Financial Markets and institutions Assignment Example | Topics and Well Written Essays - 2000 words

Financial Markets and institutions - Assignment Example March 16 saw an even worse situation in which economic data of the US painted a dismal outlook for the economy. Whole sales prices were seen increasing more than expected, while a lower than expected demand in the housing sector pushed the investors over the edge and panic selling took place. Investors sought sanctuary in US Treasuries instead of the stocks. Another key factor that lowered the stock index was the fact that option prices jumped up by 21% given the situation in Japan. However, the index saved grace and climbed up by almost 2.2% in the following two days, owing to the fact that G& offered their assistance in helping to control the Japanese fiasco. At the same time, the US manufacturing sector registered steady growth figures which boosted the S&P index. Another key factor was that investors displayed a slightly higher risk appetite and this saw Treasuries going down as yields rose to 3.26% from 3.19%. The most primary determinant of any index is the economic outlook of the region. S&P was highly influenced by the economic data that was coming forth. The disaster in Japan nudged the fact that US imports from the region would suffer. This could cause production issues in the US, which depended on machinery and raw material from Japan. Furthermore, the economic indicators such as inflationary pressure and weak demand elucidated the fact that the GDP growth would slow down. These assumptions triggered the rise in US treasuries which were seen as a safe haven. Oil prices not only raised the energy costs in US, but also created a sense of dread in OMCs’ who were at risk of supply shocks. Investors offloaded these stocks, judging that the P/E measures would drop due to lower earning concerns. Present valuation of future cash flows, or rather the ability to generate future cash flows was the major determinant in the decline and the rise in the market during this week. As mentioned above, the rise in manufacturing growth suggested that the sector wo uld show positive returns, hence the market jumped up. International support for the Japanese boosted sentiments that their production capacity would soon normalize. Investors took this as a positive sign and the S&P 500 gained ground on this. The economic theory apart from present value of cash flows which applies to the S&P’s fluctuation is the inflation development. If inflation persists, then monetary tightening could occur. Any hike in interest rates would hurt economic growth, and such sentiments can cause a decline in the indices. As mentioned earlier, the biggest determinant of price movements of stock indices are the economic indicators and expectations of these indicators. If expectations lead to believe that there will be a positive change, then the prices of these indices will jump up. The flip side of the coin is that if sentiments perceive the market factors to be unfavorable, then a downward spiral can ensue. Financial Crisis 2008-11 Introduction The global fin ancial crisis which started in early 2007 has proven to be perhaps the great financial catastrophe in history. Although it traces its roots back to the starting of the millennia, the subsequent meltdown was most gruesome over the past 3 years. What began as a crisis of the sub-prime mortgage market in the United States quickly transcended national borders and developed into an

Telephone Conversation Essay Example for Free

Telephone Conversation Essay Telephone Conversation, by Wole Soyinka is about racism; more specifically, it is about the way people both white and black fail to communicate clearly about matters of race. The narrator of the poem describes a telephone conversation in which he reaches a deal with a landlady to rent an apartment. He feels that he must let her know that he is black: Nothing remained But self-confession. Madam, I warned,I hate a wasted journey—I am African. This is where the lapses in communication begin. The landladys first response is, Silence. Silenced transmission of / Pressurized good breeding. She next asks the ridiculous question, How Dark? Are  you  light/or  very  dark? The narrator is dumbfounded. Instead of telling her, â€Å"Its none of your business†, or simply, â€Å"Lets forget about the apartment†, he offers a cryptic response: â€Å"West African sepia. † When the landlady asks for clarification, the narrator only confuses matters further: â€Å"Facially, I am brunette, but, madam, you should see The rest of me. Palm of my hand, soles of my feet Are a peroxide blond. He makes matters even worse by saying that friction has somehow turned his buttocks raven black. This poem uses a lot of irony and sarcasm. The poet mainly uses irony in three places. The first tone of irony is sensed when the man confesses that he is an African. When describing the lady, the poet uses a lot of sarcastic language. Irony is lastly used when the man describes himself to the woman. The last line of the poem also leaves a sense of mystery in the reader. Wole Soyinka brings out a great use of irony in this poem. In this poem, the narrator is describe being genuinely apologetic for his skin color, even though he has no reason to be sorry for something which he was born with and has no control over. we can also see that the narrator is an intelligent person by his use of high diction and quick wit. The landlady is also describe as racist. The poem reminds me of the Bible verse: Do to other what you would have them to you, Luke 6:31. If you want to be annoyed, then annoy other people, like in the poem the landlady was the first to annoy the narrator and in the end the narrator annoy the landlady.

Nursing Research Article Critique Essay example -- Healthcare Nursing

The development of knowledge requires a number of processes in order to establish credible data to ensure the validity and appropriateness of how it can be used in the future. For the healthcare industry, this has provided the ability to create and form new types of interventions in order to give adequate care across a of number of fields within the system. Research then, has been an essential part in providing definitive data, either by disproving previous beliefs or confirming newly found data and methods. Moreover, research in itself contains its own process with a methodological approach. Of the notable methods, quantitative research is often used for its systemic approach (Polit & Beck, 2006). Thus, the use of the scientific method is used, which also utilizes the use of numerical data (Polit & Beck). Here, researches make use of creating surveys, scales, or placing a numerical value on it subjects (Polit & Beck). In the end the resulting data is neutral and statistical. Howeve r, like all things its approach is not perfect, yet, it has the ability to yield valuable data. Summary of Critiqued Article For nursing, research has played a major role in the way clinical practice is done. Research has allowed nurses to provide appropriate care to patients. It allows them to perform their job by providing them the tools and information they need in order to make the decisions on the concerns for caring the patient (Polit & Beck, 2006). Moreover, research can also take focus on the workers themselves in order to improve the practice both on a professional and personal level. An example of a study conducted by King, Vidourek, and Schweibert of University of Cincinnati created a study to determine if there is a correlation between ... ...nce in the outcomes for many. Knowledge grants others the ability to fulfill their duties across a spectrum of fields and for nurses; it allows them to make decision that can improve the outcome of patient's health. Nurses are a vital backbone to the healthcare system and through research they are able to continue to expand their roles, knowledge, and abilities on a professional and personal level. References King, K. A., Vidourek, R., & Schwiebert, M. (2009). Disordered eating and job stress among nurses. Journal of Nursing Management, 17, 861-869. Retrieved from http://web.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?vid=5&hid=108&sid=56ec0737-792e-4eac-aad7-1ce285824dce%40sessionmgr115 Polit, D., & Beck, C. (2006). Essentials of nursing research: appraising evidence for nursing practice (7th ed.). Phildelphia: Lippencott Wilkins & Williams.

Analysis of Sonnet 116 N

Analysis of sonnet 116 by william shakespeare and sonnet 29 bu edna st vincent millay Let me not to the marriage of true mindsLet me not declare any reasons why two Admit impediments. Love is not loveTrue-minded people should not be married. Love is not love Which alters when it alteration finds,Which changes when it finds a change in circumstances, Or bends with the remover to remove:Or bends from its firm stand even when a lover is unfaithful: O no! it is an ever-fixed markOh no! it is a lighthouseThat looks on tempests and is never shaken;That sees storms but it never shaken; It is the star to every wandering bark,Love is the guiding north star to every lost ship, Whose worth's unknown, although his height be taken. Whose value cannot be calculated, although its altitude can be measured. Love's not Time's fool, though rosy lips and cheeksLove is not at the mercy of Time, though physical beauty Within his bending sickle's compass come:Comes within the compass of his sickle. Love al ters not with his brief hours and weeks,Love does not alter with hours and weeks, But bears it out even to the edge of doom.But, rather, it endures until the last day of life. If this be error and upon me proved,If I am proved wrong about these thoughts on love I never writ, nor no man ever loved. Then I recant all that I have written, and no man has ever [truly] loved. Sonnet 116 is about love in its most ideal form. It is praising the glories of lovers who have come to each other freely, and enter into a relationship based on trust and understanding. The first four lines reveal the poet's pleasure in love that is constant and strong, and will not â€Å"alter when it alteration finds. The following lines proclaim that true love is indeed an â€Å"ever-fix'd mark† which will survive any crisis. In lines 7-8, the poet claims that we may be able to measure love to some degree, but this does not mean we fully understand it. Love's actual worth cannot be known – it remain s a mystery. The remaining lines of the third quatrain (9-12), reaffirm the perfect nature of love that is unshakeable throughout time and remains so â€Å"ev'n to the edge of doom†, or death. In â€Å"Pity Me Not,† Millay uses the cyclical forces of nature as a metaphor for her version of the cycle of love, a version that concludes a an’s love for a woman always ends. Her comparison, however, becomes paradoxical as she moves from the rational mind to the emotional heart. The first stanza begins immediately with her rational comparisons of nature to love. In the first two lines she looks at the sunset and one is reminded of the warmth love brings to life. A warmth that naturally fades as love dies. Next, she moves to beauty and the aging process. Unfortunately as women get older, American society often considers their beauty lost just as flowers wither as winter approaches. Millay seems to assume that men cannot love if the woman has no beauty left. The waning o f the moon† can easily refer to the loss of romance and passion, since moonlight is often considered a sensuous setting. Finally, â€Å"the ebbing of the tide† washes away any remnants of the romance. Passion’s tide will only go lower and lower from this point. Millay finishes the octave directly tying love to nature. Up to this point, love has not been explicitly addressed. Finally, she gets to the thrust of the poem, â€Å"Nor that a man’s desire is hushed so soon, and you no longer look on love with me. † It is clear in this octave that Millay looks at the passing of love, the end of men’s desire, as a natural part of life.She seems resigned to it. She accepts it and declares, â€Å"Pity me not† the loss of these precious things, for there is nothing else which could happen. With the tone of the octave, she clearly does not sound so much as a â€Å"tormented lover† as she does someone who has become completely jaded to love a ltogether. The torment is long finished. As is common in many sonnets, the sestet introduces a new tone, a new twist to the narrative. In line 9, she tells us directly that she indeed has gone through these stages of love enough to become resigned to the inevitable: â€Å"This love I have known always: love is no more. It is with line 10 that the tone of the poem twists to something totally conflicting with the octave. Lines 10-12 all compare the ending of love to natural events that are clearly not cyclical or expected at all. Passages such as â€Å"the wide blossom which the wind assails† or â€Å"the great tide that treads the shifting shore strewing fresh wreckage gathered in the gales† reveal that she is not at all calm over the ending of love. The imagery throughout this section is violent.It is as if she is the wide blossom assailed; that the shifting shore is her foundation, her emotions being eroded; that the wind is now no longer a natural, common wind but a gale! Probably the most effective word that demonstrates these bad feelings is â€Å"wreckage. † The term is the only man-made noun in the entire poem, a term that is not natural at all. The vision of boats being mangled and ripped in a storm quickly comes to mind. She clearly seems to see herself as the â€Å"fresh wreckage† in the midst of a grand emotional storm. A question now arises in the reader’s mind at the conclusion of line 12.If the ending of love is rational and expected, why have this outburst of torture and torment? The couplet holds the answer. As typical in so many sonnets, the couplet ends with a surprise and a tying together of all the elements of the poem above it. In the octave Millay asks her readers not to pity her the ending of love, as it is simply a natural occurrence in her spoiled view. In the couplet she gets to the point of her real pain. â€Å"Pity me that the heart is slow to learn what the swift mind beholds at every turn. † Now she is clearly asking for sympathy. She knows that love will end.She watches it happen time and time again around her, but she laments that she still feels pain in her heart. She feels she is smarter than that but still she succumbs to her emotions. Pity her her broken heart. Period. Thus, the octave is a representation of her mind, her rationalizing assumption that relationships cannot naturally work. The sestet’s quatrain represents the pain, the emotional violence that still emerges despite all of her rationalizations. That revelation is the paradox. The ending of love is not cyclically expected as is the sunset or the waning of the moon — at least not in her heart where it matters the most. Pity Me Not† was written in 1923, a period characterized by poets consistently examining their psyches. Edna St. Vincent Millay continued this study of her â€Å"worthlessness† throughout most of this time. Before 1923, she indeed lived through an amount of p ain and sadness. That year, however, was not a time to be glum or depressed, for 1923 was clearly one of the most joyous, important years in her life. It was the year she married a rather wealthy man, finally finding love while freeing herself from financial responsibilities, allowing her to devote all of her time to her art.It was the year she first became published in Europe, to a resounding success. It was also the year she won the Pulitzer Prize for poetry–only the second of its kind awarded (Atkins 93-147). No, 1923 was known as an exceptionally happy time for Millay, in her career and in romantic pursuits. Thus, the final paradox to be found in â€Å"Pity Me Not† is that she could, and did, find the love she thought she’d never find. The marraige lasted, disproving her theory that relationships naturally die.

