IDS Policy Essay Example | Topics and Well Written Essays - 500 words

IDS Policy - Essay Example These systems could be any workstation, server or other network peripherals such as a router. The IDS system runs as a service or a process and has the ability to detect the network traffic on the host system. To save the system from past threats a "threat signature" database is present to make sure that the system is not vulnerable to those threats. Microsoft, Cisco and Tripwire etc. are some of the companies that deal in these IDS systems. (Spafford, Zamboni, 2000) 2. Network Based IDS: These are systems that confine and analyze packets on the wire. Network based IDS are used to protect the entire systems on the network unlike Host base IDS which are built for a single system. After confining the packets on the network they send it to the IDS console for inspection. Major vendors include Cisco and Symantec. As Gem infosys is a small software company having just 10 PC's and a broadband connection should not face much difficulty with the IDS system. But sometimes IDS solutions can bring out bogus alarms that may result in incorrect distribution of information. Inadequate potential and bad configuration choices are the major factors for this kind of problem. On the other hand many products need to be kept updated and well managed to avoid problems such as well updated sensors. Proc

Government office and its customer service Essay

Government office and its customer service - Essay Example However, the government has been criticized because of its inefficiency that arises from influences of the politicians that are interested in keeping power via investment. The DPS has been too aggressive because it is one of the significant partners in the government. This was criticized because it caused delay in the privatization of the national telecoms carrier. Further, it caused inefficiency in the tobacco company that forced serious restructuring of government. The DPS’s ethnic of the Turkish constituency has a significant interest in the tobacco sector, and during 2007, it was criticized of frustrating the sale of tobacco under the successor government. According to Cohen, Eimicke, and Heikkila (10), the government, especially DPS has been moving to modernize its capability to offer fast, high quality customer service, but it lags behind the private sector. The government is viewed as wasteful and corrupt when offering the resources required in a different office. This has affected the credibility and even the possibility of efforts to organize, legalize and plan the customer services. Meanwhile, the government has lost its image as an institution where people can do well and serve their fellow customers. The government employees have suffered an essential decline in status in the recent years due to increase of negative perception from public. It has been criticized because it lacks methods to convince customers to effect change and improve their lives via working in government offices. The government’s forceful effort to attack the pentagon has not significantly changed the common perceptions of government. According to Cohen, Eimicke, and Heikkila (5), the focus on tax cut and downsizing the customers have increased the criticism of government because it finds more difficult to respond to crisis of persistent public problems. This is caused by the inefficiencies in the government budgeting and

Translation And Its Role In India English Language Essay

Translation And Its Role In India English Language Essay Questions such as, what is translationà ¢Ã¢â€š ¬Ã‚ ¦wherein lies its complexity? have been asked ever since literature stopped being restricted to one target readership and moved beyond the boundaries of language. The term translation technically connotes the art of recomposing a work in another language without losing its original flavour, or of finding an analogous substitute. Its complexity lies in it being like the transfer of perfume from one bottle to another. As careful as you are, some fragrance is lost but the challenge remains to capture the essence. All things in nature are subject to change and so is all cultural matter. Translation is always a shift, not between two languages but between the two types of cultural matter. India is a linguistic galaxy of unparalleled richness. Few contexts could be better suited than the Indian for a discussion of the processes of translation within a spectacular stellar setting. How does one common idea of India make itself available to a Bengali, Tamil or a Marathi in any way save that of translation? Translation provides a cognitive map of Indias linguistic world in all its interrelatedness as well as estrangement. All texts and all readers are both monolingual and multilingual. A text, obviously written literally in one language in a given manifestation faces a multi lingual reader and thus reaches out to a much larger base, unifying experiences and opinions as it expands. English has to be admitted as a vast reservoir of translation in contemporary India. It may no longer be a colonial language, but it is increasingly a conduit language. This filter language, as Khubchandani terms it, has today a certain inescapable presence. More English translating have been published in India in recent times than ever before, but our awareness of the need to ensure quality in translation has not heightened the same extent. Who should judge a translation somebody who can read the original or somebody who cannot? A person who was able to read the language, and enjoyed the original may find no translation satisfactory, whereas someone who cannot is likely to regard readability in English is the prime requisite. It seems unarguable that the only way in which the ideology of unity can be explored in a multilingual society like ours is by accepting both the need for, and the problems of, translation. The Sanskritised term we currently use for translation in many Indian languages is  anuvada   which literally means after speech so it seems wrong in the first place to discuss it in an Introduction. It also stands in contrast to  anukaran, which implies aping or slavish imitation, but there ought to be a more to the word than just the suggestion that it could involve creative license of a kind? Any discussion of translation leads automatically to the question: who is an ideal translator? The writer himself, or someone who has not been involved in the primary creative art? The task of the translator is to unfreeze the shapes that thought took in one language and refreeze them into another. A translator must take into account rules that are not strictly linguistic but cultural. Translators, even when trying to give us the flavor of the language, are in fact modernizing the source. As far as translators in India are concerned, most Indians who grow up in urban conditions and go to school and college tackle shifts from one language to another so often and so comfortably that translation seems second nature to them. TRANSLATION STUDIES The Pedagogy of Translation  by Vanamala Viswanatha Translation Studies is a young discipline still in the process of mapping its territory. Attempts have been made to define its boundaries and develop its terrain by scholars working in disciplines as varied as Anthropology, Comparative Literature, Culture Studies, Linguistics and Literary Theory. Viewing translation as a transaction between two languages, the dominant linguistic paradigm has treated it merely as a matter of transfer from the Source Language to the Target Language. There can be two ways of translating: Transliteration and Transcreation. Transliteration or literal translation is word-to-word, phrase-to-phrase or sentence-to-sentence carrying over from the Source Text into the Target Text. This means that the words and terminologies would either require exact equivalents in the Target Language or would have to be put as it is into the Target Text. It may be ideal for texts falling under technical registers. But they would prove extremely difficult when done on cultural texts. The aim of the translation is to reproduce meanings of the Source Text and the immediate effect it produces on the native audience for the readers and audience of another culture in whose language the text is to be translated. But, say, every Hindi word cannot have a counterpart in English because of its vast language and cultural differences in certain connotations and structures. Hence, the literal translation of cultural/literary works would be like forsaking the duty of a translator. On the other hand, transcreation or cultural translation means a partial or complete freedom to the translator in dealing with the Source Text. The translator has to render the Source Text in a recreated form in the Target Language. It involves reading every word and sentence carefully, but it is not only or simply a literal rendering. Another step in translation is termed as Transfer. It is the stage in which the analysed material is transferred in the mind of the translator from the Source Text to the Target Text. The final stage is restructuring the transferred material. The basic structural elements have to be transferred to the Target Language. It has to be ensured in the process of transformation that the same effect the Source Text had should be achieved for the Target Text for its readers. When the translation produces the same effect as on the original audience then the translation can be considered equivalent to the Source Text. PROBLEMS OF TRANSLATION The translator has to deal with the problem of finding equivalent words and expressions in the Target Language, which though cannot be substitutes for the expressions in the Source Language, but can come close to it, can raise similar feelings and attitudes in the readers and audiences of the Target Text. Literary and cultural texts suggest rather than describe meanings. Cultural meanings are very specific and their connotations vary with words in other languages. Therefore, it is really difficult to expect equivalence between the texts of two languages separated by two different cultures. The translator has to interpret and analyse the connotative and suggestive of the Source Text and on the basis of his knowledge of the culture of the Target Text; he has to recreate the meanings in the new language. Figures of speech, extended metaphors, idioms, proverbs and allegories pose a great challenge to the translator. Even translating dialogues, forms of dressing, different kinds of food can be difficult when it has strong cultural roots. For example, words like saree, churidar, pan, pallu  cannot have an English counterpart. In India, there is a specific word for every familial relationship. For instance,  chacha, mama, phupha, tauji  are all called uncle in English, similarly nana-nani  and  dada-dadi   are simply grandparents. Also, the suggested meanings of these relationships can never be translated into any other language. To show how the differences in cultural facts can cause difficulties in the translation of metaphors we may look at the symbolic meanings of certain words in different cultures. Owl in English is the symbol of wisdom whereas it symbolizes ill-fortune in Persian and is associated to superstitious beliefs in India. Also, pig, hog and swine are different words for the same animal but these small variations can create big differences in metaphorical meanings: Sam is a pig. Sam is a hog. Sam is a swine. The languages which do not have separate words for these different categories would fail to represent the difference between the discoursal value of the above metaphors. Thus, a literal translation may lead to Target Language metaphors with different and sometimes completely opposite discoursal values.   TRANSLATED WRITERS We are now going to talk about a few writers who have brought out very vividly the different cultures of India through their writing in vernacular languages. The languages we are going to focus upon are Hindi, Urdu, Marathi, Bengali, Assamese, Tamil and Kannada. It is the voice of this marginalized section writing in vernacular languages, especially of the women regional writers, which needs to be heard. This is possible only through translation, which gives them recognition all over the world. RABINDRANATH TAGORE Tagore was the first Indian Nobel Laureate. He won the Nobel Prize in 1930 for his translation of the  Gitanjali. His best known works are  Gora  and  Ghare Baire. His works verse, short stories and novels are acclaimed for their lyricism, colloquialism, naturalism and contemplation. Of Tagores prose, his short stories are perhaps most highly regarded indeed he is credited with originating the Bengali language version of the genre. His short stories mostly borrow from the deceptively simple subject matter: common people. The translation of his works into various languages has given people across cultures a glimpse of the world of the Bengali common man. Given below is Robi Duttas translation of his poem Urvashi: No mother thou, no daughter thou Thou art no bride, O maiden fair and free O inhabitant of Nandan Urvasi! GULZAR Sampooran Singh Kalra  better known as Gulzar is an  Indian  poet,  lyricist  and  director.  Gulzar  primarily works in  Hindi-Urdu  and also works in Punjabi, several dialects of Hindi like  braj bhasha,  khadi boli,  Haryanvi  and Marwari. Gulzar has received many awards including the Padma Bhushan and the  Academy Award  for his song Jai Ho. He has been widely translated into English and other languages. During the Jaipur Literary Festival, Pawan Varma, an eminent IFS officer who has translated Gulzars poetry, said that he faced a difficulty translating phrases like tip tip and tap tap and Gulzar replied abhi to humne kabutar ki gutar goon shuru bhi nahi ki hai. Sunjoy Shekhar, who has also translated Gulzar calls himself a smuggler trying to surreptitiously smuggle the feelings evoked by Gulzars lyrics across an impermissible, alien wordscape. To give a flavor of the translation of his poetry, given below is a song of his along with its translation: basa cand kraoD,aoM saalaaoM maoM saUrja kI Aaga bauJaogaI jaba AaOr rak, ]D,ogaI saUrja sao jaba kao[- caaMd na DUbaogaa AaOr kao[- ja,maIM na ]BarogaI tba zMDa bauJaa [k kaoyalaa saa TukD,a yao ja,maIM ka GaUmaogaa BaTka BaTka mawma Kiksa~I raoSanaI maoM maOM saaocata hUM ]sa [emailprotected] Aga,r kaga,ja, po ilaKI hu[- naj,ma khIM ]D,to ]D,to saUrja maoM igaro tao saUrja ifr saoo jalanao lagao In a billion years when The suns fire dwindles And ash blows across its surface Then the moon will no longer wane And the land not rise When like a cold, burnt out piece of coal This earth revolves Lost in its gyre Trailing a dying, sepia glow I think then If a poem written on a piece of paper was to waft along And perchance land on the sun The sun would ignite again. AMBAI C. S. Lakshmi was born in  Coimbatore,  Tamil Nadu  in 1944. Some of her works   A Purple Sea  and  In A Forest, A Deer  (2006) have been translated English by  Lakshmi Holmstrà ¶m. In 2006, she (along with Lakshmi Holmstrà ¶m) won the Vodafone-Crossword prize. For her contributions to Tamil literature, she received the 2008  Iyal Virudhu. Her work is characterized by her feminism, an eye for detail, and a sense of irony. Exploration of space, silence, coming to terms with ones body or sexuality, and the importance of communication are some of the recurring themes in her works. VIJAYDAN DETHA Vijaydan Detha  also known as  Bijji  is a noted writer from  Rajasthan  and a recipient of  Padma Shri  award(2007). He has also received several other awards such as  Sahitya Akademi Award  and  Sahitya Chudamani Award. He has more than 800 short stories to his credit, which are translated into English and other languages. He is co-founder of  Rupayan Sansthan  with late  Komal Kothari, an institute that documents Rajasthani folk-lore, arts and music. His literary works include Bataan ri Phulwari (garden of tales), a fourteen volume collection of stories that draws on folk-lore and spoken dialects of Rajasthan. His stories and novels have been adapted for many plays and movies including  Habib Tanvirs  Charandas Chor  and  Amol Palekars  Paheli. He once said If you do not want to be a mediocre writer, you should return to your village and write in Rajasthani. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  SALMA Born in 1968 in Tamil Nadu,  Salmas first poetry collection shocked conservative society where women are supposed to remain silent. In 2003, Salma along with three other Tamil women poets faced obscenity charges and violent threats. Salma is now head of the panchayat (local level government body) of Thuvarankurichi, near Trichi in Tamil Nadu. The government of Tamil Nadu has appointed her Chairperson of the Tamil Nadu Social Welfare Board.   Her novel, translated as Midnight Tales  focuses on the inner world of Muslim women in the conservative society of Tamil Nadu in south India. It gives us an insight into what actually goes on in the households of this section of the society and brings it out very effectively. The novel was also long-listed for the Man Asian Prize of 2007. Translating these texts into more widely spoken languages like Hindi and English has taken their voice to a much wider range of readers.

