Hisarlik, Scientific Excavations at Ancient Troy

Hisarlik (occasionally spelled Hissarlik and also known as Ilion, Troy or Ilium Novum) is the modern name for a tell located near the modern city of Tevfikiye in the Dardanelles of northwest Turkey. The tell—a type of archaeological site that is a tall mound hiding a buried city—covers an area of about 200 meters (650 feet) in diameter and stands 15 m (50 ft) high. To the casual tourist, says archaeologist Trevor Bryce (2002), excavated Hisarlik looks like a mess, a confusion of broken pavements, building foundations and superimposed, crisscrossing fragments of walls. The mess known as Hisarlik is widely believed by scholars to be the ancient site of Troy, which inspired the marvelous poetry of the Greek poet Homers masterpiece, The Iliad. The site was occupied for some 3,500 years, beginning in the Late Chalcolithic/Early Bronze Age period about 3000 BC, but it is certainly most famous as the probable location of Homers 8th century BC stories of the Late Bronze Age Trojan War, which took place 500 years earlier. Chronology of Ancient Troy Excavations by Heinrich Schliemann and others have revealed perhaps as many as ten separate occupation levels in the 15-m-thick tell, including Early and Middle Bronze Ages (Troy Levels 1-V), a late Bronze Age occupation presently associated with Homers Troy (Levels VI/VII), a Hellenistic Greek occupation (Level VIII) and, at the top, a Roman period occupation (Level IX). Troy IX, Roman, 85 BC-3rd c ADTroy VIII, Hellenistic Greek, founded in the mid-eighth centuryTroy VII 1275-1100 BC, quickly replaced the destroyed city but itself destroyed between 1100-1000Troy VI 1800-1275 BC, Late Bronze Age, the last sublevel (VIh) is thought to represent Homers TroyTroy V, Middle Bronze Age, ca 2050-1800 BCTroy IV, Early Bronze Age (abbreviated EBA) IIIc, post-AkkadTroy III, EBA IIIb, ca. 2400-2100 BC, comparable to Ur IIITroy II, EBA II, 2500-2300, during the Akkadian empire, Priams Treasure, wheel-made pottery with red-slip potteryTroy I, Late Chalcolithic/EB1, ca 2900-2600 cal BC, hand-made dark burnished hand-built potteryKumtepe, Late Chalcolithic, ca 3000 cal BCHanaytepe, ca 3300 cal BC, comparable to Jemdet NasrBesiktepe, comparable to Uruk IV The earliest version of the city of Troy is called Troy 1, buried beneath 14 m (46 ft) of later deposits. That community included the Aegean megaron, a style of narrow, long-room house which shared lateral walls with its neighbors. By Troy II (at least), such structures were reconfigured for public use—the first public buildings at Hisarlik—and residential dwellings consisted in the form of several rooms surrounding interior courtyards. Much of the Late Bronze Age structures, those dated to the time of Homers Troy and including the entire central area of the Troy VI citadel, were razed by Classical Greek builders to prepare for the construction of the Temple of Athena. The painted reconstructions that you see show a hypothetical central palace and a tier of surrounding structures for which there is no archaeological evidence. The Lower City Many scholars were skeptical about Hisarlik being Troy because it was so small, and Homers poetry seems to suggest a large commercial or trading center. But excavations by Manfred Korfmann discovered that the small central hilltop location supported a much larger population, perhaps as many as 6,000 living in an area estimated to be about 27 hectares (about one-tenth of a square mile) lying adjacent to and stretched out 400 m (1300 ft) from the citadel mound. The Late Bronze Age parts of the lower city, however, were cleaned out by the Romans, although remnants of a defensive system including a possible wall, a palisade, and two ditches were found by Korfmann. Scholars are not united in the size of the lower city, and indeed Korfmanns evidence is based on a fairly small excavation area (1-2% of the lower settlement). Priams Treasure is what Schliemann called a collection of 270 artifacts he claimed to have found in within palace walls at Hisarlik. Scholars think it is more likely that he found some in a stone box (called a cist) among building foundations above the Troy II fortification wall on the western side of the citadel, and those probably represent a  hoard  or a  cist grave. Some of the objects were found elsewhere and Schliemann simply added them to the pile. Frank Calvert, among others, told Schliemann that the artifacts were too old to be from Homers Troy, but Schliemann ignored him and published a photograph of his wife Sophia wearing the diadem and jewels from Priams Treasure. What seems likely to have come from the cist includes a wide range of gold and silver objects. The gold included a sauceboat, bracelets, headdresses (one illustrated on this page), a diadem, basket-earrings with pendant chains, shell-shaped earrings and nearly 9,000 gold beads, sequins and studs. Six silver ingots were included, and bronze objects included vessels, spearheads, daggers, flat axes, chisels, a saw, and several blades. All of these artifacts have since been stylistically dated to the Early Bronze Age, in Late Troy II (2600-2480 BC). Priams treasure created a huge scandal when it was discovered that Schliemann had smuggled the objects out of Turkey to Athens, breaking Turkish law and expressly against his permit to excavate. Schliemann was sued by the Ottoman government, a suit which was settled by Schliemann paying 50,000 French Francs (about 2000 English pounds at the time). The objects ended up in Germany during World War II, where they were claimed by the Nazis. At the end of World War II, Russian allies removed the treasure and took it to Moscow, where it was  revealed in 1994. Troy Wilusa There is a bit of exciting but controversial evidence that Troy and its troubles with Greece might be mentioned in Hittite documents. In Homeric texts, Ilios and Troia were interchangeable names for Troy: in Hittite texts, Wilusiya and Taruisa are nearby states; scholars have surmised recently that they were one and the same. Hisarlik may have been the royal seat of the king of  Wilusa, who was a  vassal to the Great King of the Hittites, and who suffered battles with his neighbors. The status of the site—that is to say the status of Troy—as an important regional capital of western Anatolia during the Late Bronze Age has been a consistent flashpoint of heated debate among scholars for most of its modern history. The Citadel, even though it is heavily damaged, can be seen to be considerably smaller than other Late Bronze Age regional capitals such as  Gordion, Buyukkale, Beycesultan, and  Bogazkoy. Frank Kolb, for example, has argued fairly strenuously that Troy VI was not even much of a city, much less a commercial or trade center and certainly not a capital. Because of Hisarliks connection with Homer, the site has perhaps unfairly been intensively debated. But the settlement was likely a pivotal one for its day, and, based on Korfmanns studies, scholarly opinions and the preponderance of evidence, Hisarlik likely was the site where events occurred that formed the basis of Homers  Iliad. Archaeology at Hisarlik Test excavations were first conducted at Hisarlik by railroad engineer John Brunton in the 1850s and archaeologist/diplomat  Frank Calvert  in the 1860s. Both lacked the connections and money of their much-better-known associate,  Heinrich Schliemann, who excavated at Hisarlik between 1870 and 1890. Schliemann heavily relied on Calvert, but notoriously downplayed Calverts role in his writings. Wilhelm Dorpfeld excavated for Schliemann at Hisarlik between 1893-1894, and  Carl Blegen  of the University of Cincinnati in the 1930s. In the 1980s, a new collaborative team started at the site led by  Manfred Korfmann  of the University of Tà ¼bingen and  C. Brian Rose  of the University of Cincinnati. Sources Archaeologist Berkay Dinà §er has several excellent  photographs of Hisarlik  on his Flickr page. Allen SH. 1995.  Finding the Walls of Troy: Frank Calvert, Excavator.  American Journal of Archaeology  99(3):379-407. Allen SH. 1998.  A Personal Sacrifice in the Interest of Science: Calvert, Schliemann, and the Troy Treasures.  The Classical World  91(5):345-354. Bryce TR. 2002.  The Trojan War: Is There Truth behind the Legend?  Near Eastern Archaeology  65(3):182-195. Easton DF, Hawkins JD, Sherratt AG, and Sherratt ES. 2002.  Troy in recent perspective.  Anatolian Studies  52:75-109. Kolb F. 2004. Troy VI:  A Trading Center and Commercial City?  American Journal of Archaeology  108(4):577-614. Hansen O. 1997. KUB XXIII.  13: A Possible Contemporary Bronze Age Source for the Sack of Troy.  The Annual of the British School at Athens 92:165-167. Ivanova M. 2013.  Domestic architecture in the Early Bronze Age of western Anatolia: the row-houses of Troy I.  Anatolian Studies  63:17-33. Jablonka P, and Rose CB. 2004.  Forum Response: Late Bronze Age Troy: A Response to Frank Kolb.  American Journal of Archaeology  108(4):615-630. Maurer K. 2009.  Archeology as Spectacle: Heinrich Schliemanns Media of Excavation.  German Studies Review  32(2):303-317. Yakar J. 1979.  Troy and Anatolian Early Bronze Age Chronology.  Anatolian Studies  29:51-67.

