Small Group Experiences

The need to affiliate with others and to be accepted by them is hypothesized to be as basic to our psychological well being as hunger and thirst are to our physical well being (Raviester and Leary, 1995). (Meeting, Liking, and Becoming Acquainted, SPT Reader P. 50) One doesn’t begin to realize how important social interaction is until it is gone. Each individual seeks some sort of relationship throughout his or her lives, even as an infant. Relationships are looked as a bond between two individuals, but it is not limited between those two.People all have the need to affiliate, but not all people are the same and differ in the strength of their need for affiliation. When meeting new people in a small group experience you are faced with many different emotions, situations, and many thoughts racing through your mind. If I viewed my small group experience through the concept of symbolic interaction theory, founded by Tom Shibutani, you begin to gain knowledge and an understanding of what is going on. The symbolic interaction theory is that people act on symbolic meanings that they find in situations.Immersing yourself into the small group allows one to create different relationships around oneself. The challenge is to then create shared and similar meanings. The meanings are then personalized by an interpretive process, and after being processed one looks to others to externally view our modifications. When doing this you develop your own self-concept of one another. When we sat down as a group we each introduced ourselves. It was awkward at first, but then we all shared a similar thought and started to interact with each other to avoid awkward silence and situation.The definition of the situation is the reactions to the shared agreements between one another and each member of the group expected one another to participate in the activity and share ideas together. Once established, we discussed the best way to meet people, what we found attractive, and how to start a conversation. Realizing how easy it is to be uneasy of one’s self-esteem, I started to question my self and internalizing the judgments and body gestures from my small group members. When sharing my self -image and personal experiences made me realize the similarities and differences amongst the group and myself.By engaging in a conversation of diverse issues and topics, I began to realize whom I relate to. Each member of the group, only aware of one similarity, attending the same class, seemed very shy and distanced from one another. At the start of the activity we were all conservative and shy of one another. Since not one member of the group took initiative to choose an engaging topic to talk about, it was difficult to create a conversation. It was awkward up until one person decided to pick a topic.When we shared the same views and interest towards that one particular topic, the group became more alive and aware of the other members in the group. Since acting tim id at the start of the group, I began to gain confidence and more stability in my own self-esteem, once the group became vivid and energetic. Being timid leads to defense, since starting the small group in my defense up it was hard to become acquainted with other members of the group. Once we proceeded and broke the initial barrier of awkwardness, I began to feel more at ease and calm when approached by another member.According to Horney’s theory, one consists of two selves; a real self and an idealized self. The â€Å"idealized self† is very similar to an â€Å"impossible self†. The â€Å"real self† is similar to a more â€Å"possible self†. When each individual were on similar energy levels, the group looked to be in sync with one another. Each individual in the group had a realistic view of themselves because of the lack of random behavior. I believe that not one of the group members was attempting to over achieve or be distant from the group.I acted shy at first approaching the situation in â€Å"defense mode†, and may have shown a lack of self-confidence, or the evaluation of my own self. I had a defense barrier when entering this small group experience exercise, but towards the middle of the conversation, I realized that my barrier was down and I was engaging in conversations as if I knew these individuals for years. Then I realized we all had similar opinions and set similar goals. Abraham Maslow’s Hierarchy of Needsbegin with Physiological needs like food, water, etc.Then â€Å"Safety†, â€Å"Belonging†, â€Å"Esteem†, and finally, â€Å"Self-actualization†, self-actualization is similar to self-fulfillment. If one cannot satisfy those basic needs you become susceptible to feelings and emotions of unhappiness. The personal need of mine in the group experience was to ask my peers a series of questions to gain information and to introduce myself to new individuals. I also wanted to feel like I accomplished my goals and feel like I did my part in this small group experience, these feelings lead to my â€Å"self-esteem† and my â€Å"self-image†.Having all shared the same feeling of fulfilling ones need amongst the group, brought the group together and helped me recognize my role. Each had their own interpersonal needs; the need to feel â€Å"apart† of the group, and the need to control. This helped the group to the meaning to how and why we interacted in the first place. I believe once we finished he exercise that my won personal needs were met and so were that of the other individual. The needs that were fulfilled creating a sense of accomplishment and joy, we then exchanged email addresses and went separate ways.In conclusion to this â€Å"experiment† or â€Å"experience†, it was that of our basic and interpersonal needs that brought the group together. One looks for similar characteristics in others to fulfill our own wa nts and needs. Consciously and subconsciously one tries to satisfy ones own persons needs. The choices are made that decide who one wishes to surround themselves with based upon our judgments. Judgments decide a lot but most important it decides if one needs the person, then ultimately lead to one interacting or not.Bibliography Society and Personality Tamotsu Shibutani, 1961 Sociology 104 Reader Meloy and Mitchell

The Ideals of Fdr

FDR: The Great American President Jacob WagmanProfessor Christy ChapinHIST102Due: 25OCT12 Franklin Delano Roosevelt is easily the best president of his era. He had the single best approach to the economic problems and social problems that followed the economic problems of the time. Many people would say that he couldn’t make decisions for himself because of how he was constantly changing his ideas but in truth, his plan was to do whatever it took to work and he was going to make something work. In case it was not known, FDR was a fighter. He never gave up on the USA or stepped down even after being stricken by polio.A lot of his ideas came from his â€Å"brain trust† which was comprised of many advisors of all different back rounds and political beliefs. He was constantly keeping the American people informed with the state of the government and economy through a new invention popularly known as the radio. He would go out of his way to help the banks and would do anythin g to dig the US out of the pit that Hoover had dug and did nothing really to dig them out other than laying the foundation for FDR to bring America back from the brink of complete collapse.Using the foundation laid by Hoover many Administrations, Acts, and even some Corporations were put in place and somewhere welcomed and others weren’t, but FDR took all of the success and failures and made sure it worked out for the American people and the world when WWII came around. His foreign policy in WWII was very much respected and still is today because FDR would not let the crimes of others go unpunished. All in all everything FDR did was for the best of this country and the way he handled WWII both domestically and overseas.When FDR was elected into office he was left with quite a mess left by Herbert Hoover, but Hoover had left a very nice foundation to start FDR’s famous â€Å"New Deal. † Programs during this time focused on trying very hard to help bring the US ou t of the Great Depression by working on reform, recovery, and relief efforts. Many of the programs put together by FDR came from his â€Å"brain trust† which was FDR’s circle of advisors which ranged from democrats to republicans and even to progressives. This is why it seemed like his ideals were always changing because he was trying to here from verybody to see which would work best to pull the US out of the muck. He started with starting a bank holiday in which every bank in the US was forced to close so that government officials could come into each of the banks and decide if the banks were suited to re-open for public use. In order to guarantee the money people put into the bank for safe keeping, the Federal Deposit Insurance Corporation (FDIC) was created and this gained the public’s usage of the banks again because they could not possibly lose their money because of a bank failing because the government backed up the money 100%.The Securities and Exchange Commission Act was also implemented to regulate the stock market so that another stock market crash could be avoided. Many people disagreed with these economic policies but if they were alive they could see that these two government sectors are still in use today because of how effective they have been throughout the years. FDR’s next goal was to provide jobs for all the people who were unemployed, which was about 25% of the entire population.Programs to fix this problem were such like the Civilian Conservation Corps (CCC), which hired young adults around 18 to plants tress and help the National Parks, the Public Works Administration (PWA), which contracted with private businesses to build roads, schools, hospitals, and other government-esc buildings, the Tennessee Valley Authority (TWA), which was set up to build dams along the Tennessee River, and the Works Progress Administration (WPA), which was an administration that directly hired people and also white collar workers s uch as teachers and nurses, and they also trained unskilled workers so they could perform specific tasks.Looking back nobody could even argue with these programs because it provided thousands of jobs for the unemployed which did much more good than bad. There was some controversy over the TWA forcing people out of their houses but it was for the good of the entire Tennessee River Valley so it was more necessary than anything. ,Many programs were welcomed with open arms like the Federal Housing Administration (FHA) which tried to lower the foreclosure rate and made more long term mortgage loans that made owning a house more possible, but there were programs like the National Recovery Administration (NRA) which wanted to eliminate competition so all businesses could thrive, but it ailed very oorly because the little businesses were still eaten alive by the bigger companies, and another unpopular program was the Resettlement Administration (aka Federal Security Administration), tried t o make farming more like the USSR in which farming was more collective and controlled by the government but the program was met by much resistance both from Farmer’s and the Chamber of Commerce.But if it had not been for these failure than FDR would not have been able to come up with the Agricultural Adjustment Administration (AAA), which was the government paying farmers not to produce so that the goods on the market could be purchased at a slightly higher price to attempt to stimulate the economy. At first the Supreme Court shot down the AAA, but it was later brought back by congress in 1938 because it actually helped farmers and made them happy.During the start of WWII when it was strictly in Europe and China, the USA became extremely isolationist to the point where they even pulled out of Haiti and Nicaragua so that they were involved in as little foreign conflict as possible. The USA even refused to sell weapons to Great Britain and France because they didn’t want to risk getting pulled into another World War again. While the war kept going on the USA passed acts such as the Neutrality Acts which banned US citizens from traveling on ships from foreign nations that were in war with another country and they banned selling weapons to foreign nations.FDR pleaded with congress to allow the USA to at least attempt to assist the allies fighting in Europe because they were just that, the USA’s allies. But congress kept turning down FDRs pleas for help until he managed to convince congress to allow for the first Military draft and for the US to start building and selling arms to the Allied powers. This was when FDR decided to run for a 3rd term which he won by a landslide because people saw how he had started to help the economy grow bit by bit. In 1941, FDR got the Lend-Lease act to be approved.The Lend-Lease Act made it possible for the US to fully help the Allies by giving them arms and munitions. In order to provide these items for the All ies more jobs had to be created to produce the weapons and so thousands of jobs were created which helped the economy out that much more. The Lend-Lease Act also stopped all trade with Japan in an attempt to discourage them from continuing the atrocities they were committing over in China. This unfortunately provoked Japan into launching a preemptive strike on Pearl Harbor where over 2000 service men lost their lives and about 200 aircrafts were destroyed and 18 naval ships were lost.FDR immediately requested a declaration of war in his famous address to congress in which he quoted the attack on Pearl Harbor as â€Å"a day that will live in infamy. † FDR’s policy on isolationism and then all-out war is an extremely well thought out strategy considering the position the US was in. He wanted to help GB and France desperately but Congress wouldn’t help him at all. But he pushed and pushed till he finally succeeds and ultimately, helped the Allies push to victory an d overcome the most outstanding odds against them.Franklin Delano Roosevelt is not only one of the best Presidents the USA has ever had, but he also had some of the most ingenious ideals for how to fix the economic crisis the US has ever faced, and then later one of the worst crisis the world has ever faced in World War Two. His plans or creating jobs worked unlike those of Hoover, and even though some of his programs failed, he learned from the failures only to make the successful programs even more helpful and long lasting for the US.To top his economic policies, his policies on World War Two were even better because he found a way to stay isolationist at the beginning where he could still make jobs by avoiding the war and then joining the war when it was absolutely crucial the US did, which ultimately ended up pulling the USA out of the Great Depression even if he were not alive to see them win the war and there to see the Great Depression end due to all the good he did for the U SA. Nobody can argue that his ideals and policies were anything shy of some of the best of any president.