Physics of Skiing :: physics ski skiing

The sport of skiing has been around for thousands of years, originally existing solely as a form of transportation. Today the sport is entirely dependent upon the laws of physics, and has even had advancements through reliance on physics. There are two types of Nordic Skiing. These are Classic (or diagonal) and Skate Skiing. Usually these two forms are raced separate. To be fair, there are actually two slightly different forms of skate skiing; V1 and V2. As these can get very very complicated and precise in the technique, I will focus mainly on classic skiing, which is also the type of skiing that most people are familiar with. Cross-Country Skiing is the most basic form of skiing, even preceding downhill skiing. Primitive skis may have even been used about 3000 B.C. in Norway. There have been cave drawing found that seem to depict men on skis. Skiing has its roots in Scandinavia; Vikings used skis as a form of transportation in the 10th century A.D. Early skis were made of wood, and even the word ski comes from the Norse word skith a stick of wood. Norse skies were very rudimentary, little more than snowshoes. Glide was little to none. It was not until the early 1800s when Sondre Norheim changed the face of skiing and gave skis glide that the sport was introduced to the world. Competitive skiing started in the late 1800s, again in Norway. In the 1932 Winter Olympics at Lake Placid, Nordic Skiing as we know it was added. Today the sport has evolved to be both extremely competitive and leisurely. In the past 30 years the sport has changed dramatically, adding skis made of synthetic materials, and utilizing waxes for improved speed. Physicists have been at the front line of all this; from determining the coefficent of friction for both the wax and the ski, to helping skiers change their technique based on the laws of physics. To maximize speed, Nordic skiing is more about form than probably any other sport. Brute strength and athletic prowess certainly have their advantages, but these pale in comparision to proper technique. While the shape of classic skis is slightly different than that of skate skis, the real difference is that classic skis have a "kick zone." This is a spot directly underneath the foot that has kick wax applied to it. Kick wax is a sticky poly-hydrocarbon that in theory is only supposed to provide a sticky surface from which to push back from.