Ob Robinssolutionchap2

Chapter 2 Foundations of Individual Behavior MULTIPLE CHOICE Ability 1. Which of the following statements is true about the term â€Å"ability†, as it is used in the field of organizational behavior? a. It refers to an individual’s willingness to perform various tasks. b. It is a current assessment of what an individual can do. c. It refers exclusively to intellectual skills. d. It refers exclusively to physical skills. e. It is a prediction of future aptitude based on current attitudes. (b; Moderate; Ability; p. 45) 2. Which one of the following words is the best synonym for â€Å"ability†, as the term is used in organizational behavior? . motivation b. capacity c. experience d. intellect e. wisdom (b; Challenging; Ability; p. 45) {AACSB: Analytic Skills} 3. Which of the following is not a dimension of intellectual ability? a. number aptitude b. perceptual speed c. spatial visualization d. dynamic flexibility e. social aptitude (d; Moderate; Intellectual Ability ; p. 45) {AACSB: Analytic Skills} 4. What is a factor of intelligence that suggests that it makes sense to talk about overall intelligence? a. general mental ability b. intelligent quotient c. ability d. cultural intelligence e. perceptual speed (a; Moderate; General Mental Ability; p. 6) 5. Which of the following is not one of the nine basic abilities involved in the performance of physical tasks? a. stamina b. dynamic flexibility c. speed d. body coordination e. trunk strength (c; Moderate; Nine Basic Physical Abilities; p. 47) {AACSB: Analytic Skills} Biographical Characteristics 6. Which of the following is not a biographical characteristic? a. political affiliation b. age c. sex d. tenure e. race (a; Easy; Biographical Characteristics; p. 48) {AACSB: Analytic Skills} 7. What will be the largest demographic change in the U. S. workforce in the next decade? a. ncreasing ethnic diversity b. a fall in married workers c. increasing age of workers d. decreasing tenure of workers e. m ore women in the workforce than men (c; Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} 8. Research shows that which of the following is likely to decrease as a worker grows older? a. productivity b. likelihood of quitting c. absenteeism d. vacation days taken e. work ethic (b; Moderate; Age; p. 49) {AACSB: Multicultural and Diversity} 9. Which of the following statements is true? a. Older employees have lower rates of avoidable absence than younger workers. b.Older employees have lower rates of unavoidable absence than younger workers. c. Older employees are more likely to quit their job than younger workers. d. Older employees are perceived to be more flexible than younger workers. e. Older employees generally have lower productivity than younger workers. (a; Moderate, Age; p. 49) {AACSB: Multicultural and Diversity} 10. Which of the following is true concerning the relationship between age and job satisfaction? a. Most studies have found a negative association between age and satisfaction. b. Some studies have found a U-shaped relationship between age and satisfaction. . Satisfaction decreases among professionals as they age. d. Satisfaction increases among nonprofessionals during middle age. e. Satisfaction decreases among nonprofessionals after middle age. (b; Moderate; Age; p. 49) {AACSB: Multicultural and Diversity} 11. Research does not support which of the following statements about gender in the workplace? a. Women are more willing to conform to authority than men. b. Men are more aggressive than women. c. Women are more productive at work than men. d. Men have higher expectations of success. e. Women have lower turnover rates than men. c; Moderate; Gender; p. 50) {AACSB: Multicultural and Diversity} 12. Research supports which of the following statements about men and women in the workplace? a. Men are more productive. b. Women are more productive. c. Men are the most receptive to socialization. d. Women are more likely to resign. e. Wome n have more absences. (e; Moderate; Gender; p. 50) {AACSB: Multicultural and Diversity} 13. Which of the following is the most likely explanation for the higher absentee rate of women in the workplace? a. Women tend to have more illnesses that keep them from work than do men. . Traditionally, women have had the responsibility of caring for home and family. c. Women tend to be less satisfied with their jobs than men. d. Women generally have jobs for which a temporary replacement can be hired. e. Women tend to work in jobs that have less flexible schedules than men do. (b; Moderate; Gender; p. 50) {AACSB: Multicultural and Diversity} 14. Which of the following is a major problem in the use of ability tests for selection and promotion of personnel? a. The tests are not reliable. b. The tests fail to take into account the personality of the individual. c.Some individuals with high intelligence are poor test takers. d. Women enjoy an unfair advantage on these tests. e. The tests may have an adverse impact on different racial and ethnic groups. (e; Moderate; Race; p. 51) {AACSB: Multicultural and Diversity} 15. Which of the following statements concerning tenure is not true? a. Recent evidence demonstrates a positive relationship between seniority and job productivity. b. Tenure does not appear to be a good predictor of employee productivity. c. Tenure is a potent variable in explaining turnover. d. Tenure and satisfaction are positively related. . Tenure and organizational investment are negatively related. (b; Moderate; Tenure; p. 52) {AACSB: Analytic Skills} 16. Studies indicate that which of the following tends to decrease with increased tenure? a. job satisfaction b. productivity c. absenteeism d. raises and promotion e. efficiency (c; Moderate; Tenure; p. 52) 17. Perhaps the greatest religious issue revolves around what? a. Christianity b. Judaism c. Catholicism d. Buddhism e. Islam (e; Moderate; Religion; p. 53) {AACSB: Multicultural and Diversity} 18. What F ortune 500 company offers domestic partner benefits for gay couples? . Wal-Mart b. Alltel c. Rubbermaid d. Nestle e. Heintz (a; Moderate; Sexual Orientation; p. 53) {AACSB: Multicultural and Diversity} Learning 19. Which of the following indicates that learning has taken place? a. the ability to perform well on exams b. a change in motivation c. a change in behavior d. a high I. Q. score e. an increase in experience (c; Easy; Learning; p. 54) 20. Learning has not taken place in which of the following cases? a. A farm worker makes sure that she always wears a hat after she was badly sunburned. b. A salesman watches a training video and then uses some f the techniques in that video. c. An athlete trains rigorously, until he can run a mile in less than 4 minutes. d. A warehouseman avoids working by staying in areas of the warehouse where he has observed that the foreman does not enter. e. A manager only completes an important project by working through the night. (e; Moderate; Learning ; p. 54) {AACSB: Analytic Skills} 21. All of the following are true about learning except that it _____. a. involves change b. can have a very short duration c. requires a change in behavior d. requires some form of experience e. affects aptitude b; Moderate; Learning; p. 54) {AACSB: Analytic Skills} 22. A cashier starts greeting her customers with a simple â€Å"Hello† rather than following the company policy of greeting them with the standard greeting â€Å"Thank you for shopping with us†, since she find saying the latter slightly embarrassing. In this case, what is the experience that has led to learning? a. the feeling of embarrassment when she uses the standard company greeting b. the direction of the company to use the standard greeting c. the decision not to use the company greeting d. her use of the informal greeting of â€Å"Hello† . the decision of the company to adopt the standard greeting (a; Moderate; Learning; p. 54) {AACSB: Analytic Skills} 23. Ex periments performed by Ivan Pavlov led to what theory? a. classical conditioning b. operant conditioning c. social learning d. method reproduction e. behavior shaping (a; Moderate; Classical Conditioning; p. 55) 24. What role did the meat play in Pavlov’s experiment with dogs? a. an unconditioned response b. a conditioned stimulus c. a conditioned response d. a reconditioned stimulus e. an unconditioned stimulus (e; Moderate; Classical Conditioning; p. 5) {AACSB: Analytic Skills} 25. Classical conditioning would view which of the following as most likely to be a conditioned response? a. wincing when you stub your toe b. driving on the right side of the road c. flinching when startled by a loud noise d. looking for shelter when the sky turns gray e. mouth watering when you eat delicious food (d; Moderate; Classical Conditioning; p. 55) {AACSB: Analytic Skills} 26. In Pavlov’s experiment, the bell was a/an _____. a. unconditioned stimulus b. unconditioned response c. con ditioned stimulus d. conditioned response e. none of the above c; Easy; Classical Conditioning; p. 55) {AACSB: Analytic Skills} 27. Which of the following is not true of classical conditioning? a. Classical conditioning is passive. b. Classical conditioning can explain simple reflexive behaviors. c. Learning a conditioned response involves building an association between a conditioned stimulus and an unconditioned stimulus. d. A neutral stimulus takes on the properties of a conditioned stimulus. e. Classical conditioning is different in many respects from operant conditioning. (d; Moderate; Classical Conditioning; p. 55) {AACSB: Analytic Skills} 28.When Joe gets stressed he often drinks chamomile tea. This calms him since he associates chamomile tea drinking with happy visits with his grandmother in his childhood. The calm feeling brought on by the tea is an example of which of the following? a. classical conditioning b. operant conditioning c. sensory learning d. social learning e. shaping (a; Easy; Classical Conditioning; p. 55) {AACSB: Analytic Skills} 29. Why does classical conditioning theory fail to adequately describe behavior in the workplace? a. Most behavior of individuals in the workplace is reflexive rather than voluntary. b.Most behavior of individuals in the workplace is emitted rather than elicited. c. Most behavior of individuals in the workplace is complex. d. It is very difficult to determine exactly which conditioned stimulus elicits which response in the workplace. e. Classical conditioning works well describing animal behavior but not human behavior. (b; Challenging; Classical Conditioning; p. 56) {AACSB: Analytic Skills} 30. Operant conditioning argues that _____. a. behavior is reflexive b. behavior is unlearned c. behavior is a function of its consequences d. the tendency