The aim of this experiment was to investigate whether or not certain foods contained the different food groups

Abstract – The aim of this experiment was to investigate whether or not certain foods contained the different food groups. If it turned black that meant it had starch, if it turned red that meant it had glucose, if it turned purple it meant it had protein and if it turned clear/transparent it had fat. The equipment used was vegetable oil, pallet, pipette, starch, glucose, albumin, iodine solution, and Benedict’s solution and copper sulphate solution. The method was simple, mixing each type of food with the food group to see if it would change colour and if it contained this food group, for example if iodine was added to starch and its colour changed it will have contained iodine in it. Introduction – All the processes of life require energy, and this energy comes from food groups. Carbohydrates provide energy for movement and this is made up of carbon, hydrogen and sugar. It is found in cereals and pasta. Proteins are used to assist growth and repair for the body it is made up of amino acids and is found in meat and fish. Fats are used to provide a concentrated source of energy and to insulate the body in cold temperatures. Saturated fats are obtained from animals such as meat; however polyunsaturated fat comes from vegetables. Vitamins are necessary in small amounts for growth however different vitamins have different functions; vitamin A is required to give good vision and it is from vegetables such as carrots. Vitamin B releases energy from food and it is obtained from milk and bread. Vitamin C gives healthy skin and this is from oranges and other fruits. Vitamin D helps to absorb calcium and this comes from margarine and oily fish. The digestive system has two main functions, one of them is to convert food into nutrients in what the body requires, the other functions is to remove any waste which may be in the body. Method – Starch test: First collect the food sample (liquid) and add a few drops of iodine solution (yellow/brown) and then check if the colour changes from yellow/brown to blue black ink then it will contain starch. Fat test: We collected the food sample and we put it on a piece of paper and if it went through it contains fat. Protein test: After we collected the food samples which were liquid in a test tube and added 5 drops of copper sulphate and 5 drops of sodium hydroxide and if the colour changes from blue to purple then the food sample does contain protein. Sugar : First collect the food samples in a test tube and add a few drops of benedicts solution. Then place the test tube in a boiling water bath. If the colour changes from blue to green and then to orange to red the sample contains sugar. The colour changes depending on the concentration of the sample. (P6) The body requires all the nutrients to remain healthy however different people will need a different variety and portion size compared to others, for example athletes will need a high diet in carbohydrates and meat because they need it to release energy and strengthen their bones more than an office worker would need it, however an office worker will need a lot of vitamin A because it spends its time on the computer working and this can damage their eyes. If a person ate too much of the food groups then that person will have become over nourished and if that isn’t worked off then the body will become fatter and overweight, too much fatty foods and oils cause this. However if a person ate too less of the food groups then that person will become under nourished which means that the body will become skinny and underweight. This is caused due to a lack of diet. If a person ate too less of vitamin A then the eyes will have problems seeing at night however if it was too less vitamin C then the mouth will become affected and it will develop scurvy. The body has different enzymes which digest the different food groups – Protease is the enzyme which attains to the breakdown of protein, Lipase is the enzyme which attains to the breakdown of fat and amylase is the enzyme which attains to the breakdown of starch. Method – Mixing each of the food groups into the different test such as iodine test to see if it has this substance in it. Other enzymes such as Maltase digests maltose to glucose, Lactase digests lactose to glucose and galactose, Sucrose digests sucrose to glucose and fructose.

Bond Yield Under Various Assumptions Essay Example | Topics and Well Written Essays - 2000 words

Bond Yield Under Various Assumptions - Essay Example Nevertheless, the concept of the price of a zero coupon bond articulated in the PowerPoint slides and the concept of the present value are similar. One of the more important concepts in bond valuation is term to maturity. Term to maturity â€Å"specifies the date or number of years before a bond matures (or expires)† (Reilly and Brown, 2002, p. 697). Another important concept is the coupon of bond which â€Å"indicates the income that the bond investor will receive over the life (or holding period) of the issue† of a bond (Reilly and Brown, 2002, p. 697). Other than concepts term to maturity and coupon of bond, the other important concepts include the principal or the par value of the bond but the public is generally familiar with these concepts. II. Measures of Bond Yield Under Various Assumptions (and examples) There are at least five measures of bond yield. Each measure involves a set of assumptions. 1. Yield to Maturity (YTM) As pointed out by our PowerPoint slides, â€Å"Bond prices and interest rate risk†, the yield to maturity or YTM â€Å"is the yield promised to the bondholder if the bond held up to maturity and all coupons are reinvested at the promised yield† (Slide 17, â€Å"Bond prices and interest rate risk†). ... 214-215). Fabozzi (2008, p. 214) confirmed that yield to maturity â€Å"is the interest rate that will make the present value of the cash flow from a bond equal to its market price plus accrued interest.† Fabozzi (2008, p. 214) pointed out that â€Å"an iterative procedure is used to find the interest rate that will make the present value of the cash flows equal to the market price plus accrued interest.† Following the Fabozzi (2008, p. 214) example, suppose a bond with a face value of $100 promising payments of 7% per annum payable semi-annually or every six months is being sold at $94.17. Based on the parameters defined for the bond, the bond will earn for the bond buyer the value of $3.50 every six months plus $100 at the end of the eight year. Fabozzi (2008, p. 214) pointed out that when the discount rate used to obtain the present value of the payments from the bond is 3.5%, the present value of the bond is $100.00. When the discount rate of 3.6% is used to determi ne the present value of payments from bond, the present value of the bond is $98.80. When the discount rate of 3.7% is used, the present value of the bond is $97.62. When the discount rate of 3.8% is used, the present value of the bond is $96.45. When the discount rate of 3.9% is used, the present value of the bond is $95.30. Finally, when the discount rate of 4.0% is used, the present value of the bond is $94.17. Thus, based on these, Fabozzi (2008, p. 214) concluded that 4.0% is the price of the bond and â€Å"hence, 4.0% is the semi-annual yield to maturity.† All computations came from Fabozzi (2008). Thus, we can consider that the yield to maturity or YTM of the bond as the interest actually paid to the investment of $94.17 made by the buyer of bond and the cash flows of $3.50

Managing Change in the Workplace Essay Example | Topics and Well Written Essays - 2500 words - 1

Managing Change in the Workplace - Essay Example With the advent of time, the companies have realised that they need to bring reforms within their operations so that they can meet their customers’ expectations (Mohammed & Bardai, 2012). It is mandatory requirement for the firms to give leverage to their employees in terms of decision making and experimenting with unique ideas (Zain, Ihsak & Ghani, 2009). Hence, the organisations have to refine their organisational cultures by changing their policies, procedures, rules and related business aspects to thrive in such competitive corporate environment. When a change takes place in the organisation, there is a potential of triggering both optimistic and pessimistic moods and emotions in the employee and they are dependent on a wide range of factors (Smollan & Sayers, 2009). Some of the aspects which are the determinants of such emotions are the expected outcomes’ valence, change processes which are being used, time, speed and frequency of the changes, emotional intelligence, personality of employees and leadership styles (Zajac, 2009). Hence, the organisational culture is the main determinant for generating the emotions during the change process. According to Schein (2010), the organisational culture is described as â€Å"a collection of values, customs, traditions, rules, norms, beliefs, artefacts, assumptions and structures.† By some scholars, the term ‘organisational culture’ is interchangeably used with ‘organisational climate’; but there is a difference between the two terminologies as climate is the perception of an employee about the firm’s culture (Ahmadi et al., 2012). In order to understand the organisational culture, a culture is regarded as ‘the way things are carried out in a setting’ and it basically sculpts the members’ behaviours in both covert and overt means (Valencia, Valle & Jimenez, 2010). In other words, culture is the system of shared meaning held by the group of people and

Communication and Conflict Essay Example | Topics and Well Written Essays - 500 words

Communication and Conflict - Essay Example It is hot and pounding and threatens to deform our lives. Conflict is a blacksmith’s forge. It is the process of going through searing fire and being hammered and pummelled and twisted into shape. It is struggling at the hand of the blacksmith but being helpless to defend oneself. It is undergoing tribulation to the point where one feels he could go no further, and then getting his second wind and finding he could go a bit further. But there is something good about going through the forge and suffering the blacksmith’s blows. The searing heat burns away the impurities to expose the glowing metal beneath. The blows shape and the grind sharpens until a metallic masterpiece materializes from the shapeless clump of matter. The challenge is to be brave enough to go through the forge. In this sense, conflict is good because it brings out the best in us. It makes us aware that we can go as far as we can, and then a bit further. It tells us that to be shaped into a work of art or a samurai sword, we have to first be malleable and compliant, and allow change to happen. Finally, conflict is beneficial, because it means we trust the Blacksmith to create a thing of beauty out of us that initially only He can see, and trust that He shall not pass us through the forge more than is necessary to bring out the remarkable strength hidden within us.