Critical Incident Assignment Essay

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching practice. Moreover, I will outline further recommendations for my future practice which will be suggested throughout this assignment. Pollard (2008) points out that reflection can help to develop the quality of teaching and it provides children with valued learning experiences. In addition, being reflective allows one to analyse and consider ways to improve their professional development. Nonetheless, Cottrell (2005) argues that there can be barriers to critical thinking because some may assume that it is a negative activity. Therefore, one may feel that it is only necessary to make positive comments rather than seeking for areas of development. Consequently, this does not lead to or provide constructive criticism for areas to become a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to reflect on and be critical of my teaching practice for the reason that I can learn from what I have done, and consider ways to progress in my future practice. Tripp (1993) advocates that reflective teaching is crucial because it enables one to evaluate the decisions that they have made, and consider ways to develop and progress in their professional development. During my first placement, I was confronted with a critical incident which led me to make a decision based on my professional development. During my maths lessons, child x (an English as an additional learner) continuously shouted out without putting his hands up whenever I asked the class questions. His disruptive behaviour unsettled my teaching as well as the children’s’ learning which I found quite difficult to deal with. Every time that he shouted out, I immediately informed him that I would not accept his answer because he did not have his hand up. Nonetheless, he would take that opportunity to continue to shout out without putting his hands up. This limited their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of child x disturbing further lessons, I decided that he would sit with the teaching assistant (who spoke the same language as child x) so that he would become less disruptive. Upon reflection, I think that I should have firmly implemented the behaviour management strategy by being stricter. In addition, I could have immediately given child x a warning for shouting out. Nonetheless, I have realised that I did not have as much confidence during my first placement as I would have desired. During my dilemma, it was at that point that I had think about and question my teaching strategies to consider reasons behind child x’s disruptive behaviour during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies help reflective thinkers to gain a deeper understanding of a critical incident. When we think about critical incidents, we must consider non-events which reinforce the idea that when something has happened, this usually means that other things have not happened. In relation to my critical incident, I considered what had happened with child x rather than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed why he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the good and bad points of my critical incident. I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions. After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that reflective practice enables teachers to constantly monitor, assess and review their own practice which allows teachers to learn from what they have done and develop in their professional skills. In addition, as previously outlined, my array of enquiries fits in with one of Tripp’s (1993) approaches which is called the ‘why challenge’. This form of analysis allows one to continuously ask questions: ‘why? ’ (Tripp, 1993, p 46). The ‘why challenge’ Tripp (1993) conveys that the answers to questions that practitioners have, does not necessarily reveal or lead to a conclusion that one is seeking for. Nonetheless, asking ‘why’ allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative statement which underpins a subjective point of view based on personal beliefs and opinions. ‘We are operating from a deeply held belief which may not be appropriate to our or consonant with our other beliefs’ (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers based on our former beliefs. With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during class discussions because my former experiences in the classroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the ‘hands up’ policy maintains order in the classroom rather than permitting all children to shout out all at once. My rules and beliefs, reinforces a normative statement because it is what I believe ‘is necessary’ (Tripp, 1993, p. 8). On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 2010) advocates that asking children to put their hands up isolates other students during class discussion. However, School X highlights that no child is excluded and that they are all encouraged to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. Dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are frequently confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional judgement to determine the most suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in class. When he disrupted the other children’s learning, I had to immediately decide on how I would deal with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional language for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x. I could have given him a warning to ensure that he was aware that I would not tolerate his disruptive behaviour. Moreover, I could have removed child x from the classroom in order for me to continue with my lesson. Nevertheless, being faced with a dilemma does not allow much time to contemplate, particularly within a class of 28 pupils. I did what I thought was the ‘right’ thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal: ‘I found it difficult to deal with child x, he does not put his hands up during classroom discussions†¦ I need to decide how I am going to deal with his behaviour’ (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my values. This relates to Tripp’s (1993) ‘Personal Theory Analysis’. ‘Dilemma identification is useful†¦ because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement’ Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x sat next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teacher’s should also make decisions based on what is best for that child’s well-being. Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and placed him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom: he was doing it to gain attention; he was trying to prove that he knew all of the answers; English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a ‘naughty’ child. As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on personal theories and professional judgement (1993, p. 53). Although I was faced with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement. As formerly outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and effective teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a child’s behaviour rather than placing with another adult in the class straight away. For my future placements, I aim to enforce the behaviour management strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary – â€Å"Reflecting on what we do is essential to the development of professional judgement, but unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies† (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the context of my critical incident. I will analyse a range of relevant literature, national strategies and theories which will be used to critically evaluate the significant issues in relation to my teaching practice. Moreover, I intend to engage in a wider reading surrounding my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career. Tripp (1993) states that it is crucial to challenge and be critically reflective of one’s practice as it is enables us to improve and progress in our professional development. Moon (2004) contributes to Tripp’s theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a daily basis. They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essential for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with complex situations more efficiently within the classroom. My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged ‘talk partners’ during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has given me more confidence to develop my teaching practice and become more self-assured in some aspects of my teaching. Nonetheless, upon reflection of my first school placement, I found it quite difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discipline and order in the classroom, particularly if the children have established a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future. Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development: â€Å"Working in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the staff which is useful for my professional development. † (U1100711, UEL Reflective Journal, 22 October 2011). Ghaye (2011) conveys that reflective practice is a purposeful and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School X’s behaviour policy so that I was aware of what was expected of me during my placement. The School’s behaviour policy underlines the consequences of inappropriate behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a continual concern for teachers due to the large numbers of children in the classroom. Furthermore, teachers constantly have to make quick decisions based on their professional judgement. Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are placed in challenging situations which in turn, can have a negative effect on the children’s learning in the classroom. On the other hand, school and government policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of good behaviour in schools.

The Demographic and Psycho-graphic Market Segmentation

The criteria used to develop the market segment for R.J. Reynolds Tobacco Co.†s new brand of cigarette called â€Å"Dakota† is mainly that of demographics, and psyhcographics. The target market in this case appears to be poorly educated, virile white females age 18-20, who enjoy being around their boyfriends and doing whatever their boyfriends are doing, for example going to â€Å"Hot Rod shows, Tractor Pulls, cruising, and going to parties†. This target market was most likely selected for two main reasons. The first is because of the enormous profits to be gained from this particular group and the second is because of this group†s lack of education and low self-regard. The marketing strategies used in this article clearly define demographic and psychographic market segmentation. Demographic segmentation consists of gender, age, income, family size, family life cycle, occupation, and education. The target market in this article consists of females, age 18-20, single, with no more education than high school. This matches most of the criteria for demographic segmentation. Psychographic segmentation consists of identifying certain lifestyles based on the consumer†s values, activities, interests, opinions, and demographics. This article conveys that these women are Strivers, which means they are unsure of self and need approval from others. This group also seems to be search of some type of relief from their current lives (relief seekers). All of this data provides an idea of this groups values as well its activities and interests. Which makes this targeted group so vulnerable to tobacco companies marketing efforts. This market was selected because of its size and growth, and also probably because of this group†s lack of education. This group of females† aged 18-20 are the only group of Americans whose rate of smoking continues to increase. The reason why this group†s rate continues to grow is because they really don†t know better and if they do they really don†t care. This creats a wonderful opportunity for lucrative profits from the tobacco companies. This form of marketing is called concentrated marketing, which focuses on one segment of the market. Marketing companies perform market research by collecting and analyzing data and turning this data into usable information. This Information includes demographics as well as phycographics. These young women already have the desire to consume cigarettes and R.J. Reynolds is making sure they consume their particular brand of cigarettes instead of others.

leonardo essays

leonardo essays Geniuses come few and far between in history. Hippocrates came in the late BC period. Einstein came in the late 1800s-early 1900s. Leonardo came in between the two of them, but is not recognized as well as they are. He was a brilliant human being. He was a master in the fields of painting, designing, engineering, and science. Most people know him merely as an artist, and some know him as an inventor, but not too many people know him for what he really was. This is because his life and his accomplishments are not taught, as in depth as they should be. During the height of the renascence, a genius was born in 1452 in the small town of Vinci, near Florence. He would become a great artist, engineer, inventor, and a scientist. His name was Leonardo, a name that would soon be associated with the word brilliant. He was born to Piero, the lawyer of the town, and Catarina, who gave Leonardo to his father, and left them both for a man of her social class. She is not mentioned in Leonardo's notebooks, as he was probably too young to remember her. Leonardo grew up feeling different from the other children. He had a strange curiosity that was lacking in the other children. He would buy birds from the markets, and set them free, because he thought it was wrong to keep them locked up in cages. He also had a strange curiosity about the world around him. He kept collections of "snakeskins, odd stones polished by water, birds' eggs, the skeletons of small animals, insects stuck on pins, tadpoles, and strange plants," in his room because they fascinated him. Leonardo would draw the things in his collection in a notebook. When his father saw the notebook, he thought that there was a possibility that Leonardo had a chance to become an artist. Piero went into Florence once a month on business and one time he brought some of his sons work. He showed it to his friend Andrea del Verrocchio. He saw more than just mere t...

Free Essays on Power Perspectives

Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio... Free Essays on Power Perspectives Free Essays on Power Perspectives Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio...

5 Things To Look For In A Promising Web Host

5 Things To Look For In A Promising Web Host Finding a promising web hosting company for your internet based business is an essential piece to the puzzle. This is the company that has control of your server space, web services and file maintenance, so you want to make sure you are protected. Here are 5 things to look for in a promising web host. Here are 5 things to look for in a promising web host. Reliability There is nothing more important than reliability when it comes to selecting a web hosting company. There are a number of things that can go wrong within an internet based business and it is assuring to know that your web host is there for you. Prior to selecting a company, take the time to look at the percentage of time their server is working properly. If the server tends to be down 15% of the time or more, this kills valuable time that you could be working. Contact info Part of a web hosting company being reliable is also them being available. If your server goes down, you want to know that you can get a hold of the company as soon as possible. The best way to check on the support personnel is to call them up prior to agreeing to anything to test them out. Domain name With thousands of internet based businesses on the web and millions of web addresses already taken, it can be difficult coming up with an original domain name. However, every web host should be able to provide you with one for a reasonable price. Check into the support they give you for finding a quality domain name and the prices each company charges for a domain name. CGI access Depending on the type of internet based business you have, you may want to or need to run your own programs. In order to do this, you must have CGI access. Not every web host offers this, and not every company offers the same capabilities for their CGI access. When researching into a web hosting company, check to make sure they offer CGI access that allows you to read, write, and execute on your server. POP account Having a POP account is vital for your business because of the protection that it offers. A POP account gives you password-protected access to mail that is sent through your website email address. There are several things you want to look into prior to selecting a web hosting company. The more questions you can come up with to ask the company and the more research you put into your decision, the better off you will be.`=

Journal for my Presentation Essay Example | Topics and Well Written Essays - 1000 words