Lord Of The Flies By William Golding - 1123 Words

In the novel Lord of The Flies by William Golding, the characters Ralph, Piggy, and Jack represent important World War II leaders Franklin Roosevelt, Adolf Hitler, and Winston Churchill. Golding, who had served in World War II, was well aware of the savagery created, and used it to base his book on. Ralph represents Franklin Roosevelt , Jack represents Adolf Hitler, and Piggy represents Winston Churchill. Ralph being of the novel’s main protagonist is important in the outcome of the story because of his views like President Franklin Roosevelt, focus on keeping civilized during the hard times. Franklin Roosevelt was looked up to by many because of his civil views and great leadership.One of his first major obstacles to overcome was the†¦show more content†¦He started up, then changed his mind and sat down again while the air rang. Ralph looked at him, eager to offer something.†Ã¢â‚¬â„¢ ( Golding 23) Ralph much like Franklin Roosevelt, was elected leader through the majority of the vote. The people liked him and were happy for him to lead them. Even though he was in charge he offered Jack something to try and make him feel better.Roosevelt was also all about the people and making everyone happy by helping the people get out of the depression and winning a World War.. Ralph used the conch that he had found for a symbol of power and authority, as Roosevelt had used his presidency for authority and maintaining order. That is why Ralph reflects the views and morals of Roosevelt. One of the the most known leaders of World War II ,and not for good reason was Adolf Hitler. Adolf was the leader of Nazi Germany, and was a very cruel and savage man. â€Å"Adolf Hitler was the dictator or absolute ruler of Germany from 1934 to 1945 and leader of the nationalist socialist German workers’ party. He took advantage of Germany’s economic hardships and the bitterness of its citizens after World War I to attract followers, eventually taking complete control of the country.† (â€Å"Hitler†) Hitler was able to take control by using violence and brainwashing his people into following him. He was able to blame all the madness on others and made his people believeShow MoreRelatedLord Of The Flies By William Golding869 Words   |  4 PagesLord of the Flies Psychology Sometimes people wear fake personas like a cloak over their shoulders, used to hide what is really underneath. This harsh reality is witnessed in William Golding’s classic Lord of the Flies, a novel that is famous for not only its sickening plot, but also for the emotional breakdowns all of its characters experience. These issues are akin to those shown in certain real-world psychological experiments. 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Individuals cant choose precisely what. Its either about the inalienable underhanded of man, or mental battle, or religion, or personal inclination, or the creators emotions on war; however William Golding was in the Navy throughout World War II, or perhapsRead MoreLord Of The Flies By William Golding1383 Words   |  6 PagesAccording to Lord of the Flies is still a Blueprint for Savagery by Eleanor Learmonth and Jenny Tabakoff, the words â€Å"I’m afraid. Of us† first appeared in Golding’s novel 60 years ago. Lord of the Flies by William Golding follows a group of schoolboys trapped on an island after a plane crash during a world war. At the beginning, they celebrate as the y have total autonomy as there are no adults around. They attempt to establish a civilization but when order collapses, they go on a journey from civilizationRead MoreLord of the Flies, by William Golding1055 Words   |  5 Pages In William Goldings Lord of the Flies a group of English school boys crash land onto an uninhabited island somewhere in the Mid Atlantic ocean. Ralph, the protagonist and also the elected leader, tries to maintain peace and avoid any calamity on the island. However, Jack is neither willing to contribute nor listen because he is jealous of Ralph and has a sickening obsession with killing boars. Ralph has some good traits that help him maintain peace and balance for a period of time. He is charismaticRead MoreLord Of The Flies By William Golding Essay1475 Words   |  6 Pages Outline Introduction Short intro for Lord of the Flies Short intro on Gangs The bullying and group mentality demonstrated in gangs has resemblances to the characters in Lord of the Flies. II. Bullying/Group mentality Gangs Drugs/Loyalty B. Lord of the flies Jack kills the pig/Jack and Ralph fight III. Effects B. Lord of the flies Jack killing the pig aftermath Violence IV. Conclusion Gangs are considered a group of people that have a common link togetherRead MoreLord Of The Flies By William Golding962 Words   |  4 PagesBischof Language Arts 10 11 December, 2015 In William Golding s Lord of the Flies, Golding uses the theme of human nature to show how easily society can collapse, and how self-destructive human nature is. Throughout the story Golding conveys a theme of how obscured and horrible human nature can lead us to be. Many different parts of human nature can all lead to the destruction of society. A few of the concepts of basic human nature that Golding included in the book are destruction, and panic

Behaviour Is Related Expression Of Action †Myassignmenthelp.Com

Question: Discuss About The Behaviour Is Related Expression Of Action? Answer: Introduction Attitudes involve individuals predisposition to some of the basic ideas, system, values and institution, while behaviour is related to the expression of action, feelings and actions through orally or body language. In n organisation, employees' attitudes show the professional behaviour and productivity that can help the employees to succeed further. In this essay, the concept of attitudes on organisational basis will be discussed that can show the impact on the behaviour of employees. Moreover, in the latter part of the essay, attitudes impact on behaviour will be explained on three different levels, personal, group and organisation context. In the final section, Theory of Reasoned Action will be described on three different levels. The thesis statement of the study is to highlight the importance of employees attitudes in relation to the behaviour in three different levels, personal, group and organisation. Concept of attitudes in workplace Workplace attitude of an employee creates an impact on the organisation and other employees. Attitudes of employees help to develop the environment of a workplace which determines the employees' morale, team work and productivity. The workplace attitudes can add the validation of each occurrence in the organisation. Negative attitudes can come in case of management's decision or team leaders' personality. Attitudes of employees do not create competition in the organisation; however, it can increase the competitive environment. As stated by Wood et al. (2016), negative attitude of employees can create a sense of distrust among the employees. Positive employees attitudes and positive workplace attitudes can enhance the employees creativity and management can motivate the employees to bring the creativity from employees. Workplace attitudes of employees, as well as management, can increase the retention of employees and it helps in career development. In addition, as opined by Coccia (2 014), attitudes create a significant role in developing the relationship among the employees. However, negative attitudes can be dangerous for the individual as well as the organisation; smiling face of employees will be helpful in handling any work. Taking responsibility without showing tantrum rather than criticising is more acceptable from the management side. Discussion on attitudes that influence behaviour According to Salu et al. (2014), a conflicting statement is prevalent on employees attitude and job satisfaction, happy employees are not productive employees and happy employees are productive employees. Attitudes of employees in individual level are depended on dispositional influences such as core self-evaluation, key-personality traits. The employees perception of the job or work he/she is doing can create attitudes and it can be both positive and negative. Job satisfaction can come from core conscientiousness of an employee (Siponen et al. 2014). The cultural influences of the employees can pose its impact on job satisfaction as cross-cultural organisational face significant issues over this. Moreover, in the cross-cultural organisation, attitudes of the fellow employees depend on the behaviour of the other employees. It has mainly four dimensions that construct the attitude and behaviour, individualism and collectivism, power distance, uncertainty avoidance and masculinity and femininity. Adjustment of cultural factors is important for the employees and it can shape the behaviour within the workplace. For example, in a multi-cultural workplace, if most of the employees have positive attitudes towards employees who come from minority or ethnic background, then the employee's behaviour within the organisation will be stable and assistive. Work situation or practitioner believes in workplace determine the attitudes within a workplace and that shape the behaviour of the behaviour. Moreover, as pointed out by Mowday et al. (2013), job satisfaction comes from managements attitudes on autonomy, job challenge and retention of the employees. Within the workplace, an employee's attitudes can be a product of upbringing, the pattern of thinking and perception of the work; these choices provide the performance of the employees. Positive thinking must come from within of an employee and that provide urge to work hard and smart way. In recent time, business management institution gives the provision to the students to learn about the positive outlook in the workplace. In this result, employees are now more responsive in team working and sharing positive vibes. In a team, the employees must have trust among colleagues and positive attitudes on interpersonal skills can give productive group working. Sharing positive attitude is one of the characteristics of the workplace brings positive behaviour among employees. The attitudes of collaboration among the employees help the organisation to have effective team work. Team members can share constructive criticism without being too judgemental. Within a team, an employee can show the energetic and enthusiastic attitudes with the motivation that helps to bring assistive behaviour from others. As stated by Montano and Kasprzyk (2015), empathy towards other group members helps to create positive behaviour with sharing the integrity. An employee feels psychological attachment towards the organisation and it depends on employees' feelings towards the job and their job satisfaction. Management of the organisation can create a motivating, cooperating and assistive workplace that is associated with job performance, turnover and employability (Mishra et al. 2015). Commitment towards the organisation can create a sense of oneness for the organisation. The attitude of an employee can show the commitment to remain a part of the organisation to share the goals and desires. The attitude of having organisational citizenship behaviour (OCB) is a voluntary commitment for his/her organisation. As argued by Innan and Moustaghfir (2015), contextual performance has four elements, enthusiasm, helping mentality, organisational objectives and rules. An employee can face issue from the discretionary behaviour that does not mention in the job description. The employees must feel within to work beyond the enforceable requirement. The e mployees can feel positively to increase organisational effectiveness. Discussion on Theory of Reasoned Action on three levels Theory of Reasoned Action is a theory based on persuasion and understanding of communication. This theory explains the relationship between behaviour and attitudes. This theory describes the process of the behaviour of an individual based on the pre-existing notions and attitudes (Montano and Kasprzyk, 2015). Within a workplace, the employees' expectation of a job and his/her attitudes on the job are the reasons behind the behaviour of the employees. Individual level: Individual attitudes depend on the employees' preconceived notion about the job role and workplace culture. Each of the employees' has different dreams and they belong from different thinking capability. In the workplace, the needs of the employees are different and their pre-existing knowledge is also different. In individual level, the main concerns are performance and job satisfaction. Job satisfaction comes from the culture of the workplace as commonalities and coworkers can provide a sense of integrity within the workplace (Wong and Laschinger 2014). Moreover, the performance of the employees must come from the heart and they must feel intrinsic motivation to do the work. In reasoned action theory, individual's attitude, their intention and the result of behaviour all have a connection. If an employee feels valued and gets the job what he/she wants from long, give the sense of satisfaction from within and their attitudes towards the job and workplace become changes with the time . Behaviour intention to strive for excellence can be shown if the workplace is helpful and employees' intrinsic motivation is a predictor of behaviour. In employee individual decision in workplace behaviour depends on job satisfaction and performance, however, satisfaction can cause performance and sometimes, performance can cause satisfaction. As pointed out by Temminck et al. (2015), satisfaction is the attitudes that lead us to the behavioural intent that is performed within the workplace. Group level: In working with the group, team members must share their thoughts in order to bring the cohesiveness and communication. In this reason, the group thinking is necessary for the homogeneity. Role identity is important as this is related to the team size. An employees attitudes depend on teams stability and personality of other team members. However, if the management is given the interesting work to engage on, the obstacle during the work can feel negligible. The feeling of low stress can provide job satisfaction with gaining rewards is another reason behind job satisfaction. Reasoned action theory describes the situation of acting as attitudes predict the behaviour also. The relation of behaviour and attitudes exist between affect and personality (Babnik et al. 2014). In working in a group, it is necessary to take action in individual level. In team work, the subjective norm is important as team members cannot do something what their heart desire always. Organisational level: In the organisational level, the attitudes of the organisation focus on basically employee commitment and retention of the employees. Organisational commitment can be improved by the managers by clearly define the responsibility. The managers and team leaders can train the employees in a way that bring the proper behaviour and attitudes. In this light, the reasoned action concept talks about withdrawal behaviour of the employees. In case of negative attitudes and ambience within the organisation, the employees predictive attitudes tell to leave the organisation (Coghlan and Branick 2014). Depending on the situation; relevant norms do not allow the employees to leave the organisation. Therefore, organisations use persuasive norms of rewards, motivation and job satisfaction measures. Conclusion In order to predict the behaviour of the employees, the behavioural intention and attitudes must be equally specific. Employees attitudes are of two types as one is related to the customers of organisation and another is with accounting and fellow employees. The behaviour of the employees depends on the intention and attitudes of the employees within the workplace. Individuals can control performance or behaviour by strengthening the normative belief. Employees' norms and attitudes both are important to support their persuasive objectives and behaviour. Theory of reasoned action mainly works at the individual level, however, individual's decisions and behaviour move to the group level. Reference List Babnik, K., Breznik, K., Dermol, V. and Trunk irca, N., 2014. The mission statement: organisational culture perspective.Industrial Management Data Systems,114(4), pp.612-627. Coccia, M., 2014. Structure and organisational behaviour of public research institutions under unstable growth of human resources.International Journal of Services Technology and Management,20(4-6), pp.251-266., Coghlan, D. and Brannick, T., 2014.Doing action research in your own organization. London: Sage. Innan, R. and Moustaghfir, K., 2015. Explicating employees behaviour for an effective subscription to healthcare policy: an application of the theory of planned behaviour.Knowledge Management Research Practice,13(4), pp.497-507. Mishra, D., Akman, I. and Mishra, A., 2014. Theory of reasoned action application for green information technology acceptance.Computers in human behavior,36, pp.29-40. Montano, D.E. and Kasprzyk, D., 2015. Theory of reasoned action, theory of planned behavior, and the integrated behavioral model.Health behavior: Theory, research and practice. 3(2), pp.23-28 Mowday, R.T., Porter, L.W. and Steers, R.M., 2013.Employeeorganization linkages: The psychology of commitment, absenteeism, and turnover. New Jersey: Academic press. Salau, O.P., Falola, H.O. and Akinbode, J., 2014. Induction and staff attitude towards retention and organizational effectiveness.IOSR Journal of Business and Management (IOSR-JBM),16(4), pp.47-52. Siponen, M., Mahmood, M.A. and Pahnila, S., 2014. Employees adherence to information security policies: An exploratory field study.Information management,51(2), pp.217-224. Temminck, E., Mearns, K. and Fruhen, L., 2015. Marketing employees towards sustainable behaviour.Business Strategy and the Environment,24(6), pp.402-412. Wong, C.A. and Laschinger, H.K., 2013. Authentic leadership, performance, and job satisfaction: the mediating role of empowerment.Journal of advanced nursing,69(4), pp.947-959. Wood, J.M., Zeffane, R.M., Fromholtz, M., Wiesner, R., Morrison, R., Factor, A., McKeown, T., Schermerhorn, J.R., Hunt, J.G. and Osborn, R.N., 2016.Organisational behaviour: Core concepts and applications. Sydney: John Wiley Sons Australia Ltd.