to repeat a behavior is very strong e. he tendency to repeat a behavior is instinctual (c; Moderate; Operant Conditioning; p. 56) 31. Which of the following researcher s thought that reinforcement was the central factor involved in behavioral change? a. Pavlov b. Fayol c. Skinner d. Deming e. Surber (c; Moderate; Operant Conditioning; p. 56) 32. Stella has been late to work often in the past. Stella’s manager tries to change Stella’s behavior by praising her whenever she is on time. However, Stella realizes that this is what he is doing and resents his attempts to manipulate her behavior. This is an example of what problem with behaviorism and OB Mod? . Behaviorism and OB Mod assume that people’s thoughts and feelings in response to their environment are irrelevant. b. Behaviorism and OB Mod put undue emphasis on cognitive processes. c. Behaviorism and OB Mod only have an effect on human subjects when those subjects are unaware that these techniques are being used. d. The best reinforcement to use and the schedule on which it should be used varies widely between individual subjects. e. Behaviorism and OB Mod are based upon sim ple models of stimulus and response that may not hold true in a complex, real world environment. a; Challenging; Operant Conditioning; p. 56) {AACSB: Analytic Skills} 33. Your boss does not follow through on her promise to pay you double for overtime hours worked. When asked again to work overtime, you decline. This is an application of _____ conditioning. a. classical b. operant c. sensory d. association e. disappointment-weighted (b; Challenging; Operant Conditioning; p. 56) {AACSB: Analytic Skills} 34. According to operant conditioning, when a behavior is not reinforced, what happens to the probability of that behavior occurring again? a. It increases. b. It declines. c. It remains unchanged. . It becomes zero. e. It may increase or decrease based on other factors. (b; Easy; Operant Conditioning; p. 56) {AACSB: Analytic Skills} 35. What do we call the view that we can learn both through observation and direct experience? a. situational learning theory b. classical learning c. soc ial learning theory d. hands-on learning experience e. the Pavlov principle (c; Easy; Social Learning; p. 57) 36. Social learning theory is an extension of _____. a. classical conditioning b. operant conditioning c. shaping d. Pavlovian theory e. continuous reinforcement principles (b; Moderate; Social Learning; p. 7) 37. Isadora observes that when her brother Mikey crosses the street without looking he is punished by their parents. Based on this, she is careful to look before she crosses the street. Isadora has learned through what principle? a. classical conditioning b. operant conditioning c. shaping d. extinction e. social learning theory (e; Challenging; Social Learning; p. 57) {AACSB: Analytic Skills} 38. Social learning theory would best describe the learning in what situation? a. An employee works through lunch several days in a row after being told by her boss that she will receive extra pay. b.A man learns how to perform yoga by watching a videotape of a yoga teacher. c. A child always addresses his grandmother politely after he is given candy as a reward for his good manners. d. A man stops wearing brightly colored shirts to work after being teased for doing so by his co-workers. e. A postal worker’s pulse rate rises whenever she approaches a house where she has been bitten by a dog before. (b; Challenging; Social Learning; p. 57) {AACSB: Analytic Skills} 39. Four processes have been found to determine the influence that a model will have on an individual. Which of the following is not one of those processes? . attentional processes b. retention processes c. motor reproduction processes d. reinforcement processes e. consequential processes (e; Moderate; Social Learning; pp. 57-58) {AACSB: Analytic Skills} 40. Which of the following processes deals with how well an individual remembers a model’s action after it is no longer readily available? a. attitudinal b. retention c. motor reproduction d. reinforcement e. attention (b; Easy; Socia l Learning; p. 57) {AACSB: Analytic Skills} 41. What do we call the practice of reinforcing closer and closer approximations of a desired behavior? a. modeling b. haping c. classical conditioning d. social learning e. aping (b; Moderate; Shaping; p. 58) 42. You want to increase the productivity of an employee. Your goal is to have him produce 10 units per day. On the first day he produces 5 units and you give him a reward. On the second day he produces 5 units and you don’t give him a reward. On the third day he produces 6 units and you give him a reward. Which method of behavioral change are you using? a. modeling b. shaping c. classical conditioning d. social learning e. ego impairment (b; Challenging; Shaping; p. 58) {AACSB: Analytic Skills} 43.Using shaping, which of the following is not a method that can be used to change behavior? a. negative reinforcement b. punishment c. counseling d. positive reinforcement e. extinction (c; Easy; Shaping; pp. 58-59) {AACSB: Analytic Skills} 44. Which of the following can be used in shaping behavior? a. positive reinforcement b. diminishment c. reaction d. manipulation e. unionization (a; Easy; Shaping; p. 58) {AACSB: Analytic Skills} 45. What is it called when a desired response is followed by the termination or withdrawal of something unpleasant? a. negative reinforcement b. positive reinforcement c. anipulation d. elimination e. psychic withdrawal (a; Moderate; Negative Reinforcement; p. 58) 46. Suspending an employee for dishonest behavior is an example of which method of shaping behavior? a. extinction b. negative reinforcement c. punishment d. poor planning e. reaction (c; Moderate; Punishment; p. 59) 47. Which of the following is an example of the use of extinction in shaping behavior? a. A teacher does not respond to any student who speaks before being called upon. b. A workplace institutes a zero-tolerance policy for drug and alcohol use. c. A manager docks the pay of all workers who arrive late. . A ca t owner sprays his cat with water every time it tries to sit on the couch. e. A soccer coach rewards his players with praise and small rewards if they prevent the other team from scoring. (a; Moderate; Extinction; p. 59) {AACSB: Analytic Skills} 48. Which of the following statements about positive and negative reinforcement is not true? a. They both result in learning. b. They both strengthen a response and increase the probability of repetition. c. They tend to weaken behavior and decrease its subsequent frequency. d. They are effective shaping tools. e. They are often used in learning. c; Challenging; Methods of Shaping Behavior; p. 59) 49. An employee is frequently late for work. Every time he is not tardy the manager compliments him for being on time. What form of reinforcement is the manager using? a. continuous schedule b. negative c. intermittent schedule d. repetitious e. repetitious negative (a; Moderate; Continuous Reinforcement; p. 59) {AACSB: Analytic Skills} 50. The cor porate audit staff makes a series of randomly timed, unannounced visits to a company office. On each visit they check the records to see that they are up to date and correct. These visits are an example of which of the ollowing? a. positive reinforcement b. variable-interval reinforcement schedule c. continuous reinforcement schedule d. fixed reinforcement schedule e. static response method (b; Moderate; Intermittent Reinforcement; p. 60) {AACSB: Analytic Skills} 51. In which reinforcement schedule is a reward provided after a given number of responses? a. variable-ratio b. fixed-ratio c. variable-interval d. fixed-interval e. viable (b; Moderate; Intermittent Reinforcement; p. 60) 52. According to research, which of the following is a schedule of reinforcement that promotes the greatest resistance to extinction? a. continuous b. ixed interval c. variable interval d. fixed ratio e. negative (c; Moderate; Intermittent Reinforcement; p. 60) 53. In general, _____ reinforcement schedule s tend to lead to higher performance than _____ reinforcement schedules. a. variable; fixed b. fixed; intermittent c. fixed; variable d. variable; ratio e. fixed; static (a; Moderate; Intermittent Reinforcement; p. 60) {AACSB: Analytic Skills} 54. The application of reinforcement concepts to individuals in the work setting is referred to as _____. a. classical conditioning b. self-management c. reengineering d. OB Mod e. social modeling (d; Moderate; OB Mod; p. 2) 55. Which of the following is one of the steps of the problem-solving model followed by the typical OB Mod program? a. identifying critical behaviors b. reinforcing behavior c. developing horizontally arrayed data d. developing vertically arrayed data e. identifying member barriers (a; Moderate; OB Mod Steps; p. 62) 56. A manager wishes to use OB Mod in order to increase the friendliness of his staff towards customers. The manager starts by determining exactly what behaviors his sales staff needs to use in order to increas e their friendliness towards customers. What is the next step that the manager should take? . determine why employees are not friendly towards customers b. develop a strategy for increasing the friendliness of employees towards customers c. reward employees who are friendly towards customers d. record how often employees are friendly to customers at the present time e. establish what is needed to motivate employee friendliness towards customers (d; Moderate; OB Mod Steps; p. 62) {AACSB: Analytic Skills} Summary and Implications for Managers 57. Who said â€Å"Give me a child at birth and I can make him into anything you want†? a. B. F. Skinner b. Ivan Pavlov c. Sigmund Freud d.James Emery e. Ben Franklin (a; Moderate; Shaping Behavior; p. 66) TRUE/FALSE Ability 58. Everyone has strengths and weaknesses in terms of ability that make them relatively superior or inferior to others in performing certain tasks or activities. (True; Easy; Ability; p. 45) 59. Ability is the assessme nt of what one will do. (False; Easy; Ability; p. 45) 60. An individual’s overall abilities are essentially made up of three sets of factors: thinking, reasoning, and problem solving. (False; Moderate; Ability; p. 45) 61. A high I. Q. is a good prerequisite for all jobs. (False; Easy; Intelligent Quotient; p. 45) 62.It is illegal in the U. S. for employers to use I. Q. tests for employment selection. (False; Moderate; Intelligent Quotient; p. 45) 63. Stamina, dexterity, and strength are dimensions of physical ability. (True; Easy; Nine Basic Physical Abilities; p. 47) {AACSB: Analytic Skills} 64. Individuals who have a high score on one dimension of physical