Jean Mcguire, A Land Salesperson For The Company Sunrise...

Jean McGuire works as a land salesperson for the company Sunrise Land Developers. Six months into the job, Jean has lost more than made sales for the company and is thinking about using the sales technique described by her boss. Other sales representative’s use it and have proven to be a success, however, it involves deceiving clients by giving misleading information, which Jean instinctively objects to. The technique is to make the interested client think that someone else is also interested in buying the same property, thus encouraged to buy before someone else does. Jean objects to this use of psychological manipulation; however she does not express her reservations to anyone for fear of endangering her job. The situation is more serious for Jean as she is also a single mother with two daughters to support, so it’s imperative that Jean provides the financial support they need. An ethical dilemma does exist in Jean’s situation with respect to the choices she fa ces; use the technique and improve her sales, remain loyal to the sales team and company or voice her objections and risk losing her job as well as much needed financial support for her family. This essay first discusses how Jean’s situation constitutes an ethical dilemma, followed by comparative analysis drawn from consequential perspectives of egoism and utilitarianism about the situation, then finally possible suggestions, based on my learning, that could help Jean in her decision making. The term ethical dilemmaShow MoreRelatedEthical Dilemmas : What Should Jean Do? Essay1551 Words   |  7 PagesEthical Dilemmas: What should Jean do? Jean McGuire works as a salesperson of land property in Sunrise Land Developers. Jean’s superior Wright Boazman, the sales director, described the importance and efficiency of using â€Å"deal-closing techniques†. This technique is usually used to motivate the prospect into buying the lot, because often people really want to buy a lot but hesitate at the last few minutes of signing agreements. Wright introduced the most effective closing technology termed â€Å"the otherRead MoreLegal And Social Environment Of Business Essay1240 Words   |  5 Pages Jean McGuire works as a land salesperson for a real estate company called Sunrise Land Developers who specialise in selling lots to prospective clients. Her clients require her to represent the lots in an accurate light. The company’s sales director Wright Boazman demonstrated effective sale closing techniques to McGuire when she first began at the company however these techniques where based on physiological manipulation putting them into a now or never situation. Jean felt uneasy about

Legal Defenses Checkpoint Free Essays

Legal Defenses Checkpoint Elizabeth Stebbins 220 March 1, 2013 David McNees Legal Defenses Checkpoint Three legal defenses that could be used in court to excuse behavior are insanity, self-defense, and entrapment. Insanity is when the defendant did not know what he or she was doing at the time of the crime, or did not know that it was wrong. It is when the individual is not in their right mind because of mental illness or such. We will write a custom essay sample on Legal Defenses Checkpoint or any similar topic only for you Order Now Usually they are sent to psychiatric facilities for treatment and if treated, they are transferred to prisons to complete their terms. Self-defense is when the victim of a potentially deadly attack kills another because it is the only reasonable thing to do to protect them from bodily harm and they are unable to get away. Those who use the self-defense plea are saying that they acted appropriately for the situation and not doing so would have resulted in their own death or serious injury. Entrapment is a situation in which the government takes actions that lead to or ‘create an opportunity’ for crime to happen† (Meyer Grant, 2003, p. 41). For example, a government agent convincing someone to commit a crime, who would otherwise not commit a crime. Entrapment is rarely a successful defense and not valid unless it was a government agent persuading or planting the idea in an individual. Meyer Grant (2003) state that, â€Å"to be a crime, an act requires three import ant elements: actus reus, mens rea, and concordance between the two† (p. 8). The act must be a guilty act or omission (actus reus), meaning voluntary and breaking an existing criminal statute, and have a guilty state of mind (mens rea). However, there is an exception, say when one is convicted of a crime like vehicular homicides with no intend to harm anyone. References Meyer, J. Grant, D. (2003). The Courts in our Criminal Justice System. Upper Saddle River, NJ: Prentice Hall. How to cite Legal Defenses Checkpoint, Essay examples

Mahatma Gandhi free essay sample

Mahatma Gandhi was an amazing and hugely influential figure in history. He is renowned for his beliefs and teachings in regards to civil rights, religion, education, non-violence, and the list goes on. In this analysis I will attempt to relate Gandhi’s principles to my own, grounded in the faith and teachings of Jesus Christ. In doing so I will discuss three over-arching topics specifically: social issues, money/career, and the nature of God. A huge topic that must be continually dealt with in our world is the topic of social issues, and within that category I believe education is one of, if not the single most important. Gandhi had some very specific views on education. It was his belief that all people, regardless of circumstances or social standing, had a right to basic education. The term for the education system Gandhi promoted is Nai Talim – which translates to â€Å"basic education for all†. We will write a custom essay sample on Mahatma Gandhi or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Deeper than simply advocating education for all however, Gandhi proposed a total overhaul of the education system, in direct contrast to the British Imperialistic system that was in place at the time in that area of the world. Gandhi’s focus was on teaching practical and basic skills which could be useful at the community and village level. This is where I somewhat disagree with Gandhi’s view. I certainly see the historical reasoning for Gandhi to propose this kind of system in India; however I believe that in our world today his system is not superior to the development of highly specialized skills, beyond basic and practical skills. That small disagreement aside, Gandhi’s overall view on education does mirror my own. Education is a basic human right, and everyone should be granted this right. I believe that today more specialized education is needed than Gandhi advocated for, but our principles are completely aligned, and Gandhi’s over-arching ideas on education as a social issue can and should still be held today. As Damm (2005) states, â€Å"The end of all education should surely be service, and if a student gets an opportunity of rendering service †¦ he should consider it as a rare opportunity and treat it not as a suspension of his education but rather its complement.† (p.8) Branching out from education and social issues, the next important topic to consider in studying the life and works of Gandhi is his views on a career. In the western world we live in today the goal is simple, money. Everything comes down to money. In a western, capitalist civilization money is the key to happiness. To have a comfortable living, you must be educated and obtain a great job, along with a great salary, in order to fund a happy lifestyle. This is the reality of our world today. Based on Gandhi’s teaching and writings, he was in staunch opposition to this way of thinking. Gandhi, in his preaching, never spoke of how to better yourself or your own situation, but instead spoke of how to better others and help them. Dear (2005) quotes Gandhi, â€Å"If we would listen to the voice of God, I assure you we would hear God say that we are taking God’s name in vain if we do not think of the poor and help them†¦Try to identify yourself with the poor by actually helping them.† (p. 335) In examining the words of Gandhi, exemplified by the quote above, his thoughts on money and a career become clear. His total and complete focus on others, with complete and total disregard for himself and his own happiness and comfort in life, is nothing short of Jesus-like. Like Christ, Gandhi sought no reward for helping others. He looked for no personal gratification for his efforts, thus shunning the westernized â€Å"me-first† view that is the norm of our society today. On this, at least in theory if not in complete practice, Gandhi and I are in total agreement. My goal in my future career as a teacher is to help people. I want to educate. I am not looking to become overly wealthy; instead I am looking only to obtain my happiness through helping others. While not going to the extremes that Gandhi did, seeing as I do seek a paycheck for my services, I do still believe I can model myself after his teachings and beliefs on money and a career. Like him I aim to help others, not to just seek the best opportunity for myself to gain riches and wealth. Gandhi was not a Christian, but a practicing Hindu; however Gandhi surprisingly had a very Christian-like view on the nature of God. Certainly there are tenants of Hinduism that I, as a Christian, do not accept; but Gandhi through his life, works, and writings comes across to me as a great Christian teacher, regardless of his stated religion. Gandhi even addressed Christians directly at times. Dear (2005) again quotes Gandhi, â€Å"I suggest that all Christians must begin to live more like Jesus Christ† (p. 335) I have already outlined how Gandhi was Christ-like in his own actions, and also how he exemplified the Christian ideal of selflessness. Non-violence was also a major tenant of Gandhi’s teachings, much the same as it is a major tenant in Christianity through the teachings of Jesus. Following strictly to the teachings of Christ in the bible, Gandhi’s was a proponent of strict non-violence, not matter the situation. Howard (2011) writes, â€Å"Johnson recapitulates Gandhi’s thought that ‘counter-terrorism stimulates terrorism . . . each side justifying their violence as a necessary response to the terrorism of the other side’ (p. 109). He emphasizes the need to explore alternative approaches to confront violence and insecurity in the twenty-first century.† (p. 234) Here, I must disagree with Gandhi’s view. This quote shows that, just like Jesus, Gandhi was in favor of a strict non-violence policy. In today’s world, I just cannot agree with that. While non-violence is a great philosophy, and one I do agree with in the majority of situations, I do believe that in certain situations violence is necessary. Cases of terrorism are a perfect example. While Gandhi encourages seeking of a different solution than retaliatory violence, I see it differently. Regardless of the justification from each side, a terrorist attack on innocent and defenseless people, like that of Sept. 11, 2001 in New York, are a situation where non-violence as a practice must be set aside. Violence may beget more violence in the short run; however sitting idle will accomplish nothing at all in those types of situations. Non-violence is a great philosophy, one that I as a Christian support whole-heartedly, but my view is that exceptions must be made to every rule when the circumstances are extreme enough. While not being a Christian himself, Gandhi’s ideals and principle strongly coincide with those of Jesus. Christians today can learn a lot from the philosophy and teachings of Gandhi, and proudly take him as a role model. As a Christian, I have done exactly that through my research for this assignment. Gandhi’s views have only served to reinforce my faith in the teachings of Christ. I can firmly and whole-heartedly recommend that other Christians take on this great man as a role model and example of the Christian way of life, just as I have now done. References Damm, A. Mahatma Gandhi and Character Education in Non-Violence: Its Relevance in Religious Studies Today. Teaching Theology Religion (2011) 14.1. 3-12. Dear, J. Mahatma Gandhi: Nonviolence Leader. Cistercian Studies Quarterly. (2005) 40.3. 333- 336. Howard, V.R. The philosophy of Mahatma Gandhi for the twenty-first century. Philosophies East West. (2011) 61.1. 231-236. Mahatma Gandhi free essay sample Mahatma Gandhi who was the leader of India independence movement was the hero of Indian. Gandhi studied his university in England and continued his entire life in South Africa as well as India. Thus, Gandhi had both independent self and interdependent self because Europe and Africa has totally different cultures which are individualist cultures and collectivist cultures. (Chaudaha, K. , 2010) Independent self is a way to convey and express the self is unique as well as is autonomous and separate from the group. Internal attributes such as ability, goal, personality and so on is focused on. On the other hand, interdependent self is a way of sharing things and minds with others as well as read others’ mind. The participants are sympathetic, morally, socially and others. (Chandra, B. , 1989) Mahatma Gandhi is a respectful hero in man’s heart as he got independence for India through peaceful, non-violence and truth. (Rao, M. S. , 2013) Firstly, Gandhi wanted to perish the fight between Hinduism and Islam so he had to tour around the whole India to give a speech and fast. Although he was old at that time, he still adjusted the fight between two religious. In 1947, India became the nation of Hinduism and Pakistan became the nation of Islam under Gandhi’s adjustment. Besides, Gandhi was the leader of non-cooperation movement. In 1930, British enacted a new law and enhance the tax as well as price of the salt. Thus Gandhi started make salt by himself although he knew it is illegal. After 3 weeks, thousands of Indians joined his march and in the end Gandhi was caught and in prison. Although Gandhi had been caught at that time, this campaign was the most successful to make British upset while holding on India. Thus, Gandhi’s action and goal demonstrated his independent self. During the Satyagraha movement, Gandhi talked a speech about if possible, British police could go into Indian house to check their identification stuff. Most of the Indian was angry at him but they didn’t know the actual truth was Gandhi wanted Indians to stand up together and struggled against the British. He needed all Indians’ cooperation to proceed a peaceful, non-violence and non-cooperation movement. Furthermore, in the movement, Gandhi and Indians had 2 missions which are â€Å"non-violence resistance† and â€Å"non-cooperation with the British†. (Gandhi, 1982) Most of the Indians struck and followed Gandhi’s movement. The movement’s rules were not to buy British stuff, not to accept British government position, not to accept British education system, not to attend British meeting and others. Non-cooperation movement was the first attempt at all Indians as well as whole country struggle against the British. Gandhi said that without interrelation with society, he couldn’t realize his oneness with the universe. (Copland, I. , 2001) In my opinion, independent self and interdependent self can be coexistence. Although independent self and interdependent self are totally different in their meaning, they are coexistence due to the cultural value. Cultural value can be coexistence and characterized. (Raeff, C. , 2005) For example, if there has two American, one is South American and the other one is Africa American, their cultural heritage might be still let us to find the collectivist goals. Bicultural can also coexistence the independent self and interdependent self. For instance, Gandhi had experienced two kinds of cultural which is individualist and collectivist cultures. Besides, Gandhi also had both intrapersonal and interpersonal intelligence as he had good understanding of himself and also others. Thus, independent self and interdependent self can be coexistence.