The Relationship between Animal Abuse and Human Abuse Essay

The Relationship between Animal Abuse and Human Abuse - Essay Example Abuse to animals is a horrible crime that ultimately touches us all, both as a society and as individuals. It is a documented fact that many serial killers began their life of violent crime by abusing animals. The evidence is in - it can no longer be denied: There is a connection between animal abuse and violent acts against humans such as domestic violence, elder abuse, child abuse and murder. Recent research has indicated that animal abuse and other forms of family violence often co-occur. Further, a child's violence towards animals is an indicator of potential future violence towards people Given these links, human and animal welfare organizations are beginning to work together to better detect and prevent violence towards both animals and people. In some parts of the U.S. these initiatives have been incorporated into the legal framework. Partello (1997) found that pets fill a variety of human needs, from acting as child substitutes, to providing companionship and unconditional love. These companion animals no longer live in barns and kennels but are an integral part of the human family. Ironically, this means that they suffer at the hands of abusers, just as children do. In a study by DeViney, Dickert, and Lockwood (1983) it was found that companion animals were abused in 88% of the families in which children were abused. Because abuse of animals by children invariably signals great distress, parents and other significant adults need to be informed that certain forms and/or patterns of cruelty should not be dismissed as typical childhood actions. You will note that cruelty to animals can be a sign of conduct disorder, and hurting animals is considered one of the earliest reported symptoms. A child's cruelty toward another animal can be an attempt to gain control over a creature that is smaller and weaker and may be the only way the child can feel powerful. It may reflect a desire to inflict pain or be a displacement of hostility. A child experiencing brutalization may also act on it towards animals. It is imperative that social workers, teachers, administrators, and psychologists become aware of animal abuse and its relationship to human violence so that they can design appropriate prevention and intervention programs. Primary prevention may focus on educational programs that protect children with clear guidelines for acceptable behavior with animals. Because abuse of animals by children invariably signals great distress, parents and other significant adults need to be informed that certain forms and/or patterns of cruelty should 4 not be dismissed as typical childhood actions. I. Animal Abuse Expands into Human Abuse Carpenter (2006) for those

Earth Science Geology - Land Forms Essay Example | Topics and Well Written Essays - 500 words

Earth Science Geology - Land Forms - Essay Example These mountains compose the very complicated group of mountain ranges in US due to the wide scope they have reached in all directions (â€Å"Transverse Ranges,† 2012). The Transverse Ranges, as it is popularly known, captures Los Angeles until in San Diego and holds three major forests in California. Unlike other mountain ranges, it extends an east-west pattern, which was caused by tectonic movements of Pacific and North American plates million years ago (Roberts, n.d.). Roberts (n.d.) further indicated that as long as the San Andreas Fault finally aligns from its crooked trend, tectonic movements will be continuously felt in some areas of the mountain ranges and transformations in some areas will occur. With changes in sea levels, Transverse Ranges are expected to regain their original formation - being a set of mountains in one island. Another land formation in Southern California is Cowles Mountain locally known as â€Å"S† mountain, which rises 448 from the ground and is known as the highest peak in San Diego (McNair, 2012). Cowles Mountain was formed due to tectonic movements near San Diego which caused the convergence of two plates. It is mostly composed of granite and sedimentary cover. Its edges in the eastern part prove that they are â€Å"remnants of a wave-cut terrace† (â€Å"Cowles Mountain,† n.d.). Since it is visited by many hikers, some accessibility improvements can be expected. Nevertheless, its features will be practically preserved. This rock formation found in the west part of Point Loma Peninsula near San Diego is composed of sandstone and siltstone (Hall, 2007). Cutting across its vicinity is the Rose Canyon fault zone, which has not yet caused any movements (Moore, 1972 as cited in Girty, n.d.). Girty (n.d.) further proved that this ancient rock formation was formed from tectonic movements that occurred million years ago. Since the nearby fault remains to have no signs of tectonic movements, then Point Loma formation is expected to retain its

The strategy of international business Essay Example | Topics and Well Written Essays - 4500 words

The strategy of international business - Essay Example The concept of liberalization involves the easing of trade regulations and relaxing any restrictions related to overseas trading. The government often intervenes with the trading policies of nation and makes necessary changes on the grounds of economic, political and social policies. Such intervention is mostly taken by the government to improve the national economy and to facilitate free trade (Danbolt, 2004). This paper is focused on the liberalization and how it has impacted the domestic firms by increasing the competition in the industry. It also discusses about different ways in which the domestic firms can face the competitiveness posed by the global firms. In several cases, in order for an industry to be fully liberalized, it takes several years to complete the process or in some cases may take decades. The liberalization virtually shortens the national boundaries and enables free trade between nations. This as a result allows several private firms from overseas locations to expand their business in the host countries which in turn helps the government to earn revenue through taxes paid by the foreign companies. Moreover, entry of foreign firms also increases the employment condition of the host economy along with infrastructure of the nation in certain cases. Liberalization in the UK allowed privatization of several sectors such as oil and energy sector, telecommunication, etc. The privatization has facilitated to reduce the monopoly business that was being conducted without the presence of any competition. Liberalization also allows the firm to improve the product and service quality and engage in innovative products. Liberalization creates a competitive environment and as WTO (2001) stated that competition is necessary to ensure that the firms are trying to achieve competitive advantage and in the process generates higher value for the

Education Standards in Kentucky Essay Example | Topics and Well Written Essays - 750 words

Education Standards in Kentucky - Essay Example However, this also serves to keep the page counts low for each grade and standard, and this seems like a practical and effective way for teachers to use the page for lesson planning. The CCD puts a great deal of information on a relatively small matrix, including Big Ideas, Academic Expectations, Understandings, Skills and Concepts, and Related Core Content for Assessment. It is a logical and useful organization of the information, but it sometimes seems a bit difficult to hone in on an exact specification because there is so much "going on" in the tables (KDE, Combined Curriculum Document Reading-End of Primary, 2006). The Kentucky School Laws Annotated (Kentucky General Assembly, 2006) is a different type of resource for school employees. It is organized as a codified legal document with section numbers, paragraph indicators, and other marking utilities. It addresses school funding, breakfast programs, and teacher compensation. It also cites rules for textbook purchases, IEPs, teacher tenure and retirement, and a host of other topics. It is definitely the place to go to determine if a professional decision meets the standards of conduct expected by the state of its teachers. It lists extremely specific requirements which are easy to find in the Web version by using the handy "Search" function. The Kentucky Teacher Standards (KDE, 2007) are a well-organized, easy-to-use presentation that differentiates between novices and veterans in two-column chart. Standards are organized by area. Each states in clear, precise language exactly what each teacher is expected to do in instruction, ensuring a positive learning climate, assessment, reflection, collaboration with others in the school community, professional development, and leadership. The document is short enough to easily navigate. It lists specific ways teachers can meet each expectation (e.g., find and prioritize areas for professional growth based on peer feedback). These three documents had interesting similarities and differences. For instance, the CCD is student-directed, the Teacher Standards are teacher-directed, and the School Law is court/judge/lawyer-directed. Although each has the same ultimate goal - providing a fair, effective, high-quality educational system for Kentucky's children - each is written for a different audience and intended for different uses. Two of the three did not seem to be for direct student use. Students are not likely to read about Kentucky school law, or view the Teacher Standards. Hopefully, teachers speak enough about the CCD to make students well aware of what they are, although it seems unlikely students would read the entire set of standards on their own. All three documents had much in common. They are generally not directly used by students. Each seeks to give extremely precise instructions and guidelines for conducting educational business. Each lays out actions for which different people and parties are responsible. Each document supports the educational process in a unique way. School law must be codified and available to anyone who wishes to see it. It is critical to our educational organizations. Imagine trying to play a game of SCRABBLE without knowing or agreeing upon the rules of play. It

Learning Team Reflection Essay Example for Free

Learning Team Reflection Essay Owners and managers in the business need to make working capital management decisions such as inventory management, cash-flow management, accounts receivables, and supplier or vendor trade credits to ensure the company has sufficient cash-flows to pay short-term obligations. There are a few different working capital strategies a business can employ. Flexible current asset management involves holding large cash balances and inventory. The restrictive current asset management strategy requires companies to keep current assets low. Finagle a Bagel is a young, growing business that applies the working capital trade-off strategy to manage their working capital (Parrino, Kidwell, Bates, 2012). Married entrepreneurs purchased the business when it was a few years old and had four to five stores (University of Phoenix, 2014). The owners encountered many of the same issues commonly associated with running a young business. They had to learn to deal with customers, vendors, and suppliers; however, the larger issue was discovering how to manage their working capital. Maintaining and continually producing working capital is imperative for any business. Effective working capital management ensures the company has enough money to pay the bills. Managing their current assets, inventory, and liabilities are all part of working capital management (Parrino, Kidwell, Bates, 2012). Finagle a Bagel owners focused on mapping out their future and ensuring the business would grow enough to produce a successful cash flow. A successful cash flow, and keen understanding of their banking relationship, will allow the companies to more comfort when taking on debt or liabilities. The strategies Finagle a Bagel use for managing working capital are no different from the plan many companies utilize. The owners established a good rapport with their bank, vendors, and suppliers (University of Phoenix, 2014) which enables them to create the opportunity for positive interest rates and  trade-offs. The good interest rates assist in the short-term and long-term when they need to acquire a line of credit to pay suppliers or to expand the business. The working capital trade-off strategy requires the manager to balance shortage costs against carrying costs (Parrino, Kidwell, Bates, 2012). The business must be flexible. To allow for more time to pay another business back, trade credit is a strategy businesses extend to one another. Businesses work out a type of credit line to provide the other business with a suitable amount of time to pay their bill (Parrino, Kidwell, Bates, 2012). Credit lines are ideal and prevent banks from getting involved. Finagle a Bagel uses the strategy of trade credit regularly. Improper working capital management may jeopardize a company to default or bankruptcy. Upon reviewing the working capital management video, it is inevitable that the owners and managers in a business should monitor cash inflows and outflows periodically by computing financial ratios such as efficiency ratios – inventory turnover, and account receivable turnover and working capital ratio to ensure that the company has adequate cash-flows all the time. References Parrino, R., Kidwell, D. S, Bates, T. W. (2012). Fundamentals of Corporate Finance (2nd ed). Hoboken, NJ: Wiley. University of Phoenix. (2014). Week 3 Electronic Reserve Videos. Retrieved from University of Phoenix, FIN/571 – Foundations of Finance course website.