ability will usually score high on all other dimensions. (False; Moderate; Physical Abilities; p. 47) Biographical Characteristics 65. Biographical data is easier to acquire than information on employee motivation levels. (True; Easy; Biographical Characteristics; p. 48) 66.Collecting biographical data is typically a very difficult task in organizations. (False; Easy; Biographical Characteristics; p. 48) 67. Personal characteristics that are objective and easily obtained from personnel records (such as age, sex, and marital status) are called biographical characteristics. (True; Easy; Biographical Characteristics; p. 48) 68. A person’s age is an example of a biographical characteristic. (True; Easy; Biographical Characteristics; p. 48) 69. The relationship between age and job performance is likely to be an issue of increasing importance during the next decade. (True; Moderate; Age; p. 8) {AACSB: Multicultural and Diversity} 70. Recent American legislation makes it easier for a company to enforce mandatory retirement. (False; Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} 71. Mandatory retirement has become an increasingly rare phenomenon in organizations. (True; Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} 72. Age and turnover rates are directly related. (True; Moder ate; Age; p. 49) {AACSB: Multicultural and Diversity} 73. Age and avoidable absences are negatively related. (True; Moderate; Age; p. 49) {AACSB: Multicultural and Diversity} 74. Worker’s productivity tends to decline with age. False; Moderate; Age; p. 49) {AACSB: Multicultural and Diversity} 75. Age and job satisfaction are related for professional workers. (True; Moderate; Age; p. 49) {AACSB: Multicultural and Diversity} 76. In general, woman and men desire the same work schedules. (False; Moderate; Gender; p. 50) {AACSB: Multicultural and Diversity} 77. There is no significant difference between the absenteeism rates of men and women. (False; Easy; Gender; p. 50) {AACSB: Multicultural and Diversity} 78. In employment settings, individuals tend to favor colleagues of their own race in performance evaluations, promotion decisions, and pay raises. True; Easy; Race; p. 51) {AACSB: Multicultural and Diversity} 79. Mental ability tests used for selection, promotion, training, an d similar personnel decisions may have a negative impact on racial and ethnic groups. (True; Challenging; Race; p. 51) {AACSB: Multicultural and Diversity} 80. People who have been on a job longer are more productive than those with less seniority. (True; Moderate; Tenure; p. 52) 81. Tenure is negatively related to absenteeism. (True; Moderate; Tenure; p. 52) 82. Tenure is negatively related to turnover. (True; Moderate; Tenure; p. 52) 83.Tenure and satisfaction are negatively related. (False; Moderate; Tenure; p. 52) Learning 84. Learning has occurred when there is a relatively permanent change in behavior that occurs as a result of experience. (True; Easy; Learning; p. 54) 85. One can easily observe others learning. (False; Easy; Learning; p. 54) 86. Classical conditioning grew out of the work of B. F. Skinner. (False; Moderate; Classical Conditioning; p. 55) 87. In Ivan Pavlov’s study, dogs salivated in response to a ringing bell. (True; Easy; Classical Conditioning; p. 55 ) 88. The meat in Pavlov’s experiment was an unconditioned stimulus. True; Moderate; Classical Conditioning; p. 55) 89. Learning a conditioned response involves building up an association between a conditioned stimulus and an unconditioned stimulus. (True; Challenging; Classical Conditioning; p. 55) 90. To explain why Christmas carols often bring back pleasant memories of childhood, you would use operant conditioning. (False; Challenging; Classical Conditioning; p. 55) 91. Classical conditioning is passive. (True; Moderate; Classical Conditioning; p. 56) 92. Classical conditioning can explain simple reflexive behaviors. (True; Moderate; Classical Conditioning; p. 6) 93. Operant behavior means voluntary or learned behavior in contrast to reflexive or unlearned behavior. (True; Moderate; Operant Conditioning; p. 56) 94. What Pavlov did for operant conditioning, Skinner did for classical conditioning. (False; Challenging; Learning Theories; p. 56) 95. Rewards are most effective if they are delayed following the desired response. (False; Moderate; Operant Conditioning; p. 56) 96. Your supervisor has explained that he will reward those who take extra effort to see that their jobs are done well. This tactic follows from research into operant conditioning. True; Easy; Operant Conditioning; p. 56) 97. Learning through both observation and direct experience is called operant conditioning. (False; Easy; Social Learning; p. 57) 98. Older workers are not as capable of learning as younger employees. (False; Moderate; Age and Learning; p. 58) 99. Trainability is a measure of a person’s willingness to learn. (False; Moderate; Trainability; p. 58) 100. Reduced motivation has been found to significantly influence learning and training outcomes. (True; Moderate; Learning; p. 58) 101. Shaping occurs when we mold individuals by using intensive training to change their behavior quickly. False; Easy; Shaping; p. 58) 102. One method of shaping behavior is called positi ve reinforcement and occurs when a desired response is followed with something pleasant. (True; Moderate; Positive Reinforcement; p. 58) 103. Eliminating any reinforcement that is maintaining a behavior is called punishment. (False; Moderate; Extinction; p. 59) 104. Both positive and negative reinforcement result in learning. (True; Easy; Methods of Shaping Behavior; p. 59) 105. Both punishment and extinction weaken behavior and tend to decrease its subsequent frequency. (True; Moderate; Methods of Shaping Behavior; p. 59) 06. A continuous reinforcement schedule reinforces the desired behavior each time it is demonstrated. (True; Easy; Continuous Reinforcement; p. 59) 107. A piece-rate incentive plan is an example of a variable-ratio schedule of reinforcement. (False; Moderate; Intermittent Reinforcement; p. 60) 108. Salespeople on commission are examples of individuals on a variable-ratio schedule. (True; Moderate; Intermittent Reinforcement; p. 60) 109. In the typical OB Mod progr am, everything an employee does on his or her job is equally important in terms of performance outcomes. (False; Moderate; OB Mod; p. 62) 110.The first step in OB Mod is to identify critical behaviors impacting the employee’s performance. (True; Moderate; OB Mod Steps; p. 62) 111. Our knowledge about learning suggests that punishment is a more effective tool in OB mod than reinforcement. (False; Moderate; OB Mod and Reinforcement Theory; p. 63) SCENARIO-BASED QUESTIONS Application of Biographical Characteristics You work in the air filter manufacturing business. Your division is made up of three other people with very different biographical characteristics. Gina is 27 years old, single and female. She has been with the company only six months.Jonathan is 63 years old and a widower who has been with the company for thirty years. Sally is a single mother with four children who has been with the company for five years. 112. Based on the information given, which employee would be least likely to quit his or her job? a. all these employees would have about the same likelihood of quitting b. Gina c. Jonathan d. Sally e. Gina and Sally (c; Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills} 113. Based on the information given, which employee would you expect to have the lowest rate of avoidable absence? a. ll these employees would have about the same rate of avoidable absence b. Sally c. Gina d. Jonathan e. Gina and Sally would probably have equally low rates (d; Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills} 114. Based on the information given, which employee would you expect to most desire the option to telecommute or arrange a more flexible work schedule? a. all these employees would have the same desire for these options b. Jonathan c. Sally d. Gina e. Gina and Sally (c; Moderate; Gender; p. 49) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills}Application of Learning Theoryâ⠂¬â€Shaping Behavior You are the first-line supervisor for a group of employees who make cheese slicers. Their job is not terribly interesting or challenging and you have noticed that they are frequently tardy returning from their breaks. You have studied the concept of shaping behavior and decide that you will try to apply it to this situation. 115. You praise Allen for returning on time from break. This is an example of _____. a. negative reinforcement b. positive reinforcement c. extinction d. social learning e. modeling (b; Moderate; Positive Reinforcement; p. 8) {AACSB: Analytic Skills} 116. You want Allison to take an accounting course so that she can help with the bookkeeping. Allison does not want to go to night school to take the course and has been resisting. You know that her least favorite duty is preparing payroll. You tell her that she will be given extra help with preparing payroll whenever she takes an accounting class. This is an example of _____. a. positive reinf orcement b. negative reinforcement c. punishment d. extinction e. classical conditioning (b; Challenging; Negative Reinforcement; p. 58) {AACSB: Analytic Skills} 117.Sam is late coming back to work and you dock his pay. This is an example of _____. a. positive reinforcement b. negative reinforcement c. punishment d. extinction e. classical conditioning (c; Moderate; Punishment; p. 59) {AACSB: Analytic Skills} Application of Different Schedules of Reinforcement You have decided to experiment with the relationship between reinforcement schedules and maintaining desired employee behavior. You are interested in observing the differences between continuous and intermittent reinforcement and between the various types of intermittent reinforcement schedules. 118.Veronica is paid $10. 