Maths coursework 2001 Oliver Goddard Essay Example

Maths coursework 2001 Oliver Goddard Essay My hypothesis is to see if there is a difference between two ages estimating angle and length is different. I also think that people are better at estimating lengths than angles.Also to see if males are better than females at estimating the length and angle.And if playing sport helps at estimating lengths and angles.I think that the older people are better at estimating angles and the length because they have more experience at doing so from further education and more experience.I also think that the male sex will be better at estimating this better than the female sex because they play more sport and have to judge lengths and angles more of the time e.g. football, basketball, rugby.I have done a pre test to make sure that my main experiment will work by cheeking the method and data collection sheetFor all three of my experiments the length of the line and the degrees of the angle will be the same the length will be 4.5 centimetres and the degrees of the angle will be 36 degreesPlanI will collect data from year 7 and year 11 boys and girlsTo make sure it will be a fair test by making sure the subjects have the same amount of time to estimate the length of the line and the degrees of the angle. Making sure the angle and the line are all the same place on the paper and are the same colour and that the distance from it is not varied.The experiment will be consisting of an overall sample of 120 people divided into 30 male, 30 female, and 30 students in year 7 and 30 male and 30 female students in year 10 all these people will be extracted at break times during the school day and chosen at random. A scientific calculator does this.If I had a sample of 30 people 15 female and 15 male and I wanted to choose 8 of them 4 male 4 female I would use my calculator Ran# button on my calculator, this is how I did it I got hold of a sample of 30 people.Sample of 30 people:1F11M21F2M12F22M3M13F23F4F14M24M5M15M25M6M16F26F7F17M27F8M18F28M9F19F29M10F20M30FI then did this equation on my calculator:(The equation may vary form calculators)2ndF RAN X 30 =I pressed = symbol and my calculator came up with a random number between 1 and 30I rounded that number to the nearest 10 and underlined that number on my sample the first 8 went like this:1. 2ndF RAN X 30 =16.86 = 17 M2. 2ndF RAN X 30 =28.44 = 28 M the first 4 males Rad# chosen3. 2ndF RAN X 30 =24.12 = 24 M will be the ones that will be in the4. 2ndF RAN X 30 =14.91 = 15 M pre test.5. 2ndF RAN X 30 =13.56 = 14 M6. 2ndF RAN X 30 =12.39 = 12 F7. 2ndF RAN X 30 =15.33 = 15 M this one has been used once so we ignore it.8. 2ndF RAN X 30 =22.86 = 23 FI then underlined the ones that had been randomly chosen:1F11M21F2M12F22M3M13F23F4F14M24M5M15M25M6M16F26F7F17M27F8M18F28M9F19F29M10F20M30FI had to do this 5 more times to get 2 more F for the pre test1. 2ndF RAN X 30 =16.23 = 16 F2. 2ndF RAN X 30 =13.74 = 17 M3. 2ndF RAN X 30 =16.32 = 16 F this one has been used once so we ignore it.4. 2ndF RAN X 30 =15.75 = 16 F this one has been used once so we ignore it.5. 2ndF RAN X 30 =4.2 = 4 FThe first 4 females are the ones that will be put in to the pre test.You cannot have the same number twice because you would be asking the same sample twice so you would get the same result.The samples will be chosen out of the registration of each class. By using the random technique on the calculator. I will avoid bias by using somebody else to gather my result that does not know about my hypothesis or theory. This will get rid of subject bias and experimental bias.I could improve my sample by making it bigger and extending the variety.A small pre-testThe time chosen for the subjects was 10 seconds to look at both length and angleThis pre-test will consist of 8 people 4 male 4 femaleSexLengthAngleSportM3.530YesM530NoM4.840YesM530YesF530NoF420NoF540NoF535Yes-Mean = total of items / number of itemsMedian = middle valueMode =most commonRange =how far from the smallest to the biggestStem and leaf diagramsThese diagrams mak e it easier to find the mean median mode and range as you can arrange the numbers in order of size then you count to the middle number to find the median the mode is the most common median is all the numbers added together and divided by the amount of the numbers and the range is the space between the smallest number and the biggest number.Length354085000003.5+ 4+ 4.8+5+5+5+5+5=37.3Mean: 37.3 / 8 =4.6625Median: 5.5Mode: 5 over all most people are close to the lengthRange: 1.5Angle20030000054000Close to the angle over all20+30+30+30+30+35+40+40=225Mean: 225 % 8 = 28.125Median: 35Mode: 30 most people are close to the chosen angleRange: 20From these two stem and leaf diagramsCumulative frequency and Box and whisker graphsThis is how you compare the two difference using the graph you can place them on top of each other and compare the difference to the samples and see if one is different from the otherBox and whisker graphsThese graphs are the main comparing graphs from these you can te ll how big the range from the other opposing graph and also if the median results are closer to the real results.AngleFrequencycum.freq20 to 291130 to 395640 to 4928LengthFrequencycum.freq3 to 3.9114 to 4.9235 to 5.958Small conclusionThis test was to see if my methods would work I realise there is nothing to compare the grids to but it works on the graph and gives me the cumulative frequency. no I know that all of my theories work I can use them in the real tests and compare graphs and also I can see the base plan of what I have to do for each test. This pre test is the base for all my tests. Using this I can work my way around my coursework. In all the tests I have used Microsoft excel to do some of my calculations. To make this pre test better I could add something to compare my graphs to and also have more samples to work from.How I will evaluate if females are better than males are by the graphs that my results give and the stem and leaf, mean median and mode. The final conclusi ons will give a valid explanation why females/males are better at estimating length and angles and will also mark any mistakes I have made.End of pre-testTest 1Now I have 149 year 7 females and males and for my sample I am going to choose 30 females and 30 malesThe reason for doing this experiment is to determine if males are better than females at estimating length and angles. To get these samples I will use the Ran# technique until I get 30 females and 30 males in year 72ndF RAN X 149 =I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample the calculator technique is proven in the pre-testThese are the 149 children who were used to get 30 random males and 30 random females:THE ONES UNDERLINED WERE THE ONES CHOSEN FOR THE SAMPLE OF 60 BELOW:I did this calculation many times. And ended up with30 random males and 30 random females.If 1 or more of the 60 chosen were absent I chose the nearest female or male to my assistant (who asked the questions and made each of the 60 year 7 review the angle and the line for 10 seconds and collect the data). any one who is not present will be taken out of the test and replaced by the nearest male if the subject is a male or female if the subject is a female, taking the absent bodys place.The resultsSexAngleLengthSportSexAngleLengthSportF405Y1M605YF426N2M158NF635.4Y3M208YF205N4M2710YF295N5M325YF308N6M413YF345N7M818YF316Y8M284NF195N9M304NF284Y10M354NF405N11M394NF373N12M215YF284Y13M288NF645N14M327YF387N15M266YF156N16M348.4YF6110N17M635.5NF609N18M724YF308N19M3012YF307N20M429NF325Y21M384NF306Y22M196YF488N23M373NF564Y24M604NF724N25M612YF316N26M4016YF348Y27M488NF303Y28M379NF389N29M415NF424N30M305NTOTAL1152175.4TOTAL1167189.9I choose 30 males and 30 females for my sample because I think it is a right size sample to work from, as it will get me varied results.I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample from these results I can see from observing my chart that males play more sport than females.Stem and leafFemaleFemaleAngle10592008893000000112447884000228506600134702FemaleAngleMean 1152 / 30 = 38.4Median 34 the median is close to the original angle of 36Mode 30 this means that most females are closer to the original angleRange 57The median is close to the actual angleFemaleLength300400000500000000560000070080000900100LengthMean 175.4 / 30 = 5.846666667Median 5 close to 4.5 cmMode 5Range 70Most females are closer than the males to 4.5 cm plus one female estimated the angle to be 4.5 which was correctCumulative frequency and Box and whisker graphsAngleFrequencyCum.Freq10 to 192220 to 294630 to 39131940 to 4952450 to 5912560 to 6942970 to 79130LengthFrequencycum.freq3 to 3.9224 to 4.9575 to 5.99166 to 6.95217 to 7.92238 to 8.94279 to 9.922910 to 10.9130MaleStem and leafMaleAngle105920016788300022457789400112850600013702801This stem and leaf counts to 29 this is a mistake but dose not affect my resultsAng leMean 1167 / 30 = 38.9 (1167 / 29 = 40.24137931)Median 37Mode 37 the male majority are closer than the females on anglesRange 