Human Nature Essay Example for Free

Human Nature Essay After reading Mencius essay â€Å"Mans Nature is Good† and Hsun Tzu’s essay â€Å"Mans Nature is Evil† It made me realize that men are shaped by experience. People are born with a blank mind with a desire of some knowledge. Much of what we learn affects our behavior. Throughout our life, experiences have been shaping what we are. Both Mencius and Tzu believe the complete opposite, arguing that men are born with a nature of being good or evil. By reading these articles I’ve come to assume that people are born neither good nor evil; instead both of these are obtained through the filling of our mind with experiences and all this together has influenced what we become. Hsun Tzu’s theory about how human nature is inherently evil and Mencius about how we are good caught my attention, because it made me realize that man can go either way. Even though I don’t agree with either of them entirely, they opened my mind about how nature can turn one way or another. People are not born inherently good because if that’s the case then every society would have to be good and would not bother with problems like violence and other chaotic scenarios. To go into a good pathway, people must be straightened by mentors. Like Tzu uses on his essay â€Å"A warp piece of wood must wait until it has been laid against the straightening board, steamed, and forced into shape before it can become straight; a piece of blunt metal must wait until it has been whetted on a grindstone before it can become sharp† (101). Family, schools, and religion are a fair way to obtain this goodness. For example these three sources have taught us since childhood to be respectful. This is the kind of experiences one has to follow in order to be good. Family has taught us to have good manners; therefore they work as our mentors. It is just your choice whether to implement these experiences of being good into your life or to go by the experience you been having with the wrong people. People aren’t born evil either. Instead people learn this through experience as well. For example traumatic experience and experiencing poor family conditions can make a child into a delinquent. Mencius said that â€Å"If you plant the seeds carefully at the same time and in the same place, they’ll all sprout and grow ripe by summer solstice. If they don’t grow the same- it’s because of the inequities in richness of soil, amounts of rainfall, or the care given to them by farmers. And so, all members belonging to a given species of thing are the same† (97). In this metaphor Mencius is trying to say that if you are placed in a different habitat where you learn from the outsiders, you are grown by the influence of them, which in his opinion is evil. I found this to be true but also I want to add that it is not always evil, it can be for the good of somebodies development. Being with the family can be good however sometimes we experience inconsistent parenting or poor parenting where it affects our development. Sometimes people can’t avoid these kinds of experiences but others like being with friends and acting up to their level of immaturity can be avoided. It is up to the experiences you’ve had that will form into what you become. After going through both essays my mind is set into these ideas. People are born with a blank mind but also we can change after what become of us, either it is for the good or for the evil. Peers have much to do with a person’s behavior. As friends you might have the feeling of just fitting in, having to change your manners to feel part of the group. It depends much on our surroundings; this is what triggers our brain to learn from others and development starts operating. Society is an important factor to our development because it is that, what forms our way of living and thinking. People might not like society because they don’t agree with something cultural or religious but whatever the circumstances are they still are triggered by it. At last, my beliefs are now more explained and understood after going through the readings. These articles influenced me to the point that I now believe human nature starts as a blank mind which means we are born without any knowledge and habits. This is when experience comes in. Through our experience with everything around us we become what we are. Our experience since childhood has a great impact in what we are; in other words most of our nature comes from family. Nevertheless, I don’t mean that everyone is shaped from their parents, what I mean is that there are other sources from experience out there that shapes our development (nature). It is your choice to either keep following those experiences, whether the good or the evil, but any how nurture is what will define what you become. Works Cited Austin, Michael, ed. Reading the World: Ideas that Matter. New York: Norton. 2010. Print. Mencius â€Å"Man’s Nature is Good†. Austin 94-98 Tzu, Hsun â€Å"Man’s Nature is Evil†.