00 per dozen units that she produces. This is an example of _____ reinforcement. a. intermittent, fixed-interval b. continuous c. intermittent, variable-interval d. negative e. none of the above (a; Challengin g; Intermittent Reinforcement; p. 60) {AACSB: Analytic Skills} 119. Gerald is a staff accountant who is visited several times a year by the corporate auditor. These visits are unannounced. This is an example of _____reinforcement. a. intermittent, fixed-interval b. continuous c. intermittent, variable-interval d. negative e. reactive (c; Challenging; Intermittent Reinforcement; p. 0) {AACSB: Analytic Skills} 120. John’s attendance has historically been unreliable and you have decided to use reinforcement and compliment him when his attendance record shows improvement. The most effective schedule of reinforcement will probably be _____. a. variable-interval intermittent b. fixed-interval intermittent c. continuous d. punishment-based e. shaped (a; Challenging; Intermittent Reinforcement; p. 60) {AACSB: Analytic Skills} 121. You know that the reinforcement schedule that your firm chooses for compensation will have an impact on the behavior of employees.Which of the following is not likely based on available research? a. Continuous reinforcement schedules will lead to early satiation. b. Continuous reinforcement schedules are appropriate for newly emitted, unstable, or low-frequency responses. c. Variable schedules do not clearly link performance and rewards. d. Fixed schedules will lead to higher performance than variable schedules. e. Variable schedules will be highly effective. (d; Challenging; Reinforcement Schedules and Behavior; p. 60) {AACSB: Analytic Skills} Application of Behavior Modification Your manager has read about the now-classic study of Emery’s use of OB Mod.He was impressed by the savings to the company of $2 million over a three-year period. He has announced that he is implementing an OB Mod program at your organization. 122. You can expect to see the application of which of the following in the work setting? a. reinforcement concepts to individuals b. open book management c. additional stock option plans d. analysis of biographi cal characteristics e. higher health care benefits (a; Easy; OB Mod; p. 62) {AACSB: Analytic Skills} 123. What is the first step that your manager is likely to take? a. identify behavioral consequences b. identify critical behaviors c. evaluate performance improvement . develop baseline data e. none of the above (b; Challenging; OB Mod Steps; p. 62) {AACSB: Analytic Skills} 124. In the first step of the OB Mod program, your manager will most likely be attempting to identify those five to ten percent of behaviors that may account for up to _____ percent of each employee’s performance. a. 20-25 b. 40-50 c. 60-70 d. 70-80 e. 100 (d; Challenging; OB Mod Steps; p. 62) SHORT DISCUSSION QUESTIONS 125. Why is the relationship between age and job performance likely to be an issue of increasing importance during the next decade? First, there is a widespread belief that job performance declines with increasing age.Regardless of whether it’s true or not, many people believe it and act on it. Second is the reality that the workforce is aging. Workers age 55 and older are currently the fastest-growing sector of the labor force. The third reason is that U. S. legislation, for all intents and purposes, outlaws mandatory retirement. (Easy; Age; p. 49) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills} 126. Has research indicated the existence of gender differences in job productivity? Explain. There is little evidence indicating that an employee’s gender affects his or her job productivity.In this area of study the similarities between male and female workers seems to far outweigh the very minor differences (for example, in the area of absenteeism) that have been found in some studies. (Easy; Gender; p. 50) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills} 127. What is learning? Learning is defined as any relatively permanent change in behavior that occurs as a result of experience. (Easy; Learning; p. 54) 128. How can managers shape employee behavior? Managers can shape employee behavior by systematically reinforcing each successive step that moves the individual closer to the desired response.Managers can mold individuals by guiding their learning in graduated steps. Reinforcement increases as responses more closely approximate the desired behavior. Managers may use positive reinforcement, negative reinforcement, punishment, and extinction to promote this gradual shaping of employee behavior. (Easy; Shaping; p. 58) {AACSB: Analytic Skills} 129. Give an example of a fixed-ratio schedule for paying employees and an example of a variable-ratio schedule for payment. In a fixed-ratio schedule, rewards are initiated after a fixed or constant number of responses.For example, a worker is rewarded with a piece rate system paying $10 for every 12 widgets produced. Each dozen earns the worker another $10. A variable-ratio schedule provides variable reward relative to the behavior of the individual. For example, a car sa lesman on commission is on a variable-ratio schedule. Each potential customer does not necessarily result in a sale and thus a commission. (Easy; Intermittent Reinforcement; pp. 59-60) {AACSB: Analytic Skills} MEDIUM LENGTH DISCUSSION QUESTIONS 130. What is ability? What are the two sets of factors comprising a person’s ability level?Ability refers to an individual’s capacity to perform the various tasks in a given job. It is a current assessment of what one can do. An individual’s overall abilities are essentially made up of two sets of factors: intellectual and physical abilities. 1) Intellectual abilities are those needed to perform mental activities. 2) Physical abilities are important for successfully performing jobs that are more standardized which require manual labor. (Easy; Ability; p. 45-47) {AACSB: Analytic Skills} 131. What is the relationship between age and the organizational issues of productivity, turnover and satisfaction?This is a somewhat comp lex set of relationships. The older you get, the less likely you are to quit your job. Older workers are less likely to resign than are younger workers because their long tenure tends to provide them with higher wage rates, longer paid vacations, and more attractive pension benefits. In general, older employees have lower rates of avoidable absence than do younger employees. However, they also have higher rates of unavoidable absence, probably due to the poorer heath associated with aging and the longer recovery that older workers need when injured.The demands of most jobs, even those with heavy manual labor requirements, are not extreme enough for any declines in physical skills due to age to have an impact on productivity; or if there is some decay due to age, it is offset by gains due to experience. The evidence is mixed when examining the relationship between age and job satisfaction, however. Most studies indicate a positive association between age and satisfaction, at least up to age 60. Other studies, however, have found a U-shaped relationship.Satisfaction tends to continually increase among professionals as they age, whereas it falls among nonprofessionals during middle age and then rises again in the later years. (Moderate; Age; p. 48) {AACSB: Multicultural and Diversity} {AACSB: Analytic Skills} 132. Identify and briefly describe the five steps of a typical OB Mod program. The typical OB Mod program follows a five-step problem-solving model: identifying critical behaviors, developing baseline data, identifying behavioral consequences, developing and implementing an intervention strategy, and evaluating performance improvement. ) The first step is to identify the critical behaviors that make a significant impact on the employee’s job performance. 2) The second step requires the manager to develop some baseline performance data. This is obtained by determining the number of times the identified behavior is occurring under present conditions. 3) The third step is to perform a functional analysis to identify the behavioral contingencies or consequences of performance. This tells the manager the antecedent cues that emit the behavior and the consequences that are currently maintaining it. ) In the fourth step, the manager develops and implements an intervention strategy to strengthen desirable performance behaviors and weaken undesirable behaviors. 5) The final step is to evaluate performance improvement. (Moderate; OB Mod Steps; p. 62) {AACSB: Analytic Skills} COMPREHENSIVE ESSAYS 133. How do we learn? Identify and discuss the theories to explain the process by which we acquire patterns of behavior. Be sure to specifically identify the key elements of each of these theories by name. Classical conditioning was discovered by Pavlov.Learning a conditioned response involves building up an association between a conditioned stimulus and an unconditioned stimulus in order to invoke the performance of a conditioned response, which was formerly an unconditioned response. When the stimuli, one compelling and the other one neutral, are paired, the neutral one becomes a conditioned stimulus and, hence, takes on the properties of the unconditioned stimulus and leads to the performance of a conditioned response (which is the same response as the original unconditioned response).Skinner, who discovered operant conditioning, argues that behavior is a function of its consequences. People learn to behave to get something they want or to avoid something they don’t want. Operant behavior means voluntary or learned behavior in contrast to reflexive or unlearned behavior. The tendency to repeat such behavior is influenced by the reinforcement or lack of reinforcement brought about by the consequences of the behavior and can be manipulated through positive reinforcement, negative reinforcement, punishment, shaping, and extinction.Social learning is the theory that we can learn through both observation and direct expe rience. Social learning theory is an extension of operant conditioning; it assumes that behavior is a function of consequences – it also acknowledges the existence of observational learning and the importance of perception to learning. People respond to how they perceive and define consequences, not to the objective consequences themselves. (Challenging; Learning Theories; pp. 54 to 57) {AACSB: Analytic Skills} 34. Discuss the four processes management should include when creating employee training programs. The likelihood that training programs will be successful can be improved with the inclusion of attentional, retention, motor reproduction, and reinforcement processes. People learn from a model only when they recognize and pay attention to its critical features. We tend to be most influenced by models that are attractive, repeatedly available, important to us, or similar to us in our estimation.A model’s influence will depend on how well the individual remembers th e model’s action after the model is no longer readily available. After a person has seen a new behavior by observing the model, the watching must be converted to doing. This motor reproduction process demonstrates that the individuals can perform the modeled activities. Individuals will be motivated to exhibit the modeled behavior if positive incentives or rewards are provided. (Moderate; Social Learning; pp. 57-58) {AACSB: Analytic Skills}