Journal for my Presentation - Essay Example Avatar is a 2009 science fiction film by James Cameron. Putting aside the terrific story, plot, and concept, the movie is a visual treat. It is a next generation film using the most innovative forms of technology. The movie was delayed since 1990 as Cameron was waiting for the techniques to advance so that he could use the best ones to portray his vision. Thus, in 2009 Cameron released his masterpiece using technologies that were never seen before. He used the photorealistic computer-generated characters which were created with the motion-capture animation technique. Other innovations included the advanced structure of lighting for areas as huge as Pandora’s jungle. There was also a motion-capture stage used which was about six times bigger than any other previously used volume. There was also a technology used which captured facial expressions in an improved way that enabled full performance capture. This technology involved face capturing of the actors who wore skull caps which were made for them according to their facial structure. These skull caps were fitted along with a small camera positioned in the front of the actor’s faces. These skull caps captured information about the facial expressions of the actors and were transmitted to the computers. Through this technique, the filmmakers were able to capture and transfer all the actor’s expressions and performances to their digital devices. This enabled the filmmakers to use the actual physical performance and expressions of the actors making the film extremely attractive and essential for the visual effects. Besides this technique, there were several reference cameras which gave multiple angles to the digital artists for each of their performance (Bimber 15). The film was not only made using new and innovative technologies, but it was also released in 3D which was a whole different experience for the viewers. Another example of the ways digital effects have entered our mass media

Doctorate of business administration in international business (DBA) Personal Statement

Doctorate of business administration in international business (DBA) - Personal Statement Example In fact, I had never heard of these terms, and did not think it was necessary to carry out such activities. Consequently, as you can imagine, I lost all my money from that experience. Fortunately, my parents were still financially supporting me, and I wasn’t responsible for a wife and children, car payments, or rent, etc. I was grateful that I still had a roof over my head, but I felt like a complete fool. I vowed then and there not to let that happen to me again. I learned some very important lessons from the above-mentioned debacle, especially about greed. Slow, steady earnings that keep pace with your life are just fine. Investments that yield higher profits more quickly are nice but they are also inherently risky. Using the Madoff scandal as a model of what not to do as an investor, I know now that diversification of assets is essential. Putting all your eggs in one basket so to say is never a wise practice in the world of investment. There are just too many uncontrollable and uncertain variables that could take down any one company or industry. I learned from my failures in investing. With a long career ahead of me, I can afford to take some risks, but should also focus on building a stable, long-term portfolio. On a much larger scale, this is the best time to be studying the failures of our economic systems and how we can build stronger, more secure ones for the future. It is clear that having a comprehensive knowledge of the law is as important as studying business alone. It is also important to do business with trustworthy institutions, and to do extensive preliminary research, such as through examining the company’s own as well as independent reports. In the past, we could rely on reputable brokerage firms, stockbrokers, and the advice of successful friends, but this is no longer an option, and calls for greater international regulatory and enforcement agencies have been

Precis Essay Example | Topics and Well Written Essays - 500 words - 2

Precis - Essay Example Enhancement of human assisted migration gives the best solution for preventing the extinction of surviving species in our ecosystem. If the climate change report predictions of 2 to 6 degrees Celsius of warming rate for the twenty century were true, then there would be minimal time for the stranded species to shift to better habitats unless there is human intervention. Many consider it scary and risky to carry and bring these outside species into the communities that they can flourish. While others consider it being a much more risk when the species do not adapt to the new habitats they are taken and also claim the impossibility of moving all the species together to their new ecosystem. If the species were to be left to try and adapt the harsh climates it would lead to more of the species getting to extinction which is a more risk than taking them to better places. Townsend Peterson lead a team at the university of Kansas which created a model which predicts that species turnover due to local die offs and new arrivals will exceed 40 percent in many places due to the harsh climate change. The team took a population of 1870 species of insects, birds, and mammals across Mexico and based their arguments on the projections of the climate changes in the year 2055. This team published their model in Nature in order to give people a clear view of the predictions that have already begun in several areas and take the precautions so as to protect the existing species from die offs for instance, the die offs that have withered juniper-pinon woodlands across the American Southwest. The region suffered from drought in 1950s and again starting several years ago (Douglas ,6). Future predictions can be made by the use of models and since the climate models predict increasingly frequent drought in the Southwest, the species there will either die off or migrate. Harsh climatic conditions

Ch 41 dis Essay Example | Topics and Well Written Essays - 250 words

Ch 41 dis - Essay Example ence liable for payment of USD 473, 790.18 towards response costs out of the total response costs amounted to USD 1,302,290.18 (Antitrust Division 2003). The share of response payment cost towards Alcan was only 5% of the defendant pool. Furthermore, it seems that Alcans share of liability is distributed on a contributory basis (Antitrust Division 2003). The court further observed that determination of harm is indivisible and it will not frustrate the right of a defendant to seek fair share of response cost from other defendants, as the contribution proceeds is on equitable footing. The court permitted to allocate response cost amongst the responsible where the court has no discretion to determine division of response cost (Antitrust Division 2003). Antitrust Division. United States v. Alcan Inc., Alcan Aluminum Corp., Pechiney, S.A., and Pechiney Rolled Products, LLC; Complaint, Proposed Final Judgment and Competitive Impact Statement. Federal Registrar, 2003. Accessed 7 July 2012.

Music Genre of the Blues Essay Example | Topics and Well Written Essays - 1250 words

Music Genre of the Blues - Essay Example From the discussion it is clear that dating back to the origin of different kinds of music genre, it is quite clear that they came about as a result of coordination of collection of human lifestyle and movement. Contextually, we can attribute the origin of the Blues music genre to human movement and farming and also a product of their deepest expressions. The Blues itself means being sank in melancholy or being depressed. The genre came about as a result of expression of plight and predicaments by the African-American slaves. At such times the Africans were being subjected to work in the North American Colonies Plantations. As the report declares music is influenced by climate through which it thrives. This is an implication that the Blues was also shaped by outside factors besides its human architects. Music was effected in religious activities and Africans who practiced Christianity used it to propagate their spiritual religion. As the Europeans strived towards transforming African pagans into faithful Christians, it can to their attention that these Africans were exceptionally talented in music. If you are to influence someone onto doing something then it is always better and much easier to employ what they have and like. The Europeans used the African music to spread the gospel of Christianity amongst their target population. â€Å"This "spiritual" music was the first instance of African music adapted to the social environment of the New World†¦Ã¢â‚¬ 

Shear box Lab Report Example | Topics and Well Written Essays - 1500 words

Shear box - Lab Report Example Introduction In soil mechanics, the term shear strength describes the magnitude of a shear stress that the soil can sustain (Roscoe 34). On the other hand, shear resistance of a soil occurs as a result of interlocking of particles and particle friction and possibly the bonding or cementation at particle contacts (Roscoe 45). Particle interlocking may cause a material to contact or expand in volume because of being subjected to shear strain (Poulos 560). As soil expands in volume, the density of its particles decreases causing its strength to decrease. This way, the peak strength is followed by the reduction in shear stress. It is always important to understand different values of Shear Strength of a soil sample (Schofield 20). This is because materials differ in their characteristics and tend respond differently when subjected to similar or different load conditions. This means that for one to design a project, he/she must understand the type of soil considering their variations in S hear Strength.In soil mechanics, Shear Strength is given by the formula ?f = c + ?n tan?----------------------------------------------------------------------------(1) c stands for cohesion, ? as an effective normal stress, ? as the angle of friction, ?f as the shear strength, and the shear box test, is defined by BS 1337: This experiment deals with shear resistance of a soil sample. ... The shearing resistance offered by the soil as one portion was made to slide on the other and measured at regular intervals of displacement. It was noted that failure occurred whenever the shearing resistance reached the maximum value that the soil could sustain. After obtaining the Shear strength it was plotted against horizontal displacement and on a separate graph, it was plotted against normal effective stress. The vertical displacement was also plotted against the horizontal displacement. Relevant calculation and interpretation were made and compared for purposes of making inference. Procedure In this experimental set up the first step entailed assembling the empty shear box without an upper and loading platens. In doing this, the two halves had to be screwed together. Screws marked â€Å"L† were in position as this was done. While ensuring that the apparatus move freely on the runners of the shear box, the box was filled with sand, which was then leveled off approximatel y 1 mm below the top of this box. The top platen was then placed on the sand. The platen was loaded on the top platen. The ball bearing was put in place. The hanger was then placed on the ball bearing and the weight was added on this hanger. The apparatus were adjusted to take up slack followed by reducing the proving ring dial gauge to zero. The two screws that held the lower and upper halves of the bow together were removed and screwed in those screws, which were marked â€Å"L†. After resistance was felt, each was adjusted further in ensuring the two halves get slightly separated. The motor was switched on and the maximum reading recorded on a proving ring dial gauge. The hallmark of the experiment when the circuit was switched off followed by slackening off the apparatus.