Spanish Cinema During Dictatorship Film Studies Essay

Spanish Cinema During Dictatorship Film Studies Essay Filmmakers living under whatever military dictatorship are basically deprived of any open criticism of the regime as all cultural activities, including cinema, are rigorously controlled by censors. In order to share their ideas and produce films they want, they have to resort to the indirect methods of expression such as parables, metaphors, allegories, symbols and allusions and apply them in cinema language. The elements metaphorised during Francos years in Spain formed the basic criteria of the censorship Faith, Fatherland and Family. Hence, family as a microcosm became a condensed and concealed reference to the state for such directors as Carlos Saura Fernando Palacios, Luis Garcà ­a Berlanga to cite only a few. The questions that this essay raises concern the family category and family relationship in Crà ­a Cuervosà ¢Ã¢â€š ¬Ã‚ ¦/Raise Ravens [Carlos Saura, 1975]; code of the figurative language in Spanish national cinema of the Francos years, along with the script, filming an d editing styles that convey internal impulses and foreign influences of that epoch in terms of single family. RR was shot and released during the period marked by the collapsing of Francisco Francos dictatorship that lasted for thirty-five years. It is necessary to bear in mind that the last decade of his governing was characterised by economic growth, social modernisation, population mobility, tourist development caused by domestic and external conditions. But the legacy of his flowering regime that is particularly identified with hispanidad and National Catholicism, gender, political and trade oppression, military regime, strict censorship and dominance of patriarchal family values was still in the air (Ibid., 173-183). In order to raise an issue of the burden of such politics Carlos Saura exploits the tragic story of the family where three sisters have lost both parents and become in charge of a strict aunt. The plot of child-centred RR might be considered as a long flashback of adult Ana recalling her infancy twenty years later in 1995 (DLugo 1991, 132). Thereby, reading this film as retrospective suggests mediation on Anas morbid childhood, on complex issues of family relations and grieves, their interplay and impact on her personality. But on the metaphorical level, audience is invited to meditate on the state of affairs of actual Spain caused by the loss of Empire (1898), unfruitful Second Spanish Republic (1931-39) resulted with the Spanish Civil War (1936-39) that paved the way for the military regime of Franco (1939-75). The opening credits sequence of RR proves Sauras ingenious realistic editing style that results in a non-linear structure and peculiar editing. Indeed it starts with the camera slowly moving across the photographs of child Ana [Ana Torrent] in order to compress the narrative time illustrating moments of her childhood and identifying her as the potential first-person narrative of the film. Further the viewer discovers that the visible limit between fantasy and reality is absent and transition takes place only through camera movement while characters enter the shot directly (07 min 02). From the technical point of view, the flying sequence of child Ana (15 min 35) is remarkable because the transition is realised by means of zooming, changing angle from low to high and subjective camera: in this sequence Ana escapes from her prison-house and it can be interpreted as the rejection of the authority. The passage from present to future is ensured in particular through the dolly shot and the off-screen voice of adult Ana [Geraldine Chaplin] (17 min 55) or solely by means of her voice-over (66 min 35). However the memories from the past are reconstructed from the photographs that are frequently fixed in tight shots (19 min 55, 35 min 06). As a result, the panoply of techniques contributes to the alternative editing and narrative in RR. The use of natural lightning and contemporary realistic settings enhance the authenticity, though complex, of the Spanish society. The establishing shot introduces the location of the gloomy family house and the further mise-en-scà ¨ne articulates the films space concentrated in this roomy isolated house situated in the centre of Madrid that symbolises the impoverished bourgeoisie by the end of the Spanish Civil War. The mansion is surrounded by overgrown garden and boasts an empty and ruined swimming pool connoting the decay, emptiness and death with an allusion to the dead-end political situation of the regime. The entering of the outside world into the closed space via consumerism is expressed by comics (09 min 36), glossy magazines (29 min 23) and billboards. Even the international influence on economic and cultural transformation of Spanish society is visualised in the national flags of the USA (14 min 46, 28 min 20). The only sequence set outside the city takes place in the ho use of servicemen Nicolà ¡s Garate [Germà ¡n Cobos] where children play outdoors and the diegetic birds singing (72 min 27) contrasts to the diegetic sound of heavy traffic heard in their garden (14 min 48, 16 min 28, 101 min 58). The ambiguity of adult Ana and Anas mother Maria [both by Geraldine Chaplin] contributes to the time, space and identities shift in the film. While mixing up memories and fantasies of child Ana with the reality of adult Ana and joining time layers of past, present, future and unreal together, Saura creates a concentrated reality where all characters and epochs interact and enter the field. Child Ana, the ambiguous protagonist, becomes a main link between Maria and adult Ana. As means to emphasise the importance of Anas viewpoint in the film, Saura applies the close-up on her face (03 min 35, 25 min 21, 46 min 37, 62 min 47, 67 min 17 etc.), and camera is also often placed at the level of her eyes despite the sequences with adults participation (07 min 11, 21 min 43, 30 min 35, 57 min 26, 58 min 22 etc.). This can be interpreted as the innocence of childs viewpoint and an appeal to viewers to adopt it. The films title RR as a part of popular Spanish saying states for Raise ravens and they will peck out your eyes could become a allegorical moral that not only the children could return evil for evil to their parents, but the unsatisfied country is able to take revenge on its former ideological leaders. Child Ana remains a powerful metaphor for Spains future that is still indefinite and unsure to defeat the regime, but potentially strong as her viewpoint is distinctly lucid, penetrating and analysing (DLugo 1991, 134-135). Thus, through the silent shots, she unveils what adults as censors try to conceal: adulteries of her father [Hà ©ctor Alterio] as an antithesis of canonised marriage (05 min 28, 74 min 20); grieves and pains of her mother standing for agony and frustration with the Francos regime (46 min 10, 55 min 22); quarrel of her parents proving the dominating role of husband in the family (58 min 02); affair of her aunt [Mà ³nica Randall] (88 min 19) contrasting with her a uthoritarian manner (21 min 17). Ana seems to understand that spontaneous stories of housemaid Rosa [Florinda Chico] with her genuine speech (24 min 37, 74 min 33) are more sincere than the orders of her aunt. The kitchen, which is Rosas realm, is also accentuated by means of bright lightning and grows into Anas safest place in the whole house. All in all, Anas character invites the audience to participate in estimation of cause-and-effect relations of the precedent and current epochs, depicted in her parents, as well as their impact on her future. As for the Anas surroundings, her household is characterised by double absence of parents and feminine composition. Since in Francos time the patriarchal family structure prevailed and the man was supposed to be the head of such mà ©nage (Helen Graham 1995, 184), this role is successfully played by Aunt Paulina whose iron discipline substitutes maternal affection. As Ana has already disclosed the illusion of the paternal system when she found her father dead in the arms of his mistress [Mirta Miller] at the beginning of the film (05 min 28), she does not obey her aunts orders and refuses to kiss her dead father (13 min 27). The symbolic meaning of this act lies in disapproval of established Catholic and militarist models embodied in her aunt and the servicemen present at her fathers funeral. Anas further rebel against her aunts rigorous education up to attempt to shoot (88 min 41) and to poison her (91 min 09) in the climax could be interpreted as an appeal for emancipation of the n ew generation, the yearning to burst the bonds of patriarchal family and to uphold womens rights in the society (Helen Graham 1995, 329). Yet Ana re-plays this rebellion in the scene with a doll blaming her disobedience (66 min 09). Girls dynamism and thirst for action are opposed to her grandmothers [Josefina Dà ­az] immobility and passivity. Her paralysed and silent figure stands for the nostalgia for the glorious past of the Spanish Empire and is a true allusion to her powerlessness in Francos society. Her life was destroyed by wars and regimes; she remains merely a silent witness of the present epoch finding her comfort in photographs that accompanied by an old-fashioned song  ¡Hay, Maricruz! bring back her sweet memories. Moreover, Saura attributes an emblematic soundtrack to every women generation in the film. The opening credits start with the melancholic piano piece  Cancià ³n y Danzas N.6 by Federico Mompou; it is performed later by Anas mother with a symbolic reference to her abandoned career of concert pianist and her unfortunate marriage (Helen Graham 1995, 308). Finally, Jeanettes rhythmic tune Porque te vas (Because You are Leaving) is a pop song about the failed relationships but it also has a connotation of Anas revolt and vitality. Thus, the self-conscious role of diegetic music makes characters and their ideological values more vivid. Being an example for masculinities, Anas father Anselmo does not have any associated tune: he is a former military officer from the Blue Division devoted to his Fatherland, though unfaithful tyrannical husband and neglecting parent. Overflowed with authoritarianism, Anselmo stands for a purest metaphor for the Francos military regime with all its dreads, oppressions and gender inequalities. His dominating position is illustrated in one of the photographs from the opening credits where he rides a horse (01 min 13).The legacy of the Spanish Civil War subsists in the sequence when children put in order their fathers cabinet asking questions about his military role (87 min 00). His gifts (pistol, gun and colours) could signify the transmission of values of the dying regime, e.g. violence, brutal power and nationalism. Furthermore, Anselmos character reveals and completes the image of his passive wife Maria. Being the typical spouse of the Francoist society, she renounced her vocation so as to accept the upbringing of children (Helen Graham, 183-193). Indeed, she was not convinced of her success and this can suggest a hidden parallel to the dictatorship, when none of the artistic activities was beyond censors attention. Maria is also a vivid example of a victim recluse in the house dying in agony, as it was the destiny of the Second Spanish Republic that did not lived up to Spaniards expectations. Redefinition of gender roles of the parents takes place in the domestic play staged by the children where Ana and her elder sister Iren [Conchita Pà ©rez] act their parents (37 min 59). Performing the mise-en-abà ®me of their conflict, Ana metamorphoses her mothers character according to her rebel head that stands for a shift in the new generations mind. This scene appeals to the open-ending (102 min 06) when girls leave their family house for the school accompanied by the soundtrack Porque te vas foreshadowing Spains optimistic opening to the world. All in all, these examples do not pretend to be exhaustive but seem sufficient to evaluate Sauras creative authorial insight and his attempt of dramatising the historical background in terms of family life. So the childs trauma in the film refers to the disease of the nation under the infamous Francos dictatorship. The semiotic of Sauras film including the non-linear narrative, cinematographic blurring of the events due to the camera movement and its different angles; use of diegetic music and sounds, natural lightning as well as actors play, all this might have contributed to censors confusion and they allowed its release without any cut, moreover it was awarded the Grand Prize of the Jury at Cannes Film Festival. RR can be also compared to the earlier works by Saura: La prima Angà ©lica/Cousin Angelica [Carlos Saura, 1974] and El jardà ­n de las delicias/Garden of Delights [Carlos Saura, 1970] which plots are also built on the family life with inevitable political subtext orienta ted on the intellectually engaged viewer. Word count: 2236 words Filmography Title: Crà ­a Cuervosà ¢Ã¢â€š ¬Ã‚ ¦ (Raise Ravens) Director: Carlos Saura Screenwriter: Carlos Saura Cinematographer: Teodoro Escamilla Editor: Pablo Gonzà ¡lez del Amo Music: Federico Mompou Year of release: 1976 Production Company: Elà ­as Querejeta Producciones Cinematogrà ¡ficas S.L. DVD reference: E166377

Roger’s Theory as compared to that of Ellis’ Theory Essay -- Psycholog

Anderson (n.d) states, â€Å"Carl Rogers, a pioneering psychotherapist and the most influential psychologist in American history was one of the most prominent people of his time.† Rogers’ ideas and practices brought about a change in the school of humanistic psychology. What he learned in philosophy and philosophy of education influenced his personal life experiences which led him to a revolutionary of theory of therapy (Corsini, 2011 p. 148). According to an electrical resource, Client –centered therapy is a form of talk psychotherapy developed by psychologist Carl Rogers in 1940s and 1950s (â€Å"PCT†, n.d.). Certainly, Rogers’ non-directive approach to client- centered therapy focused on the importance of individual feelings and perceptions of self in the present. Rogers believed that this process increased understanding of self-awareness within the client. If the clients can identify, fully accept, and clarify feelings in their conscious, it wil l help them to determine the solution to their own problem. Since Carl Rogers was the one the first influential therapist, Alert Ellis became the second most influential therapist of all times in cognitive behavior therapy. Ellis developed a theory called Rational Emotive Behavior Therapy (REBT) in the mid-1950s. Wikipedia (n.d.) explain this theory as , â€Å"A comprehensive, active–directive, philosophically and empirically based psychotherapy which focuses on resolving emotional and behavioral problem and disturbances and enabling people to lead happier and more fulfilling lives.† Unlike client-centered therapy, Ellis active-directive approach to rational emotive behavior therapy focused on The ABCD technique. This ABCD framework is defined as: (A) activating even not from an emotion, (B) bel... ... (Corsini, 2011 p. 153). However, rational emotive behvior therapist provided much direction, whereas the person centered approach encourages the client to determine direction (Corsini, 2011 p. 153). Furthermore, Rogers emphasize the conditions of a person’s right freely express themselves in solving their own problems. However, Ellis theory pays attention to the development of thoughts and emotions people experience. Similar, outcomes are evident in both client-centered therapy and rational emotive behavior therapy after the patients have received valuable assistance. The clients continue to show growth and healing in their conscious as they revealed about life’s current problems. Likewise, Rogers and Ellis neither focused the patients past lifestyle or relied on unconscious. The clients were able to gain a sense of self-awareness at the end of the therapy.

Ergotism Essay -- Health, Diseases, Medicine

The symptoms described in this case such as headaches, skin irritation, painful cramps and seizures are all common in a disease known as Ergotism. Ergotism is caused by the ingestion of alkaloids (ergotamines) produced by the fungus Claviceps purpurea (C. purpurea), which infects mainly Secale cereal (rye) and other cereals. This results in ergot poisoning (Alderman et al., 1999). All species of Claviceps are given the general term ergot and the majority of Claviceps species are restricted to only one or several grass genera. The exception is common ergot caused by C. purpurea, which contains a host range beyond 200 species of grasses (Alderman et al., 1999). C. purpurea, unlike other Claviceps species is distributed throughout the world and can survive in different temperature climates (including a colder places such as Southern England), further suggesting it is the most likely causative agent. Ergotism can be divided into two groups of symptoms, convulsive and gangrenous. Convulsive ergotism is usually characterized by nervous dysfunction such as wry neck, which was reported in the past as convulsions. The fact that many people died from gangrene clearly suggests that the ergotism suffered is not convulsive, as symptoms of gangrene were not present. Gangrene develops when the supply of blood is cut off to the affected part (ischemia) due to infection, trauma or vascular disease with the most common sites being the fingers, toes and hands. This further suggests that the condition is gangrenous ergotism, this can be supported by physical examination of the patient and blood tests. A CT scan or MRI can help to find out the amount of gas present and the extent to which tissues are damaged, however these tests were obviously n... ...illion of these occurring in children younger than 5 years (Epidemiological Record, 2007). In patients in developing countries such as Cameroons, invasive pneumococcal pneumonia has a high mortality rate (WHOInt, 2003). In terms of treatment and prophylaxis, appropriate antibiotics can help to treat S. pneumoniae infections via outpatient treatment. Prior to antibiotic therapy, steroids can be given in children older than 6 weeks suffering with possible pneumococcal meningitis and should be given before or at the time of the first dose of antibiotics (Pickering et al,.2009). The use of penicillin, ceftriaxone or ampicillin sulbactam is usually appropriate with hospitalized children, therapy should account for local resistance patterns. Immunocompromised children suspected of pneumococcal pneumonia should take vancomycin and a broad spectrum cephalosporin.

