High Remarks for Hybrid Cars

QUESTION: Describe the different types of hybrid cars and how they are improving fuel efficiency. What are other pros and cons of driving a hybrid? —————————————————————————————————- High Remarks for Hybrid Cars It is no secret that one of the most popular trends in today's society is â€Å"going green† to help the economy, save the world, and so on. It is also no secret that gasoline prices have steadily increased over the years, and four dollars a gallon does not exactly agree with our wallets.In an effort to â€Å"go green† and save money on gasoline, hybrid cars have recently become a great option for those interested in getting high gas mileage and saving lots of money†¦ or so they think. Although hybrid cars have high gas mileage an d extend the time between visits to the pump, reviewing the raw facts about hybrid cars while asking the question â€Å"Do hybrid cars seem like a money-saving solution? † is a wise decision. While there are many different kinds of hybrid cars, they all share one common trait: a traditional, gasoline-powered motor and a new electric, battery-powered motor are both found within the vehicles.These vehicles use both motors at different times when on the go: the electric motor powers the vehicle when going less than 40 miles per hour, while the gas motor powers the vehicle at speeds greater than 40 miles per hour. While the functions of both motors may seem unimportant to some, consider stop-and-go rush hour traffic. Not only does the electric motor reduce smog levels due to its exhaust-free trait, but it also helps to save gasoline that is wasted when frequently pressing the accelerator.Another plausible scenario to consider is living in a small town where the speed limit rarely exceeds 40 miles per hour; traveling through these towns on electric energy can save gallons of gas, giving our wallets time to become more plump between each visit to the pump. The efficiency of hybrids are found in the vehicles' aero dynamics, weight reduction, and less powerful gas engine, making hybrid cars the most gasoline efficient vehicles on the market; these vehicles get an outstanding average of 48 to 60 miles per gallon.Although hybrid cars seem like the most logical way to go, a closer look at the cons of these vehicles can make anyone think twice. Because hybrids have both a gasoline-powered motor and a battery-powered motor, they are more likely to break down or malfunction due to the complexity of the system as a whole. These malfunctions can easily put the vehicle in an auto shop, causing an inconvenience on our schedules and our wallets. While hybrid cars do save gas when caught in stop-and-go traffic or driving through low-speed areas, the total savings aren't ex actly tremendous.Comparing a Honda Insight (hybrid car) and a Honda Civic (regular car), the annual difference between the fuel bills is only $230. While this may seem like a decent amount to save each year, take a closer look at the price of the two cars. Because hybrid cars are new, popular, and â€Å"money savers† (such as the Honda Insight), they costs a significant amount more than the standard cars equipped for saving gas (such as the Honda Civic); hybrid cars range from about $19,000 to $25,000, while gas-saving cars range from $14,000 to $17,000.People purchase these cars because the companies who sell them claim to save the consumers a fortune in gasoline expenses, however this doesn't seem to be the case when closely looking at these numbers. Over a ten year time period, a hybrid car would save approximately $2,300 in fuel expenses, but this amount of money fails to cover the payment difference for the car itself as opposed to a regular, strictly gasoline car (the d ifference between the cars being anywhere from $5,000 to $8,000). Hybrid cars also claim to get anywhere from 48 to 60 miles per gallon, which is a plus.However, this gas mileage is only about 20% to 35% better than a gas saving vehicle; gas saving vehicles, such as the Honda Civic, still get a decent average of 36 miles per gallon. After reviewing the price difference between the hybrid and a gas saving vehicle, the inability of the hybrid to replenish the money difference between itself and gas saving vehicles, the small amount of savings the hybrid annually provides at the pump, and the minuscule difference between gas mileage, an answer shouldn't be difficult to reach: Do hybrid cars seem like a money-saving solution?