Mathematically Modelling Basketball Shots Essay Example

Mathematically Modelling Basketball Shots Essay The manager of a professional basketball team is having a tough decision in choosing which of his two top scorers this season are better at free-throw shots. The final decision will go towards picking the team for Saturdays Cup Final match. On a training session one week before the match the coach decides to go all out and bring some mathematical genii in to model a situation where Lee Grimes and Dominic Aspbury, the goalscorers, will shoot at the basketball net. The mathematical genii are students from Cambridge and are benefiting from this opportunity in that they will be able to show evidence of coursework for their final exam. Their coursework will be using their abilities to collect data and test the appropriateness of a probability model on a real situation whilst the coachs aim will be to pick the better of the two players for the big game. If the random variables X and Y count the number of independent trials before the event, having a probability p, occurs then X and Y have geometric distributions: We will write a custom essay sample on Mathematically Modelling Basketball Shots specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mathematically Modelling Basketball Shots specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mathematically Modelling Basketball Shots specifically for you FOR ONLY $16.38 $13.9/page Hire Writer P ( X = r ) = q r 1 p where r = 1,2,3, X~G ( p ) and Y~G ( p ) I will define X as being the number of shots required before Lee shoots a basket. Therefore, Y is defined as the number of shots required before Dom shoots a basket. I will be attempting to see if X and Y have geometric distributions by taking samples of X and Y. The populations are the infinite range of shots capable from the two throwers taken in a discrete time period under varied conditions at the same level of skill. This is impossible to create so the coursework will have to involve sampling, therefore not producing results representative of the whole population. For this coursework I can not take random samples because it will not be possible to recreate due to the infinite choices of shot which could occur e.g. fatigue levels, mood type, improvement of skill level throughout the sampling etc. all could differ. I will record a sample of X by asking Lee to shoot a number of baskets and hence work out the relative frequency of success p. This result will allow me to model X as X~G ( p ) . Next I will record a sample for Y by asking Dom to shoot a number of baskets so that another value for the relative frequency of success p can be calculated. I can use the result to model Y as Y~G ( p ) . The conditions I will have to use are going to be as similar as possible to gain independent and identical shots. This will involve: * Five practice shots beforehand so that the feel of shooting is apparent a warm up before starting. * The shots being taken from the same free-throw position which is fifteen feet away from the base of the net and perpendicular to the back line. * The same type of shot being used using one hand to steady the ball and one to project the ball through the air. Same arms used each time. * The weather conditions being similar. In the sports hall there should be no significant alteration of the environment. * Each shot being taken one after the other to gain results, which will be under the most similar conditions. * When the shot is taken; a score implies one basket, a no score implies try again until you succeed. * Continue until the sample of eighty is reached and record all results If the data is successful I may be able to produce a reliable geometric model of the population from the sample enabling me to predict population parameters with greater confidence. Using the parameters I should be able to compare the populations by considering sample parameters. I have chosen a geometric model because it is an infinite distribution requiring discrete random variables and is able to accommodate the infinite range of shots that may be required to score a basket. The sum of all the probabilities will equal one (a probability density function). If X and Y have a geometric distribution, the distribution should look like this: The sample size shall be 80 as a large sample size makes the geometric distribution as accurate as possible for testing purposes. It also allows me to use the chi squared test on the model to check if there is any evidence to suggest that one thrower is better than the other at various critical levels. Assumptions that I am making to allow the model to work are that the trials are: * Identical: The factors are exactly the same. This provides a fair test and is a property of the geometric distribution. * Independent: The trials are not affected by the previous trial. The geometric model states that the events must be independent. No distribution could possibly account for the infinite amount of variables/influences that could occur e.g. improving skill as more shots are scored, fatigue etc. The variable would be different in each case. The five practice shots will make the distribution more geometric as it will warm up the performer beforehand so that they get used to the feel of shooting. * Have two outcomes score a basket or no score. * Repeated to gain the sample size Modelling the situation with a geometric distribution Let X be the number of attempts before a basket is scored for Lee: Probability of scoring a basket: P(score) = sample size/total number of shots = 80/269 = 0.2973977695 This implies X~G( 0.297 ) X can be modelled as a geometric distribution with a probability of scoring first time equal to 29.7% (1 d.p.) Finding Prob(X=r) Therefore P (no score) = 1 P (score) = 1- 0.2973977695 = 0.7026022305 Using the formula: P(X = r) = qr-1p where r = 1, 2, 3: q = probability of not scoring p = probability of scoring P( X = 2) = 0.7026022305 x 0.2939776957 = 0.2065493847 P( X = 3) = 0.7026022305(3-1) x 0.2939776957 = 0.14512205844 Finding Expected Frequency Expected Frequency for (X = r) = Prob (X=r) x sample size Therefore Expected Frequency for (X = 1) = 0.2973977695 x 80 = 23.791821 Expected Frequency for (X = 2) = 0.2065493847 x 80 = 16.7161869 Let Y be the number of attempts taken before a basket is scored for Dom: Probability of scoring a basket: P(score) = sample size/total number of shots = 80/345 = 0.231884058 This implies Y~G ( 0.232 ) Y is geometric with a probability of scoring first time equal to 0.232 (3 d.p.). This result states also that there is a 23.2% chance of scoring on the first attempt and I aim to model these results by a geometric distribution. Therefore P(no score) = 1 0.231884058 = 0.768115942 Therefore for Dom: P (Y = 2) = 0.768115942 x 0.231884058 = 0.1781138416 P (Y = 3) = 0.768115942(3-1) x 0.231884058 = 0.1368120813 Expected Frequencies will be: (Y = 1) = 0.231884058 x 80 = 18.55072464 (Y = 2) = 0.1781138416 x 80 = 14.24910733 Chi Squared Distribution The chi-squared distribution can be applied to measure the goodness of fit for the geometric models. It will examine the goodness of the model by considering the number of possible outcomes of the events and will analyse the validity of the assumptions. Thevalue will be expected to be small to suggest that the model fits the real distribution. A large value would suggest that the model is unlikely to be correct so I will use a 10% critical region to test it. * If thevalue lies within the critical region then, assuming the model is correct, it would mean that there is less then 10% chance of a result as high as this occurring. We reject the model as a consequence and conclude insufficient sampling etc. * Alternatively, if the value lies outside the critical region, the result is valid and there is a larger possibility of the value being what it is. The model is assumed to be correct and the model is accepted. Conclusion would be to state that the statistical model is appropriate to the situation and the assumptions are correct. In the tables, the expected and observed frequencies were calculated but how close together are the values? The closer the observed value to the expected value the more accurate the geometric model will be. The goodness of fit statistic is: where O = Observed Frequency E = Expected Frequency To find the best measure of goodness of fit, add up all values for each statistic and compare with the 2 probability distribution tables. The chi squared test should only be used if the expected frequency of a cell is more than five which means some of the groups are going to have to be combined. This enables the chi-squared distribution to be better approximated. The total frequency of expected frequencies should also be over 50. This makes the chi squared test work at a more accurate level. Lees chi squared test Using the equation : As we can see by the result = 7 To analyse the result with the chi squared test the number of degrees of freedom have to be established following this procedure: Degrees of Freedom = Number of Cells Number of Constraints In Lees table there are seven cells. The number of constraints is two because: o A sample size of eighty is one constraint: The sample has to be eighty. o The probability is another constraint: The mean of the model has to equal the mean of the data so we used the data to work this value out. * Therefore: Degrees of Freedom = 7 2 = 5 * at 10% critical level i.e. prob ( ) = 0.9 * but observed value of = 7.478504913 * 7.478 is less than 9.236 * therefore, the value is not in the critical region (result taken from probability distribution table) The value is not in the critical region implying the model is significant enough to use. Lees results fit into the geometric distribution model and therefore it is a good model for Lees data. There is evidence to suggest that the assumptions are true and therefore we accept the assumptions as part of the geometric model. See graph above for explanation of what the results show. Doms Chi Squared Test Using the equation : As we can see by the result = 5.694287179 * Degrees of Freedom = 8 2 = 6 * at 10% critical level i.e. prob ( ) = 0.9 * but observed value of = 5.694287179 * 5.694 is less than 10.645 * therefore, the value is not in the critical region (result taken from probability distribution table) Doms results fit into the geometric model, as the value is not in the critical region of 10%. We can