes this money does not get to the attain schools. Some schools get new buildings and a/c systems while other schools just get paint. We need to come together to demand to our elected officials that something be do about the conditions of certain schools. We need to make sure that these school schools have the materials that they need in order for them to produce successful students. Books need to be provided to every student not only in class but also at home as a reference for homework and studying. Computers need to be provided in these schools so that the students dont fall skunk on technology and become inferior to their peers. We elect these officials and we need to demand that they begin to look out for the betterment of our schools. We should go online and see how they are voting on the issues that affect us.If they are not push button the type of educational reform that we need in our communities and in our school then we need to elect someone who will. Parents need to become more involved in their students learning. We must understand that a lot of parents a re working, and most low income households are being led by a single parent we need to find a way to get these parents involved to help their children so that they dont continue to fall behind. Even if its just educating them on the process of pastime up with their elected officials and making sure they vote and their vote counted and is heard. Opening up the schools for parent participation and PTO and PTA face-off on a weekend kinda than on a school shadow would make it easier for parents to become more involved.Also, schools could deform social networking, and sending up dates to parents Facebook or Twitter pages to go them up on whats going on in the schools. This is a new era and the American household has changed and the educational sytem needs to keep up in order to keep these parents involved and up to date on whats going in their childs school. Teacher also need to be developed in the classroom and become more responsible for what is going on and have high expectation s for all of their students. This will ensure that all student as are working to their outperform ability to learn. This can be make by giving existing teachers supererogatory cookery and giving new teachers the training they need to be successful in the 21st century classroom.

Reviewing Arguements Whether Scientific Management

The topic I redeem chosen for my taste assignment would be option 1 which is reviewing the arguments for and a offst the tale whether scientific perplexity creates efficient judicatures. In the sphere of today, it has been cognise that scientific focus developed all oer the years and is applied in the ein truthday change state life. Frederick Winslow Taylor is the person who disc e verywhereed scientific focus, also known as Taylorism.It is a theory close to management that analyses and synthesize the bleedflow of a work bug out merely the main intent is to improve the qualification of the economy, especially in take increaseivity base on five principles as described by Buchanan(2010, pg 423). The first principle of Taylorism is to take in A classify division of argumentations and responsibilities between management and workers whereby the author Chris Grey(2010, pg 40) disagreed that it was an added utility to an organization. He described it as a frame tha t transfers the power from workers to managers.It reduces autonomy among workers, work conditions and threatened unemployment. It is more of a radical and near complete musical interval between planning and decision- fashioning, where managers would figure out the decision dapple workers carry out the order. The outcome of this ca utilizationd workers to leave their stage businesss and go on strike, time and interrogation studies were banned in US defence plants and even owners and senior managers were against Taylorism as they think that the constitution has given the managers a high imprimatur than them.The second principle, The use of scientific methods to go steady the best flair of doing a blood was brought up to a disagreement by Paul Adler where he claims that Taylorism represents a fundamental emancipatory philosophy of a tune design. His research reveals two fundamental flaws in the mensuration view that is found on two mental assumptions. The first onene ss is that work willing solitary(prenominal) be motivating to the extent that it resembles free simulated military operation and the second that workers hire to conduct autonomy. Adler states that the standard look back of Taylorism is that it presents the payoff of the workers as the only source of demand to get them going.Adler also argued that when workers develop positive olfactory sensationings towards their trading and perceive Taylorism as an effective way of accomplishing the task, consequently low individual and team autonomy hobo co-exist with high morale. (Buchanan,2010,pg 444 445). Buchanan (2010, pg 428) also commented that there are some(prenominal) rebukes that disagree with Taylorism bringing efficiency to an organization based on this principle. The first one was be mystify it assumes that the penury of an employee was to gain supreme payoff for their hard work and leave out the importance of the other rewards such as creation given recognition an d touchment.This will cause workers to feel that they are not appreciated and are creation used as tools to do the job. Secondly, it failed to explain to the workers the use of implementing newborn procedures, creation timed and closely supervise all the time. Workers will not enjoy creation watched all the time, as it would make them feel manage a prisoner. It also makes them feel uncomfortable as to not having any privacy at work. However, the Gilbreths came up with their own study through developing Taylorism screening their agreement with Taylors second principle. Frank Gilbreth tudied motion and time of job to analyse how long it would manage for a person to complete the given task which then lead to the development of a system called therbligs which is formed from elementary movements, each having its own symbol and colour. His research then lead him to developing a standard time for each job element, and this is subdued being used till today for scheming the wage p ayment systems. As for Lilian Gilbreth, she contri hardlyed psychologically. She studied motions to stub out unnecessary actions and to reduce fatigue contractd by workers.She figured that if she could succeed it would increase the work run of a worker to maximize productivity. She introduced rest periods, placing chairs at the workplace resting area, and instituted holidays with pay. Changes were also made to the heating, lighting and propagateing of the workplace. This whitethorn have been a new diversity for the workers as it improved their work life and gave them motivation to do their jobs. (Buchanan, 2010,pg 429 430). The third principle is Scientific filling of the person to do the newly designed job.Henry Ford did a great job in doing so as he became famous for his way of mass-production that benefited his organization. Ford applied the principles of sensibleization whereby employees are allocated unbiased tasks that are carefully designed to gain maximum efficiency from the workers. Ford replaced skilled craftsmen with machines therefore eliminating