66The mode and the median are the same meaning that the 15th male was also in the medianMaleLength2030040000000500000560070800000490010011120131415160Huge range no males got the angle rightLengthMean 189.9 /30 = 6.33Median 5 very close to the original angle of 4.5 cmMode 4 the median is also the same as the females medianRange 14The range for the males is bigger than the females because there are a couple of males that estimated a lot higher than I would expectedCumulative frequency and Box and whisker graphsAngleFrequencyCum.freq10 to 192220 to 296830 to 39101840 to 4952350 to 5902360 to 6942770 to 7912880 to 89129LengthFrequencycum.freq2 to 2.9113 to 3.9234 to 4.97105 to 5.96166 to 6.92187 to 7.91198 to 8.96259 to 9.922710 to 10.912811 to 11.902812 to 12.912913 to 13.902914 to 14.902915 to 15.902916 to 16.9130ConclusionMales are better at estimating lent a s the box and whisker graphs prove though the males have a very big range most of the males have been close to the 4.5 cm chosenAn experiment to see if playing sport helps at estimating lengths and anglesThis is a test including only 10 people that play sport and 10 people that dontIn this test sex is not important as it is only comparing non-players against playersThe players and non-players have been chosen at random from a group of 60 people.Here are the results:AngleLengthAngleLength208Y1645N2710Y2387N325Y3156N413Y46110N508Y5609N352Y6308N405Y7304N327Y8354N266Y9394N348.4Y10305N33762.440262I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample.Non-playersLength400050060708090100Mean 62 / 10 =6.2Median 5Mode 4Range 6You can see that the non-players haveAngle1052000058930405060014Mean 402 / 10 =40.2Median 25Mode 20Range 49Most of the non players have there angle marked betweenCumulative frequency and Box and whisker graphLengthFrequ encycum.freq4 to 4.9335 to 5.9256 to 6.9167 to 7.9178 to 8.9189 to 9.91910 to 10.9110AngleFrequencyCum.Freq10 to 191120 to 296730 to 390740 to 490750 to 590760 to 69310PlayersStem and leafLength20304500607080049100Mean 62.4 / 10 =6.24Median 6Mode 8Range 8The players are more spread out than the non-playersAngle10200673022454001500Mean 337 / 10 = 33.7Median 32Mode 32Range 30The angle seems to be .Cumulative frequency and Box and whisker graphsLengthFrequencycum.freq2 to 2.9113 to 3.9124 to 4.9025 to 5.9246 to 6.9157 to 7.9168 to 8.9399 to 9.90910 to 10.9110AngleFrequencyCum.Freq10 to 190020 to 293330 to 394740 to 492950 to 59110ConclusionI used Microsoft excel for some of my calculations as humans can make errors and that it is more accurate.Also I used this program to save time as it would have had taken longer for me to write the tables up. I can see from my graphsAn experiment to see if age makes a difference:Plan = an abbreviation of the main plan on page 11) I will work out the mean median mode and range of the results of the year 7 samples and the year 10 samples2) I will make stem and leaf diagrams3) I will make box and whisker diagrams4) I will make a conclusionMETHOD the same sort of method used on the first two experiments.I got a sample of 60 year 7 and a sample of 60 year 10s and used the random technique on the calculator to select 30 year 7 at random and 30 year 10s at random. I will avoid bias by using somebody else to gather my result that does not know about my hypothesis or theory. This will get rid of subject bias and experimental bias.I think that the older people are better at estimating angles and the length because they have more experience at doing so from further education and more experience.For this experiment I am using excel again as it its a time saving device and also Is a excellent calculator at fast speed if you know the formula to put in for this experiment and all of these experiments I have used the =SUM formula the most. Yea r 10s chosen underlined in red:Year 7Year 10AngleLengthAngleLength6051303.515823052083404.8271043053255404.541363058187204284840530493553541058539411454.5215124552881350432714455266152541561630461101745560918405308193063072030632521404.530622452.548823203564244537242545331626453.5348274543032845438929454424304041124186TOTAL1153130.8I could of hade made my sample bigger but that would had of taken more time and also a sample of 30 is easier to work with.Year 7Stem and leaf diagramsAnglesAngleYear 71055200167883000000122245894012850660001702801Mean 1124 / 30 = 37.5Median 32Mode 30Range 70The year 7s are closer to the angleLengthLength300400000005000060000700800000009001000Mean 186 / 30 = 6.2Median 6Mode 4/8 there are two even modes for this graph as four and eightRange 7 have the same amount on the graph so I put both of them downCumulative frequency and Box and whisker graphsYear 7AngleFrequencycum.freq10 to 192220 to 296830 to 39132140 to 4932450 to 5912560 to 6932870 to 7912980 to 89130LengthFrequencycum.freq3 to 3.9224 to 4.9795 to 5.94136 to 6.94177 to 7.92198 to 8.97269 to 9.922810 to 10.9230Year 10Stem and leaf diagramsAnglesAngleYear 1020005300000000540000000555555555555008Mean 1153 / 30 =38.4Median 40Mode 45Range 38LengthLength25300055400000000555850000000000600Mean 130.8 / 30 = 4.3Median 4.5Mode 5Range 3.5Cumulative frequency and Box and whisker graphsYear 10AngleFrequencycum.freq20 to 293330 to 3981140 to 49172850 to 59230LengthFrequencycum.freq2 to 2.9113 to 3.9564 to 4.912185 to 5.910286 to 6.9230Conclusion

8 Hilarious Truck Signs Spotted On the Road

8 Hilarious Truck Signs Spotted On the Road 1. Straight and to the point!â€Å"Don’t Like Trucks? Stop Buying Shit. Problem Solved!†2. You better check yourself, before your car wreck yourself.â€Å"This Vehicle Makes Wide Ass Turns†3. Got Milk?â€Å"Keep Back 500 FT. We Aren’t Hauling Milk!†4. Bonus point  on being as smelly as a regular school bus!â€Å"Caution, Stool Bus†5. It’s always funny to give Kanye a bad rap.â€Å"Chicago’s Best Wrappers. Sorry Kanye†¦Ã¢â‚¬ 6. Really? I did not know that†¦Ã¢â‚¬Å"Packing Tape Should Not Be Used For Painful Practical Jokes.†7.  Time is still tough for truck driversâ€Å"Driver carries less than $50 cash and is fully naked†8. Mmmh, thanks for the heads up.â€Å"If you want to get past, you had better be fast, because I’ve got a truck, and I don’t give a **ck!† All images via  imgur.com

A Quiz About Hyphenating Phrasal Adjectives

A Quiz About Hyphenating Phrasal Adjectives A Quiz About Hyphenating Phrasal Adjectives A Quiz About Hyphenating Phrasal Adjectives By Mark Nichol One of the most frequent mechanical errors in writing is the omission or misuse of hyphens when two or more words are used to modify a following noun. In the sentences below, remedy the absence or abuse of hyphens in the phrasal adjective and compare your revision to mine: 1. â€Å"He’s one of the world’s best known zoologists.† As is, the sentence implies that among known zoologists, he’s one of the best. But what it means is that among the world’s zoologists, he one of the best known, so that two-word phrase is a phrasal adjective and should be hyphenated before the noun zoologists: â€Å"He’s one of the world’s best-known zoologists.† 2. â€Å"The increasingly high on its own supply movie studio has once more delved into its library.† This sentence suffers from the same error as the previous one, multiplied several times. The words in the phrase â€Å"high on its own supply† must be linked like railroad cars for the statement to make sense: â€Å"The increasingly high-on-its-own-supply movie studio has once more delved into its library.† (Increasingly, because it is an adverb, not an adjective, doesn’t have a ticket for this train.) 3. â€Å"A lot can happen during a three or four day holiday weekend.† Again, a lack of connective tissue is the fault here; the solution is suspensive hyphenation. The object refers to a holiday weekend that might last three days or four days, but it’s not necessary to repeat day. It is, however, imperative to hyphenate such a construction as follows: â€Å"A lot can happen during a three- or four-day holiday weekend.† 4. â€Å"Whatever happened to the catalogs of yore, like the four-inch thick Sears tome?† Incomplete hyphenation muddles this sentence, which implies that an artifact known as a thick Sears tome has four inches. The intended meaning, however, is that the Sears tome is four inches thick, so that three-word phrase describing its size must be linked into one unit: â€Å"Whatever happened to the catalogs of yore, like the four-inch-thick Sears tome?† 5. â€Å"Behind-the-scenes, he repeatedly employed procedural technicalities to undermine proposals.† Freestanding common phrases that are also often employed as phrasal adjectives and thus frequently seen with hyphens are often mistakenly hyphenated; the first three words in this sentence, however, require hyphens only if they collectively modify a noun (â€Å"behind-the-scenes plotting†): â€Å"Behind the scenes, he repeatedly employed procedural technicalities to undermine proposals.† 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 Punctuation category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsA While vs Awhile5 Ways to Reduce Use of Prepositions