Is There Still a Place for Recess? Essay

In an era where each passing time is becoming an instrument towards one’s progress, every hour is considered critical. But is this ideal appropriate for children especially those who are still in their first step towards learning? Break time, or recess as it is more commonly known, becomes an increasingly hot topic when it comes to a child’s learning activity and capability. In 1989, the National Association of Elementary School Principals (NAESP) surveyed state superintendents and found that 90% of schools grant their students at least one break period each day (Jarrett, 2002). However, during the same year, in the hopes of lengthening the students’ time for studying, many schools abolished break times. Most schools also reason out their increasing accountability for providing students with effective education pressures them to pack in more instructional time for children and thus, eliminating break times for the day. They also feel that break times have no effect on a children’s learning progress and in fact, can do more harm than good. More people believe that recess heightens unacceptable behaviour in schools. According to the Elton Committee when asked to describe the long lunch break period, recess is â€Å"the single biggest behaviour problem that [staff] face† (Department of Education and Science, 1989, as cited in Blatchford & Sumpner, 1998). Since children becomes more free during break times and are more often unsupervised during these times, most believe that it is during these times that bullying and violence occur. In this day and age where time is considered critical is there still a place for recess? Does recess assist in a child’s learning or does it just pose a problem to a child’s learning progress? This paper presents several recent studies on the said topic to discuss the relationship, and perhaps importance, of recess on a child’s learning progress, social development and health (Jarrett, 2002). The studies selected for this paper’s review are those that present the positive side of having recess at school. Presentation of the studies are in chronological order, that is, from the older studies conducted during 1998 to the more recent studies conducted until [year]. Furthermore, this paper hopes to determine or suggest some policies regarding recess and break times that can actually help in child’s learning capability. STUDIES ON RECESS AND ITS POSITIVE EFFECTS ON STUDENTS Blatchford and Sumpner (1998) conducted â€Å"a national survey examining the current situation and changes over the past 5 years† (Abstract, p. 79) because they think that break times, and its positive effects on children’s learning progress, are taken for granted. Moreover, they conducted the study because they believe that school staff members and parents alike lack the information, even the basic ones, on the characteristics of break times. Their sample included 1245 primary schools and 300 secondary schools. They found that majority of school staff members and parents have a negative view of break time but they seem to not notice the possible social value of break times to students. They also found students (16-year-olds) consider break time a big issue and think that this very issue should be taken seriously and considered throughout school life. In addition to this, students perceive that break times lets them take a break from ‘work’ and provide them with the opportunity to socialize and make friends. This is where the importance of break times comes in. Blatchford and Sumpner (1998) explain that as the students go from the primary to the secondary level of schooling, their social lives becomes more important and more critical. Thus, for the students, break times allow them to be sociable in deeper ways. For Blatchford and Sumpner (1998), this underlying principle should be considered by the school staff members so they can understand the importance of break periods. In 2002, Pellegrini and Blatchford discussed the importance of school recess to children’s development. They found that children become less and less attentive while their class lessons last. However, after they have taken their break time, they surprisingly become more focused on their class work. This is because recess serves as a break and relaxation period for a child’s tiring work of listening to his teacher. Children are more tired in the morning before the break since they have only just woke up and are still adjusting over the time. After the break, their body and mind become more relaxed and thus, they can focus more on their work. Pellegrini and Blatchford (2002) offered two educational theories that can explain why children become more alert after recess. According to one theory, the distribution of work and rest over the day helps in relaxing the mind and body and increasing the cognitive performance of any person regardless of age. Another theory explains that the longer time spent by a person working over one particular demanding decrease the cognitive performance of that person over that particular task. While adults may regain their focus on their work by switching to another less complicated work, children may regain their attention to the task at hand by providing them with break periods so they can have time to adjust. Pellegrini and Blatchford (2002) further contends the same argument as with Blatchford and Sumpner (1998) — that recess aid children in their social development. This particular argument is presented by the succeeding researchers as discussed in this paper. In the same year, Jarrett (2002) reviewed other researches on the effect of recess on children’s learning, social development and health. She also presented some of the negative connotations about recess. Relating recess to learning, Jarrett (2002) argues that since recess is a form of break from one’s daily routine, it becomes essential for children as it aids them to be satisfied and stay alert for the rest of the day. Jarrett also explains, as did Blatchford and Sumpner (1998), that recess becomes a tool for the social interaction of children. She explains that children become more socially active since during this time of the day, children learn to be independent by organizing their own games and deciding on the rules of the games they organize. Recess also becomes a tool for children to have physical activity in school since this is the time where children moves more freely and can decide on their own. Jarrett (2002) emphasizes the importance of break times with regards to physical activity since