assume that the geometric model was a good model to use for his results. We can again accept the assumptions as there is no evidence to suggest they do not fit into the geometric distribution. See graph above for an explanation of what the results shows. Both results are comfortably in the geometric distribution proving that they are reliable results/models and the assumptions made are valid. We can adapt Doms model so that five degrees of freedom can be used giving the same accuracy as Lees result. I am predicting that it wouldnt affect the results because there would need to be a dramatic increase in the value for it to be of any significance. Both performers have had their results analysed at the same number of degrees of freedom and there was no significant difference. It shows no alteration for the final conclusion and still no evidence is available to reject the models. Both results have shown X and Y can be modelled by the geometric distribution. By knowing this I could produce confidence intervals for any parameters I estimate from the distributions. However at this stage I will calculate the relevant parameter for this piece of coursework. I will estimate the expected number of shots required by Lee and Dom to score a basket. Expected Mean Values To find out the expected mean value for a geometric distribution it is defined as the sum to infinity of: all the probabilities, which are multiplied by the value of X (in Lees case), Y (in Doms case). This can be simplified conveniently to 1/p where p is the probability of scoring when X = 1 For Lee the expected mean value would be E[X] = = 3.3625 (4 d.p.) For Dom the expected mean value would be E[Y] = (4 d.p.) These results demonstrate the average amount of shots it takes until the performer scores. Lee, having a lower expected mean value than Dom, is shown to be the better free-thrower as he takes an average of approximately three shots to score, unlike four shown in Doms case. The total number of shots can be a very rough indicator of who seems to be the better free thrower. Lee took 269 shots and Dom accomplished 345 shots to score 80 baskets. Does this imply that Lee is more accurate? According to the expected mean values and the probabilities of scoring for each model it reinforces Lees success where all three tests are in his favour. There is a much higher chance now of Lee being picked for the game on Saturday. A factor of the investigation was whether taking constant shots at the basket improved performance. This may happen because training has occurred and the brain is learning from past mistakes. The question being asked is, were the five practice shots enough practice to enable an independent model to be produced or should it not have occurred? Raw data results were recorded in two stages; first 40 and second 40 and it suggests small decreases in many of the cells for 2nd 40 especially in Doms case. Lower values of X or Y become more frequent in the 2nd 40. This complicates results and so is a factor to consider if the coursework is completed again. The decreases in the higher X or Y values and the increases in the smaller X or Y values suggest evidence of fatigue, boredom, frustration etc. I can say now that skill level did not increase during the collection of the sample size but what is more likely to have occurred is the opposite. The explanation for Dom being more tired, bored or frustrated is probably because he shot a total of 345 baskets whereas Lee completed his in 269 shots. Two parent populations (X and Y) have been tested against geometric probability models and it so happens that they fit very snugly into them. Therefore, we can apply the knowledge that counting the amount of times before a basket is scored is modelled very well using a geometric distribution. There may be only two populations but they both show noticeable differences in their results and remain well within the statistical model. I will assume that it is highly probable for most other populations to fit into the geometric distribution on the basis that my models are very appropriate for the investigation. I have modelled the basketball situation in a real life atmosphere and the model was successful. Even though the situation is based on a theoretical distribution it was modelled appropriately. The club should now prepare for Lee having the role of free-thrower in this Saturdays cup final and accepting the fact that Dom is on the subs bench for the start of the game The data sampling was very organised and strict but not random. To have taken a random sample would mean: * Watching a random sample of club games throughout the season * Watching a sample of free-throws made by the performers from the game * Calculate who is most accurate A problem with this is time, as it would take a year to go through just one season, therefore it is impractical and illogical. The physical form of the player should also alter throughout the season so a random sample of more than one season would have to be made. A much better way is to watch all training sessions and take a general overview of who supplies the most points in miniature matches from free throws. This gives more of a view of consistency than on the day performance but during game situations the performer will be thinking more logically. A sample of eighty straight baskets is tedious and will affect performance. Modifications * Use a longer time period. The performers were rushed to collect their sample size within two hours as a result of school timetabling and so one of them had to rush his last twenty shots. * Use the same time period i.e. one performer did it one day and the other completed it the next day. Conditions may have been different and morale, energy etc may be variated for both Dom and Lee * Use foot-mats on the floor so that it indicates an exact position for the feet to stand instead of just using the line. This may be an insignificant difference but to improve the coursework it is better than no difference at all. * Using the same basketball. Half way through the sample collection the basketball was lost leaving us the trouble of having to use another basketball maybe of different weight, age etc and possibly affecting the results Improvements * I would like to calculate confidence intervals for both expected values (X and Y) to determine my degree of confidence in Lee being a better freethrower. * I would also like to be able to see if my result E[X] = E[Y] was statistically significant

Free Essays on Environmental Chaos

â€Å"Environmental Chaos† For years man has succumbed to his primordial desire of acquiring riches, which has plagued society since biblical times. The natural man’s attitude is an enemy of the environment and will continue to be so as long as man continues to be lead by the pursuit of wealth. This so called pursuit of wealth threatens to destroy the integrity of the environment and mankind as we know it. Greed has instilled an irresistible desire to own and control everything. We are content to stop at nothing to achieve our goals and dreams. But what man doesn’t understand is that this type of attitude brings heavy consequences to bare. Our blatant disregard and disrespect for the environment will have resounding effects for future generations. The challenge of living in harmony with the earth is as old as society itself. This relationship changed dramatically a little more than two centuries ago with the Industrial Revolution. Using the new technology of the steam engine in the early 19th century, and the recent use of the internal combustion engine, society has found itself able to exploit the energy locked in such fossil fuels as coal, oil and gas. At the same time, dramatic gains in agricultural productivity made possible by mechanized farming, fertilizers and more efficient water use pushed people from farms into factories and cities. The result has been a revolution in our standard of living that the most of the world has never seen or knows nothing about (Beyond the Horizon 1). The effects of this revolution to the environment and ecology are astounding. On a daily basis we continue to dump contaminates and pollutants into the atmosphere that will remain in the air for years to come. Sadly enough, most of us don’t even know about this pollution because the effects are not immediately visible. For instance, a latency period of as much as thirty years after exposure to a toxic agent has been observed b... Free Essays on Environmental Chaos Free Essays on Environmental Chaos â€Å"Environmental Chaos† For years man has succumbed to his primordial desire of acquiring riches, which has plagued society since biblical times. The natural man’s attitude is an enemy of the environment and will continue to be so as long as man continues to be lead by the pursuit of wealth. This so called pursuit of wealth threatens to destroy the integrity of the environment and mankind as we know it. Greed has instilled an irresistible desire to own and control everything. We are content to stop at nothing to achieve our goals and dreams. But what man doesn’t understand is that this type of attitude brings heavy consequences to bare. Our blatant disregard and disrespect for the environment will have resounding effects for future generations. The challenge of living in harmony with the earth is as old as society itself. This relationship changed dramatically a little more than two centuries ago with the Industrial Revolution. Using the new technology of the steam engine in the early 19th century, and the recent use of the internal combustion engine, society has found itself able to exploit the energy locked in such fossil fuels as coal, oil and gas. At the same time, dramatic gains in agricultural productivity made possible by mechanized farming, fertilizers and more efficient water use pushed people from farms into factories and cities. The result has been a revolution in our standard of living that the most of the world has never seen or knows nothing about (Beyond the Horizon 1). The effects of this revolution to the environment and ecology are astounding. On a daily basis we continue to dump contaminates and pollutants into the atmosphere that will remain in the air for years to come. Sadly enough, most of us don’t even know about this pollution because the effects are not immediately visible. For instance, a latency period of as much as thirty years after exposure to a toxic agent has been observed b...