Hatchet Essay -- essays research papers

This book is written by Gary Paulsen. It takes place in the Canadian wilderness, where Brian Robeson’s, who is 13 yrs. Old, plane crashes. Brian shows a lot of determination and strength, to be able to survive in the wilderness, with no one else. The story starts out with Brian in the city, he lives with his mother, who is divorced. His mother gives him a gift before he leaves and it is a hatchet that fits on his belt so Brian puts it there. Brian meets the pilot and he is a nice man. Brian and the pilot get ready to leave and then Brian remembers that he saw a man kissing his mom but he does not let it bother him. Brian leaves and after an hour or so, the pilot was yelling and screaming that his chest hurts. He had a heart attack and died. Now Brian had to fly the plane on his own. Brian picked up the CB radio and called for help. He made contact with a man and Brian told him that the pilot had a heart attack and died and that he did not know how to fly a plane. Brian did not get an answer. Brian is flying to Alaska to visit his dad for the summer when suddenly the pilot has a heart attack and dies. He grabs onto the controls and tries to land the plane but there's no flat area so he decides to crash into a lake. He hustles out of the plane with his hatchet at his side and swims to the shore. He has to use the natural resources and his brain. Brian uses his hatchet to make a shelter and weapons. He chops down branches and sets them up for his shelter. "With the branch...

Film about “Cleopatra” Essay

Cleopatra is depicted as a strikingly beautiful, loyal but manipulative temptress, oozing femininity as she seduces the two most powerful men in Egypt, Marc Antony and Julius Caesar. A question this raises is, was she an insecure Queen who felt that she needed a more powerful man to help secure her place on the throne of her beloved Egypt, rather than lose it to one of them? As shown in the 2005 TV production ‘Rome’ Cleopatra is seen wanting to get pregnant by Caesar to secure her position, but in the end she didn’t have any qualms if someone else fathered the child, she would pass it off as Caesar’s. Cleopatra is shown on film as an almost caring being and an intelligent woman. In the 1934 production, Cleopatra tells Antony as she kisses his hand â€Å"I am no longer Queen, I am a woman.† This suggests that in that particular moment, she is allowing her emotions to rule, perhaps even going as far to say that as a Queen she is quite a stony and hard character, but as an ordinary woman, she is allowing herself to love. In the 1963 film, Cleopatra speaks of â€Å"One World, one nation, living in peace.† This again shows her caring nature that she wants the world to live in harmony. In real life, this could be a rather obvious reference to the UN and stopping war. Again, in the 1963 production, a rather sexist remark is made about Cleopatra â€Å"If she wasn’t a woman, one might think she’s an intellect.† This Roman depiction shows Cleopatra to be a clever and smart Queen, but as she is female, she is not given full credit. In most TV and film productions of Cleopatra, she is seen as a beautiful ‘Goddess’ with lashings of make up and dressed in extravagant costumes and jewellery to show her wealth. This portrayal of her makes her look almost high maintenance and authoritative. However, the Roman coins, which reveal her portrait, decipher Cleopatra as less of a beauty but almost hag like. As these coins are the only piece of history that show what Cleopatra may have looked like, I think it is a case that this is one depiction that has been glamorised by TV and film. Throughout the years as various productions have been filmed, the actresses playing Cleopatra have changed in appearance e.g. their ethnicity, which may show a change in how society sees her. This shows how the world has changed by allowing more ethnic groups into the world of  acting. TV and film seem to develop the depictions of Cleopatra to fit in with the world in which we live at the time of which the production was made. It would appear that the Roman depictions of Cleopatra seem accurate in terms of her character, wealth and extravagant lifestyle but not her looks, as this is the only inconsistency against the historical artefacts we have. As time and society change, we may never know the true identity of Cleopatra.

Why teams don’t work?