Rise Of Totalitarian Dictators Essay

Rise Of Totalitarian Dictators Essay Rise Of Totalitarian Dictators Essay Name ______________________________ Date ___________________ Pd ________ The Rise of Totalitarian Dictatorships I. The Rise of Totalitarian Dictators A. The Impact of World War I 1. After WWI, many nations were struggling to __________________ 2. A global _____________________________ in the 1930s led to high unemployment & a sense of ________________________ in Europe 3. The Treaty of Versailles created _______________________ among many nations B. In this climate of postwar uncertainty, __________________________ increased & citizens turned to totalitarian dictators to rule the nation 1. _____________________________ leaders are ________________ who control all aspects of the government & the lives of the citizens 2. Totalitarian leaders gained support by promising jobs, promoting ________________________, & using propaganda 3. Dictators held on to their power by using censorship, secret _____________________, denying ________________________, & eliminating opposing rivals or political parties II. Totalitarian Dictators A. Stalin in the Soviet Union 1. Among the first totalitarian dictators was ___________________________ of the Soviet Union 2. Stalin was ____________________ & seized all property, farms, factories in order to ______________________ the economy & create equality 3. He used a _______________________________________ & the Great Purge to eliminate rivals 4. Stalin’s ___________________ Plans & collective farms improved the Soviet Union’s industrial & agricultural output B. Benito Mussolini in Italy 1. Fascism a. Not all totalitarian dictators were Communists b. In ____________, ___________________, & Spain, people turned to an extremely nationalist gov’t called fascism i. _________________ gov’ts were controlled by dictators who demanded _____________________ from citizens ii. Fascists did not offer _____________________________ & used one-party to rule the nation c. Fascism vs. Communism i. Unlike Communists, fascists believed people could keep their _______________________________ ii. Mussolini & Hitler believed in fascism: the idea that nations need strong ___________________, total authority by one party, but that people can keep private property iii. Stalin was a Communist believed that the government should control all ______________________ & business 2. In Italy, __________________________________ formed the Fascist Party a. Mussolini gained popularity by promising to revive the economy, rebuild the _______________, & expand Italy to create a new _________________ Empire b. Mussolini created the ________________________ (a secret police force) to enforce the goals of his Fascist Party 3. By 1922, Mussolini was popular enough to lead a â€Å"_____________________________________† & forced the Italian king to name him prime minister 4. As _________________________________, Benito Mussolini was known as â€Å"Il Duce† (the chief) a. Mussolini ended __________________________ & all opposition parties b. Mussolini built up the military to create new _____________ c. He planned to conquer new ____________________________ in Africa for Italy C. Adolf Hitler in Germany 1. The Nazis were a ___________________ group in Germany that wanted to overthrow the disloyal Weimar Republic 2. ______________________________ was an early Nazi recruit & quickly rose to power in the party 3. Hitler was ____________________ by Mussolini & used many of his ideas to make the Nazi Party strong in Germany a. The Nazis created their own militia called the ______________________________ b. Hitler planned a ____________________________________ but he was _______________ & jailed for 9 months 4. While in jail, Hitler wrote _________________________ which outlined his plans for Germany a. He wrote that Germans were members of a ____________________ called Aryans & all non-Aryans were inferior b. He declared that Germans needed lebensraum

tess3 essays

tess3 essays If written today, Tess of the d'urbervilles by Thomas Hardy may have been called Just Call Me Job or Tess: Victim of Fate. Throughout this often bleak novel, the reader is forced by Tess's circumstance to sympathize with the heroine (for lack of a better term) as life deals her blow after horrifying blow. One of the reasons that the reader is able to do so may be the fatalistic approach Hardy has taken with the life of the main character. Hardy writes Tess as a victim of Fate. This allows the reader to not blame her for the things that happen around her. Much of the critical debate surrounding Tess centers around this very point: Is Tess a victim? Are the things that happen to Tess beyond her control or could she have fought her way out of her circumstances? Better yet, could Hardy have written her out of her troubles or did his fatalistic approach to the novel force him to ultimately sacrifice poor Tess? Further, Is Hardy's approach to the novel and its main character truly fatalist ic? In this essay, I will explore these questions and the doctrine of Fatalism as it applies to Tess. Fatalism is defined in Websters Dictionary as "the doctrine that all things take place by inevitable necessity" (175). Fatalism is the idea that all actions are controlled by Fate, a primitive force that exists independent of human wills and outside of the controls of power of a supreme being such as God because God ultimately has no power; he is a creation of man who granted Him His power. Since He doesn't truly possess those powers, he is left without the ability to alter circumstances. In short, if one subscribes to this doctrine, you believe that Fate controls how things happen and God can do nothing to save you, even Tess. Overall, Tess seems to go through life experiencing one negative event after another. Fateful incidents, overheard conversations and undelivered letters work against her ability to control the path her life takes. Tess's future seems...

Intrinsic vs. Inherent

Intrinsic vs. Inherent Intrinsic vs. Inherent Intrinsic vs. Inherent By Maeve Maddox A reader wants guidelines for the use of these two words: I’ve read every explanation I can find but I’m still trying to clarify how to best choose the appropriate context in which to use the word intrinsic versus inherent.† The adjectives inherent and intrinsic are synonyms. Both convey the idea of an inborn, essential aspect of something, an element that exists within a person or thing because of its very nature. A web search indicates that inherent is used more frequently than intrinsic, bringing up twice as many hits for inherent (79,500,000) as for intrinsic (40,800,000). Both words are found in discussions of rights, but â€Å"inherent rights† is more common with 415,000 search results than â€Å"intrinsic rights† with 35,300. Here are typical uses: The Government of Canada recognizes the inherent right of self-government as an existing Aboriginal right under section 35 of the Constitution Act, 1982.   Many promoters of health-care reform believe that people have an intrinsic ethical right to health care. There is no such thing as an inherent right to health care. Today, family planning is almost universally recognized as an intrinsic right. Students must recognize that nobody has an inherent right to an advanced education. Inherent comes from a Latin verb that means, â€Å"to stick in† or â€Å"adhere to.† â€Å"An inherent characteristic† is one that is embedded in the thing that possesses it. Intrinsic comes from a Latin word meaning â€Å"inwards.† â€Å"An intrinsic characteristic† is something that belongs to the thing itself. Like the reader who posed the question, I feel that there is a subtle difference between the two, but cannot postulate a clear distinction. In many contexts they do seem to be interchangeable, but not in all. I’m more likely to talk about the â€Å"intrinsic value† of a thing than its â€Å"inherent value,† but I’d say with the International Covenant of Civil and Political Rights that â€Å"Every human being has the inherent right to life.† This pair of words may have more precise meanings in a scientific context, but in general usage, the choice seems to rest with the speaker. If in doubt, perhaps you’d find one of the following a better choice for your purpose than either intrinsic or inherent: innate immanent built-in in-dwelling inborn ingrained deep-rooted essential fundamental basic structural organic natural instinctive instinctual congenital native inbred connate deep-seated indelible ineradicable integral Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowThe Difference Between "will" and "shall"Proverb vs. Adage

Strategic Management in Computers and Internet Essay

Strategic Management in Computers and Internet - Essay Example This will be one of the main factors when considering the buyer's (consumer's) segment of Porter's Five Forces Analysis. Then it will consider the new substitutes in the market, i.e. the no frills budget airlines, such as EASYJET and RYAN AIR as opposed to traditional competitors, such as British Midland. The above diagram succinctly explains the five forces that effect the position of a company within a competitive liberal market. These forces are the competitive rivalry within the industry, i.e. whether it is a monopoly or oligarchy, i.e. how easy it is for new individuals to enter the industry. In respect to airlines the ease to enter the market is limited because there are large setup costs; as well as the strict regulations since the events surrounding September 11th 2001. However, in recent years there have been budget airlines that have been entering the market, with the financial backing of large companies or tycoons. A prime example is Easy Jet. The bargaining power of customers is increasing with the entrance of budget airlines, whereby pricing is very competitive; especially with the rising fear of terrorist attacks. In fact, in many cases the pricing is dictated by the general consumer's expectations; however this causes problems to locations which are not the destination of the mass public. In respect to substitutes to airlines, this is limited in respect to long haul trips but much more diverse in respect to national and continental travels. Therefore not only does BA have to compete with budget airlines on short haul trips, but also with road, rail and sea travel. In order to compete with these obstacles BA.COM has initiated a very old, but winning approach which is customer service; however the main difference is that one can also have the efficiency and hassle free approach of online booking. The following report will focus on how introducing the first class customer service approach will create a stronger company internally and therefore making the choice of UK air travellers. In dealing with these issues of reputation, customer, staff and shareholder retention and satisfaction some serious queries have to be considered in respect to the regulatory regime of the Terrorism and Security requirements in each of its trading countries. As a company that engages in international travel, especially air travel, it is governed by strict requirements, guidelines and laws that need to be followed. This report will investigate the problems that may occur if BA.COM did not have an effective set of organizational behaviors in respect to the treatment and protection of staff, customers and shareholders; as well as the reputation of the company. The most important factor to remember is a happy staff means improved customer service and therefore the choice of customers.2 This falls in line with new EU Regulations concerning the position of the consumer. There are three key areas where problems are easily identifiable for the organization which are; the lack of proper organization with respect to operations; customer satisfaction; and staff morale. The first question that has to be dealt with is whether the bad market name is a direct result of the new policy or lack of organization in the customer service side. It would seem that the lack of any viable customer service will have a major negative impact on the

Validity, reliability and generalisation in the research process Essay

Validity, reliability and generalisation in the research process - Essay Example In addition, the essay provides recommendations, which include a series of questions that could be incorporated into a questionnaire aimed at finding out why post graduate students choose to study HRM. In management research, validity, reliability and generalisation should be addressed in research with a lot of caution because it is tricky to distinguish them precisely. For instance, validity is defined as the relationship between test results on research with other objectives that the study seeks to achieve or measure (Wainer & Braun, 2013: 40). Therefore, researchers should clearly outline their research objectives. On the other hand, Schensul, LeCompte and Schensul (1999: 271) define reliability as the consistency of research results and the ability of such results to be replicated by other researchers. It is worthy to note that a measure may be reliable, but such a measure’s reliability does not ensure its validity (Rubin & Babbie, 2010: 87). It is imperative that business and management researchers should consider reliability and validity separately. This is because reliability is about consistency while validity is about truthfulness in measures (Jackson, 2013: 90). On the other hand, seeking to ensure reliability in management may distort the purpose of a study. This is because a researcher will design a measurement tool or process that will ensure the results obtained from such a study will be replicated by other researchers. This leads to a researcher’s slight deviation from the original purpose of the study, which may in turn, adversely affect validity. Separately, generalisation may be used in businesses and management research to contribute to theory. Therefore, in consideration of generalisation, management research should be designed so that it is properly conversant with theory to contribute to