Narrow Your Focus for a Research Paper

Narrow Your Focus for a Research Paper It is typical for students to set off on a research topic only to find out that the one theyve chosen is too broad. If you are lucky, you will find out before you conduct too much research, because much of the early research you carry out might be useless once you finally narrow your topic. It is a good idea to run your initial research idea by a teacher or librarian to get an expert opinion. He or she will save you some time and give you some tips on narrowing the scope of your topic. What Is Too Broad? Students get tired of hearing that their chosen topic is too broad, but it is a very common problem. How do you know if your topic is too broad? If you find yourself in the library staring at a entire section of books that could work as references for your topic, it is too broad! A good topic addresses a specific question or problem. You should see only four or five books on the shelf that address your specific research question (maybe fewer!).If your topic can be summed up in a word or two, like smoking, school cheating, education, overweight teens, corporal punishment, Korean War, or hip-hop, it is too broad.If you have trouble coming up with a thesis statement, your topic is probably too broad.​ A good research project must be narrowed down in order to be meaningful and manageable. How to Narrow Your Topic The best way to narrow your topic is to apply a few of the old familiar question words, like who, what, where, when, why, and how. Paddling as punishment:Where?: Paddling in grade schoolWhat and where?: Emotional effects of paddling in grade schoolWhat and who?: Emotional effects of paddling on female childrenHip-hop dancing:What?: Hip-hop as therapyWhat and where?: Hip-hop as therapy in JapanWhat, where, and who?: Hip-hop as therapy for delinquent youth in Japan Eventually, you will see that the process of narrowing your research topic actually makes your project more interesting. Already, youre one step closer to a better grade! Another Tactic Another good method for narrowing your focus involves brainstorming a list of terms and questions related to your broad topic. To demonstrate, lets start with a broad subject,  like unhealthy behavior as an example. Imagine that your instructor has given this subject as a writing prompt. You can make a list of somewhat-related, random nouns and see if you can ask questions to relate the two topics. This results in a narrow subject! Here is a demonstration: ArtCarsBedbugsEyeballsSandwiches This might look random, but your next step is to come up with a question that connects the two subjects. The answer to that question is the starting point for a thesis statement, and a brainstorming session like this can lead to great research ideas. Art and unhealthy behavior:Is there a specific piece of art that represents the hazards of smoking?Is there a famous artist who died from an unhealthy habit?Sandwiches and unhealthy behavior:What happens if you eat sandwiches every day for dinner?Are ice cream sandwiches really bad for us?

Issues of medical waste related to business, society, and government Essay

Issues of medical waste related to business, society, and government - Essay Example The spread of infections is easy if medical waste is accessible in such a manner posing a threat to the society. The haphazard disposal pollutes the environment making living around dump sites uncomfortable. The government, society and the business firms all have to work in unison to alleviate the problem of medical waste. The society is the receiver of the shortcoming of poor medical waste handling. The gases released in the atmosphere from the hospitals like sevoflurane, isoflurane and desflurane contribute to global warming (Talsma, 2009). The society is suffering from poor medical waste management. The hospitals disposing of the waste are part of the society as their business is from the sick individuals in the society. The workers in the health institutions and facilities are part of the society and need to be in a clean environment free from contamination. The three parties are affected by the waste. They have to ensure that the best waste management method in use at all cost. Organisations always prefer maximizing their profits. The social responsibility of organisations is engrained in the business culture. If an organization is not socially responsible, the company may use any means include unethical to achieve its objectives. Profits made by hospitals can be in the allocation of partly ensuring that the waste is disposed appropriately. The appropriate disposal methods are costly as sorting and grouping of waste requires time and extra labour. Hospitals should accept to bear such cost to ensure that the environment is sustainable for the society. The social responsibility is important as it indicates the value the hospital attaches to it. The government regulate the business through legislation. The laws the government sets are important in waste management. These laws are compulsory and not optional they thus ensure that a set standard is in maintenance. Self-regulation is important as it ensures that set

What Factors Contribute to Cost Increases in Higher Education Research Paper

What Factors Contribute to Cost Increases in Higher Education - Research Paper Example Unlike older days, the global niche has become more and more competitive. It is a race; survival of the fittest. The more skilled and educationally equipped the more chance you have to fight and survive. Catching up with the technology is one way higher education enhance economic development as graduates are better equipped to use new technologies. It is a complete cycle as higher education provides better job opportunities which in turns run the economic engine providing more capital which can be collected back as taxes and used to further improve the framework of higher education. (Bloom et al 2006). Concept that higher education plays an important role in the economic development and institutions can stimulate productivity was first introduced by Theodore W. Schultz. He introduced the idea of Human capital and its link to modernizing economy which flourished into complete Human Capital Research Program influencing many researchers and policy makers. (Teixeira 2006).The nations hav e long realized the significance of higher education and much has been done to build a solid infrastructure that can extract and polish the skills of an individual. But the capital required to obtain such qualifications is on the rise making it difficult for a middle class family to afford. According to the US statistics shown by Institutional Characteristics Survey tuition fee charges remained relatively stagnant in the 1970s. But there was a considerable increase in fee charges between 1980 and 1990. This increase not only had a great effect on the student and parents but also on education policymakers. In the same survey it was noted that rate of increase was greater at public institutions as compared to private institutions. Despite increase in tuition charges, number of students continuing on to higher education after finishing their high school has raised from 49% in 1980 to nearly 62% in 1993. During 1992-93 full time students attending a public school received financial aid on an average of 29%. The aid was greater for families with poor income about 80% and less for high income families about 10%. (Livingston 1995). Some enthusiast believes that higher education should be free. Many would agree that this statement is misconstructed. Even though sometimes consumer may not have to pay for a product but someone else in the background is bearing the cost. Going through a lot of literature I realized that it has been debated extensively but the question is still the same: who should pay? (Johnstone et al 2010). Before we can answer this question we need to understand different policies which provide the revenue that fuel the education system. The most common and classical model is General Tax system. In this policy, the funds are collected via general taxes imposed on every individual of the country. This model has served well over the decades but in general violated the beneficiary pays principle. Although university graduates mostly contribute in this re venue collection, a large proportion never attended the university and still has to pay. However, this policy is in line with equal opportunities for equal abilities principle. Second plan that provide funds to higher educational system is implementation of tuition fees and scholarship combination model. Institutions take a considerable amount of tuition fee to compensate for the operating cost. This is line with the beneficiary pays principle but defies the principle of equal access. This model favors the