physical activities can significantly improve children’s health. In connection with Jarrett’s (2002) argument about physical activity during recess, Beighle et al. (2006) examined the physical activity of students during recess and outside of school (Abstract, p. 516) by studying pedometer-determined activities of 319 third-, fourth-, and fifth-grade students attending suburban elementary schools in southwest United States. According to them, it was during these times that children have more choices on which activity they want to participate in. They further contend that it is during these discretionary periods that children gain more â€Å"potential to make a significant contribution to children’s overall activity levels† (p. 516) since they experience these breaks everyday. They found that children engage in physical activity more during their recess period than in any other time of the day including outside of school and classes. Because of this, they suggested that schools should make more equipment available during these times to further encourage the children to engage in physical activities. Riley and Jones (2007) also reviewed some related studies on the positive effects of physical activity during recess. They strongly support Jarrett’s (2002) argument on the impact of recess on children’s social development. According to them, some children may start out as timid and apprehensive in their first days at school. Recess, however, gives them an opportunity to reach out to other children by playing and interacting with them. Moreover, conflicts between peers can be resolved during these times. It is also during these times that children learn what behaviours are expected of them. Adding to assisting in the social development of children, recess can also be an instrument to their language development. Recess provides opportunities for children not just to play with others but also to practice their conversation skills since it is during these times that children engage in conversations more freely with their peers without the fear of being reprimanded by their teachers. Riley and Jones (2007) also support others’ argument that recess can aid in children’s physical development. Kahan (2008), along with the others, supports the idea that physical activity, especially during childhood, helps children in more ways than one. He contends that schools should go beyond what physical education can offer in order to address the increasing reports of physical inactivity among children. According to him, physical educations in most schools are only offered with a cumulative duration of 85 to 98 minutes per week. However, the recommended daily physical activity of children each week should be more than 60 minutes. Moreover, not all schools have physical education in their curriculum. In fact, only 17 to 22 percent offer physical education to their students. Thus, physical education does not significantly contribute to a student’s physical activity. Kahan (2008) recommends that schools should provide children with sufficient break time periods along with other extracurricular activities since these are the times where children engage in more physical activities than in classrooms or physical education classes. According to him, recess contributes to one-third of the recommended 60 minutes of physical activity. Thus, Kahan (2008) purports that break times should not be abolished, but rather should be expanded. CONCLUSION Because of certain misconceptions about recess, more and more schools choose to abolish these periods due to their belief that recess can do more harm than good. Staff members and parents alike believe that inappropriate behaviors such as bullying and violence are mostly done during recess. Moreover, many schools believed that recess only distracts the focus of students from learning and that it only obstructs instructional time thus, posing a threat to their learning progress. However, researches contend that, in contrary to these beliefs, recess actually do more good to students than harm. Studies show that recess aid in children’s social, physical and even language development. During recess, children are freer to choose which types of activities they want to participate in, giving them a sense of independence and teaching them decision-making skills. They learn to organize their own activities during recess without the fear of rejection from their teachers. They also learn to interact with other children by playing with them or conversing with them, thus, increasing their ability to socialize with others. They can either make new friends or resolve conflicts with peers. Children’s language development is also aided by recess. Children do not just learn to interact with others; they also practice their conversation skills by talking or discussing with their friends no matter whatever their topic is. Thus, recess also contributes to children’s academic achievement. Moreover, recess acts as a cognitive interference for children so that they can regain their focus on their class work. Adding to the fact that it is during this time that children eat, recess also provides children to have more physical activities since this is the time where they can move and play free without fear of being reprimanded by their teachers. These physical activities which range from moderately vigorous to vigorous activities help children in becoming physical fit. All in all, it is safe to say that recess have more positive than negative effects. Thus, it is advised that such periods where children can develop in more ways than should not be abolished. REFERENCES Beighle, A. , Morgan, C. F. , Masurier, G. L. , & Pangrazi, R. P. (2006). Children’s physical activity during recess and outside of school. The Journal of School Health, 76(10), 516-520. Blatchford, P. , & Sumpner, C. (1998). What do we know about breaktime? Results from a national survey of breaktime and lunchtime in primary and secondary schools. British Educational Research Journal, 24(1), 79-94. Jarrett, O. S. (2002). Recess in elementary school: What does the research say? ERIC Digest. Kahan, D. (2008). Recess, extracurricular activities, and active classrooms: Means for increasing elementary school students’ physical activity. Journal of Physical Education, Recreation & Dance, 79(2), 26-39. Pellegrini, A. , & Blatchford, P. (2002). The developmental and educational significance of recess in schools. Early Report, 29(1), 1-7. Riley, J. G. , & Jones, R. B. (2007). When girls and boys play: What research tells us. Childhood Education, 84(1), 38-43.