Music Genre of the Blues Essay Example | Topics and Well Written Essays - 1250 words

Music Genre of the Blues - Essay Example From the discussion it is clear that dating back to the origin of different kinds of music genre, it is quite clear that they came about as a result of coordination of collection of human lifestyle and movement. Contextually, we can attribute the origin of the Blues music genre to human movement and farming and also a product of their deepest expressions. The Blues itself means being sank in melancholy or being depressed. The genre came about as a result of expression of plight and predicaments by the African-American slaves. At such times the Africans were being subjected to work in the North American Colonies Plantations. As the report declares music is influenced by climate through which it thrives. This is an implication that the Blues was also shaped by outside factors besides its human architects. Music was effected in religious activities and Africans who practiced Christianity used it to propagate their spiritual religion. As the Europeans strived towards transforming African pagans into faithful Christians, it can to their attention that these Africans were exceptionally talented in music. If you are to influence someone onto doing something then it is always better and much easier to employ what they have and like. The Europeans used the African music to spread the gospel of Christianity amongst their target population. â€Å"This "spiritual" music was the first instance of African music adapted to the social environment of the New World†¦Ã¢â‚¬ 

Capital Justification Purchase Essay Example for Free

Capital Justification Purchase Essay This assignment requires justification to the vice president for approval to purchase a major piece of equipment for use in the radiology department of the hospital. My main objective is to provide valuable information to justify the cost as well as provide critical data that substantiates the ROI. Additionally, the report will have detailed information outlining the benefits that will assist in the decision making process and address all concerns and questions relating to the purchase. Lastly, the report will include how beneficial and profitable the technology will be for the hospital. The radiology department is in need of a MRI machine to better provide safer and reliable results for detecting breast cancer. I have done extensive research on the several different types of technological devices and believe that I have come up with the best model. In considering the Siemens’s MAGNETOM Espree-Pink the following six major categories to follow were taken into account to help substantiate the purchase:† 1) available alternative; available resources; cost data; benefit data; prior performance, and risk projection.† (Cleverely, et al, 2011, pg. 426). Based upon the research conducted, I believe that this model will improve the quality of patient care, help streamline breast exams and detect the disease with greater confidence. Research shows that MRI’s can be helpful in breast care, especially in high-risk women. The MAGNETOM Espree –Pink offers a unique design and has demonstrated that no other system comes close to offering patient comfort. This state of the art equipment will take us into the future with the latest technological advances. MAGNETOM Espree-Pink combines an open-bore design with the Sentinelle breast coil for Siemens which offers exceptional breast imagining and biopsy capabilities. And, the future is built in, for instance should our needs change over time, we have the option to upgrade the system to a MAGNETOM Espree whole-body scanner –with all the latest advanced applications and renowned technology. This will allow us the capabilities of having the ability to detect cancer in  other ar eas of the body. MAGNETOM Espree-Pink offers the following: Pink Comfort, Pink Workflow and Pink Applications. Pink Comfort can greatly reduce errors due to patient movement, resulting in better image quality. â€Å"The open-bore design offers an exclusive 70 cm inner diameter, providing exceptional comfort. It enables patients to feel more at ease, particularly claustrophobic or obese patients. Pink Workflow provides a dedicated multimodality Workplace that offers standard MRI evaluation, it enhances breast reading and reporting, and it is coupled with syngo BreVis, a computer-aided tool for real-time breast analysis. It is easy-to-use, fast, and reliable. Pink Applications allows for faster imaging, excellent clinical detail, shorter exams – all part of the dedicated solution for breast care. With its optimized applications, MAGNETOM Espree-Pink enables you to see more, by improving accuracy and showing more details. These applications enable truly comprehensive breast care, helping to improve diagnostic confidence as well as patient care.† (www.siemens.com/espree-pink) Financial Considerations In the acquiring of the MAGNETOM Espree-Pink there are some financial aspects to be considered. The manufacture’s price of the equipment is listed at $1.5 million and listed are a couple of options that could provide for this capital expenditure. We would like to look at available alternatives to acquiring this equipment: purchasing or leasing. The cost benefits of leasing include the ability to lease for a short period of time with less expense and the ability to upgrade the equipment as technology changes. For example, with a five-year lease of $150,000 per year, we will pay $750,000 over the life of lease. The immediate rate of return may be greater which may reduce the expense of the equipment. For example: The assumption is that the charge per usage is $2000 and numbers are based on number of patients seen per year.# of Patients Cost of Equipment Lease per year Operations Cost Per Incidence Total Expense Profit 750 $150,000 $500 $525,000 $975,000 1000 $150,000 $500 $650,000 $1.35 million 1250 $150,000 $500 $775,000 $1.725 million The cost benefit of purchasing the equipment is that it would be owned outright by the hospital. The ROI may be seen within the first three years. This can be done by purchasing directly or by financing the purchase. We now have to consider the fixed cost of the purchase price per year and its depreciation and interest. Our operation cost per incidence will now remain the same as leasing the equipment. Our number of patients is assumed to be the same as our option for leasing along with our procedure charge of $2000. # of Patients Cost of Equipment Purchase Operations Cost Per Incidence Total Expense Profit 750 $315,000 $500 $690,000 $810,000 1000 $315,000 $500 $815,000 $1.185 million 1250 $315,000 $500 $940,000 $1.560 million In conclusion, the technological advances of MAGNETOM Espree-Pink can provide numerous benefit to the radiology department by enhancing the speed and accuracy of diagnoses, facilitating earlier and more accurate treatment predicating breast cancer and generating additional revenue. The initial cost of purchasing or leasing will be a great expense to the hospital, but the ROI will outweigh the initial cost over a five year period. I believe that the MAGNETOM Espree-Pink will meet the critical needs of the hospital and our community in which we serve. References Cleverley, William, O., Cleverley, James, O., Song, Paula, H. (2011). Essentials of health care finance – 7th ed. MAGNETOM Espree-Pink (http://usa.healthcare.siemens.com/magnetic-resonance-imaging/0- 35-to-1-5tmri-scanner/magnetom-espree-pink)