Marketing Essay Example for Free

Marketing Essay For any entrepreneur, marketing is an important component for the success of all businesses. Marketing can be identified as the process in which any business informs, satisfy and keep possessions of its customers. It is the main ingredient to bringing in customers to increase profits for a business. Many may think that marketing is as simple as advertisements and promotions but in the real business world to be successful, marketing is a bit more complex. A business needs a solid marketing plan to succeed and also to show the investors the company is able to return the investment the investors have given. For an entrepreneur to master the marketing skill the individual must understand the marketing mix. Marketing mix is the combination of the elements of marketing and what roles each element plays in promoting your products and services and delivering those products and services to your customers (about. com). Elements of Marketing Mix The marketing mix has four elements and until recently there have been a few new added elements which are referred to the 4 ps or the 7 ps of marketing mix. The 4 ps of marketing are product, place, price, and promotion and the additional p’s are process, people and physical evidence. When looking at it from a business sense of view it make a lot of sense because even though the added p’s can be explained in the original 4 ps, they each can stand alone. For instance process can be looked at as the protocol used by businesses for the marketing strategies and people can be seen as what they used to explain in debt the product or services. Last but not least physical evidence is what most consumers today go by which shows firsthand that a product or services does work. Product is the product and services offered to your customer, and how they are different from the competitors’ products. Businesses also have to make sure when offering a product to their customers it has to have the correct features meaning it must look good and work well and have enough to go around. Price is described as how you price your product or service so that your price remains competitive but still allows you to make a profit. In pricing businesses should also keep their targeted market in mind ensuring it is affordable to them and potential future customers. Place is describe as the distribution or where your business sells its products or services and how it gets those products or services to your customers. Place is very important because a business would want to make sure that their goods and services arrive when and where they are needed. For the promotion element it is the methods used to communicate the features and benefits of your products or services to your target customers. In today market promotion is made easier because your targeted consumer can be reached by the push of a button. With that being said businesses should keep technique and deliverance of the product and services offered into consideration also. The fifth p in marketing mix is described as people and is how your level of service and the expertise of the people who work for you can be used to set your business apart from the competitors. With the majority of products and services being offered by the click of a button, most consumers tend to rely on reviews to help them decide. If the business does not have the right people that look professional and have good ethics with the knowledge of the product or services they are selling it can hurt the business extremely. Which brings us to the saying a first impression last. Organization The Atlanta barber and beauty supply company or ABBS is an organization that supplies barber and beauty shops all around the country. They have been in business serving professional barber shops since 1946 with new, used and antique barber supplies and equipment. It is specifically marketed to the licensed barber or beautician shop owners. Just like any other organization ABBS has used the four elements of marketing mix to assist in the marketing strategy. For the product element the company has shown how each of their products are of great professional quality and last for years. Even though they sell top quality products, they also provide lower end products for those that maybe not willing or able to spend as much. They sell the same products as their competitors but they have a wider variety of clippers and shears in stock that are antiques. This allows them to provide their products to a larger consumer group from the older shops to the younger and ever changing shops. The company takes pride in having any kind of hair products in stock. Some barbers have specialty shops that only cater to an older market and likes nostalgic products and equipment to make their shop look and feel like the barber shops of the past, and ABBS has these products and items in stock and can ship them anywhere all around the world. This element does not affect the development of the company’s marketing strategy because it helps it by making sure the company keeps plenty of stock of their products. This element also gives the company a reason to look at other countries hair products to see what new products are being made and used in that country that can be sold to that market in the future. In the price element this affects the marketing strategy of the business by making the company decide how to price their products without making the price to expensive but attractive to customers to gain more customers than the competitors. The prices for the products are at competitive rates but lower than other barber supply companies because they give discounts to the owners of the barber shops. They also give a discount on shipping on all items purchased $60 and over. That is a strategy to bring in and keep more customers to use their internet website. The place element/distribution element for the ABBS is placed in 186 Mitchell St. S. W. Atlanta, GA that is the main building set for distribution of all barber and beauty products. The company utilizes its internet website by offering its products via e-commerce to a worldwide market. This affects the company’s marketing strategy and tactics in a good way by broadening their market to attract more customers. The more the clients they can generate worldwide the more the companies’ profits will increase. The internet is the best tool to advertise a business and its products these days, because of its power to reach a mass amount of people around the world in a matter of seconds. They also use catalogs to keep their existing customers updated on new products and price and can also be a good way of keeping them in the loop of new adventures to come. In past years the radio and TV ads were the top marketing tool for businesses, but it came with an expensive price to get a radio or TV ad spot it also only reached a local market so small businesses were stuck only doing business domestically. The internet made it easier and cheaper for mainly anyone to advertise anything to anyone all around the world. Now the company distributes its products from the main building in Atlanta to thousands of clients in many different countries. The ABBS Company has developed policies for its internet clients that are overseas; it also ships to APO/FPO addresses. In the promotion element the company communicates through the internet to advertise its products it also sends out catalog magazines to all new barbershops that are listed in the phone books of each city. The company is a top search when searched on Google. ABBS promotes the business in all forms of the marketing aspect, from newspaper ads, magazines, radio/TV ads, and the internet. Conclusion In conclusion new entrepreneurs understand that the marketing mix is a good tool to use when planning the marketing strategy of the business. It shows that these strategies are ever evolving with time and for a business to be and keep being successful their approach to cater to their consumer must also evolve. After identifying the four elements of marketing mix which are product, price, place, and promotion I was able to describe how each element affected the development of the company’s market strategy and tactics. I also described how each of the four elements was implemented for the business, and identified the industry in which ABBS exists.

Television as a Teaching Tool :: Papers

Television as a Teaching Tool In the world we are living in today there are a great many people who will tell you televisions are an amazing teaching tool, or that they bring quality entertainment to millions of people around the world. This is quite simply a lie. Television is no 'great teacher' or 'show stopper', but an evil machine, an evil mind-numbing machine. You only need to look at the effects that Logi-biards contraption has on people, to see what I mean. They sit in front of trashy soap operas, with their far-fetched storylines and sub standard acting, stuffing junk food into their faces. These 'Tele-Addicts' will, with no hesitation, watch hours upon hours of programmes, wasting evening after evening in front of their 'goggle boxes'. From the very first moment they turn on their televisions, they turn off their brains and become transfixed on the screen. They begin to plan their lives around the television schedule; the T.V Guide has become their bible. If you observe someone watching television it's easy to see that they have turned off their body and minds except for their hands. Their hands are now on autopilot used on the odd occasion to operate the remote or stuff junk food in to their faces. You could set off a bomb in the same room with them and I doubt they'd notice, as long as it doesn't interrupt the programme they were staring at they couldn't care. There are actually only two things you can do to distract an addict from their televisions and just prey to God you don't do them! Well what are these two 'Sins' of which I speak? Standing in front of the screen and touching the remote control. Quite trivial things you may think, but if you dare to commit either one of these crimes against television you will receive the same response. You'll be hit instantaneously with a tidal wave of foul language and violent gestures. It's a totally primal response, it as if evolution never took place.

Oprah Winfrey’s 2008 Stanford Speech

This speech was about three lessons that Oprah Winfrey has come across in her professional and personal life. She talked about striving to be yourself and not anyone else and how you can grasp failure and turn it around by embracing it and finding the solution, and lastly how happiness comes when you give back to others. Her first lesson was about striving to be your own self; she talked about in the beginning of her professional career when she had a job in Baltimore as a news anchor. She was constantly holding Barbara Walters as the image she wanted to be in her career and wanted to be like.So she was always trying to talk like Barbara, look like Barbara and act like Barbara†¦ And she kept getting it wrong. She felt the need to be spontaneous and more of herself when she would read some of the headings†¦. Especially upsetting headings with disasters involved. So she would sometimes not pre-read any of headings until she was live so it would come across more realistic. She once covered a story of a horrible fire and afterwards ran to the scene and helped the fire victims by providing blankets. She never lost her empathy.She ran into some barriers during this job that ultimately helped her find her true purpose in life. The first barrier was that her boss let her know that they did not like the way she looked, and that they wanted to give her a new name that they thought would be more â€Å"friendly† and would be remembered by the public. She refused to change her name but did try to improve her looks by getting a perm that eventually made her hair fall out. She was let go from her position as the news anchor and placed on a talk show instead. It was there on the talk show that she felt she was at home and knew she had found her purpose in her life.So here she learned that she should never try to be anyone other than herself†¦ and that when you are doing something you are supposed to do you will feel right about it. She referred to it as f eeling â€Å"at home†. Her second lesson was about embracing your failures and leaning with them instead of resisting them to find the solution. She talked about some of her failures and how she gained from them instead of being devastated. She mentioned her job loss in Baltimore†¦ at first she was upset but it turned out to be one of the best things to have ever happened to her because out of t she would up on a television show and found her place in her future HUGE professional life. She talked about how your gut can tell you a lot. When you are doing something you’re supposed to be doing your gut will let you know it. When you’re doing something you probably shouldn’t be doing, your gut will also tell you. Something just won’t feel right. That there is an inner voice inside you that you must follow and that it guides you through life. She calls is â€Å"life’s whisper†. Oprah stressed that when devastation hits you, take a ste p back and ask â€Å"what is this trying to teach me? She told the story of building a school in Africa for girls and took so much effort into making sure the building was perfect for the girls. Then she found out that one of the dorm matrons was suspected of sexually abusing the girls. She expressed how devastating this was to her and that she had to take a step back and ask herself what was the lesson here? She realized she was paying attention to all the wrong things. That she built that school from outside in, when what really mattered was the inside. She also expressed that she feels you never stop learning.She was referring to the graduates of Stanford that their education journey does not end her and that looks to the earth as a huge school never ending learning experience, and that she is still learning to this day. She went over a few quotes by her father and by BB King. Her last lesson was about giving back to others. And in order to be happy you MUST give back to others. And with that comes happiness. It gives you gratitude and makes you feel good. She also said to be a part of something bigger than yourself because life is a reciprocal exchange.She expressed that giving back is the greatest lesson of all to her. She talked about how in her career how she has given back in numerous amounts of ways and gave advice for whenever you’re in a mess, you help someone else get out of a mess†¦ whenever you are in pain, help someone else in pain, whenever you have a loss help someone else with a loss†¦. She talked about how the founders of Stanford University lost their son and how they took their pain and sorrow and channeled it into grace and started the University and helped other people with children like their son.She told the students that whatever their career may be that they use their ability to help others and pass along greatness. She ended with a Martin Luther King, Jr. quote. Speech Analysis Oprah gained the audience’s at tention right away because she is a widely known influential media leader. She is the Oprah Winfrey. She started by telling the audience she had a secret and that one of the students Kirby (Gail King’s daughter) was her god daughter and gave a quick story of how she knows Kirby and how proud she was of her god daughter for graduating.This was also part of an attention getter. Oprah used good eye contact and her voice manner was very pronounced and sure of herself. She is obviously a very experienced speaker, being Oprah. She used humor throughout her speech such as saying â€Å"Stanford† with a serious tone in her voice. She kept her speech very relatable to the graduates of Stanford by talking about her professional career and all her goals she met and would occasionally talk to them specifically and give them advice about when they go out in their career how they can help, or not to give up because of failures, etc.Oprah had good body gestures and moved her arms arou nd when talking, gave great pauses for emphasis and looked around at the audience. She did not seem to read her speech word for word, but rather just glance down at her notes and just speak freely of her own experiences. She talked a lot about her college career in the beginning of her speech which also gained attention from the graduates. O Oprah’s vocal tone was as always, inviting and I think that really kept the audience engages and very attentive towards her and what she was saying even though her speech was pretty long (30 min).Oprah was never repetitive and her examples were very witty and relatable. She gave each audience member two books from inspirational writers that she claimed helped her with her own life. She joked with the audience saying she wished she could have gotten everyone cars, but couldn’t pull it off. Oprah’s speech was very inspirational, impacting and I believe left a huge impression and impact on those 2008 graduates’ lives. I loved the speech and am happy I watched it and picked this one to analyze.