Visible and invisible techniques in the architecture Essay

Visible and invisible techniques in the architecture - Essay Example Therefore, the idea for use in this case is exploring the unknown to known using visible spaces. According to Blundell- jones, Petrescu & Till (125), spatial boundaries and connection are created by the mind upon conceiving a piece of artworks.   In most cases, space relies on the construction already in place such as a building or the existing natural environment. This is to mean that the idea of using space is not a nouvelle concept in the field of architecture. It is from it that creativity emanated and other ideologies associated with creative construction such as architecture.   When visible and invisible space is used in architecture, it guides in focusing on the right medium since all pieces of art are constructed in space (Blundell- jones, Petrescu & Till 3). It complication comes from the designing stage. It is from the presentation that it will influence the viewers for a given piece of artwork.   Space is a reminder that our experience in real life is spatial in show ing connections that exist; therefore, it is evident that beings and the universe are similar.   Ã‚  According to Blundell- jones, Petrescu & Till (143), the unique aspect about invisible and visible space is that they experience a flow as a form of architecture. They indicate imaginary boundaries, which can be shifted in whatever direction depending on the artists and the viewer for the art works. This technique is commonly used in construction of modern buildings. Usually, space flows by sequencing connections shown by the voids present. in a given piece of construction. Consequently, rhythm and tonal variation are the visible elements when considering the creation of space for a piece in architecture. Therefore, artists intending to be compassionate in their architectural works have no obligation but to utilize space in its visible form in order to express the invisible. In construction, the use of space elements wisely, an architect is not supposed to experience distraction by his/ creation. Instead, they should use the template and the construction

A rhetorical analysis about People Like Us(by David Brooks) Essay

A rhetorical analysis about People Like Us(by David Brooks) - Essay Example This is probably because David Brooks wishes to explain to people about their denial. Throughout this article, David Brooks suggests that people do not accept that they engage in discrimination on a frequent basis (Brooks 1). These people talk about the issue of diversity but they never practice it. For example, the same people who suggest to others that they should appreciate diversity live close to people who resemble them. They live next to people who work in the same places as they do or those who have the same education as they do. David Brooks has a fascinating context for his article because of several reasons. First, David Brooks approaches the issue of diversity from a modernized perspective. He introduces the notion of current neighborhoods in which there can never be diversity. David Brook also admits that he wishes that there would be neighborhoods where people with significant diversity would live together in unity (Brooks 1). David Brooks realizes that he cannot convince his desired audience in an easy manner. He ensures that there are several rhetoric strategies to persuade his desired audience. Brook engages in an intense critic of the existing ideas on diversity. The entire article is a critique of the views, which modern people have on the issues of diversity. For example, Brook blames the nature of all the people who live in the current society. He says that the nature, which these modern people have, encourages them to practice extreme levels of segregation. David Brooks persuades his entire audience that there needs to be less discriminatory cases. This is because Brooks understands the negativity of segregation from his experiences (Brooks 132). David Brooks continues to criticize the ideas on diversity in a strategic manner. In the article "People like Us", Brook mentions some of his personal experiences. The experiences that he mentions in the article clarify certain issues to his audience. For example, readers notice Brooks’

Hypertension and Coronary Artery Disease Research Paper

Hypertension and Coronary Artery Disease - Research Paper Example All the participants were subjects with stage 1 hypertension. They were university and hospital employees. All of them were on no medications, and they received standard lifestyle interventions by the nurses. The participants were randomised, and half of them were assigned randomly to story-centred care. Their blood pressures were measured for 24 hours four times at 8-week intervals, twice before and twice following the intervention. The data collected were compared through statistical analysis. Subjects who received story-centred care were found to have a statistically significant greater decrease in the awake systolic blood pressure over this period of 6 months of study. However, with this intervention, there was no significant alteration of sleep systolic or diastolic blood pressure. It was concluded that story-centred care as a nursing intervention can augment the effects of lifestyle interventions in reducing awake hypertension in type 1 hypertensive patients. Therefore, story-c entred nursing intervention may be integrated with the nursing management of patients with hypertension (Liehr et al., 2006, 16-21). Drevenhorn and coworkers (2007) with the aim to explore the effects of a structured nursing intervention programme in the care for hypertension designed a pre-test post-test study involving 177 patients diagnosed with hypertension. This was based on the premise that nursing intervention on couselling on lifestyle changes directed to the reduction of risk factors such as smoking, overweight, high alcohol consumption, dyslipidemia, stress, and physical inactivity.  

Transition Plans in Special Education Essay Example | Topics and Well Written Essays - 3000 words

Transition Plans in Special Education - Essay Example The transition process for students with disability begins as from age 14 when a student’s is within the educational system or high school. IDEA also offers funds to transition planning programs for student only when still under the confines of an educational system (Trach, 2012). The development of transitional plans targeting children with special disabilities has led to increased number of disabled youths registering for high school and post high school programs. A transition plan is contained under the individualized education program and refers to activities that outline the strengthening of needs, skills and interest of students with special disabilities immediately after high school. Through transition planning, the needs, strengths, skills and life goals of students can be identified long in advance and nurtured. Implementing such a plan in advance enables a student with disabilities to develop personality and skills that can enable them to overcome post high school ch allenges (Trach, 2012). Problem statement and significance of study The development of a child with special disabilities has thus been given much prominence and the education system within the United States mandates schools within role. It appreciates the barriers, challenges and problems that students undergo especially after graduating from high school. Understanding the various process, impacts and players in the transition planning development is an important aspect for all scholars within the special education fraternity. This study thus seeks to highlight the processes of transition planning and the impacts that it has created in the development of special education and the preparation of students for postsecondary school life. It seeks to identify the key stakeholders and collaborators of the process and the different roles that each plays (Trach, 2012). The impact of their input in developing a proper transition plan for students with disability will also be evaluated in the study to help discern the importance of transition planning in the education system of students with disabilities. Most student transition planning focuses on providing skills that can enable the students with special disabilities to secure employment and gainful engagement after high school. Comprehensive transitional plan thus ensures the coordination and liaison with external organization that may be interested in employing the students well in advance before they actually graduate from high school (Michaels & Ferrara, 2005). Research questions 1. What is the impact of transition planning in the educational development of students with disability? 2. What transition area holds the key to the success of any transition-planning program? 3. What are the impacts of formal and informal assessment methods available as IDEA regulations? 4. What are the roles of collaborators and how have they contributed towards the development of an effective transition planning approach Participants in transition planning Participants in transitional planning fall in different age groups and this makes their levels of exposure and life experiences vary significantly. Transition plans are thus developed and modeled depending on the needs of the students, their age groups and life experien

Hypertension and Coronary Artery Disease Research Paper

Hypertension and Coronary Artery Disease - Research Paper Example All the participants were subjects with stage 1 hypertension. They were university and hospital employees. All of them were on no medications, and they received standard lifestyle interventions by the nurses. The participants were randomised, and half of them were assigned randomly to story-centred care. Their blood pressures were measured for 24 hours four times at 8-week intervals, twice before and twice following the intervention. The data collected were compared through statistical analysis. Subjects who received story-centred care were found to have a statistically significant greater decrease in the awake systolic blood pressure over this period of 6 months of study. However, with this intervention, there was no significant alteration of sleep systolic or diastolic blood pressure. It was concluded that story-centred care as a nursing intervention can augment the effects of lifestyle interventions in reducing awake hypertension in type 1 hypertensive patients. Therefore, story-c entred nursing intervention may be integrated with the nursing management of patients with hypertension (Liehr et al., 2006, 16-21). Drevenhorn and coworkers (2007) with the aim to explore the effects of a structured nursing intervention programme in the care for hypertension designed a pre-test post-test study involving 177 patients diagnosed with hypertension. This was based on the premise that nursing intervention on couselling on lifestyle changes directed to the reduction of risk factors such as smoking, overweight, high alcohol consumption, dyslipidemia, stress, and physical inactivity.  

Voluntary assumption of liability Essay Example | Topics and Well Written Essays - 2500 words

Voluntary assumption of liability - Essay Example Nonetheless, such acts fail the English legal system’s interpretation of what constitutes justice, fairness and equity, in contracts. Edwards, Edwards, and Wells (2011) argued that an application of a ‘genuine’ assumption of liability as the premise upon which extra-contractual risks are based can repair the damages resulting from the injustice. Sykes (2012) pointed out that this effectively circumvents the legal challenges arising from the wider interpretation of a binding contract.The second legal hurdle relates to the fairly wide confines within which a binding contract falls (Gruidl, 2008). In Tort, however, Best and Barnes (2007) averred that numerous limitations face the English judicial system. For instance, time constraints in the acquisition of claims, narrowly explained vicarious liability, and the amount of damages may hinder the handling of claims in a fair manner, especially claims stemming from direct business between two parties in cases where a bin ding contract cannot be implied. In such situations, the generous provisions guiding the establishment of contracts do not apply (Horrigan, 2012).Lastly, a party may use the idea of assumption of liability to claim liability for issues that were part of a contract (Sykes, 2012).   In fact, the doctrine of assumption of responsibility was introduced into English law to settle extra-contractual liability arising from â€Å"non-intentional† injury other than physical injury to any individual party. These include; psychological injury, economic damages and nervous shock.... Lastly, a party may use the idea of assumption of liability to claim liability for issues that were part of a contract (Sykes, 2012). In fact, the doctrine of assumption of responsibility was introduced into English law to settle extra-contractual liability arising from â€Å"non-intentional† injury other than physical injury to any individual party. These include; psychological injury, economic damages and nervous shock (Edwards, Edwards, and Wells, 2011; Horrigan, 2012). Difficulty in compensation Best and Barnes (2007) suggested that these kinds of injury are hard to remedy. In effect, the defendant and the wider society would find it hard to withstand the losses. But, the researchers added that a blanket refusal of liability is unacceptable. Therefore, English law was created to provide grounds for a new platform for the application of logical, narrow responsibility in tort, for such damages. Harpwood (2008) contend that such provisions of English law seek means of narrowi ng the application of responsibility in negligence which, hitherto would only be proved by foreseeable injury. In English legal system the concept of assumption of liability is today clearly employed separately within the province the Duty of Care in Negligence (Horrigan, 2012). Additionally, the idea is slowly being outmoded by the three-fold-test under the Duty of Care, and the slow evolution of the key facets of the common law, which focus on expanding liability. Rights of Third Parties Act 1999 Gruidl (2008) noted the significance of the Rights of Third Parties Act 1999, which expanded the infamous narrow understanding of contract and the liabilities that may arise thereof under English law. The new legislation repealed the