Why didn't the member states of the EU (European Union) simply create Essay

Why didn't the member states of the EU (European Union) simply create a United States of Europe after the Second World War - Essay Example By the time the war had finished, much of the continent lay in ruins. How was Europe to rebuild? This was a question on many peoples' lips after 1945. Some thought a massive federalist state, similar to the United States was the solution. Europeans could pool their wealth and have a single government. That idea fizzled. There was still too much distrust in the immediate post-war period for a United States of Europe to be created. What Europe chose to do instead was slowly, piece by piece, assemble a common market that would eventually keep the door open to a more federalist option some time in the future. Although some Europeans would have liked to have seen a federalist state in the aftermath of the war, there was simply too much distrust. On top of that, foreign armies occupied much of Germany. Each European countries priority was the rebuild itself before engaging on any political or economic experiment. The British scholar Alan Milward argues that the EC's founding fathers intend ed for their states to maintain sovereignty in the system. They did not want a federalist state. They felt that they should bind themselves together not to create a super-state but to compete in the international economy. In a sense, the initial institutions of the EC were designed to preserve national autonomy. As Dr. Milward said in his book The European Rescue of the Nation-State, "The reinvigorated nation-state had to choose the surrender of a degree of national sovereignty to sustain its reassertion . . .† (Milward 1992). The truth is that the people of Europe at this stage were still too nationalistic. They had survived a war that had hammered home their national identities. The heroes of the various resistance movements had all represented pure national ideals, and these men and women were heroes well into the 1950s. The truth is that the founding fathers of the EU were looking to maximize their trading power, not their political power. They wanted to regionalize Europe , not turn it into the United States. Over the years, regionalization has done a great deal to improve business productivity. It has generate wealth and been responsible for a great deal of social development. The leaders of the EU/EC were right to pursue it as the same can be said of the economic integration accomplished by Europe over the last twenty years. The comparative advantages Europe possesses were then main thing to be exploited, not the creation of a superstate (Case 1999). What a single country can do well, it often can do better with the help of its neighbours and friends. But there is much to be said for an integration that stops just short of federalism: this kind of integration is not just about economics: it is also about the cultural and social shifts that follow in the way of reducing tariffs, striking down boundaries and easing travel and communication. You do not need a federal state to do all of this, many Europeans believe. It is possible to create something d ifferent. That was the Europe many were satisfied with up until the 1990s. But then the push came for political reforms and more power being centralized in Britain. In a sense this was a betrayal of the founding father who always say a role for autonomous states at the heart of Europe. They did not want to create a United States of Europe and they knew that over-reach or excessive expansion can cause serious problems to under-developed institutions (Duff 2009). Changes involving integration need time. Today, as the EU looks to its frontiers, the temptation to expand is still there, but patience is need (Kaid 2008). The gains made by economic integration have worked wonders to increase economic integration, but they also bring risks which need to be considered too by policymakers. The United States of

The building of the interstate highway system Research Paper

The building of the interstate highway system - Research Paper Example These civil rights were granted during the Fourteenth and the Fifteenth amendments were done to the US Constitution. There were also continued struggles during the following century to effectively secure federal protection in regard to the granted rights (Green and Harold 3). These struggles used various ways to express what they actually wanted by use of nonviolent protests. It was during the periods of between the 1950s and the 1960s when the civil rights movements attained the abolishment of race discrimination in public facilities in the south that they were more motivated to continue with their struggles. This was a breakthrough since they had achieved the equal-rights legislation basically for the African Americans. This was a humongous achievement since the 1865-1877 periods that was referred to as the Reconstruction period. The passage of the fundamental civil rights legislation in 1964 and 1965 did not deter the civil movements even though the passages were victorious to the m. The militant black activists perceived their struggle as being a liberation or freedom movement that was meant not just to seek civil rights reforms but also they were to confront the enduring cultural, economic, and political consequences of the past racial oppression (Banting 4). The American Civil Rights Movement Historical Framework of Development Abolitionism to Jim Crow: It is evident that the American history is marked by determined and persistent efforts that have led to the expansion of the inclusiveness and the scope of civil rights. Recent research has show that despite equal rights being elaborately outlined in the United States founding documents, a lot of new inhabitant’s in the country were denied the essential rights. Indentured servants and African slaves were not accorded the inalienable right to pursuit of happiness, liberty and life that the British colonists utilized to validate their Declaration of the American Independence. They were also not include d among the people of the US who had established the US Constitution for the purposes of promoting general welfare and securing the noble Blessings of the people of America and their posterity. The US Constitution instead only protected slavery through the allowance of slaves’ importation until 1808 and it also provided for the return of slaves that had escaped to the other states (Adamson 11). Research also elaborately shows that as the US effectively expanded its boundaries, the Native American people resisted absorption and conquest. The individual states determined the majority of the American citizens’ rights by limiting generally the voting rights that only allowed the white property-owning males. The other rights that individual states determined were the right to serve on juries and the right to own land. The Native American people were denied all these rights on the basis of gender or racial distinctions. Only a small portion of the African Americans lived out side the system of slavery but those who were referred to as free blacks endured enforced segregation as well as racial discrimination. Although there were slaves who rebelled violently against enslavement, other subordinated groups and the African Americans usually used nonviolent means. These nonviolent means included pleas, protests, legal challenges and various petitions that were addressed to the government officials and they also used massive and sustained civil