Response Paper of Meditation Four, Five, and Six

Descartes talked about the true and the false, and how we make mistakes in Meditation Four. Descartes believed that error as such is not something real that depends upon God, but rather is merely a defect. And thus there is no need to account for my errors by positing a faculty given to me by God for this purpose(546). He thought that the reason why we make mistakes is that the faculty of judging the truth, which we got from God, is not infinite(546). When Descartes focused more closely on more closely on himself and inquired into the nature of his errors, he noted that errors depend on the simultaneous concurrence of two causes: intellect and will(547). He didn’t believe that God ought to have given us a greater faculty of knowing than he did(547). So we cannot make no mistakes like God. Then Descartes raised a question that can he complain that the will or free choice he have received from God is insufficiently ample or perfect(547). After using paragraphs talking about it, Descartes perceived that the power of willing is not the cause of his errors, for it is most ample as well as perfect in its kind(548). This idea is similar to Augustine’s ides in On Free Choice of the Will. Then he thought if he held off from making a judgment when he do not perceive what is true with sufficient clarity and distinctness, it is cleat that he was acting properly and not committing an error(548). In the end, he said he would indeed attain it if only he paid enough attention to all the things that he perfectly understand, and separate them off from the rest, which he apprehended more confusedly and more obscurely(549). Descartes talked about the essence of material things and prove that God exists again. Descartes said that it is obvious that whatever is true is something, and he have already demonstrated at some length that all that he know clearly is true(550). Then he thought that it is obvious to anyone who pays close attention that existence can no more be separated from God’s essence than its having three angles equal to two right angles can be separated from the essence of a triangle(551). So existent belongs to the essence of God. Descartes can no more think of God as not existing than he can think of mountain without a valley(550). Actually, I do really agree with Descartes’ prove process, even if I do not agree with some of his conclusion. I think the way he prove things is rational and logical. He thought we should raise some ideas which he has no doubt about it. Then he use them to prove things. It just like what Euclid did in Elements. Raise some Axioms first, then use them to prove all others and build the whole system. Elements presents them in a single, logically coherent framework, making it easy to use and easy to reference(3). But the key point to get a true conclusion and build a logical system is to find the correct Axioms or foundations. I have to say that Axioms or foundations changes because of the religion and the development of science. For example, the Axioms of the theory of relativity are different from the classical physics’ Axioms because human know more about the nature. Descartes thought that necessary existence belongs to the essence of God in Meditation Five, and take it as a foundation. But there must be someone does not think so. He thought that because of his brief. But someone may not believe in God. I think Axioms or foundations might be various depends on individual difference and timed difference. But I think if you can raise your own Axioms or foundations build a logical system and make sense, it well be good for sure. We cannot get the truth straightly, it just like we climb up cockle stairs. And all Axioms and foundations and knowledge systems which are built by different foundations does contribute to achieving the truth. Without the old foundations and the system built by them, we cannot have new recognizing and raise new foundations to build new system and approach the truth.

Battle of Short Hills in the American Revolution

Battle of Short Hills in the American Revolution Battle of Short Hills - Conflict Date: The Battle of Short Hills was fought June 26, 1777, during the American Revolution (1775-1783).   Ã‚   Armies Commanders: Americans General George WashingtonMajor General William Alexander, Lord Stirlingapprox. 2,500 men British General Sir William HoweLieutenant General Lord Charles CornwallisMajor General John Vaughanapprox. 11,000 men Battle of Short Hills - Background: Having been expelled from Boston in March 1776, General Sir William Howe descended on New York City that summer.   Defeating General George Washingtons forces at Long Island in late August, he then landed on Manhattan where he suffered a setback at Harlem Heights in September.   Recovering, Howe succeeded in driving American forces from the area after winning victories at White Plains and Fort Washington.   Retreating across New Jersey, Washingtons beaten army crossed the Delaware into Pennsylvania before halting to regroup.   Recovering late in the year, the Americans struck back on December 26 with a triumph at Trenton before achieving a second victory a short time later at Princeton. With winter setting in, Washington moved his army to Morristown, NJ and entered winter quarters.   Howe did the same and the British established themselves around New Brunswick.   As the winter months progressed, Howe commenced planning for a campaign against the American capital at Philadelphia while American and British troops routinely skirmished in the territory between the encampments.   In late March, Washington ordered Major General Benjamin Lincoln to take 500 men south to Bound Brook with the goal of collecting intelligence and protecting farmers in the area.   On April 13, Lincoln was attacked by Lieutenant General Lord Charles Cornwallis and forced to retreat.   In an effort to better assess British intentions, Washington moved his army to a new encampment at Middlebrook. Battle of Short Hills - Howes Plan: A strong position, the encampment was situated on the south slopes of the first ridge of the Watchung Mountains.   From the heights, the Washington could observe British movements on the plains below which stretched back to Staten Island.   Unwilling to assault the Americans while they held the high ground, Howe sought to lure them down to the plains below.   On June 14, he marched his army Somerset Courthouse (Millstone) on the Millstone River.   Only eight miles from Middlebrook he hoped to entice Washington to attack.   As the Americans showed no inclination to strike, Howe withdrew after five days and moved back to New Brunswick.   Once there, he elected to evacuate the town and shifted his command to Perth Amboy. Believing the British to be abandoning New Jersey in preparation for moving against Philadelphia by sea, Washington ordered Major General William Alexander, Lord Stirling to march towards Perth Amboy with 2,500 men while the rest of the army descended the heights to a new position near Samptown (South Plainfield) and Quibbletown (Piscataway).   Washington hoped that Stirling could harass the British rear while also covering the armys left flank.   Advancing, Stirlings command assumed a line in the vicinity of Short Hills and Ash Swamp (Plainfield and Scotch Plains).   Alerted to these movements by an American deserter, Howe reversed his march late on June 25.   Moving quickly with around 11,000 men, he sought to crush Stirling and prevent Washington from regaining a position in the mountains. Battle of Short Hills - Howe Strikes: For the attack, Howe directed two columns, one led by Cornwallis and the other by Major General John Vaughan, to move through Woodbridge and Bonhampton respectively.   Cornwallis right wing was detected around 6:00 AM on June 26 and clashed with a detachment of 150 riflemen from Colonel Daniel Morgans Provisional Rifle Corps.   Fighting ensued near Strawberry Hill where Captain Patrick Fergusons men, armed with new breech-loading rifles, were able to force the Americans to withdraw up Oak Tree Road.   Alerted to the threat, Stirling ordered reinforcements led by  Brigadier General Thomas Conway forward.   Hearing the firing from these first encounters, Washington ordered the bulk of the army to move back to Middlebrook while relying on Stirlings men to slow the British advance. Battle of Short Hills - Fighting for Time: Around 8:30 AM, Conways men engaged the enemy near the intersection of Oak Tree and Plainfield Roads.   Though offering tenacious resistance that included hand-to-hand fighting, Conways troops were driven back.   As the Americans retreated approximately a mile toward the Short Hills, Cornwallis pushed on and united with Vaughan and Howe at Oak Tree Junction.   To the north, Stirling formed a defensive line near Ash Swamp.   Backed by artillery, his 1,798 men resisted the British advance for around two hours allowing Washington time to regain the heights.   Fighting swirled around the American guns and three were lost to the enemy.   As the battle raged, Stirlings horse was killed and his men were driven back to a line in Ash Swamp. Badly outnumbered, the Americans were ultimately forced to retreat towards Westfield.   Moving quickly to avoid the British pursuit, Stirling led his troops back to the mountains to rejoin Washington.   Halting in Westfield due to the heat of the day, the British looted the town and desecrated the Westfield Meeting House.   Later in the day Howe reconnoitered Washingtons lines and concluded that they were too strong to attack.   After spending the night in Westfield, he moved his army back to Perth Amboy and by June 30 had fully departed New Jersey. Battle of Short Hills - Aftermath: In the fighting at the Battle of Short Hills the British admitted to 5 killed and 30 wounded.   American losses are not known with accuracy but British claims numbered 100 killed and wounded as well as around 70 captured.   Though a tactical defeat for the Continental Army, the Battle of Short Hills proved a successful delaying action in that Stirlings resistance allowed Washington to shift his forces back to the protection of Middlebrook.   As such, it prevented Howe from executing his plan to cut the Americans off from the mountains and defeat them in open ground.   Departing New Jersey, Howe opened his campaign against Philadelphia late that summer.   The two armies would clash at Brandywine on September 11 with Howe winning the day and capturing Philadelphia a short time later.   A subsequent American attack at Germantown failed and Washington moved his army into winter quarters at Valley Forge on December 19. Selected Sources The Battle of the Short HillsRevolutionary War New Jersey - Short HillsBattle of Short Hills Historic Trail