The Lucifer Effect: How Good People Turn Evil

The Lucifer Effect: How Good People Turn Evil In Lucifer Effect Dr Zimbardo discusses his Stanford Prison Experiment conducted in 1971 in relevance to the prison abuses in Abu Ghraib in 2003. It is a shocking book presenting the transformation from an average good person into a bad brutal individual; the metamorphosis from Lucifer into Satan. At the same time Dr Zimbardo explains how this transformation is possible, how group dynamics and situational factors, maintained by the system influence human behaviour to create monsters even of normal good people. Moreover, Zimbardo discusses how to defend ourselves from becoming an evil. At the end he presents the victory of heroism and give a hope everyone is also able to do the most heroic acts. Body: What makes good people do bad things? This is a disturbing question which occupies our mind remembering the mass murders such as those of Cambodia, Darfur, Rwanda, Holocaust or May Lai. Would Holocaust occur again, Askenasy asks in his book Are we all Nazis? (in Blass, 1992). Milgram answers that if a system of death camps were set up in the United States of the sort we had seen in Nazi Germany, one would be able to find sufficient personnel for those camps in any medium-sized American town (CBS News, 1979, p. 7-8 cited in Blass, 1999, p. 956). Although most people would deny it claiming they could never be like them. (Blass, 2004, p. 35-36; Meyer, p. 71) surprisingly the examples from history and research studies have shown that everyone is capable of acting even in the most horrifying ways depending on the situational circumstances. People often underestimate the impact of the external factors because they cannot admit how easily they could be manipulated by situational forces, the concept known as fundamental attribution error (Jones Harris, 1967; Gilbert and Malone, 1995; Gilbert, 1998; Zimbardo, 1990). The studies on obedience (Baumrind, 1964; Burger, 2007; Burley McGuiness, 1977; Glasser, 1971; Halberstam, 1965; Kaufmann, 1967; Kilham Mann, 1974; Meeus Raaijmakers, 1987; Mantell, 1971; Milgram, 1963; 1965; 1974, p. 195; Ring, Wallston, Corey, 1970; Shanab Yahya, 1977, 1978; Sullivan, 1963; Taylor, 1970;), institutional aggression (Johnson, 1986; 1998), mass killings and genocides (Browing, 1993, Katz, 2004; Staub 1989; Waller, 2002) have indicated that violence is not determined by dispositional factors but it is a product of a situation. What social psychology has given to an understanding of human nature is the discovery that forces larger than ourselves determine our mental life and our actions chief among these forces is the power of the social situation (Banaji, 2001, p. 15). We dont have to look far to find an example of a blind authority follower. The Nazi leader Adolf Eichmann was an ordinary citizen who was charged with war crimes and crimes against humanity in the Nuremberg Trial in 1961 while he was just doing his job (Arendt, 1963, p. 135), only following orders (Zimbardo 2007, p. 218). Hanna Arendt helps us to understand that the Holocaust was not executed by fanatics but by normal people who accepted the state rules and therefore perceived their actions as normal. (Waxman, 2009). Anyone can be seduced to act wrong (Zimbardo 2004, p. 25). The Eichmann was not an exception; the manpower of Nazis in Final Solution was supported even by average elderly German citizens (Browning, 1993, p.16). The question what makes people act in the destructive ways has been long answered blaming the defective genes, the bad seeds responsible for pathological behaviour (Haney, Banks, Zimbardo, 1973b; Zimbardo, 2004, p. 21, 24). Starting from the landmark study, Stanf ord Prison Experiment (SPE) (Haney et al.,1973; Zimbardo, 1989; Zimbardo, Maslach, Haney, 2000) Lucifer Effect challenges this notion and argues that people act in the inhumane ways because they get poisoned by external factors, by a moment of a situation (Lewin, 1951) which is often supported by the bad system giving permission for a pathological behavior (Zimbardo, 2007). Stanford Prison Study shows the power of institution to influence the individual. It describes the transformation of normal, average students into aggressive, sadistic guards or passive, helpless and emotionally devastated prisoners playing the roles in the mock prison created in the dungeon of Stanford University. The study predicted for two weeks had to be terminated just only in 6 days because of the emotional breakdown of 5 of the students (Zimbardo, 1971; Zimbardo et al., 2000; 2004, p. 40). Dr Zimbardo saw the SPE as the parallel to the controversial abuses in Abu Ghraib (AG), which shaken the morality of the world in 2004 (p. 324; A Human Rights Watch Report [HRW], 2004; 2005; Stannard, 2004; Kersten Sidky, 2005; Dorf 2010; Zimbardo). The unbelievable humiliations of Iraqi detainees by American soldiers, who abused them in a number of horrifying ways (p. 357; Schlesinger et al., 2004; Taguba, 2004; Fay, 2004, p. 4) was not a surprise for Dr Zimbardo who saw it in SPE where prisoners became numbers inducing their powerless and dependence, were dehumanized and involved in humiliating tasks (p. 219; Haney et al, 1973b; Zimbardo et al., 2009). President Bush described the AG events as the incidents of few bad apples (Landford, 2009; Associated Press, 2005; Childs, 2005; Fox News, 2004; HRW, 2004; 2005) who were punished in the names of justice (HRW, 2005). Zimbardo, an expert witness for one of the guards, argues that there were not rotten apples, which should have been f ound guilty but it was the fault of the bad barrel which corrupted everything inside it (Zimbardo, 2008). Like in SPE good people were put in a bad, psychologically unhealthy situation, which had a dramatic impact on their behaviour and produced deviant deeds. (Zimbardo et al., 2000, p. 17). The soldiers in Abu Ghraib were just US Military Police Army Reservists (p. 335; Schlesinger et al., p. 12; Taguba, 2004) without any preparation to run the prison (p. 346, 377; Hersh, 2004; Schlesinger et al., 2004, p. 16; Taguba, 2004), exactly like the students role- playing the guards in the prison-like stimulated environment or just like the elderly men who joined the crimes of the Nazis. When placed in a novel unfamiliar situation, their learnt reaction patterns stopped working and their morale disengaged (Zimbardo, 2008) leading to the immoral behaviour. Soldiers, in the middle of the interrogation center, experienced a lot of pressure from Central Intelligence Agency to break the enemy (p. 336-37, 349, 382; Schlesinger et al., 2004, p.8; CBS News , ). Labelling the Iraqi the enemy (Allen Priest, 2004; CNN, 2001; Landford, 2009), enouncing the war with terrorism (p. 377, 430; HRW, 2004; 2005; Miles, 2006),) and the recent change in country attitude toward torture after 9/11 maintained by worldwide media and American administration (Zimbardo, 2004, p.35) gave the guards the permission to dehumanize the prisoners (Strozier as cited in Schwartz, 2004;) and treating them like dogs (Zimbardo, 2007, p. 337, 414). The powerful systemic forces created a fear across the country Zimbardo 2004, p. 35) and induced systematic propaganda under the cover of national security exactly as described in the novel 1984 (George Orwell, 1981) or Fahrenheit 451 (Ray Bradbury, 2007), in which societys enslavement to conformity was generated. It was enough to justify the horrific behaviour and made even killing acceptable and rationalized (p. 430; Zimbardo, 2004, p. 28, 35; Stratman, 2004). Additionally, there was no discipline in the Abu Ghraib and the unit was understaffed (p.336; Danner, 2004, p. 17; Gray Zielinski, 2006; Schlesinger, 2004; Stannard, 2004; Taguba, 2004). The place was kept in a secret (HRW, 2005), constantly under attack (Fay, 2004; Schlesinger 2004, p.11) without sufficient control (p. 348; Fay 2004, ; Schlesinger, 2004, p. 13; HRW, 2004; 2005) and strong leadership (Fay, 2004. ; Schlesinger, 2004, p.16). The situation was far from normal. Additionally, no formal policies or procedures to follow (p. 347) and confusion regarding the Geneva Convention (HRW, 2004; 2005; Schlesinger, p. 6-7, 14, 29, 37-38) gave the guards permission to do unthinkable crimes and torture like the superintendent Zimbardo let the abuses happen in SPE. As Lt. Col. Thomas Kolditz argued when the power is given to people without oversight it is a pure formula for violence (Donn, 2004). Human Rights Watch Report agrees with Dr Zimbardo that not few individuals should have be en blamed for brutality on site but the extraordinary pressures of the system which contributed to the abuses (Zimbardo, 2004, p. 47; HRW, 2004; 2005), the architects of the policies were responsible for creating the situation where abuses became a part of normality (HRW, 2004; 2005). The normality of the soldiers was the crime for us watching it from distance. If the guards had understood the mechanism of powerful situational forces maybe they could have been able to resist acting immorally. One of the factors contributing to the immoral deeds is deindividuation (Deiner, 1980; Festinger, Pepitone, Newcomb, 1952; Zimbardo 1970)) which fosters anonymity and violence, shutting down rational thinking about the consequences (p. 219; Festinger et al., 1952; Zimbardo, 1969; 1970; 2004, p. 33). What is the most frightening is the fact that deindividuation can be achieved simply by changing external appearance (Golding, 1954, p. 58, 63; John Watson; Zimbardo, 2007, ch. 3, 10. Another factor is moral disengagement from negative actions by justifying the conduct, diffusing responsibility for own actions (Kelman Hamilton, 1989; Milgram, 1963, 1965, 1974, 1992), blaming the accountability on the role played (p. 218; Freedman, 1969; Haney, Zimbardo, 1973c), while blindly following authority (Bandura, Underwood, Fromson, 1975; Darley Latane, 1968), conforming to the group norms seeking acceptance (Moore, 1978, p. 36), discriminating those from different groups (Baumeister, 1997; Bernard, Ottenberg Redl, 1968; Johnson, 1986, 1998; Staub, 1989;; Tajfel, Flament, Billig, Bundy, 1971; Waller, 2002), ignoring the consequences of the action and blaming the victims for the outcome while dehumanizing them (Bandura, 1975; 1988; 1996; 1999; Bandura, Fromson, Underwood, 1975; Bandura et al. 1996; Bandura, Osofsky, Zimbardo, 1999; 2005; 1998, 2003, str 511; Darley Latane, 1968 ). An individual has to be perceived as inhuman in order to make an unethical conduct com fortable for the perpetrator (p. 402; Kelman, 1973; Leyens et al., 2003),. Dehumanization process includes putting people into the roles (Haney Zimbardo, 1973) e.g. giving them the same uniforms and assigning numbers. As discrepancy between the immoral actions and personal beliefs occurs cognitive dissonance is created (p. 219; Aronson , Carlsmith, 1968 ; Festinger, 1957). The bigger the discrepancy between ones values and actions the more motivated the individual is to attain harmony (Janis and King, 1954; King and Janis,1956; Culbertson, 1957; Zimbardo, 1965).What is more, when people cannot deny their actions they tend to rationalize them persuading themselves and others that they followed the rational guidelines when making the decision (Zimbardo, 2007, p. 220). Grossman argues further that with the proper conditioning and the proper circumstances, it appears that almost anyone can and will kill (Grossman , 1995, p.4). It supports the notion that systematisation in creating the enemy which threaten the safety of people play an important role in inducing antisocial behaviour (Zimbardo, 2004, p. 43-45). When a pathological behaviour is additionally supported by authorities such as state or an institution it opens the doors for serious abuses. As it is the responsibility of government is to establish and maintain ethical guidelines across a state, country or world Lucifer Effect offers an advice for the authorities to prevent situations which set up conditions for individuals to behave immorally. Zimbardo emphasises that understanding the socio-psychological process of situational transformation is not an excuse for individual to commit crimes. It is just an explanation how people can be corrupted to do inhumane deeds and indeed it should be wisely used to resist the evil. (Wang and Zimbardo, 2006-2008). Dr Zimbardo also gives a hope that as much as people are capable of wrongdoing the creative mastermind of human beings can also generate terrific actions (p. 444, Zimbardo, 1996, p. 621, str. 504, Zimbardo, 2008). Eventually, Lucifer Effect teaches how to be a hero in waiting (see p. 330-331, 457-458, 471, 474-475, Lankford, 2009; Zimbardo et al., 1999; Zimbardo, 2004, p. 40, Zimbardo, 2008 Conclusion: The Lucifer Effect presents how good people turn evil. It involves understanding what powerful dynamic factors come into play during the human character metamorphosis within different circumstances. Lucifer Effect explains that personality variables contribute just a bit to produce certain behaviour, alleviating or escalating the impact of the situational forces, which are lying at the base of the psycho-sociological interactions (Banaji, 2001, p. 15; Mischel, 1968; Mischel, Shoda, Rodriguez, 1989; Mischel, Shoda, Wright, 1993; Mischel Shoda, 1995; Mischel, 2004; Staub, 1898, p. 126, 127). The argument in the book is indeed a convincing demonstration that evil deeds are attributable to the power of the bad situation (Zimbardo, 1989; Asch, 1952; Sherif, 1966; Tajfel, 1978) which is often maintained by the bad system (Zimbardo, 2008). Nevertheless, Dr Zimbardo also emphasises that understanding evil is not excusing it and everyone should be responsible for their own actions because t he individual can learn how to resist immoral actions (Zimbardo, 2008). The account Dr Zimbardo takes agrees with Hanna Arendts (1977) statement that unless people are insane they have ability to tell right from wrong then we must be able to demand its exercise from every sane person, no matter how erudite or ignorant, intelligent or stupid, he may happen to be ( p. 13).