Benefits of Sports Essay Example for Free

Benefits of Sports Essay Sports serve as an excellent physical exercise. Those who play sports have a more positive body image than those who do not. Sports often involve physical activities like running, jumping, stretching and moving about which turn out to be a good body workout. Playing sports is energy put to good use. Engaging in sports since an early age strengthens your bones and muscles and tones your body. It helps you increase your stamina and endurance. Sports that involve jumping and stretching help increase height; for example basketball. Games that involve running, kicking or throwing a ball help strengthen the arms and legs; for example soccer and cricket. Swimming provides a full body workout. Thus sports provide the body with complete exercise and engaging in sports directly translates into overall fitness. Research shows that sports improve Math skills in children. Sports that involve aiming and hitting skills, for example, tennis, badminton, baseball and cricket help them increase focus. They help develop leadership qualities and foster team spirit in kids. They involve competition; they involve winning and losing. This exposes children to both aspects of life, successes and failures. Sports build a competitive spirit in children and teach them to be participative irrespective of whether the result is victory or defeat. Playing sports teaches them to accept both successes and failures with a positive spirit. Sports teach you to think with a cool head. The most important benefit of sports is the sportsman spirit they inculcate. Sports help you become more sporting, more positive and stronger. Playing sports is very beneficial for the development of social skills. Sports teach you to interact with people, communicate with them and collaborate as a team. Sports foster collective thinking and harness your planning and delegation skills too. Sports build confidence. Winning a game gives you a sense of accomplishment, which boosts your confidence further. Playing sports involves directed thinking. It requires you to strategize. You need to devise ways to score goals, runs or earn points, as the case may be. You need to devise strategies to win, you need to decide whether to take an offensive stand or a defensive one. You need to judge your opponents strategy and modify yours accordingly. This definitely involves clever thinking, which sports encourage. Studies show that kids who play sports regularly fare well in academics and do well in school. Sports make you happy. I know anyone would agree with this. Jumping about, running around, racing to get ahead, hitting, throwing, bouncing, kicking (the ball, I mean! ), shouting, clapping, cheering, falling and standing up again all a part of playing sports. And there is no match to the happiness this brings. They give you the high by increasing the production of endorphins in the brain. In other words, sports are a form of exercise which generates happiness molecules in your body, thus restoring your mental health. Playing sports, you cant be sad. In fact, they bust the sorrow and the stress. Sports generate a positive energy in you, around you. When sports are played at the state or national level, they increase the players sense of belonging to their community or country. International sports events foster patriotism and a feeling of oneness among the team members of a country. Playing sports at these levels opens many employment avenues for not only sportsmen and women but also people who join tournaments as volunteers, cheerleaders or in the capacity of sports doctors and physical therapists. As developments are undertaken in cities hosting sports events, sports can lead to urbanization of rural areas. Many cities have started becoming hubs for sports tourism. Sports parks are being developed in many tourist destinations. It is the increasing inclination for playing sports which is responsible for such developments. Playing sports reduces several health risks. As sports serve as an excellent form of exercise, it wont come as a surprise that they offer health benefits like lowering blood pressure, maintaining blood sugar and cholesterol levels and reducing other health risks. Yes, if you are playing a sport regularly, you are at a lesser risk of developing diabetes or heart diseases. Playing sports reduces the risk of hypertension and several other stress-related disorders. Research shows that people who play sports regularly can deal with stresses and strains in a better way. Those who engage in sports activities are less prone to depression, anxiety and other psychological disorders. Physical Health Benefits The fact is quite evident that playing any sport makes a person energetic. Team sports, at times, benefit more than solo ones because a person is always happy to play them with ten other people having a similar way of thinking. A team sport keeps health problems at bay. They provide you with the necessary exercise and endurance to maintain a healthy body. It keeps your body in shape and saves you from problems such as obesity, high blood pressure, heart diseases and weak bones. Women should specially take active part in team sports as it keeps their monthly cycles regulated and prevents them from all the gynecological problems. Research reveals that 60% of the women who play team sports are prevented from breast cancer. On the other hand, kids in a growing age get used to torn knees and injuries and thus do not become susceptible to it. It helps them develop strong muscles and a good physique. People who are above the age of 55 years should also actively participate in team sports. It keeps them fit when it is most needed. Social Benefits As Aristotle says, Man is a social animal, it is clear that a person needs a company of other people one day or the other. He cannot survive alone. Team sports help the man to become socially interactive. The more he communicates, the more he comprehends. The basic quality of understanding each other develops when a person begins to talk and listen. Team sports help to construct better friendships. Often, it is observed that a team which plays together, stays together! The team spends a lot of time discussing new ideas, opinions and methods with each other. This makes them bond well and add to the team spirit. Moral and Emotional Benefits Every individual has an ego that is hidden inside him and which pops up as a devil most of the time! One of the best things about playing a team sport is that it kills the ego and converts it into self respect. It is said that, while talking is very important, listening is even more important when you belong to a group. Team sports help develop the quality of listening to each other. We must agree to the fact that speech is silver but silence is golden! On the other hand, team sports build a good self-esteem in individuals. It helps you overcome your fears and mental blockages. It gives you the freedom to experiment and express. It is proven that children who play team sports are healthier and happier. They overcome their complexes with the help of the sport they play. Apart from this, leadership, support and acceptance are three such disciplines everyone needs to imbibe. Team sports make you a good leader. They teach you that a leader is not the boss but a considerate person who takes into account each persons say. They also teach you to accept failures and victory in the same spirit. Children, in the growing age, tend to believe that participation is far more important than victory. The knowledge that you gain, the values that you learn from your mistakes make you a better citizen and a humble individual. They keep you grounded. Read more at Buzzle: http://www. buzzle. com/articles/benefits-of-team-sports. html Sports boost self-esteem. Watching your hard work pay off and achieving your dreams brings about tons of self-confidence. If you can achieve something in a sport or with a fitness goal, then you know you can achieve any other goal you set. This is a very rewarding and exiting process. Playing a sport cuts down on pressure and stress. Exercising is a natural way to loosen up and let go of stress. Also, you will most likely make many new friends on the team who can be there for you as a support system. When you find you are having a lot of stress, you can call up team mates and head to the gym to talk it out and play it out.

Heart of Darkness Essay examples -- essays research papers

Characters 1.  Ã‚  Ã‚  Ã‚  Ã‚  The protagonist of Heart of Darkness is a person named Charlie Marlow. Oddly, his name only appears once in the novel. Marlow is philosophical, independent-minded, and generally skeptical of those around him. He is also a master storyteller, eloquent and able to draw his listeners into his tale. Although Marlow shares many of his fellow Europeans’ prejudices, he has seen enough of the world and enough debased white men to make him skeptical of imperialism. An example of Marlow being independent-minded and philosophical is when he takes a trip up a river, as a break from working on ships. Marlow describes the trip as a journey back in time, to a â€Å"prehistoric earth.† This remark on how he regards colonized people as primitive, which is his philosophical viewpoint. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Of all the characters in the book, the only one with somewhat of a negative connotation is the character of the general manager (of the Company (the boating company)). He is the chief agent of the Company in its African territory, who runs the Central Station. He owes his success to a robust constitution that allows him to outlive all of his competitors. He is average in appearance and unremarkable in abilities, but he possesses a strange capacity to produce uneasiness in those around him, keeping everyone sufficiently alert (against their will) for him to exert his control over them. An example of the manager producing uneasiness in others is when he learns of Kurtz’s sick condition, he actually gets happy, because now he can have more control of the group as an individual. Kurtz was the unofficial leader, and soon, the manager could â€Å"move in.† 3.  Ã‚  Ã‚  Ã‚  Ã‚  Kurtz, who is not the protagonist or antagonist is a very significant character in the book as Marlow and Kurtz essentially form a team as the novel progresses. He is the chief of the Inner Station and Marlow basically follows him. Kurtz is a man of many talents (he is a talented musician and painter). His abilities are nothing without his charisma and his ability to lead. Kurtz is a man who understands the power of words, and his writings present a complexity that obscures their horrifying message (his writings are often hard to understand, as they are complex in structure, often hiding the morbid message behind them). Although he remains a â€Å"puzzle,† e... ...get over Kurtz and get on with her own life. Etcetera 21.  Ã‚  Ã‚  Ã‚  Ã‚  I would recommend this book for people to read because of how it explores the human condition (Conrad was big on this theme) and how each character is unique and recognizable within the context. Conrad pays much attention to detail and it is evident in Heart of Darkness. Conrad’s skills as an author are also evident in the intricate wording in the novel. 22.  Ã‚  Ã‚  Ã‚  Ã‚  This novel really is not controversial. It tells merely of Conrad’s experiences during his travels and as a mechanic/sailor for ships in France. There is violence in it, but that does not make it controversial. There is also a part where there is a group of native cannibals, which can be looked at as controversial, but would not be extreme enough to create a cause for banning. 23.  Ã‚  Ã‚  Ã‚  Ã‚  I think it is fair for a book to be banned as long as it is a committee or a board that makes the decision. One person cannot decide that some book needs to be banned, because that is biased. If a book was banned, people could still read it, because all they need to do is go to a public library and read it.