Character Differences and Morality

In Albert Camus’ The Guest, there are three main characters: Daru the schoolteacher, Balducci the policeman, and the Arab. These three characters all reveal differences that relate to one of the overall themes of the story: morality. In the story, Daru is the main character who has a hard time dealing with the concept of morality. Although there are many other themes that are prevalent to the story, morality is the major theme that each character can relate to because of their differences. Daru is a schoolteacher who feels like he is in a state of isolation from the beginning of the story to the end. He is assigned to do a task by Balducci but once he hears what he has to do he is appalled and refuses to do it. Instead of doing what he has been assigned, Daru does the complete opposite. The actions that Daru presents throughout the story show that he isn’t sure of himself and that he is very insecure. Daru has trouble dealing with the concept of morality, and his actions send him into a state of moral anguish at the end of the story. Although at times it looks like Daru wants to do well, he ends up saying or doing the wrong thing. For example, as Balducci is leaving the schoolhouse, he orders Daru to watch the prisoner before they hand him over. Daru tells Balducci that he will not hand him over. â€Å"Listen, Balducci†¦every bit of this disgusts me and most of all your fellow here. But I won’t hand him over. Fight, yes, if I have to. But not that.† (p.5); this shows how Daru is given the opportunity to do what is right but ends up doing what is wrong. While the prisoner stays with Daru, he feels very uncomfortable. Daru feels like the Arab wants to be friends with him, and Daru doesn’t want to be. This reveals that Daru is also self centered and that he doesn’t feel comfortable around strangers. Daru also starts to feel vulnerable because of what he said to Balducci before he left. Although Daru becomes upset with the Arab and doesn’t approve of the crime he has committed, he still believes that turning him in is a shameful thing to do. This shows that Daru may have a good side to him; one that cares about others and not just himself. Also shows how Daru has trouble dealing with morality. In the end, Daru cannot decide between what is right and what is wrong, which allows the Arab to choose his own fate and leaving Daru in a bind. Balducci is the policeman. The readers of the story see Balducci as a leader. Balducci has known Daru for a long time, and considers Daru like a son to him. Balducci cares about Daru and is upset when he won’t do what he has been told to do. Unlike Daru, who has trouble grasping the concept of morality, Balducci does everything right and therefore has nothing to really worry about. The only thing that Balducci has to worry about is what will happen to the Arab, once he leaves him with Daru. Balducci follows everything that he is supposed to do, like bringing the prisoner to Daru and caring for him. Once Balducci hands the prisoner over to Daru, he leaves and heads back to El Almeur. â€Å"He looked at the Arab, motionless in the same spot, sniffed peevishly, and turned away toward the door. Good-by, son, he said†¦The door shut behind him.† (p.6) Balducci, leaving the prisoner in Daru’s hands, makes the reader wonder whether or not Balducci had an ulterior m otive. And also why he left the Arab alone with just Daru? These actions of Balducci’s show that he may have wanted to give responsibility to Daru and have him see what it’s like caring for others and not just care for himself. The Arab, who is the prisoner, is very shy and apprehensive throughout the story. Although he is given many opportunities to escape throughout the story, he doesn’t. This shows that he is loyal and wants to do the right thing. Daru asks the Arab many questions, but he is very vague in answering. The Arab wants to know what is going to happen to him, but doesn’t understand anything that Daru is asking him. He also wants to know if the gendarme, Balducci, will return. His actions throughout the story tell us that he is also concerned about his safety and what will happen to him. In the end, Daru lets the Arab go and sends him away with money and food. The Arab doesn’t know what to think about what Daru is telling him to do. This shows that the Arab is confused and that he may not be able to think for himself while he is on his own. At first he is hesitant but decides to go on ahead, with the things Daru gives him. The Arab walks on ahead and disappears. Now the Ar ab doesn’t know what to expect and doesn’t know what his future holds for him. This will certify that the above work is completely original

How might economic globalization help to reduce poverty and Essay

How might economic globalization help to reduce poverty and inequalities within and between countries - Essay Example Indeed, it is globalization in terms of trade and the actions of multilateral organizations, which create variations among different states. Globally, there is economic disparity among different countries, which is dependent on the level of development (Bertucci and Alberti 1). In addition, each country has rules governing trade and foreign direct investments, which also differ from one country to another. Notably, the stringent nature of the rules determines the level of interaction between the country and others (Bertucci and Alberti 1). Therefore could create room and freedom for investment, or drive the potential investors away. In essence, the restructuring the rules in favor of trade and FDI, could enable them to contribute more directly and positively to reductions in poverty and inequality worldwide. Furthermore, the rules should also favor the host country, where such trade and FDIs take place. There are significant contributions that the investments and trade have in reducing poverty and equality. For example, trade opens opportunities for prospective entrepreneurs to exploit the local resources for export (Bertucci and Alberti 2). Through increase in exports, the country gets enough foreign exchange that could help it address its balance of payment. Considering foreign direct investments, the host country benefit from increase in job opportunities for its young graduates, taxes and duties they collect from the industries. Moreover, the country would reap from improvement in infrastructure such as road networks, communication and administration systems, among others (Wade 7). Wade also claimed that, if indeed, globalization was responsible for increasing inequality and poverty between, and within countries; it would significantly reduce global demands and subsequently economic growth (Wade 16). The scenario would create

Macroeconomics. The oils price Essay Example | Topics and Well Written Essays - 2500 words

Macroeconomics. The oils price - Essay Example However, how the various economic indicators behave during this short period of 'supply shock' and how they forecast performance or health of the economy in the coming period is the moot question. Inflation may be defined as "state of economy, where there is a general and abnormal rise in price of all goods and services". Recession is a state of economy where there is a "slump in Gross Domestic Product in two or three successive quarters of a year with general price rise or fall". In the short run, when a price of a product which is consumed every sector of the economy which contribute to GDP have suddenly risen, other things remain the same, lead to rising prices all commodities and services, fall in real value of money and slow down of economic growth. This phenomenon is attributed to 'supply shock'. Built-in inflation - induced by adaptive expectations, often linked to the "price/wage spiral" because it involves workers trying to keep their wages up with prices and then employers passing higher costs on to consumers as higher prices as part of a "vicious circle". Built-in inflation reflects events in the past, and so might be seen as hangover inflation. It is also known as "inertial" inflation, "inflationary momentum", and even "structural inflation. Cost Push inflation or Supply... Built-in inflation - induced by adaptive expectations, often linked to the "price/wage spiral" because it involves workers trying to keep their wages up with prices and then employers passing higher costs on to consumers as higher prices as part of a "vicious circle". Built-in inflation reflects events in the past, and so might be seen as hangover inflation. It is also known as "inertial" inflation, "inflationary momentum", and even "structural inflation. SUPPLY SHOCK INFLATION OR COST PUSH INFLATION: Cost Push inflation or Supply Shock inflation is caused by the rise in price of an important commodity for which there was no alternative, and consequent of which there was a general rise in price of all commodities and services. While the examples for cost push inflation are many viz., failure of monsoon/draught in an agrobased economy which would shoot up inflation etc.,. the best example in the modern industrialised countries, is rise in prices of petroleum prodoucts. Dependence to petroleum products in any economy need not be emphasised and it may not be forgotten that the crisis faced by the world in the year 1970 is attributed to the rise in oil prices all over the world. Since, petroluem is important for moving the economy in all industrial including agricultural dependent countries, any upward movement in the price will cause a cascading movement in the price of all commodities and services and it will have persistant effect. However, there are different school of thought which opine, that the reduction in oil price after 1970 have not contributed in reduction in general price level, hence, rise in oil prices have not directly caused inflation in 1970. However, Keynesian economists argue that many prices are 'sticky

Terrorism preparedness and Response Essay Example | Topics and Well Written Essays - 750 words

Terrorism preparedness and Response - Essay Example Based on the given situation, the incident could be a bomb attack. According to FEMA, or the Federal Emergency Management Agency (2008) common targets of terrorists are public places where security is not tight or chances like bombs can slip in.Since it is an emergency, one can call, or must call those responsible for relief. One good action was the security guard calling for help from the 9-1-1. Somehow, they can help since several are wounded, and cases of death are possible. Three options when at situations like this is to seek for medical aid, next would be informing authorities about severe need to for response on the crowd, that is the crowd control groups like the police; lastly, there must be the need to call the attention of several anti-terrorism groups or those authorities of the government like the NBI for the case could not just be a simple explosion of a train, but a bombing related to terrorism.The agencies related to the government are interconnected, that means, in o ne way or another, several responses can come in a simple alert. Although a person does not have any idea about the landline numbers or contact numbers, there would always be ways. One of these is through calling the emergency numbers like the 9-1-1. Details about what happened are necessary for the agency on how they were supposed to respond with the situation. If you include with the details that it seemed to be like a terrorist bombing (and even if its not), they would give a signal alert for those related with the network. Through this information would flow to the NRF (National Response Framework) which was once the National Response Plan or the NRP. This framework is consisted of several working groups that does the same responses the moment they were informed, included are the emergency support annexes which are: Transportation, Communications, Public Works and Engineering, Firefighting, Emergency Management, Mass Care, Emergency Assistance, Housing, and Human Services, Logis tics Management and Resource Support, Public Health and Medical Services, Search and Rescue, Oil and Hazardous Materials Response, Agriculture and Natural Resources, Energy, Public Safety and Security, Long-Term Community Recovery, External Affairs Since it is common to have disorganized crowd during a bomb attack, one way of securing those who are in panic is to help. Giving comforts to those traumatized, helping those who were injured, and leading the crowd out of the incident area are just quick ways to secure those who are fine but panic-stricken. In such way, avoiding chaos is necessary.