What is statutory construction Essay Example | Topics and Well Written Essays - 1250 words

What is statutory construction - Essay Example The Right Honourable Kenneth Clarke QC MP, Lord Chancellor and Secretary of State for Justice made this declaration during his speech at the Dinner for the Judges at the Mansion House. His words sum up the courts’ sentiments when it comes to the issue of statutory interpretation. Apparently, among the powers bestowed by the constitution of the United Kingdom unto the judicial branch, the power to interpret laws is the most difficult which the courts exercise with utmost care and caution. Indeed, when an ambiguous Act of Parliament is brought before the court for interpretation, the court is caught between the crossfire of two opposing parties, each wanting for the law to be interpreted in such a way that would favor their interests. However, unlike regular legal battles where the court’s powers are limited to the application of the laws, in the case of statutory construction, the courts are toeing the line between judicial and legislative powers. There are no clear laws to be applied. The courts first need to ascertain what the law is and then apply it to a case before it. The courts need to fathom the spirit and purpose of the law as the Parliament has intended it to be without asking the legislators what the law means. Rather, the courts rely on established principles in trying to determine the intent of the legislators. In the exercise of its interpretive powers, the courts are governed by established principles of statutory interpretation ... Medical terms must be given and understood within the context of medicine and economic terms must be understood in the same way that economists understand it. The second principle is the pro bono publico. Under this rule, the courts always interpret the law in such a way that it would serve the public good. The courts weigh which of the possible interpretations of a given legislation shall best serve the public good and those that fail this criterion are dismissed. Here, the system of check and balance is at work. When the Parliament passes an ambiguous legislation, the courts ensure that the Acts of Parliament are applied and enforced for the greater and public good. The third principle is called in pari materia. This principle literally translates as â€Å"on the like matter†. This rule is basically used when the purpose of the legislation being construed is ambiguous. Pursuant to this rule, the courts are entitled to seek reference to earlier legislations that deal with sim ilar matters in order to unveil the true nature and purpose of the later Act of Parliament. Another important principle in statutory construction is the mischief rule. This rule is commonly applied to legislations that amend or revise prior Acts of Parliament that have been found to have some defects or mischief. Under this rule, when the curative legislation is written in such a way that its purpose is rendered ambiguous, the courts interpret it as having the intention of curing or removing the defect in the prior legislation. No other interpretation shall be given except that it is intended to cure the defect or mischief of the law stated in its purpose in the first place. The next principle in statutory construction is the literal rule basically mandates the courts to use the literal

Compare 2 Arguments Essay Example | Topics and Well Written Essays - 1000 words

Compare 2 Arguments - Essay Example The internet has led to the emergence of the information society, whose mode of operation is purely based on information flow and access, (Lessig, 565-567). Technology has had a phenomenal impact on how people relate and carry themselves. This demands that information be available in a digital space or environment where it is fully accessible to all. This would make the world more innovative, (Lessig, 565-567). The idea of copyright laws has extremely restricted the used and flow of ideas. It is true that every person who comes up with a discovery should be appreciated in a way. The problem is when this appreciation goes to the extent of limiting the ingenuity. This is where the world is because of multiple copyright laws. The world is full of scientists who built on the discoveries of other scientists. People do not ask for permission from Professor Einstein or even Shakespeare before quoting their work as Lessig had used as examples. The result is that better discoveries have been made, (Cole 87-89). This means that, anyone who used that piece of work without the necessary permission does not have to be sued for it. What would happen if this was the case with every other creation or discovery? The world would be a better place. There is a growing concern that the world is becoming too commercial to nurture new and upcoming ideas. The reasoning behind copyright laws and patenting was to give the founders exclusive rights over the intellectual property. That is a bit different from trying to stifle development of intellectual property. The two contrasting opinions, must meet somewhere. The rationale behind protecting intellectual property must not exceed the need to give incentives for more discoveries. This is because advances and new creations are meant to make life better than it is or was. This is the real issue. Most copyright work comes from the derivative work, (Lessig, 565-567). Discoveries are built upon previous discoveries. According to the economics theory of property, property attracts less interest when it is freely available, (Cole 87-89). Indeed open source property does not attract a lot of attention as Julio Cole mentioned. Therefore, intellectual property laws create a situation where necessary ideas are monopolized so that they can be appreciated. That may be correct in some ways. Indeed, the introduction of intellectual property laws was meant to be a positive move to the young scientists and artists out there. However, this idea has mutated into something counter- productive altogether. According to Lawrence Lessig, the discoveries are made a very personal affair, as opposed to offering solutions. This can also be seen in newspapers and other forms of media which highlight lawsuits against people from musicians and other artists. As Cole says, free culture may not be the answer. Some people argue that ingenuity cannot be paid through money. If Einstein and Shakespeare were too concerned about intellectual property la ws, then they would have put a stop to the many upcoming scientists and writers who build on their work and ingenuity, (Lessig, 565-567). The critical question is, to what extent can copyright laws go? And are they absolute? Those who believe in a free culture push for the period of patents and copyright property to be lessened. If it is possible, then it can be done away with depending on the opinion of the innovator. Discoveries must be seen as a response to human global challenges,

Methods to Conserve Energy Essay Example for Free

Methods to Conserve Energy Essay Using natural energy resources doesnt necessarily mean you will conserve any energy, yet we do advise every household to research the possibility of implementing natural energy resources to influence their home power supply. This will conserve the fossil fuels we are currently consuming at an alarming rate. Many little things can be done in an attempt to conserve energy in the home. It is knowing how to do these little energy conservation processes that many people do not know about, understand, or Just dont care. Another way relating to how we can conserve energy is to ensure whenever we have finished using appliances that may have a light on them (such as a standby light), we switch the appliance off, or unplug after use. Little things can make a big difference in conserving energy around the home, and this is especially true for dishwashers, washing machines and dryers. Modern dishwashers have energy saving wash cycles, we strongly advise the use of such features, washing machines can be set to lower temperature washes, when sed with the right washing powder, and a dryer, well if you own a dryer, get rid of it and dry your washing naturally on a washing line. Hybrid cars can make a difference to your carbon footprint, and can help you save energy. No, they will not eliminate carbon emissions from their exhausts, yet they will greatly reduce the amount of carbon you pump into the air each year. The only reason you should need a 44 vehicle is if you live in a rough terrain area, or constantly snowy area. When you choose your next car, be sure to check the miles per gallon to see how fficient your car will be, this not only helps the environment but it saves you money on fuel too. When conserving energy, we can also look to our heating methods, why not reduce your heating thermostat or radiators by only 1 degree for a lengthy time, and compare your heating bill? If you recycle more, you will be helping to conserve energy put into making new versions of what you have recycled, and this also reduces the burden on landfill sites and incinerators which are not good for the environment

Bio-ethics and Cloning :: Biology Science Genetics Essays

Bio-ethics and Cloning The idea that humans might someday be cloned-created from a single somatic cell without sexual reproduction-moved further away from science fiction and closer to a genuine scientific possibility on February 23, 1997. On that date, The Observer broke the news that Ian Wilmut and his colleagues at the Roslin Institute announced the successful cloning of a sheep by a new technique that had never before been fully successful in mammals. The scientists from Roslin Institute of Edinburgh isolated differentiated somatic cells of Finn Dorset sheep and fused them with unfertilized enucleated eggs. The "fertilized" eggs soon developed into embryos which were in turn transplanted into female sheep, where the lambs are born naturally.1 The resulting birth of the sheep, named Dolly, on July 5, 1996 appears to mark yet another milestone in our ability to control, refine, and amplify the forces of nature. Yet, the fact that Dolly's paper just scrapes into the top 10 scientific papers published in 19972, showed that cloning was not a much credited technology in science. So why was there so much limelight on Dolly? If it were possible to clone a mammal, would the cloning of human's be next? Dolly's arrival opened debate in fields where ethicist dreaded to go. Some scientists - including Ian Wilmut - don't support human cloning. Those in favor see it as another method in the growing pantheon of human reproductive technologies3. One unique prospect, vividly raised by Dolly, is the creation of a new individual genetically identical to an existing (or previously existing) person - a "delayed" genetic twin. This prospect has been the source of the overwhelming public concern about such cloning. People have frequently expressed fears that the widespread practice of somatic cell nuclear transfer cloning would undermine social values by opening the door to a form of eugenics or by tempting to manipulate others as if they were objects instead of persons4. Ethicists and governments have thus far reach a consensus on a ban on all types of cloning of human beings. However, with leading Italian embryologist Severino Antinori researching intensely on human cloning5, and Richard Seed's expansion into Japan with future plans of human cloning6, should we wonder about the inevitable cloning of human beings? At present, companies are set up to embrace this new cloning technology. While "Genetic Savings and Clone" in Texas intends to clone pets and opens its doors for