Hispanic Girls Growing up on the Border Essay -- Essays Papers

Hispanic Girls Growing up on the Border The Southwest United States is an area of great diversity. It is located on the border between the US and Mexico. In this region there are four main ethnicities represented: Hispanics, African Americans, Anglo Americans, and Native Americans. These groups interact daily working in the same offices and going to school together. Youth of each ethnicity face risks as they grow up. By focusing on the Hispanic adolescent girl the extent of the possible risks to one ethnicity can be explored. These risks will include motivation at school, the risk of dropping out of school, the at-risk classification, which includes gang involvement, and teen pregnancy. The results of studies focused on the risks to Hispanic girls will be compared to an interview with a Hispanic girl living in Tucson, Arizona and what she feels the actual risks are. Through the comparison a full view of the risks to adolescent Hispanic girls growing up in the border region will be seen. At-Risk girls is a term used over and over in order to describe girls that may be predisposed to problems such as dropping out of school or joining gangs. Girls classified as at risk share many of the same characteristics. Not having English as a native language is one of the risk factors attributed to the at risk girl classification. For first and, often, second generation Hispanics the language barrier is a problem leading to poor economic standing and poor education. In the border region this problem is evident in some schools since they may "consist primarily of Mexican American students, most of whom are considered at-risk based on language barriers, economic disadvantages, and poor family education"(Sonne... ...erimental Education 62.1 (1993): 60-71. Granleese, Jaqueline & Joseph, Stephen. "Self-Perception Profile of Adolescent Girls at a Single-Sex and Mixed Sex School." Journal of Genetic Psychology 154.4 (1993): 525-530. Jones, Randall M. & Lauver, Philip J. "Factors Associated With Perceived Career Options in American Indian, White, and Hispanic Rural High School Students." Journal of Counseling Psychology 38.2 (1991): 159-166. Menchaca, Velma D. "Achievement Motivation in Mexican-American Eighth Grade Students." Psychological Reports 72.3 (1993): 971-978. Osborne, Jason W. "Race and Academic Disidentification." Journal of Educational Psychology 89.4 (1997): 728-735. Sonnenblick, Melissa D. "The GALLS Club: Promoting Belonging Among At-Risk Adolescent Girls." The School Counselor 44 (1997): 243-245. Smith, Josie. Personal interview. 24 Mar. 1999.

La Malinche Essay -- essays research papers

"La Malinche." Slave, interpreter, secretary, mistress, mother of the first "Mexican." her very name still stirs up controversy. Many Mexicans continue to revile the woman called Doà ±a Marina by the Spaniards and La Malinche by the Aztecs, labeling her a traitor and harlot for her role as the alter-ego of Cortes as he conquered Mexico. They ignore that she saved thousands of Indian lives by enabling Cortes to negotiate rather than slaughter. Her ability to communicate also enabled the Spaniards to introduce Christianity and attempt to end human sacrifice and cannibalism. Herself a convert, baptized Marina, she was an eloquent advocate for her new faith. As for the charges against her, they are in my opinion baseless. So let us visit this remarkable woman and examine the facts. All historians agree that she was the daughter of a noble Aztec family. Upon the death of her father, a chief, her mother remarried and gave birth to a son. Deciding that he rather than Marina, should rule, she turned her young daughter over to some passing traders and thereafter pro- claimed her dead. Eventually, the girl wound up as a slave of the Cacique (the military chief) of Tabasco. By the time Cortes arrived, she had learned the Mayan dialects used in the Yucatan while still understanding Nahuatl, the language of the Aztecs and most Non-Mayan Indians. "La Malinche" did not choose to join Cortes. She was offered to him as a slave by the Cacique of Tabasco, along with 19 other young women. She had no voice in the matter. Up till then, Cortes had relied on a Spanish priest, Jeronimo de Aguilar, as his interpreter. Shipwrecked off Cozumel, Aguilar spoke the Mayan language as well as Spanish. But when the expedition left the Mayan-speaking area, Cortes discovered that he could not communicate with the Indians. That night he was advised that one of the women given to him in Tabasco spoke "Mexican." Doà ±a Marina now enters Mexican history. It was she who served as the interpreter at the first meetings between Cortes and the representatives of Moctezuma. At that time Marina spoke no Spanish. She translated what the Aztecs said into the Mayan dialect understood by de Aguilar and he relayed it to Cortes in Spanish. The process was then reversed, Spanish to Mayan and Mayan to Nahuatl. Bernal Diaz, author of "The Conquest of New Spain" authe... ...e was full of corpses. The dry land and stockades were piled high with the dead. We also found Mexicans lying in their own excrement, too sick to move." After the Conquest, Cortes, with a wife in Spain, arranged to have Marina married to a Castilian knight, Don Juan Xamarillo. Soon thereafter she disappeared from history. But she had borne Cortes a son, Don Mahin Cortes. While many other Indian women were impregnated by Spaniards, we have no record of their fate. Hence, if modern-day Mexicans are a blend of Spanish and Indian blood, Doà ±a Marina's son was the first "Mexican" whose career we can follow. He rose to high government position and was a "Comendador" of the Order of St. Jago. In 1548, accused of conspiring against the Viceroy, he was tortured and executed. In more recent times, the term "Malinchista" has been used by some to describe those who dislike Mexicans. But Doà ±a Marina deserves better. A fearless, loyal and determined woman, she was a heroine who helped save Mexico from its brutal, blood-thirsty rulers--and in doing so she played a major role in fashioning what is today one of the most dynamic societies in all of Latin America.