Process improvement plan Essay Example | Topics and Well Written Essays - 750 words

Process improvement plan - Essay Example Any company or person operating a business needs the best operational processes to avoid time and resource wasting to ensure maximization of profit. Steps in attaining this process should be identified and recorded according to their performance. It should be noted that proper data collection will enhance effective data analysis towards improving the quality of data management. In a span of 5 weeks, cash flow was recorded showing all the processes involved during the day and the time it takes for each step. Metrics were established towards creating a flowchart that recorded the entire process that was created. According to the data, the process began on Monday and lasted for a period of five weeks. Metrics of the outcome was used to determine the control limits, intervals, and seasonal effects. Process Boundaries Process boundaries is usually established where a process begins and ends with input and output. The process of depositing many is sub-divided into: handing the cash flow pa ttern from the facility to the bank, ensuring figures indicated are of true reflection of the business activities, signing the form, heading to the bank, being served by the relations manager, confirmation of the deposit slip by the manager, head back to the firm and final preparation of the next day`s work. Therefore, this activities constitutions a process boundary since it began and ended and also has input and output. process configuration process metrics A metric is a measure that allows the project team or individual to evaluate various performance constraints within a process; hence, ensuring that monitoring can be done on the processes to check the quality and effectiveness (Guha & Kettinger, 1993). Control limits and processes metric will be used to guide the process improvement plan. The metric used to measure the process's flow was the time flow metrics. This test measures the alignment of the time allocated for each stage with the factors that may disrupt the flow of the process. In order to run a business successfully, it is important to know what is going on with the financial aspect of the business and make sure there is appropriate cash flow. Daily routine is heavily affected by Traffic jams, this cause interruption; 0On the other hand, driving to the bank and from the bank will also a factor to both processes. A process can be delayed if the owner wants to set up a meeting with other workers under his supervision, checking and proper clearance of account books to see if there are missing details. These factors disrupt the time schedule as allocated to each phase. (Wood, 1999) After a successful collection of the data needed the upper control limit, lower control limit, mean and standard deviation were computed. The mean is the average on record of the partaker`s action time. . The mean is from the data given is 93.75 Class limits Frequency Class limits Class limits-mean F2 80-89 2 84.5 -9.25 171.125 90-99 17 94.5 0.75 9.5625 100-109 0 104.5 10 .75 0 110-119 4 114.5 20.75 1722.25 120-129 1 124.5 30.75 945.5625 Standard deviation =2, 838.5/25= 10.89 Accepted mean = (25+10+15+10+30) = 90 minutes The accepted mean from the table is 90 minutes improved performance In the whole process to improve, the owner needs to understand the current state of the process and where he wants them to be in the future. Even if the process is

The prophet Mohammed Essay Example | Topics and Well Written Essays - 750 words

The prophet Mohammed - Essay Example However Prophet Mohammed enjoyed his responsibilities and everyday jobs during his stay with uncle. The way he overcame the tribulations has imbued me a lot with the real meaning of spiritual pursuit. To begin with, Mohammed was able to draw the care and attention of the uncle’sfamily by his appreciative nature and sincerity. His presence had brought blessings and prosperity to Abu Talib’s home. According to Huseyin Algul (14), it was his appreciative and honest character that made him well-known for many years. His bravery and high concern to truth and justice also make me mull over the essential qualities required for a true believer. For instance, while travelling to Syria together with his uncle Abu Talib, he was questioned by a monk and was recognized and admired for his brave qualities. Moreover, he always opposed injustice and supported people to fight against robbery and other evils. The people of Makka admired Prophet Mohammed for his character and deeds and co nsidered him praiseworthy. People loved him for his honesty and titled him as ‘al-Amin’ which meant trustworthy and this title impressed Khadija to marry him. He played vital role in settling the conflicts that arose during the reconstruction of Ka’ba. ... The prophet convinced the world of the multiple responsibilities of a true believer through his own heavenly deeds. He not only worked to eradicate injustice but also to eliminate all sorts of evils prevailed in the society. All the dishonest and unfair activities of people disappointed him very much and forced him to stay in caves for certain periods of time. Subsequent to his stay in caves away from the city, God gave him the duty of Prophet Hood. Khadija, Ali and Abu Bakr were some of the first people to accept Prophet Mohammed’s invitation to Islam. This phase of his life obviously points out to the need of internal piety and prayer before we set forth to undertake a mission. Prophet Mohammed had to face lot of challenges during the spread of Islam. The people including the slaves who got converted to Islam were harassed and betrayed by the idol worshippers. This slowed down the mission of Prophet of spreading the principles of Islam. He was not supported by anyone but was tortured and ill-treated by everyone. He was not let down by these activities but remained determined and continued his fight to fulfill the mission. His commendable attitude and uphill struggle proved him worthy in fulfilling his responsibilities. He never showed any act of revenge to his opponents but demonstrated his greatness by forgiving them. This added to the admirable qualities of Prophet Mohammed and enriched his popularity. Prophet Mohammed exhibited sincerity and simplicity in his living which attracted every individual to his morals and persuaded them to accept the principles of Islam. Obviously, this is the emotional stature he expected from every individual who accepted the faith. As Al-Jubouri (91) comments, prophet Mohammed was not just a messenger of