Manager Production Essay

GENDER Fewer differences between men and women that affect job performance. GENDER 1. Women are more willing to conform with authority. 2. Men are more aggressive and more likely to have expectations of success. 3. Women with pre-school children prefer part-time work, flexible work schedules, and telecommuting to accommodate family responsibilities. GENDER 4. No consistent male-female differences in: ? ? ? ? ? ? Problem solving ability Analytical skills Competitive drive Motivation Sociability Learning ability 5. Absenteeism – no significant differences. People in the workplace do identify more with  people like themselves so in some cases there may be opportunities given to people based on the fact that they are like their supervisor. RACE & ETHNICITY †¢ People in organization may favor employees of their own race. †¢ On the basis of race people some times get lower ratings in interviews, paid less and promoted less frequently. †¢ Some scholars argue that it is not productive to discuss race for policy, biological, genetics and anthropological reasons. TENURE Tenure refers to the length of time people have been on the job and is tied to seniority. Recent evidence demonstrates a positive  relationship between seniority and job productivity. †¢ Tenure (work experience) appears to be a good predictor of employees productivity. †¢ Longer a person stays in a job, less likely to quit. TENURE †¢ In terms of both frequency of absence and turnover, tenure is the single most important explanatory variable. †¢ Past behavior is the best predictor of future behavior. †¢ Tenure and job satisfaction are positively related. †¢ Stable predictor of job satisfaction than chronological age. OTHER BIOGRAPHICAL CHARACTERISTICS 1. Religion †¢ May impact the workplace in areas of dress, grooming and scheduling Sexual Orientation †¢ Federal law does not protect against discrimination (but state or local laws may). †¢ Domestic partner benefits are important considerations. 3. Gender Identity †¢ Relatively new issue – transgendered employees. INTELLECTUAL ABILITY †¢ Ability – defined as an individual’s capacity to perform the various tasks associated with the job. It is a current assessment of what one can do. †¢ Intellectual ability – are abilities needed to perform mental activities like, thinking, reasoning, problem solving etc. INTELLECTUAL ABILITY. Smart people generally earn more money and  attain higher levels of education. †¢ General Mental Ability (GMA) takes a look at overall intelligence and is generally recognized by researchers. †¢ Wonderlic Personnel Test is generally used as a quick measure of intelligence in the hiring/recruitment process. DIMENSIONS OF INTELLECTUAL ABILITY Number Aptitude Verbal Comprehension Memory Spatial Visualization Intellectual Ability Deductive Reasoning Inductive Reasoning Perceptual Speed NUMBER APTITUDE †¢ Is the ability to do speedy and accurate arithmetic. †¢ Will be effective in jobs requiring mathematical ability, such as an Accountant. VERBAL COMPREHENSION †¢ Verbal comprehension is the ability to understand what is read or heard and the relationship of words to each other. †¢ This ability will be helpful in jobs where the manager needs to understand policies in order to carry out their job tasks. PERCEPTUAL SPEED †¢ Perceptual speed is the ability to identify visual similarities and differences quickly and accurately. †¢ This particular ability is helpful when an employee needs to take in a lot of information and make decisions about the patterns, such as a Detective or Inspector. INDUCTIVE REASONING. Inductive reasoning is  present when an individual can identify a logical sequence in a problem in order to help find a solution. †¢ An employee who needs to make decisions about the future based on historical information will need this ability. DEDUCTIVE REASONING †¢ Deductive reasoning is the ability to use logic and assess the implications of the argument. †¢ When making choices between two different possible solutions to a problem, a manager would need to call upon their deductive reasoning skills. SPATIAL VISUALISATION. Spatial Visualization is when someone can imagine how an object would look if its position  in space was changed. †¢ An employee who needs to make decisions about office setup or interior design would need to have a high level of spatial visualization ability. MEMORY †¢ Memory is the ability to retain and recall past experiences. †¢ Individuals who need to act quickly in a situation, such as a paramedic or nurse, would need a significant degree of memory ability. INTELLEGENCE & JOB SATISFACTION †¢ While intelligence is a big help in performing a job well, it doesn’t make people happier or more satisfied with their jobs. †¢ The correlation between intelligence & job satisfaction is about Zero.

Critical Thinking in 21st Century America Essay

The intellectual roots of critical thinking date back to the teachings of Socrates, who discovered a method of analytical questioning; known today as â€Å"Socratic questioning,† establishing that one could not rationally justify their assured claims to knowledge. Socrates established that people cannot depend upon those in â€Å"authority† to have sound knowledge and insight. He demonstrated that individuals may have power and high position and yet be deeply confused and irrational. He established the importance of asking questions and thinking deeply before we accept an idea as worthy of belief. Socrates stressed the significance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done. This, I believe, is essential to living a successful and knowledgeable life; question everything and everyone. I strongly agree with Socrates’ idea that we cannot depend upon an individual of higher power to have all-encompassing knowledge and insight solely based on their status. The use of certain words, in just the right way, is enough to make some individuals believe just about anything; most successful lawyers have built their entire careers simply by knowing what to say, how to say it, and when to say it. Although I feel that critical thinking is a necessity throughout life, along with analyzing and questioning everything; I also feel that it is not something that is simply learned. Today, in our contemporary 21st century American society, we are certainly allowed to be and/or trained to be critical thinkers, but it is only certain individuals who will use critical thought to its highest ability to expand their knowledge and open up the mind. These individuals, sometimes rare, have the ability to reflectively question common beliefs and justifications, and use this to carefully distinguish those beliefs that are reasonable and logical from those which lack acceptable evidence or rational foundation to justify a certain belief. Socrates’ practice was followed by many great critical thinkers, such as Plato, Aristotle, and the Greek skeptics, all of whom emphasized that things are often very different from what they appear to be and that only the trained mind is prepared to see through the way things look to us on the surface, misleading appearances, to the way they really are beneath the surface, the deeper realities of life. Critical thinking, amongst many other definitions, is the ability to understand and apply, to infer and to meaningfully investigate given information; the skills needed to see equivalents, comprehend connections, identify problems, and develop justifiable explanations. It identifies bias, and a bias is not necessarily bad; it is simply a preferred way of looking at things. However, critical thinking does not necessarily benefit everyone; it can alter relationships, change attitudes, and cause family and friends to part ways. In light of our readings, many of the individuals we have discussed stress the need for a critical society, but additionally stress that it is not always beneficial, especially for those susceptible to nonsense. John Stuart Mill feared conformism among society as a whole, he saw this as a uniformity which enforced narrow-minded views and illogical rules on those individuals more open-minded and educated. A few years back while researching religion for a paper, I came across Mill’s idea of â€Å"hell belief,† where he argues that the belief in hell is made inconsistently both strong and weak by a total system failure in critical thinking; that hell belief is incompatible with the belief that God is good. He explains that the same mind set that enables them to accept a theory involving these contradictions prevents them from seeing the logical consequences of the theory. Mill’s ideas of â€Å"hell belief† are very similar to those of my own. Many, if not most, people are introduced and expected to abide by a certain religion by the time they speak their first words. Naturally, more often than not, religion and religious values are the first thing that many are taught; however religion allows little, or no room, for critical thinking. Many people carry their religious beliefs and values throughout life, where critical thinkers challenge and question it; they find the stuff that doesn’t quite make sense and demand to know where the logic lies and why exactly they’re supposed to life by these ideas. In Mill’s ideas, people come to believe in it and manage to stay sane about it for the same reason, a lack of critical thinking. In our readings, we see that Bertrand Russell emphasizes the importance of open and free analysis, and the critical need to create education systems that raise open-minded pursuit of knowledge and cautions the dangers inherent in rigid ideologies. I agree with Russell and believe that children should be taught to think critically as soon as they start their education because as adults it is almost impossible to learn, it is not simply a skill you can up and decide you want to possess. If more schools implemented a system that encourages children to keep an open mind and consistently put certain ideas and theories to the test, they would be better prepared for future education, encouraged to socialize with their peers even if they’re not from the same religious or ethnic background, and overall be well prepared for life itself; the habit of questioning everything leads to the development of well-rounded knowledge. When referencing the answers that many of us strive for, Russell explains that if philosophy cannot answer all of our questions, it at least holds the power of asking questions which increase the interest of the world, and show the strangeness and phenomenon lying just below the surface even in the simplest things of everyday life. He identifies a need for a theory of knowledge that will merge what appears to be from what really is, as well as the importance to practice knowledge responsibly. Russell explains to us that in order to make statements or hold beliefs about knowledge, we must be able to substantiate that our knowledge is accurate to reality. Although uncertainty and doubt are Descartes’ enemy, he wanted to use doubt as a tool or weapon to combat uncertainty. What, if anything, could not be doubted after subjecting all of his knowledge to the acid wash of doubt. The one thing that Descartes concluded could not be doubted was that he was doubting. There has to be an â€Å"I† who is thinking. Descartes’ famous dictum, Cogito Ergo Sum, means â€Å"I think therefore I am†.