Here are some reports from the field, cited by Osborn, Moran, Mushiest, and Zinger (1990) in Self-Directed Work Teams: The New American Challenge. At Xerox, the authors report, Plants using work teams are 30 percent more productive than conventionally organized plants. Procter & Gamble gets 30 to 40 percent higher productivity at its 18 team-based plants†¦. Tektronix Inc. Reports that one self-directed work team now turns out as many products in 3 days as it once took an entire assembly line to produce in 14 days†¦. Federal Express cut service glitches such as incorrect bills and lost packages by 13 percent†¦.Shenandoah Life processes 50 percent more applications and customer service requests using work teams, with 10 percent fewer people. (up. 5-6) Heady stuff, that, and it is reinforced by back-cover blurbs. Tom Peters: â€Å"Selfridges work teams are the cornerstone of improved competitiveness .. † . Bob Waterman: â€Å"Self-Directed Work Teams seems too goo d to be true: dramatic improvement in productivity and a happier, more committed, more flexible work force. Yet †¦ They do just what they promise for the likes of P&G, GE, and Ford. † It makes sense. Teams bring more resources, and more diverse resources, to bear J.Richard Hickman ; Department of Psychology, Harvard University, Cambridge, Massachusetts 02138. Theory and Research on Small Groups, edited by R. Scott Tindal et al. Plenum Press, New York, 1998. 245 246 on a task than could any single performer. Moreover, teams offer flexibility in the use of those resources-?the capability to quickly redeploy member talents and energies and to keep the work going even when some members are unavailable. Teams composed of people from different units can transcend traditional functional and organizational barriers and get members pulling together toward collective objectives.And, of course, teams offer the potential for synergy, that wonderful state when a group â€Å"clicksâ⠂¬ and members achieve something together that no one of them could possibly have accomplished alone. These are major benefits, worthy of the attention of the leaders of any purposive enterprise. No wonder Steersman found teams to be so popular. But there is a puzzle here. Research evidence about team performance shows that teams usually do less well-?not better-?than the sum of their members' individual contributions. I first encountered this bleak fact as a beginning doctoral student at he University of Illinois.In a course on group dynamics, Ivan Steiner put on the board his now well-known equation: AP = UP – PL; that is, the actual productivity of a group equals its potential productivity (what the team is theoretically capable of, given the resources brought by members) minus what he called process losses such as coordination and motivational problems (Steiner, 1972). I was surprised that there was no term for process gains, the synergistic benefits that can emerge when people work together. The model, I thought, should really read: AP = UP – PL + PEG. It turns out hat there is no empirical Justification for that extra term.When interacting teams are compared to â€Å"nominal† groups (I. E. , groups that never meet, whose output is constructed by combining the separate contributions of those who would have been members), nominal groups usually win. And when Steiner's models miss the mark in empirical studies, the problem usually is that groups fail to achieve even the relatively modest performance targets specified by those models. At least for groups in the experimental laboratory. Maybe the laboratory context is so constraining that groups do not have the elbow room to show what they can do.Maybe the real advantages of groups are only to be found in organizational practice. I came up short on this hypothesis as well, this time at the hands of Bill Hicks, an editor at Josses- Bass. My colleagues and I had completed an intensive stud y of some 33 different work groups of all different kinds-?athletic teams, industrial production workers, top management teams, prison guards, airline crews, economic analysts, and more. We pulled our findings together in a book that I proposed be titled Groups That Work, a catchy phrase with what I thought to be a clever pun.Bill sat me down and said he'd e happy to publish the book, but not with that title: There were Just too many groups in our study that barely worked at all. I went back to the manuscript and found that he was right. Probably 4 of our 33 groups were actually effective teams. The rest had problems so severe that our analysis was mainly about what had gone wrong with them. So the book was published with a parenthetical phrase after my clever title: Groups That Work (And Those That Don't). Anyone who actually reads through it will discover, as Bill did, that most of our groups lie within the parentheses. Moreover, the preface of the book offers a cautionary note ab out team effectiveness, based on the experience of the authors who wrote it. The book took 9 years to be completed, mainly because our own team suffered a near-total collapse midway through the project. 247 Other in-depth studies of real groups performing real work provide additional reasons for concern-?such Irving Jinni's (1982) well-known demonstration that even highly cohesive groups composed of well-qualified, well-motivated people sometimes fall into a pattern of â€Å"grouping†that can yield disastrous policy recommendations.What, then, are we to make of all the team successes reported in the managerial literature? It is possible, of course, that the published claims are exaggerated, as writers have sought to catch the wave of enthusiasm about teams-?to sell books, to build consulting practices, to market training programs, to become team gurus. That is not a sufficient explanation. Indeed, I trust the accuracy of the numbers about productivity and service gains that a re reported in the popular books about teams. My concern, instead, is whether those numbers really mean what they seem to mean.Consider first the attributions that are made about the causes of team successes. After teams have been implemented in an organizational unit, its performance habitually is compared to that of a conventional unit (or, perhaps, to the same one before teams were installed). Such comparisons are fraught with interpretive ambiguities, because there invariably are many differences between the units compared-? in technologies, labor markets, senior managers, and so on. It almost never is the case that the only change is that work previously done by individuals is now performed by teams.Was it the teams that generated the improvements, or was it one of the other differences between the units? It is not possible to know for sure. 2 Questions also can be raised about the staying power of any performance improvements obtained when teams are installed. The implementati on of any new management program, be it self-managing teams or anything else, invariably involves intense scrutiny of the unit where the changes will occur. Taking a close look at any work unit that has been operating for a while almost always surfaces some inefficiencies and poor work procedures.These incidental problems are corrected as part of the change process-?it would be foolish not to. But in making those corrections, an interpretive ambiguity is introduced. Was it the team design that resulted in the improvements found, or was it that a shoddy work system was shaped p? Virtually any intervention that is not itself destructive has a better-than-even chance of generating short-term improvements, simply because of the value of intently inspecting a work system. This, in addition to any benefits from the well- known â€Å"Hawthorne effect† (Rotisseries & Dickson, 1939).The question, then, is whether short-term improvements associated with the introduction of teams are su stained over time as the newness wears off and inefficiencies begin to creep back into the system. Again, it is not possible to know for sure-?at least not without an appropriate longitudinal research design. 2 The solution to this problem, of course, is to conduct experimental research on the impact of team designs for work, because true experiments allow unambiguous inferences to be drawn about the causes of any effects obtained.Unfortunately, experiments are rarely a viable option for comparing team and traditional work designs in organizations. For one thing, the level of experimenter control required in such studies (I. E. , to randomly assign people to teams and teams to experimental conditions) would not be tolerated by most managers who have work to get out. And even if an organization were found in which managers would relinquish such control to experimenters, there would be serious questions about the generalization of findings obtained in such an unusual place (Hickman, 1 985). 248 So what is going on here?How can we reconcile the amazing reports from the field about the benefits of teams with the gloomy picture that has emerged from scholarly research on group performance? Do teams generate the benefits for their organizations that are claimed for them, or do they not? 3 My observations of teams in organizations suggest that teams tend to clump at both ends of the effectiveness continuum. Teams that go sour often do so in multiple ways -?clients are dissatisfied with a team's work, members become frustrated and disillusioned, and the team becomes ever weaker as a performing unit.Such teams are easily outperformed by smoothly functioning traditional units. On the other hand, teams that function well can indeed achieve a level of synergy and agility that never could be preprogrammed by organization planners or enforced by external managers. Members of such teams respond to their clients and to each other quickly and creatively, generating both superb performance and ever-increasing personal ND collective capability. Teams, then, are somewhat akin to audio amplifiers: Whatever passes through the device-?be it signal or noise-?comes out louder.To ask whether organizational performance improves when teams are used to accomplish work is to ask a question that has no general answer. A more tractable question, and the one explored in the remainder of this chapter, is what differentiates those teams that go into orbit and achieve real synergy from those that crash and bum. As we will see, the answer to this second question has much more to do with how teams are trucked and supported than with any inherent virtues or liabilities of teams as performing units.Mistakes Managers Make In the course of several research projects, my colleagues and I have identified a number of mistakes that designers and leaders of work groups sometimes make. What follows is a summary of the six most pernicious of these mistakes, along with the actions that th ose who create and lead work teams in organizations can take to avoid them. 4 Mistake l: Use a Team for Work That Is Better Done by Individuals There are some tasks that only a team can do, such as performing a string quartet or arraying out a multiparty negotiation.There are other tasks, however, that are inimical to team work. One such task is creative writing. Not many great novels, There is a large and diverse published literature on the performance of self-managing teams. Here is a â€Å"starter set† of illustrative and informative pieces: Cohen and Leotard (1994), Sorcery, Mueller, and Smith (1991), Gun (1984), Jackson, Malarkey, and Parker (1994), Pops and Marcus (1980), Wall, Kemp, Jackson, and College (1986), and Walton (1980). Some of the material in the next section is adapted from Hickman (1990). 3 Why Teams Downtown's 249 symphonic scores, or epic poems have been written by teams. Such tasks involve bringing to the surface, organizing, and expressing thoughts and ideas that are but partially formed in one's mind (or, in some cases, that lie deep in one's unconscious), and they are inherently better suited for individual than for collective performance.Even committee reports-?mundane products compared to novels, poems, and musical scores-?invariably turn out better when written by one talented individual on behalf of a group than by the group as a whole working in lockstep. The same is true for executive leadership. For all the attention being given to top management teams these days, my reading of the management literature is that successful organizations almost always are led by a single, talented and courageous human being.Among the many executive functions that are better accomplished by an exceptional individual than by an interacting team is the articulation of a challenging and inspiring collective direction. Here, for example, is a mission statement copied from a poster in a company cafeteria: â€Å"Our mission is to provide quality products and arrives that meet the needs of individuals and businesses, allowing us to prosper and provide a fair return to our stockholders. Although I do not know how that particular statement was prepared, I would be willing to wager that it was hammered out by a committee over many long meetings. The most engaging and powerful statements of corporate vision, by contrast, invariably are the product of a single intelligence, set forth by a leader willing to take the risk of establishing collective purposes that lie Just beyond what others believe to be the limits of the organization's capability. Beyond creative writing and executive leadership, there are many other kinds of tasks that are better done by individuals than by teams.It is a mistake-a common one and often a fatal one-?to use a team for work that requires the exercise of powers that reside within and are best expressed by individual human beings. Mistake 2: Call the Performing Unit a Team but Really Manage Members as To reap the benefits of teamwork, one must actually build a team. Real teams are bounded social systems whose members are interdependent for a shared purpose, and who interact as a unit with other individuals and groups in achieving that repose (Alder, 1977).Teams can be small or large, face-to-face or electronically connected, and temporary or permanent. Only if a group is so large, loosely connected, or short-lived that members cannot operate as an intact social system does the entity cease to be a team. Managers sometimes attempt to capture the benefits of teamwork by simply declaring that some set of people (often everyone who reports to the same supervisor) is now a team and that members should henceforth behave accordingly.Real teams cannot be created that way. Instead, explicit action must be taken to establish and affirm the team's boundaries, to define the task for which members are collectively responsible, and to give the team the autonomy members need to manage both thei r 250 own team processes and their relations with external entities such as clients and coworkers. Creating and launching real teams is not something that can be accomplished casually, as is illustrated by research on airline cockpit crews.It is team functioning, rather than mechanical problems or the technical proficiency of individual pilots, that is at the root of most airline accidents (Helices & Focuses, 1993). Crews are especially vulnerable when they are Just starting out: the National Transportation Safety Board (NTIS) found that 73% of the accidents in its database occurred on the crew's first day of flying together, and 44% of those accidents happened on the crews very first flight (National Transportation Safety Board, 1994, up. 0-41). Other research has shown that experienced crews, even when fatigued, perform significantly better than do rested crews whose members have not worked together (Focuses, Lubber, Battle, & Comb, 1986), and that a competent preflight briefing b y he captain can help reduce a crew's exposure to the liabilities of newness (Gannett, 1993). This substantial body of research has clear policy implications.Crews should be kept intact over time, preflight briefings should be standard practice, and captains should be trained in the skills needed to conduct briefings that get crews off to a good start (Hickman, 1993). Yet in most airlines, crew composition is constantly changing because of the long-standing practice, enforced by labor contracts, of assigning pilots to trips, positions, and aircraft as individuals-?usually on the basis of seniority bidding system. Virtually all U. S. Airlines now do require that crew briefings be held.Yet captains receive little training in how to conduct a good one, some briefings are quite cursory (e. G. , â€Å"Let's the social hour over real quick so we can get on out to the airplane†), and schedules can get so hectic that crew members may not even have time for proper introductions, let a lone a briefing, before they start to fly together. Creating and launching real teams is a significant challenge in organizations such as airlines that have deeply rooted policies and practices that are oriented primarily toward individuals rather than teams.To try to capture the benefits of teamwork in such organizations, managers sometimes opt for a mixed model in which some parts of the work and the reward system are structured for individual performance, whereas other parts require teamwork and provide team- based rewards. Research has shown that such compromises rarely work well. Mixed models send contradictory signals to members, engender confusion about who is responsible and accountable for what portions of the work, and generally underperformed both individual and real-team models (Washman, 1995).If the performing unit is to be a team, then it should be a real team-?and it should be managed as such. Mistake 3: Fall Off the Authority Balance Beam The exercise of authority cr eates anxiety, especially when one must balance between assigning a team authority for some parts of the work and withholding it for other parts. Because both managers and team members tend to be uncomfortable in 251 such situations, they may implicitly collude to â€Å"clarifying is really in charge of the work.Sometimes the result is the assignment of virtually all authority to the team-? which can result in anarchy or in a team heading off in an inappropriate direction. Other times, managers retain all authority for themselves, dictating work procedures in detail to team members and, in the process, losing many of the advantages that can accrue from team work. To maintain an appropriate balance of authority between managers and teams requires that anxieties be managed rather than minimized. Moreover, it is insufficient merely to decide how much authority a team should have.Equally important are the domains of authority that are assigned to teams and retained by managers. Our res earch suggests that team effectiveness is enhanced when managers are unapologetic and insistent about exercising their own legitimate authority about direction, the end states the team is to pursue. Authority about the means by which those ends are accomplished, however, should rest squarely with the team itself. 5 Contrary to traditional wisdom about participative management, to authoritatively set a clear, engaging direction for a team is to empower, not deplorer, it.Having clear direction helps align team efforts with the objectives of the parent organization, provides members with a criterion to use in choosing among various means for pursuing those objectives, and fosters the motivational engagement of team members. When direction is absent or unclear, members may wallow in uncertainty about what they should be doing and may even have difficulty generating the motivation to do much of anything. Few design choices are more consequential for the long-term well-being of teams than those that address the partitioning of authority between managers and teams.It takes skill to accomplish this well, and it is a skill that has emotional and behavioral as well as cognitive components. Just knowing the rules for partitioning authority is insufficient; one also needs some practice in applying those rules in situations where anxieties, including one's own, are likely to be high. 6 Especially challenging are the early stages of a group's life (when well-meaning managers may be tempted to give away too much authority) and when the going gets rough (when the temptation is to take authority back too soon).The management of authority relations with task- performing groups is much like walking a balance beam, and our evidence suggests that it takes a good measure of knowledge, skill, and perseverance to keep from falling off. As used here, the terms manager and team refer to conventional organizational arrangements in which some individuals (â€Å"managers†) are auth orized to structure work for performance by other organization members. Teams that have been given the authority to monitor and manage their own work processes are therefore called â€Å"self-managing. In some circumstances, teams also have the authority to set their own direction. Examples include physicians in a small-group practice, a professional string quartet, and a mom-and-pop grocery store. These kinds of teams are referred to as â€Å"self-governing† (Hickman, 1986). Given that newly minted Mambas increasingly find themselves working in or leading task-performing teams immediately after graduation, it is unfortunate that few MBA programs provide their students with practice and feedback in developing such skills. 252 Mistake 4: Dismantle Existing Organizational Structures So That Teams Will Be Fully â€Å"Empowered†to Accomplish the Work Traditionally designed organizations often are plagued by constraining structures that have been built up over the years to monitor and control employee behavior. When teams are used to perform work, such structures tend to be viewed as necessary bureaucratic impediments to group functioning. Thus, Just as some managers mistakenly attempt to empower groups by relinquishing all authority to them, so do some attempt to cut through bureaucratic obstacles to team functioning by dismantling all the structures that they can.The assumption, apparently, is that removing structures will release the pent-up power of groups and make it possible for members to work together creatively and effectively. Managers who hold this view often wind up providing teams with less structure than they actually need. Tasks are defined only in vague, general terms. Lots of people ay be involved in the work, but the actual membership of the team is unclear. Norms of conduct are kept deliberately fuzzy. In the words of one manager, â€Å"The team will work out the details. If anything, the opposite is true: Groups with appropriate structures tend to develop healthy internal processes, whereas groups with insufficient or inappropriate structures tend to be plagued with process problems. 7 Because managers and members of troubled groups often perceive, wrongly, that their performance problems are due mainly to interpersonal difficulties, they may turn to process- focused coaching as a remedy. But process consultation is unlikely to be helpful in such cases, precisely because the difficulties are structurally rooted.It is a near impossibility for members to learn how to interact well within a flawed or underspecified team structure. Our research suggests that an enabling structure for a work team has three components. First is a well-designed team task, one that engages and sustains member motivation. Such tasks are whole and meaningful pieces of work that stretch members' skills, that provide ample autonomy for doing what needs to be done to accomplish the work, and that generate direct and rusticity feedback a bout results. Second is a well-composed group.Such groups are as small as possible, have clear boundaries, include members with adequate task and interpersonal skills, and have a good mix of members-?people who are neither so similar to one another that they are like peas in a pod nor so different that they are unable to work together. Third is clear and explicit specification of the basic norms of conduct for team behavior, the handful of â€Å"must do† and â€Å"must never do† behaviors that allow members to pursue their objectives without having to continuously discuss what kinds of behaviors are and are not acceptable.Although groups invariably develop their own norms over time, it is important to establish at the outset that members are expected to continuously monitor This point is reinforced in a quite different context by an essay written by Joe Freeman (1973) for her sisters in the feminist movement in the asses. The message of the essay is neatly captured by its title: â€Å"The Tyranny of Structuralizes. † 7 253 their environment and to revise their performance strategy as needed when their work situation changes.The key question about structure, then, is not how much of it a team has. Rather, it is bout the kind of structure that is provided: Does it enable and support collective work, or does it make teamwork more difficult and frustrating than it need be? Mistake 5: Specify Challenging Team Objectives, but Skimp on Organizational Supports Even if a work team has clear, engaging direction and an enabling structure, its performance can go sour-?or fall well below the group's potential-?if it has insufficient organizational support.Teams in what Richard Walton (1985) calls â€Å"high commitment† organizations can fall victim to this mistake when they are given challenging objectives but not the resources to achieve them. Such teams often start out with great enthusiasm but then become disillusioned as they encounter frust ration after frustration in trying to obtain the organizational supports they need to accomplish the work. If the full potential of work teams is to be realized, organizational structures and systems must actively support competent teamwork.Key supports include (1) a reward system that recognizes and reinforces excellent team performance (not Just individual contributions); (2) an educational system that provides teams, at their initiative, any training or technical consultation that may be added to supplement members' own knowledge and expertise; (3) an information system that provides teams the data and forecasts members' need to proactively manage their work; and (4) the mundane material resources-?equipment, tools, space, money, staff, or whatever-?that the work requires.It is no small undertaking to provide these supports to teams, especially in organizations that already have been tuned to support work performed by individuals. Existing performance appraisal systems, for examp le, may be state-of- the-art for measuring individual contributions but wholly inappropriate for assessing ND rewarding work done by teams. Corporate compensation policy may make no provision for team bonuses and, indeed, may explicitly prohibit them.Human resource departments may be primed to identify individuals' training needs and to provide first-rate courses to fill those needs, but training in team skills may not be available at all. Information and control systems may provide senior managers with data that help them monitor and control overall organizational performance, but teams may not be able to get the information they need to autonomously manage their own work processes.To align existing organizational systems with the needs of task-performing teams usually requires managers to exercise power and influence both upward and laterally in the organization, and may involve difficult negotiations across functional boundaries. For these reasons, providing contextual supports f or teams can be a 254 significant challenge for managers whose experience and expertise has mainly involved supporting and controlling work performed by individuals. That challenge is worth taking on, however, because an unsupported organizational context can undermine even teams that are otherwise quite well directed and well structured.It is especially shattering for a team to fail merely because the organizational supports it needs cannot be obtained. Mistake 6: Assume That Members Already Have All the Skills They Need to Work Well as a Team Once a team has been formed and given its task, managers sometimes assume their work is done. A strict hands-off stance, however, can limit a team's effectiveness when members are not already skilled and experienced in teamwork-?a not uncommon state of affairs in cultures where individualism is a dominant value. It can be helpful,