Starbucks international business Assignment Example | Topics and Well Written Essays - 1250 words

Starbucks international business - Assignment Example The rise of business opportunity in different markets is creating a strong appeal in terms of market attractiveness to the firms located in the global markets. The factor of market attractiveness is resulting in the entry of firms in to new geographical locations. It is important to highlight that the entry of the firms in different foreign markets around the world is continuously raising the level of competition in the marketplaces. This assignment focuses on the international business aspects of Starbucks. In a more elaborate manner, it can be said that this assignment focuses on analyzing the international business activities of Starbucks as well as understanding the challenges that they face for being present in an international business. This assignment also aims to evaluate the business stage of Starbucks and make necessary recommendations. Analysis of international business activities Starbucks is a widely popular beverage brand of the United States, which has presence in mult iple markets around the world. ... In the current times, the company produces and sources its highly specific Arabica coffee from various international markets like Latin America, Africa as well as Asia (Pashman, â€Å"Do You Know Where Your Coffee Beans Come From?†). While analyzing the international business activities of Starbucks, the factor of international expansion of Starbucks also has to be taken into account. The highly popular news site Forbes has reported that under the leadership of President and CEO, Howard Schultz, the company has designed some very ambitious international expansion plans. The international expansion plans are highly organic in nature and focuses largely on penetrating in the emerging markets of the east like India and China. The company has plans of opening around 1300 stores in various markets around the world, out of which around 600 stores will be opened in the market of China (Loeb, â€Å"Starbucks: Global Coffee Giant Has New Growth Plans†). Talking in regards to the long term expansion plans of the company, it can be stated that the current management aims to open around 1500 stores in China by the close of the year 2015 (Trefis Team, â€Å"Starbucks U.S. Growth Will Remain Solid While Overseas Expansion Continues†). Challenges for Starbucks as an International Corporation While analyzing the challenges that exist for Starbucks, focus has to be given to the fact that Starbucks is an international brand which enjoys presence in multiple global markets. The most important challenge for Starbucks is the level of competition. Since the main offering of Starbucks is beverage, hence the brand faces competition of both primary and secondary nature. The primary competition of Starbucks arises from the multiple

Importance of the Oregon Trail Essay Example | Topics and Well Written Essays - 750 words

Importance of the Oregon Trail - Essay Example In 1846 a compromise was worked out with Britain and a treaty signed that gave the United States rights to the land south of the 49th parallel and Britain the lan north fom 49th to 54th 40'. The Whitmans were instrumental in the establishment of the Oregon Trail. Mrs. Narcissa Whitman and Mrs. Eliza Spalding demonstrated that women could make the overland journey. Dr. Marcus Whitman strongly promoted the ability of wagons to complete the journey. The Whitmans' mission at Waiilatpu provided necessary aid and supplies to the weary travelers. Narcissa and Eliza became the first white women to make the journey across the continent. Articles about this trip appeared in eastern newspapers. These two women became role models for the women and families who would eventually travel the Oregon Trail. Ironically, although the Whitmans helped to establish the Oregon Trail, they themselves were not able to bring their wagons to their mission site. Even though his initial attempt failed, Marcus never lost faith that wagons would eventually make the trip. In 1842 Marcus traveled east to speak directly with members of the American Board about decisions they had made concerning the Oregon Country missions. Marcus traveled home with the large wagon train of 1843, "The Great Migration." Under his guidance this wagon train became the first to take their wagons all the way to the Columbia River. Following in the footsteps of the fur trappers, a number of missionary families ventured into the Oregon Territory by overland routes in the 1830s for the purpose of ministering to the native tribes. Marcus and Narcissa Whitman established their mission in the Walla Walla Valley in 1836, an endeavor that eventually ended in tragedy. Early missionaries were important in providing information and assistance to later migrating families. The Oregon Trail was not a single path to the West, but a series of trails leading to the Columbia River and the Willamette Valley. The point of origination was in Missouri, frequently from Independence and sometimes from Westport and St. Joseph. The main trail pushed across present-day Kansas and Nebraska, following the North Platt River to Fort Laramie. This journey was a real test of the settlers' perseverance. Threats were posed by severe weather conditions, both extreme heat and cold; by disease with cholera a particular concern; by deprivation since supplies of both food and water were uncertain; and by other natural disasters such as landslides, flooding, and prairie fires. The most intense use of the trail was in the mid-1840s, but wagon trains continued to use this conduit for another 10 years. The coming of the railroads to the West ended the importance of the Oregon Trail as a major transportation route by wagon train. REFERENCES: Hixon, Adrietta Applegate, On to Oregon: 1973, Ye Galleon Press Lee, Daniel and Joseph H. Frost, Ten Years in Oregon: [1844, New York] 1968, Ye Galleon Press, Fairfield,