The eNotes Blog Are You Right or LeftBrained

Are You Right or LeftBrained Ah, the secret life of the human brain. Its hard to imagine that something that exists inside of each of us, that governs our every waking moment (and every sleeping moment for that matter), can be too complex for us to completely understandmore mysterious than the depths of the deepest ocean. In just one second, for instance, our brains can form one million new connections. One million. To keep up with everything your brain does, well, youd need another brain. One aspect of the brain that has always perplexed me is the concept of the left vs right brain. There is a persistent idea that the world is divided into left-brained and right-brained peoplethe former latching onto logic and analytical thinking, the latter made up of loosey-goosey, emotionally intuitive types. Throughout our lives, many of us purport to be either one or the otheran identity that is forged and enforced in school. Students proficient in Math and Science will adopt the idea that they are left-brainers, while those most skilled in Arts will identify themselves as right-brainers. But if youre not certain yet as to whether you are right or left brained, well, theres an infographic for that: Its interesting how this infographic ties in to information that is already quite commonplace. The idea, for example, that left-handed people possess greater creativity (given the fact that the right side of the brain controls the left side of the body). I had thought this idea was simply an old-wives tale. It turns out, this is only slightly the case Right-Brain, Left-Brain Theory was actually formed as a result of neuropsychologist Roger W. Sperrys work with epileptic patients. His treatment for epilepsy involved severing the corpus collosum (the membrane that separates the halves of the brain). This effectively reduced a patients number of seizures, but drastically affected other aspects of their lives: Many split-brain patients found themselves unable to name objects that were processed by the right side of the brain, but were able to name objects that were processed by the left-side of the brain. Based on this information, Sperry suggested that language was controlled by the left-side of the brain. (Source) So, it is true that each side of the brain is better able to handle certain tasks. It is simply the theory itself that is over-generalized when speaking of individuals. While the right brain may be better suited to expressing and reading emotions, recognizing faces, and creativity, and the left may focus more on language, logic, and numbers, it is really how the halves of your brain work in unison that makes up the type of learner and thinker that you are. All Mathies are not entirely left-brained, and all creative types are not completely right-brainedsomething that may make you feel better when you find, like I did, that your apparently dominant side doesnt describe what you feel you are truly best at. (Numbers? Who, me) That being said, there is some use for dominance theory in curating good study habits. Understanding your strengths and weaknesses in certain areas can help you develop better ways to learn and study. For example, students who have a difficult time following verbal instructions (often cited as a right-brain characteristic) can benefit from writing down directions and developing better organizational skills. In particular, I can recall a mnemonic that worked well for me all the way back when I was preparing for my AP Psychology exama rhyme centering around numbers that helped me to memorize Eriksons eight stages of development. Maybe I have always been numbers-oriented after all? So, after identifying from the graphic above whether you are   left or right brained, here are some tips to help you learn and study most efficiently: Left Brain Dominant: To Do lists will work well for you, and youre probably already an expert at them! You might find that youre more partial to non-fiction reading You probably work better alone than in a group. If you must be in a group, volunteer as leader Take advantage of your organizational skills in taking notes and scheduling Push yourself to take risks! They can pay off Right Brain Dominant: Youll excel in essays, more so than on factual, T/F-type questions You probably dont always read directions carefullymake that a priority Use images and charts in your studies Use your imagination and creativity to its fullest on all projects Organize your thoughts by getting them down on paper Are you left brain or right brain dominant? Take the test to find out! And if you have any study tips to help others with your learning type, wed love to hear them in a comment!

A Law Unto Themselves

A Law Unto Themselves A Law Unto Themselves A Law Unto Themselves By Maeve Maddox I heard someone on the radio refer to a particular group of people as being â€Å"a law into themselves.† The only version of this idiom that I’m familiar with is â€Å"a law unto themselves.† The expression derives from Romans 2:14. Numerous English translations of the Bible render the phrase as â€Å"a law unto themselves,† but some use a different preposition, like to or for. Here are three translations: For when the Gentiles, which have not the law, do by nature the things contained in the law, these, having not the law, are a law unto themselves.- King James Version (KJV) Indeed, when Gentiles, who do not have the law, do by nature things required by the law,  they are a law for themselves, even though they do not have the law.- New International Version (NIV). For when Gentiles, who do not have the law,  by nature do what the law requires, they are a law to themselves, even though they do not have the law.- English Standard Version (ESV) The passage refers to Gentiles who, although they lacked the law that had been given to the Jews, had their own laws that taught them how to live righteously. The preposition unto is a fossil. It once had several meanings, including some of the modern meanings of into, but, by the 18th century, its use had become obsolete in standard speech- except for the idiom â€Å"to be a law unto oneself.† Note: The word unto, meaning to, is sometimes heard in an elevated religious context, as in We cry unto the Lord. The modern use of â€Å"a law unto themselves† differs in meaning from the way it is used in the Bible passage. In the biblical context, the Gentiles are perceived as obeying a different law, but presumably their law applies to all of them. In modern usage, â€Å"to be a law unto oneself† suggests that the person or people so described ignore laws that apply to everyone else, doing as they please, as if they were above the law. Here are some examples from the Web: The NYPD may enforce the law, but they’re also a law unto themselves.- The Guardian. They [the khap panchaya] believe theyre supreme, a law unto themselves.- The Times of India.   The Soviet Politburo was a law unto itself.- The Washington Post The CIA: A Law Unto Itself- The Nation Nicole Kidman Law Unto Herself- New York Magazine Here are some non-idiomatic uses that use the preposition into instead of unto: French waiters are a law into themselves- TripAdvisor Hobby Lobby threatens to make religious believers a law into themselves.- UCLA law professor. Its a real policy dilemma because people begin to believe they can be the [sic] law into themselves.- Another law professor. Note: The quotations from the law professors appeared in newspaper articles; the fault of substituting into for unto may lie with the reporters or their editors. If a speaker does not wish to use archaic unto, the idiomatic choice of preposition is plain to: French waiters are a law to themselves. Hobby Lobby threatens to make religious believers a law to themselves Its a real policy dilemma because people begin to believe they can be a law to themselves 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 Expressions category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 40 Synonyms for â€Å"Lie†50 Words with Alternative Spellings

Nelson Mandela Speech to the UN Special Committee against Apartheid Essay

Nelson Mandela Speech to the UN Special Committee against Apartheid - Essay Example Nelson Mandela Speech to the UN Special Committee against Apartheid This paper refers to Mandela’s speech after the declaration and was a follow up regarding what was happening regarding apartheid in South Africa. Since then the UN passed many resolutions regarding apartheid. In 1976 the UN Centre against apartheid was created. Prior to Mandela’s speech in 1990, the General Assembly adopted the â€Å"Declaration on Apartheid and its Destructive Consequences in South Africa†. This declaration called for negotiations between all parties to end apartheid and create a democracy free from racial discrimination. Nelson Mandela is the person giving the speech to the Special Committee against Apartheid. He is giving the speech because even though the journey to stop apartheid had began through UN efforts, he believed that nothing much was happening in South Africa especially after the declaration by the UN General Assembly in December 1989. The speech was made to the Special Committee against Apartheid in New York in June 1990. The audience included the permanent representative and Chairman of the Special Committee against Apartheid, the President of the UN General Assembly, the Secretary General of the United Nations, Excellencies and permanent representatives of the UN and Heads and Observer Missions. The audience represented people from around the world who were member states of the United Nations. This was a forum of member states of the United Nations and a great opportunity for Nelson Mandela to explain the oppressiveness of Apartheid to the world.

Business Law (7) Assignment Example | Topics and Well Written Essays - 750 words

Business Law (7) - Assignment Example Likewise, it was also emphasized that â€Å"employees bring a range of career development issues (orientation, outplacement, work, and family) in the workplace† (Mallor, Barnes, Bowers, & Langvardt, 2013, p. 459); as such, career development models would assist in designing policies and programs that were indicated to be instrumental in addressing these issues and at the same time, provide ways and means for professional growth. 2. Why should companies be interested in helping employees plan their careers? What benefit can companies gain? What are the risks? Companies should be interested, be involved and be committed in helping employees plan their careers because the benefits that would be accorded to the employees would reverberate in terms of higher productive and performance that is likewise beneficial to the organization. From among the benefits that the companies gain when they are involved in career planning and development are: ensured continuous supply of talented an d competent employees as exemplified from the positive image that these companies exude; higher employee morale and commitment; maintaining a highly motivated personnel; and effectively using the resources which would be instrumental in achieving organizational goals and sustaining financial success. The risks in assisting employees plan their careers are very minimal, which could include shouldering additional costs for career planning, development and management. 3. What are the 3 components of career motivation? Which is most important and why? Which is least important and why? The three components of career motivation are: career resilience, career insight, and career identity. Accordingly, career resilience is the ability of the personnel to address organizational dilemmas that affect implementation of their responsibilities. Career insight was explained as the ability of the personnel to discern their strengths and weaknesses and to relate these to the goals which they have ea rmarked for their respective careers. Finally, career identity was defined as â€Å"the degree to which employees define their personal values according to their work† (Mallor, Barnes, Bowers, & Langvardt, 2013, p. 448). One firmly believes that the three components are equally important; but if one were to select the most significant, it would be career resilience, or the ability of the employee to cope with the problems and challenges that are being encountered in the work setting because it takes innate skills of introspection and problem-solving to be able to resolve problems and bounce back to the level of performance expected in the organization. On the other hand, from among these components, the least important could be career identity because if the two other components are eminent, ultimately, the employee would eventually perceive personal and professional values (either consciously or subconsciously), as long as the organizational goals are effectively achieved. 4 . What is a psychological contract? How does the psychological

Going Paperless Through the Juvenile Offender Tracking System Essay

Going Paperless Through the Juvenile Offender Tracking System - Essay Example Although there has been a decrease of juvenile offenders in the Harris County (Harris County, 2010), there is still a need of keeping the records and tracing juvenile offenders; though there are only a few of them left, the community’s safety should not be risked. The Juvenile Offender Tracking System (JOTS) is the technology used by the Harris Country Juvenile Records Department in keeping track of the youth offenders in their jurisdiction. According to a report by the Justice Information Management System in Harris County (2002), the said technology is used to track misdemeanor by juvenile offenders and keep records of their acts since the first of January 1996. JOTS tracks, specifically, those whose age is â€Å"older than 9 and less than 17.† Texas is not the only state that uses technology as a way to keep an eye of their records. Internet has surely embraced by the justice system.