Bell v. Florida

The defendant, Mr. Gary Paul Bell, was charged and convicted with the crime of attempted kidnapping. At the trial, his victim, through her testimonies, claimed that the defendant exhibited attempted kidnapping in two counts to wit: (1) When the victim was walking along the street during daytime, the defendant drove up to her and offered to give her a ride to her destination, twice; (2) When the defendant forced the victim to get into the van by grabbing her around the neck and holding a gun to her head[1].The victim, who was able to break free from Mr. Bell, ran into traffic and tried to get the help of others in escaping the defendant. The defendant, on the other hand, remained standing nearby with his gun pointing towards his victim, threatening to shoot her. When the victim reached her house she called the police.The officer attending the case noted that the victim was in state of hysteria. The victim was found very upset and could not speak. Likewise, it was also noted that the v ictim was only made to give a statement after a series of attempts of making her relay the incident, which lasted for fifteen to twenty minutes[2].The testimonies given by the victim and the attending officer were admitted in the court as evidence on the basis of hearsay rules and exceptions. The defendant, appeals on the court’s decision on his conviction on the basis of contrive or misrepresentation and that the testimony of the attending officer on the accounts of the crime of the victim should be excluded as hearsay.Issue:Â  The issue is whether the testimony given by the attending officer regarding the accounts of the victim on the crime of attempted kidnapping should be excluded as hearsay.[1]Cases Relating to Chapter 12, 747.

The Giver Totalitarian Society

Issues facing parties and the United States after World War II included the Cold War and the Civil Rights Movement. Republicans attracted conservatives and white Southerners from the Democratic coalition with their resistance to New Deal and Great Society liberalism and the Republicans' use of the Southern strategy. African Americans, who traditionally supported the Republican Party, began supporting Democrats following the ascent of the Franklin Roosevelt administration, the New Deal, and the Civil Rights movement.The Democratic Party's main base of support shifted to the Northeast, marking a dramatic reversal of history. Bill Clinton was elected to the presidency in 1992, governing as a New Democrat. The Democratic Party lost control of Congress in the election of 1994 to the Republican Party. Re-elected in 1996, Clinton was the first Democratic President since Franklin Roosevelt to be elected to two terms. Following twelve years of Republican rule, the Democratic Party regained ma jority control of both the House and the Senate in the 2006 elections.Some of the party's key issues in the early 21st century in their last national platform have included the methods of how to combat terrorism, homeland security, expanding access to health care, labor rights, environmentalism, and the preservation of liberal government programs. [10] In the 2010 elections, the Democratic Party lost control of the House, but kept a small majority in the Senate (reduced from the 111th Congress). It also lost its majority in state legislatures and state governorships.The Democratic Party traces its origins to the inspiration of Democratic-Republican Party, founded by Thomas Jefferson, James Madison, and other influential opponents of the Federalists in 1792. That party also inspired the Whigs and modern Republicans. Organizationally, the modern Democratic Party truly arose in the 1830s, with the election of Andrew Jackson. Since the division of the Republican Party in the election of 1912, it has gradually positioned itself to the left of the Republican Party on economic and social issues.Until the period following the passage of the Civil Rights Act of 1964—which was championed by a Democratic president but faced lower Democratic than Republican support in Congress—the Democratic Party was primarily a coalition of two parties divided by region. Southern Democrats were typically given high conservative ratings by the American Conservative Union while northern Democrats were typically given very liberal ratings. Southern Democrats were a core bloc of the bipartisan conservative coalition which lasted through the Reagan-era.The economically activist philosophy of Franklin D. Roosevelt, which has strongly influenced American liberalism, has shaped much of the party's economic agenda since 1932, and served to tie the two regional factions of the party together until the late 1960s. In fact, Roosevelt's New Deal coalition usually controlled the nationa l government until the 1970s. [11] Based on a series of polls conducted in 2010, Gallup found that 31% of Americans identified as Democrats, 29% as Republicans, and 38% as Independents. 12] A similar series of polls conducted in 2011 found the percentage of Democrats to be the same at 31%, while a two percentile-point rise in the number of Independents, to an all-time high of 40%, appeared to stem from an equal drop in the number of those Americans identifying themselves as Republicans from the previous poll, to 27%. [13] A Pew Research Center survey of registered voters released August 2010 stated that 47% identified as Democrats or leaned towards the party; the same poll found that 43% of registered voters identified as Republicans or leaned towards the Republican party. [14]