ECON 5110 HISTORY OF ECONOMIC THOUGHT Essay Example | Topics and Well Written Essays - 250 words

ECON 5110 HISTORY OF ECONOMIC THOUGHT - Essay Example He maintained that the amount of money held was determined by institutional arrangements of the economy and could be treated as a constant on ceteris paribus assumptions (Barber 187). According to Marshall, despite the state of society, there was a certain amount of resources, people of various classes kept in form of currency, and if all remained same, there was a relation between volume of money and price levels. If one increased by five percent, the other would also increase by five percent. In the seventeenth century, many writings on economic policies by businesspersons and merchants existed. These were arguing in favour of policies that supported them. However, despite the biasness, some economists like Francis Bacon and Rene Decartes showed subtle and careful analysis. This seventeenth century economic thinking in England was mercantilist as typified by the doctrine of balance-of-trade. Irrespective of the actual aim of these writers, their doctrines were used to support protectionist interests rather than general economic interest that would be important to the whole economy. Compare to the neoclassical economist whose policies focused on general price levels, output, and income distribution, these economists were more

Personality Psychology Essay Example for Free

Personality Psychology Essay The term personality is derived from the Latin word persona meaning a mask. Personality is a patterned body of habits, traits, attitudes and ideas of an individual as these are organized externally into roles and statuses and as they relate internally to motivation, goals and various aspects of selfhood. According to Robert Park and Earnest Burgess Personality is the sum and organization of those traits which determine the role of the individual in the group. According to Linton, personality embraces the total organized aggregate of psychological processes and status pertaining to the individual. Parsonality says Maclver is all that an individual is and has experienced so far as this all can be comprehended as unity. According to Lundberg the term personality refers to the habits, attitudes and other social traits that are characteristic of a given individual’s behavior. By personality Ogburn means the integration of the socio-psychological behavior of the human being, represented by habits of action and feeling, attitudes and opinions. Davis regards personality a psychic phenomenon which is neither organic nor social but an emergent from a combination of the two. According to Young personality is the totality of behavior of an individual with a given tendency system interacting with a sequence of situations. On the basis of these definitions it may be said there are two main approaches to the study of personality: 1. The psychological 2. The sociological The psychological approach considers personality as a certain style peculiar to the individual. This style is determined by the characteristic organization of mental trends, complexes, emotions and sentiments. The psychological approach enables us to understand the phenomena of personality disorganization and the role of wishes, of mental conflict and of repression and sublimation in the growth of personality. The sociological approach considers personality in terms of the status of the individual in the group, in terms of his conception of his role in the group of which he is a member. What others think of us plays a large part in the formation of our personality. Thus personality is a sum of the ideas, attitudes and values of a person which determine his role in society and form an integral part of his character. Personality is acquired by the individual as a result of his participation in group life. As a member of the group he learns certain behavior systems and symbolic skills which determine his ideas, attitudes and social values. These ideas, attitudes and values which an individual holds comprise his personality. In brief it can be said: 1. Personality is not related to bodily structure alone. It includes both structure and dynamics. 2. Personality is an indivisible unit. 3. Personality is neither good nor bad. 4. Every personality is unique 5. Personality refers to persistent qualities of the individual. It expresses consistency and regularity. 6. Personality is acquired. 7. Personality is influenced by social interaction. It is defined in terms of behavior. Determinant Personality is a result of the combination of four factors- physical environment, heredity, culture and particular experiences. Geographical environment sometimes determines cultural variability. Man comes to form ideas and attitudes according to the physical environment he lives in. To the extent that the environment determines cultural development and to the extent that culture in turn determines personality a relationship between personality and environment becomes clear. Montesque in 18th century claimed that the bravery of those blessed by a cold climate enables them to maintain their liberties. Great heat enervates courage while cold causes certain vigor of body and mind. The people of mountain as well as deserts are usually bold, hard and powerful. However physical conditions are more permissive and limiting factors than causative factors. They set the limits within which personality can develop. Hereditary is another factor determining human personality. Some of the similarities in man’s personality are said to be due to his common heredity. Every human group inherits the same general set of biological needs and capacities. These common needs and capacities explain some of our similarities in personality. Man