Karl Marx: The Structure-Agency Problem

Karl Marx: The Structure-Agency Problem A hugely influential revolutionary thinker and philosopher, Marx did not live to see his ideas carried out in his own lifetime, but his writings formed the theoretical base for modern international communism. Karl Marx (1818-1883), was a German economist, philosopher, and revolutionist whose writings form the basis of the body of ideas known as Marxism. One of Marxs most important intellectual influences was the philosophy of George Friedrich Hegel (1770-1831). Hegels signature concept was that of the dialectic, a word that originally referred to the process of logical argumentation and refutation. Hegels influence on Marx is evident in Marxs belief that history is evolving through a series of conflicts in a predictable, unavoidable direction. Hegel also influenced Marx in his characterization of the modern age. Marxs theory, which he called historical materialism is based on Hegels. Hegel claims that history occurs through a dialectic, or clash, of opposing forces. Hegel was a philo sophical idealist who believed that we live in a world of appearances, and true reality is an ideal. Marx accepted this notion of the dialectic, but rejected Hegels idealism because he did not accept that the material world hides from us. With the aid of Friedrich Engels (1820-1895) he produced much of the theory of modern Socialism and Communism. Marxism is the political philosophy and practice derived from the work of Karl Marx and Friedrich Engels. Marxism holds at its core a critical analysis of capitalism and a theory of social change. The powerful and innovative methods of analysis introduced by Marx have been very influential in a broad range of disciplines. The economic and political theories of Karl Marx and Friedrich Engels that hold that human actions and institutions are economically determined and that class struggle is needed to create historical change and that capitalism will ultimately be superseded by communism. A Marxists thought is based on this daily practice, a philosophy called dialectics Thus, Marxism is both a theory and a practice. The theories of Marxism are sometimes called dialectical materialism; theory is based on a particular set of conditions that are always finite, and thus, any theory is necessarily limited. To test the validity of theory, Marxists rely on practice as the criteria of truth. Using such a methodology Marx and Engels examined history, which lead them to elaborate theories of the class struggle, the basis of social relations through economics, and the form of society that could follow capitalism. The bourgeoisie or capitalists are the owners of capital, purchasing and exploiting labour power, using the surplus value from employment of this labour power to accumulate or expand their capital. The proletariat are owners of labour power (the ability to work), and mere owners of labour power, with no resources other than the ability to work with their hands, bodies, and minds. Marx studied the differences arising between the bourgeoisie and proletariat. The bourgeoisie are interested mainly in developing a capitalist society, using advanced methods of production. The bourgeoisie are the capitalist who own the factories, the product made in the factories and controlled all the trade. The Proletariats have gained nothing in society but the thrill of their own labour. The proletariats feel that they are treated poorly from bourgeoisies; they receive only enough in life to survive and have no chance of achieving a higher, class status. The proletariats helped to improve production in society, which developed Capitalism and helped it to grow faster. The proletariats were not getting the wages they deserve for the labour that was accomplished. Marx wanted the proletariats to stand up to the bourgeoisie and cause a class conflict. The distribution of political power is determined by power over production (i.e., capital). Capital confers political power, which the bourgeois class uses to legitimatize and protect their property and consequent social relations. Class relations are political, and in the mature capitalist society, the states business is that of the bourgeoisie. Moreover, the intellectual basis of state rule, the ideas justifying the use of state power and its distribution, are those of the ruling class. The intellectual-social culture is merely a superstructure resting on the relation of production, on ownership of the means of production. Marx used the term mode of production to refer to the specific organization of economic production in a given socie ty. A mode of production includes the means of production used by a given society, such as factories and other facilities, machines, and raw materials. It also includes labour and the organization of the labour force. The term relation of production refers to the relationship between those who own the means of production (the capitalists or bourgeoisie) and those who do not (the workers or the proletariat). According to Marx, history evolves through the interaction between the mode of production and the relations of production. The mode of production constantly evolves toward a realization of its fullest productive capacity, but this evolution creates antagonisms between the classes of people defined by the relations of production-owners and workers. Capitalism is a mode of production based on private ownership of the means of production. Capitalists produce commodities for the exchange market and to stay competitive must extract as much labour from the workers as possible at the lowest possible cost. The economic interest of the capitalist is to pay the worker as little as possible, in fact just enough to keep the workers alive and productive. The workers, in turn, come to understand that their economic interest lies in preventing the capitalist from exploiting them in this way. As this example shows, the social relations of production are inherently antagonistic, giving rise to a class struggle that Marx believes will lead to the overthrow of capitalism by the proletariat. The proletariat will replace the capitalist mode of production with a mode of production based on the collective ownership of the means of production, which is called Communism. Marx describes how the worker under a capitalist mode of production becomes estra nged from himself, from his work, and from other workers. Drawing on Hegel, Marx argues that labour is central to a human beings self-conception and sense of well-being. By working on and transforming objective matter into sustenance and objects of use-value, human beings meet the needs of existence. Labour is as much an act of personal creation and a projection of ones identity as it is a means of survival. However, capitalism, the system of private ownership of the means of production, deprives human beings of this essential source of self-worth and identity. The worker approaches work only as a means of survival and derives none of the other personal satisfactions of work because the products of his labour do not belong to him. These products are instead expropriated by capitalists and sold for profit. In capitalism, the worker, who is alienated or estranged from the products he creates, is also estranged from the process of production, which he regards only as a means of surviva l. Estranged from the production process, the worker is therefore also estranged from his or her own humanity, since the transformation of nature into useful objects is one of the fundamental facets of the human condition. The worker is thus alienated from his or her species being, from what it is to be human. Finally, the capitalist mode of production alienates human beings from other human beings. Deprived of the satisfaction that comes with owning the product of ones labour, the worker regards the capitalist as external and hostile. The alienation of the worker from his work and of the worker from capitalists forms the basis of the antagonistic social relationship that will eventually lead to the overthrow of capitalism. The labour theory of value states that the value of a commodity is determined by the amount of labour that went into producing it. Marx defines a commodity as an external object that satisfies wants or needs and distinguishes between two different kinds of value that can be attributed to it. Commodities have a use-value that consists of their capacity to satisfy such wants and needs. For the purposes of economic exchange, they have an exchange-value, their value in relation to other commodities on the market, which is measured in terms of money. Marx asserts that in order to determine the relative worth of extremely different commodities with different use-values, exchange-value, or monetary value, must be measurable in terms of a property common to all such commodities. The only thing that all commodities have in common is that they are a product of labour. Therefore, the value of a commodity in a market represents the amount of labour that went into its production. The labour theor y is important in Marxs work not because it gives special insight into the nature of prices but because it forms the foundation of Marxs notion of exploitation. In the simplest form of exchange, people produce commodities and sell them so that they can buy other commodities to satisfy their own needs and wants. For Marx, the enterprise is the nucleus of class war both capital and labour are united by certain latent interests which, being contradictory, places them on the opposite sides of a conflict relation. Classes are conflict groups under conditions of absence of mobility, superimposition of authority, property, and general social status, superimposition of industrial and political conflict, and absence of effective conflict regulation. For Marx alienation is a physical and psychological condition which arises out of the conditions of modern work. Since the worker does not own what he produces, since he lives as an extension of the machine, since he hates what he does, then the worker does not own his own life, he is in a basic sense simply a human machine. He exists to himself as an alien object; the reality of capitalism for Marx is that it is not free. For Marx the connections between the theory of capitalism and the conditions of modern life are all too clear. Marx believed society was an evolving struggle. He believed Capitalism was an evolving structure. However, unlike Adam Smith, Marx did not believe this evolution was always smooth, nor did he believe it evolved for the best. In fact Marx, predicted the collapse of Capitalism. Marx placed great value on economic forces for explaining social structures. Marx examined society and argued that the wealth of capitalists was based on paying labour less than their true labour value (underpaid labour). This difference between the true labour value and the wages paid led to the accumulation of money capital. Workers were abused and disenfranchised. As capitalism developed, Marx predicted, workers would become increasingly alienated and seek to overthrow the capitalist class. Growth was not guaranteed but could become volatile leading to periods of economic slump. Marxists certainly point to the Great Depression of a vindication of how capitalism can fail.

The Simpsons :: essays research papers

The Simpsons   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Simpsons† is a cartoon series produced by Gracie Films for Twentieth Century Fox and Fox Network. It began as a series for â€Å"The Tracey Ullman show† on April 19, 1987, and premiered as a series on December 17, 1989, in the 8pm-time slot. It started to be shown regularly on Sunday’s beginning on January 14, 1990. The second, third, fourth, and fifth season’s were brodcasted by Fox on Thursday nights in the 8pm time slot. It then returned to Sunday nights beginning with the sixth season. The first three season’s were animated by Klasky-Csuupo, who also worked on â€Å"The Tracey Ullman show.† Film Roman animated the fourth fifth and sixth seasons. Matt Groening changed television forever when he brought animation back to prime time with â€Å"The Simpson’s.† Groening also wrote and the fox entertainment series â€Å"Futurama.† â€Å"The Simpson’s† was Matt Groening’s introduction into the world of animation. Groening has also published many â€Å"Simpson Comics.† â€Å"Itchy and Scratchy† Bart and Lisa’s favorite cartoon. â€Å"Bartman†, Bart’s secret identity. â€Å"Radioactive Man†, Bart’s favorite comic book. Lisa Comics and Krusty Comics.†   Ã‚  Ã‚  Ã‚  Ã‚  The Simpson’s Family was created in fifteen minutes while Matt Groening waited in the foyer of James L. Brooks office. The Simpson’s family consists of six people. Homer, Marge, Bart, Lisa, Maggie, Grandpa, and Santa’s Little Helper, the family dog. Homer Simpson is 36 years old and weighs around 260 pounds. He works as the safety inspector at the Springfield Nuclear Power Plant. His favorite foods are donuts, pork rinds, and Krusty Burgers. His favorite beverage is Duff Beer. Marge Simpson is 34 years old and weighs about 135 pounds. She has fears of flying and has been convicted of shoplifting at the Kwik-E-Mart. Her hair color is blue #56 and her favorite singer is Tom Jones. Grandpa is around the age of 65 and has two sons; Homer J. Simpson and Herb, the result of meeting a girl at a carnival one night. His real name is Abraham Simpson, he lives at the Springfield Retirement Castle and his favorite past time is napping.   Ã‚  Ã‚  Ã‚  Ã‚  There are three children in the simpsons family; Bart, Lisa, and Maggie. Bart is ten years old and his idol is Krusty the Clown. His best freind is Millhouse and he is famous for classroom disruption, prank calls to Moe’s, practical jokes, and vandalism. Lisa is eight years old and admires Ralph Wiggum and Millhouse Van Houghte. Her hidden talent is picking winning football teams and her rival is Allison Taylor.