A Synopsis of Roman Family Life Essay

Glancing towards the past of the old Roman Republic and the Roman Empire we are more than often charmed by and idealized view of the Roman family life adhering to the principles of virtus, dignitas, auctorias, gloria, pietas, and gravitas.1 As Beryl Rawson would argue in her essay on Roman family, this view is limited to that of the patrician class and the plentiful literature surrounding it .2 Furthermore, this outlook does not adequately account for core features of any social study of family such as the process of socialization of children, the extent of their education, specific gender roles, family structure, relationship between members, inheritance, and also does not incorporate the description of a Roman family within the context of other social classes. In order to get an ample insight of Roman society all the aspects previously enumerated need to be analyzed.  The general Roman family structure, by common consensus, was believed to be a small nuclear unit, yet the term of familia used in the period could have been much larger. Thus, the family consisted of the wedded couple plus the household dependents such as their unmarried children, slaves, and in some case freedmen and foster-children according to the research of Jerome Carcopino in the Daily Life in Ancient Rome. 3 At the head of the household was the oldest surviving male ascendant whose authority was recognized legally over his descendants and lasted until his death, known as the paterfamilias. Furthermore, the term familia could refer to all persons and property under the control ( patria potestas) of the paterfamilias, but more than often it was referred to the nuclear families household 4. Based on wealth or social class the size of the nuclear family varied greatly. However, during the period of the Roman Republic and then the Roman Empire the average size of the nuclear family was relatively small, ranging from the conjugal couple and about two to three children according to Rawson. 5 Under the hegemony of the paterfamilias, women and grown children would have  a very inferior legal status. The head of the family having â€Å"power of life and death over his legitimate children, [†¦], and full rights over property, including anything they might acquire. Daughters were removed from the father’s power when he gave them in marriage into a control of a husband.† 6 The act of marriage was regarded in ancient Rome more as a financial and political alliance than as a romantic association, especially in the upper classes. In any social class the primary purpose for marriage was to produce children. Since the life expectancy was so low in ancient Rome women married very early, fathers usually began seeking husbands for their daughters when these reached an age between twelve and fourteen. The husband was usually older than the bride between mid to late twenties. 7 The two official types of marriages were: with manus and without manus. The marriage with manus was the typical upper-class wedding and tended to be a lavish affair which incorporated a religious rights ceremony in the presence of the pontefix maximus 8. The marriage without manus was largely a more plebian affair in which there were no religious rights and the father emancipated his daughter to the husband. The third form of marriage was called the usus where after a year of cohabitation between a man and a woman they were by law considered married. 9 In order for a manus union of a man and woman to be legitimate, there needed to be consent legally and morally. Both parties had to be willing and intend to marry, and both needed their fathers’ consent. One of the most important aspects of the practical and business-like arrangement of Roman marriage was the dowry. The dowry was a contribution made by the wife’s family to the husband to cover the expenses of the household. The dowry was also how Roman families maintained their social status relative to each other. It was important to ensure that upon the end of a marriage, the dowry was returned to either the wife or her family. This was done in order to improve her chances of remarriage as well as to maintain the family resources. In ancient Rome, the dowry became the husband’s full legal property. In actuality, however, the purpose of the dowry often affected the husband’s freedom to use the dowry. In the case the dowry was given to help in the mainte nance of the wife, or if a legal provision was made for the wife or her family to reclaim the dowry should the marriage dissolve, the husband was restricted as to how he could make use of the dowry. In the case of marriages without manus since the bride was emancipated she retained her  property rights although her property came under control of the husband while she was married. 10  As previously mentioned political status held a place of honor within Roman society. Nobility or the rank of patrician was not simply bestowed upon an individual. It was gradually built up or torn down by a family thus the importance of a nomen or family name. In this sense legitimate children belonged to their father’s family and bore his family name. Illegitimate children belonged to their mothers and bore her family name. There were also cases where the paterfamilias had no children or none of his children survived adulthood. In this instance the head of the household could compensate by adopting a son who would oversee the family after his death and thus he would have an heir. As far as inheritance is concerned, when the head of the family dies the patria potestas goes to the designated heir which in most cases he was a male form the line of the husband. The only case when women and men were equal in inheritance is if you have a brother and sister of approximately th e same age. If the mother dies her dowry and holdings go directly to the designated heir. The only situation when married women had priority of inheritance was the respect of patria potestas of her mother’s brother. 11 The custom of divorce was usually reserved for serious marital faults, such as adultery, and could be employed by a husband at any time. Since marriage was often used as a political tool in ancient Rome, especially in the upper classes, divorces were common when new political opportunities presented themselves. If the wife was not at fault for the ending of the marriage, then she was able to reclaim her dowry. If the wife committed adultery, husbands got to keep a portion of the dowry. 12 When regarding women roles in society and family during the transition period of 133-43 B.C.E. , they were completely dependent of man, not being able to speak in public or to sell property or buy it without the consent of the males of the family. Legally at this time and era they were treated with inferiority to men 13. Gradually the current was changing towards the late period of the Republic as we can notice in the letter of Cicero to his wife Terentia and her actions as well as in Hortensia’s Speech. 14 Furthermore in this period, a Roman wife was generally understood as her husband’s companion and helper. She was next to him at banquets and parties  and shared his authority over the children, slaves and the household. Roman wives were no longer expected to live secluded lives. They could freely receive visitors, leave the house, visit other households, or leave to go shopping to list some examples .15 . While the nature of Rome’s patriarchal society persisted throughout the Imperial period equality within the conjugal couple with the end of the Roman Republic. The Roman family was the mold in which the character of the Roman was formed, much as the polis formed the character of the Athenian. Every Roman looked with pride upon his family and the deeds of his ancestors; and it was regarded as a great calamity for the family worship to become extinct and so do we as historians need to carefully preserve its history and understand their society by analyzing every piece of its puzzle. WORKS CITED Bradley, Keith. Discovering the Roman Family: Studies in Roman Social History. New York: Oxford University Press, 1991. Carcopino, Jerome. Daily Life in Ancient Rome. London: The Folio Society, 2004. Crook, John. The Roman Family. The Family in Ancient Rome: New Perspectives. Edited by Beryl Rawson. Ithaca, New York : Cornell University Press, 1986. Hughes, Sarah, and Brady Hughes. Women in World History. Readings from Prehistory to 1500. Vol. 2. Armonk, New York: M.E. Sharpe, 1997. Rawson, Beryl. The Roman Family. The Family in Ancient Rome: New Perspectives. Edited by Beryl Rawson. Ithaca, New York : Cornell University Press, 1986.

Sources of Motivation Paper

Sometimes people have to ask themselves questions such as why do I want to do that, what is it that I need that is going to take to get me from point A to point B, and how do I keep doing what I need to do to accomplish the set task or goal? Many times people wonder what causes an individual to act in a certain way. The word motivation is used in everyday language and can be defined in various ways but, in general, it is referred to as the internal course of action that triggers, directs and maintains the individual’s behaviors toward a particular goal or event (Ferguson, 2000). Hence, this paper defines motivation, addresses a few sources of motivation, gives an idea about how human motivation and behavior are linked together, as well as look at how motivation is displayed in behavior. Sources of Motivation Motivation can originate from internal sources, described as biological and psychological variables, and from external sources, such as incentives and goals (Deckers, 2010, pg. 1). For example, a biological factor in the motivation to eat would be that the individual got something to eat because his or her stomach was growling or experiencing stomach pangs. A psychological factor in the motivation to eat would be that an individual ate too much because he or she used food as a way to cope with his or her feelings of depression or loneliness. An environmental factor in the motivation to eat would be that the sight and smell of food triggered the hunger and eating such as the smell of a freshly baked loaf of banana nut bread. An external factor to becoming motivated to cook one’s own freshly baked bread is having the goal to learn how to bake the bread and then market it in a way to bring in extra income. In addition to biological, psychological and environmental variables to motivation, it is also said that motivation can be intrinsic or extrinsic. According to Ferguson, internal outcomes can provide internal incentives, and incentive motivation of this type is called intrinsic motivation. When external outcomes provide external incentives, the incentive motivation is called extrinsic motivation (2000, pg. 215). For example, a person who is intrinsically motivated might learn to play the piano because it gives the individual has a sense of pleasure while listening to the music. A person who is extrinsically motivated might learn to play the piano because he or she is promised monetary gain or some other type of reward. The Relationship between Motivation and Behavior Psychologists, therapists, behaviorists as well as others who work in or interested in human services, many times want to know and participate in studies to help them learn more about what motivates individuals to behave or misbehave in a certain way. According to Reeves, â€Å"motivation study concerns all conditions that exist within the person and within the environment and culture that explain â€Å"why we want what we want† and â€Å"why we do what we do (2009, pg. iii). † So, when people think about motivation, they have to consider the individual’s desire, drive, and need to get or accomplish something and whether that motivation is strong or weak as well as the behavior that goes along with it. To put it in another way, motivation and behavior are like the coin which has the head (motivation) and the tail (behavior). Thus, when explaining the relationship between motivation and behavior, the truth is that you can’t have one without the other. How Motivation Exhibited in Behavior What causes a person to walk in the rain without an umbrella? Could it be that the individual must get to his or her destination no matter the condition of the weather? Or could it be that the individual loves the feel of water coming down from its natural environment? If not for those reasons, then could it be that the individual uses the rain water during that time to hide his or her tears in an attempt to release some of his or her emotions of sorrow and pain? The way people act will many times depend on the motivation behind it. It’s difficult to understand certain behaviors without looking at the the type of motivation that is connected to it. People many times search out ways that will help them get motivated to move in the direction of their thoughts or of their own perceived needs or preferred wants. The behavior that they will exhibit once they have iscovered the need or source, will then help them know what they can do and then motivate them to get to their desired objective, goal or even the destination that they have set forth for themselves. Simply put, motivation is a kind of an internal force which compels an individual to do something in order to get something whether it be revealed internally or displayed externally. For exa mple, I am motivated to do well in class, thus I must read the material, answer the questions according to recommended standards, participate in class discussions and perform well on assignments given. Thus, when looking at or attempting to explain motivation with that example, it is not only what causes me to act but also why I took a certain course of action. Motivation is about human strivings, wants, desires, and goals and the behavior exhibited will either be a push or pull that gets the individual to do something. If the desires are strong, the individual will do work hard at trying to fulfill it and if they are weak, he or she may be less motivated to do so. Motivation, whether it is strong or weak, comes through a number of sources and the behavior that is displayed comes out in different ways. Whether those motivations are due to biological, psychological and environmental variables, the behavior affects the individual’s end whether that end is positive or negative. Whether the motivation is internally, externally, intrinsically or extrinsically motivated, people will do those things are important to them and show forth the behaviors that will get them toward their desired wants, needs, objectives or goals. References Ferguson, E. (2000). Motivation: A Biosocial and Cognitive Integration of Motivation and Emotion. New York, NY: Oxford University Press, Incorporated. Deckers, L. (2010). Motivation:  Biological, Psychological, and Environmental. (3rd ed.). Boston, MA: Pearson/Allyn and Bacon. Retrieved from  https://ecampus.phoenix.edu/content/eBookLibrary2/. Reeve, J. (2009). Understanding motivation and emotion. (5th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Retrieved from  https://ecampus.phoenix.edu/content/eBookLibrary2/.