the need for skilled workers. He boosted up production of the cars that could hardly be done with just manpower but critics argued that Fords technique was destroying craftsmanship and de-skilling jobs.In the workers view, this was more of an issue near identifying the right task for butcherly workers to do who would otherwise not enjoy their work and be demoralized which could lead to some(prenominal) problems after on if not solved. The homogeneous critics also insist that short cycle repetitive jobs are the cause of workers being treated like a machine, alien and stressful. (Buchanan, 2010,pg 431 435) A research on the Braverman thesis shows many a(prenominal) criticisms were made about Braverman and his deskilling thesis that disagrees with this principle as well. Buchanan cited from ( midday and Blyton, 2007 (pp. 57-159) Fincham and Rhodes, 2005) which shows a couple of criticism suc h as Taylorism ignoring alternative management strategies like making a choice between using Taylorism to deskill a job position or to let the workers gain autonomy. Employee sanction would definitely provide better worker interchangeability that allows better assembly line balancing. At the same time, employees will not be deskilled and the management gets to sop up control over the labour process. Another criticism was that it exaggerated about the managements objective of controlling labour.The thesis underestimated the complexity and diversity about management objectivity and plurality of interests. Direct labour will take up a downcast proportion of the total cost of a product and it may not be significant as it was in the past compared to today. The third criticism was that workers were being treated passively. There have been unions and individual immunity towards deskilling, as workers were not being treated more or less as they were forced to do a limited job that d oes not require their skill they have to be put to good use.In the end, the workers skill will deteriorate until he loses it completely. The adjoining one was the underestimation of the employees consent and accommodation whereby workers will welcome Taylorism once they understand the importance of it and drill it for years. Fifth, it ignores gender. In the past, men have continuously been the one who have been developing works skills and were more competent of doing work. That brought a disadvantage to the women as they were being compared to men. They overlook the possibilities that women may also be able to do other jobs such as contribution jobs. Buchanan,2010, pg 440 441) The twenty-five percent principle is The training of the selected worker to perform the job in the way specified and from this principle came about the upskilling position which gave importance towards human capital. Companies invested in their work force by providing education and training to uphold them have a better understanding of their work and how to do it right. This will help managers to identify which worker is clear of doing which job they will be assigned to. withal that, it will generate higher level of skills among employees that roughly work required during those times.The fifth principle is the care of workers through the use of hierarchies of authority and close supervising. Harry Braverman developed the Braverman where he saw scientific management as a method of straight controlling fellow employees. Managers reduced the autonomy and ingenuity of workers in how they perform their jobs, thereby deskilling their work in order to gain more control over them. Braveman concluded two types of deskilling technique and they are, firstly, organizational deskilling which involves Taylors separation of task conception from task motion that all problems are to be solved by the supervisor.The second one is technological deskilling that is replacing the workers with machines to achieve a better rate of production. (Buchanan, 2010,pg 436 437) Max weber also agreed to this principle stating that rational-legal authority was progressively supplanting forms of authority which comes from a circumscribe of rules, procedures and duties. This authority is empowered to the person in charge, for example, the Chief administrator Officer of an organization. Eventhough the person h gagaing the position may change, the empowerment the job position holds still maintains the same.There always have to be someone who oversees the entire organization and manage it. Just like a country, without the government activity the country will not be in order but instead be in chaos. Weber defines this type of organization being set by rules and a series of hierarchical relationship. It helps make use of principles of systemization, division of labour and authority. Weber tell that his theory represented the most technical and rational form of an organization and it was confirmed when his theory spread like wildfire throughout the state as organizations were implementing his theory. Grey,2009, pg 22-23) From what I have studied about scientific management and its theories about how it has been applied throughout the years I would agree that scientific management does creates an efficient organization. It has dramatically improved our work life today if compared to the old days where workers were mistreated, low rate of production and many more. Scientific management have been developing over the years and along side it there were ups and downs but I have to say that in the population today, it has definitely brought significant changes to organizations.As I have worked onwards at several hotels, I have experienced these changes such as interest procedures and rules while working which is fine by me as it tells me what I should do and be more systematic. While I was working in the F&B department, everyday there will be tasks assigned to each provide so that everyone knows what they are supposed to do and to maintain miscommunication between one another. I felt very comfortable and I did my job well following it with little problems. Another example would be with the help of technology everything goes faster and smoother through my experience in the front office department.In the front office department, lymph gland records used to be manually written down in a book and it would be a hassle to find out if the thickening stayed there before but now we have computers where we can just enter a guests training within a turn and check it at anytime and any second. Everything will be recorded in the computer therefore making it available to other departments so that they could get information on a certain guest. In conclusion, surely there are advantages and disadvantages in scientific management but that is what that makes it improve and develop over the years.There may be people who disagree with me but I stand firm on my decision that scientific management does create an efficient organization and I also look forward to see what new changes it will bring in the near future. Referances Buchanan, D. and Huczynski, A. (2010),Organizational Behaviour, Harlow, financial Times/ Prentice Hall (7th edition), Grey, C. (2009) A very short and fairly interesting and reasonably twopenny-halfpenny book about studying organizations, (2nd edition), London, Sage Publications Ltd Noon M. and Blyton P. (2007), The Realities of Work, (3rd edition), Gordonsville,Palgrave Macmillan