Changes in the structure of the British family

Changes in the structure of the British family How has the structure of the family changed in Britain over the last hundred years? Indicate the implications of the changes for the education system. I am going to start by defining what a family is from a social science dictionary. A group of individuals related to one another by blood ties, marriage and adoption. (www.socialsciencedictionary.com/family). In the nineteenth century the family structure was shaped by the industrial revolution. It spread throughout Britain, and there was a massive increase in the number of factories. As the number of factories grew, people moved from the countryside into towns looking for better paid work. The towns were not ready for this great increase of people and housing was very overcrowded. Rooms were rented to whole families. Family size at this time was between six to twelve children and they all slept and fed in a single room. Muncie, et al (1993) cited that Smith (1986:pg 18) showed that in 1860 the average marriage produced seven children. Also part of the family living in one room were the grandparents, this is known as an extended family. They lived and were looked after by the family because they were a valuable resource, as a childminder. Kin were an important source of aid in critical life situations for example, aging parents, who lived with and were supported by their married children, provided a child-minding service which allowed the mother to work. (Elliot 1986:p46). At the beginning of the nineteenth century schools were not very common and none were provided by the state. Children, in the working-class, were seen as benefits to the family as they were sent to work in the factories to help bring in money for the family. There was no compulsory education but Burnett (1982 ) explains that expansion of the Sunday school movement was of a great importance. It brought education opportunities to those who worked 6 days a week. Burnett (1982) also explains that sometimes even the very poor children could not attend Sunday school as they did not have suitable clothes or shoes, and the rich attended much better Sunday schools. Even before state education was around the class divide was great, the rich had better education and the poor couldnt even attend due to being so poor. England was introduced to universal, free education by these Sunday schools and this developed the system of day-schooling. As the types of work became more diverse, the machinery in the factories became more technical and needed skilled workers to operate them. This meant there was a need for more educated workers and the state accepted that it needed to provide education for the working class. David (1980:pg33) acknowledges this The arguments for the state to provide education for the working classes only won acceptance as the economy became more diversified, the need for skilled and trained labour became more critical. Another reason why education was needed for the working class was the change in womens employment. Children had no care and needed somewhere to go while their parents were at work. From 1893 all working-class children had to attend school for at least six years, from five years old to the age of eleven. After this children were allowed to be exempt from school as long as they had proof they were going into employment. Sunderland (1971) explained that this lead to most children being exem pt from school at the age of eleven as the family needed them to work to provide an income. Only 14% of the children on the registers of inspected schools were aged twelve and over Sunderland (1971:pg44) The First World War brought new opportunities for women. The men were sent to war and the women were able to fill many different roles in the workforce. This was quickly withdrawn after the war and women were expected to withdraw from working and return to full-time care of the house and children. Unfortunately due to recession money had been withdrawn from providing school meals and nursery care for their children had been forced to close and this made it harder for women to be able to work. Parents were once more forced to rely on their own resources for the care of their children David (1980:pg58). Women campaigned for more equal rights and in 1918 women over the age of thirty were able to vote and in 1928 the age was lowered to twenty-one. This gave females more rights and freedom in their choices. Unfortunately there was a great depression and unemployment was high so women were unable to work and therefore stayed at home to look after the family. After World War Two, education in Britain changed, due to the 1944 Education Act. This act made secondary education compulsory and until the age of fifteen. At this time there was a recognition that Britains economy needed to be rebuilt and Britain called for immigrant workers. It attracted for the first time large numbers of workers and families from the Caribbean, Indian and Pakistan www.nationalarchives.gov.uk (accessed 14/03/11). This meant that Britains non-white population rapidly increased. This influx was not very well received by the British people and the government repeatedly discussed how to try and restrict the immigration from these countries. In schools racism and divide in social class was very high and unless you were white, middle class and non-handicapped; your time at school was seen as a time of prejudice, frustration and lost opportunity. Factors that contributed to this exclusion were the different language and culture the families brought with them. This contr ibuted to them being unable to mix with the British society it was greatly due to people being uneducated in other cultures and religions. Sidney Webb (1894) wrote that we need to generate a body of systematic political thought as a prime task of those who hoped to teach others how practically to transform England into a Social Democratic Commonwealth. In 1976 the Race Relations Act was introduced and it became lawful to discriminate against anyone on grounds of race, colour and nationality (including citizenship) (Hope 2011). This has lead to a change in education which has only recently come into schools; Citizenship classes. An unawareness of these cultures and languages and the differences between the pupils led to citizenship classes being introduced to the curriculum in September 2002. The national framework introduces citizenship as a subject to develop sound principles of freedom, equality, justice and peace. It allows the students to engage with each other and their community. However not everyone agreed to the significance of citizenship classes and parents wanted to know why Muslims and Jehovah witnesses were allowed to take their children out of the school prayers and they werent allowed, as non-believers, to remove their children from the citizenship classes. On 20th January 2011, there was a major review of the national curriculum by the education secretary Michael Gove and he wanted to demote citizenship to an optional subject (Shepherd 2011). Teachers argued that this would work against aims of the big society and Chris Waller (Head of the Association of Citizenship Teaching) said it would s et England back 15 years to when it was the least politically literate country in the developed world. In schools, the difference between the pupils in their abilities is seen as being due to their socioeconomic status and linguistic diversity. Bernstein (1971) suggested that there is a difference between working-class and middle class children due to the working class children being linguistically deprived. Because of the childs different tone, accents and languages spoken, this is seen as not Standard English therefore they are misunderstood in schools. Whereas Labov (1977) suggested that there is a difference not a deficit therefore we should be more accepting and willing to understand these differences. The citizenship classes should help to close this divide and allow not only pupils but teachers to have a greater understanding and allowing them to be educated in the same way as middle class students. Staying with the present time Im going to look at the family in modern societ y. There has been a disappearance of the traditional nuclear family and now there are many different types of the family. These include gay and lesbian relationships, adoption and fostering, separation and divorce, re-marriage and single-parents. Many factors have changed in order to create these different types. Age at motherhood and first motherhood has risen, family size has fallen and childlessness has increased. Cohabitation has become common, both before marriage and between marriage; rising divorce rates and a near-trebling in the number of lone-parent families. (Mcrae S, 1999:pg5) An increase of divorce since the Divorce Law Reform Act 1969 and an increase of births outside of marriage have led to an increase in single-parent families. Usually the single parent in the single-parent families is the mother living on her own with her children; she does the greater share of caring for her children both financially and emotionally. Being able to provide for your family as a lone-parent has become easier with the help of state benefits and social or subsidized housing: but in many cases the mother is usually forced to work in a manual job or be unemployed. There is a concern if children are at an educational disadvantage in these homes. Spencer (2004) of the school of health and social studies reports that lone parenthood is associated with educational problems and that these families are significantly disadvantaged compared with couple families. In the lone-parent homes it is suggested that there is a material disadvantage and a low maternal education. Maternal edu cation is the inequality in a childs home which does not allow a child to learn things from their mother that will help them develop in life such as what is right and wrong and experiencing affection. This can be due to many factors such as the mother having to work to provide for the family and cannot spend much time at home with her children. It has been reported by Carneiro, Meghir Parey (2007) that educated mothers tend to delay in starting a family and when they do they are more likely to be married and have a very good income. The report also shows that the educated mothers are more likely to invest in their children through books and extra tuition; also providing an availability of a computer. In these families it is reported by Caneiro, Meghir Parey (2007) that the maternal education persists into adolescence which reduces the number of children born to young adults and the number of criminal convictions. On the other hand reports have proven that childrens education is not affected if they come from a lone-parent family. It just depends on what happens in the home; whether the time and interest is taken in the childs education. If a single parent sets up good morals and standards and lives by example then the children will automatically grow up according to the values set before them. Desai, Chase-Landslade Mich ael (1989) have researched into lone-parent mothers and believe their attitudes and ambitions can be changed and instead of accepting that their children will live to be un-educated and therefore not work; they have suggested ways to improve this; such as putting a limit on the number of years the mothers are in receipt of benefit and help them get back to work or even back into higher education to study for a profession. Classes at local community centres have also been introduced to educate mothers in health, education and general well-being to allow the mothers to increase their maternal education. To conclude the family has taken many different forms over the last 100 years starting with the large families in the industrial revolution where there was not any education and children worked to earn money to support the family. The industrial revolution created a new form of education as factories had more skilled machines and needed experienced workers. Education for working class became universal and allowed every child to be educated and this created an opportunity for women to become more independent and able to work. The post war immigration brought a change to families in the sense of race, culture and language; this created a need for schools to educate children in citizenship. There was a need to understand each others cultures and to create a more multicultural society. This brought up disputes between cultures and religions but generally it was seen as a need to make citizenship classes compulsory. This allows not only the children to be educated in the differences in cu ltures and society but the teachers to understand their pupils too; and to make changes to be able to educate their pupils. Another change to the family structure was the changes in the different types of family in todays modern society. The main one I focused on was lone-parent families. This has seen to affect education in the sense of these children from the lone-parent families tending to be uneducated maternally in morals and standards. This lead to show they tend to under achieve at school; but there is research and reports in trying to improve ways of educating the parents to help their children in their future and to be able to have a good career.