tends to resemble his parents in physical appearance and intelligence. However heredity does not mould human personality alone and unaided. We can assume that there are genes for normal personality traits just as there are genes for other aspects of human life and functioning. Heredity only furnishes the materials out of which experience will mould the personality. Experience determines the way these materials will be used. An individual may be energetic because of his heredity but whether he is active on his own belief or on behalf of others is a matter of his training. There can be little doubt that culture largely determines the types of personality that will predominate in the particular group. According to some sociologists personality is the subjective aspect of culture. They regard personality and culture as two sides of same coin. Spiro had observed the development of personality and the acquisition of culture are not different processes but one and the same learning process. Personality is an individual aspect of culture while culture is a collective aspect of personality. Each culture produces its special type or types of personality. A given cultural environment sets its participant members off from other human beings operating under different cultural environments. According to Frank culture is a coercive influence dominating the individual and molding his personality by virtue of the ideas, conceptions and beliefs which had brought to bear on him through communal life. The culture provides the raw material of which the individual makes his life. The traditions, customs, mores, religion, institutions, moral and social standards of a group affect the personality of the group members. From the moment of birth the child is treated in ways which shape his personality. Every culture exerts a series of general influences upon the individuals who grow up under it. It can be summed up that culture greatly moulds personality. The individual ideas and behavior are largely the results of cultural conditioning. However it should not be concluded that culture is a massive die that shapes all that come under it with an identical pattern. All the people of a given culture are not of same cast. Personality traits differ within any culture. Personality is not totally determined by culture even though no personality escapes its influence. It is only one determinant among others. Personality is also determined by another factor the particular and unique experiences. There are two types of experiences one those that stem from continuous association with one’s group, second those that arise suddenly and are not likely to recur. The type of people who meet the child daily has a major influence on his personality. The personality of parents does more to affect a child’s personality. The social rituals ranging from table manners to getting along with others are consciously inculcated in the child by his parents. The child picks up the language of his parents. Group influences are relatively greater in early childhood. This is the period when the relationships of the child with the mother, father and siblings affect profoundly the organization of his drives and emotions, the deeper and subconscious aspects of his personality. Group interaction moulds the child’s personality. It may also be inferred that personality is a matter of social situations. It has been shown by social researchers that a person may show honesty in one situation and not in another. The same is true for other personality traits also. Personality traits tend to be specific responses to particular situations rather than general behavior patterns. It is a dynamic unity with a creative potential. Heredity, physical environment, culture and particular experiences are thus the four factors that explain personality –its formation, development and maintenance. Beyond the joint influence of these factors however the relative contribution of each factor to personality varies with the characteristic or personality process involved and perhaps with the individual concerned. How to develop 1. - 1 - Think positive thoughts, both about yourself and others in general. The thoughts that we think soon turn into the words we say and the actions we take. Having good thoughts about yourself gives you self-confidence and self-respect, essential in any good person. . - 2 - Never lose a chance to prove yourself. In our day to day life we came across several opportunities which could help our self in defining our personality. for example if you are in a conversation with a group or a individual you must talk in a way that you can prove others what you are really. and it does not matter if you say a line or a speech. the thing which will matter is the words of yous. whether they were able to leave an impact on others or not. 3. 3 - Look for famous people w hose personality defined them. Athletes, artists, actors and musicians are people who face challenges in their careers everyday. They have to have patience and perseverance in order to succeed. Many of them are humble in spite of their success and fame. These are life skills which is learned culminate in the creation of a good personality. 4. - 4 - Look deep inside yourself and think about who you are. Many people find themselves to be better than apparent by reflection. 5. - 5 - Help wherever and whenever you can. A little sacrifice can go along way in changing another persons day. 6. - 6 - Always be yourself. If you are following some famous personality or you are being just you. Make sure that you never lose yourself. It means that you have to stick to that behavior every time. Feel it in your blood. 7. 7 Learn to love other people. Many bad personalities come about because people do not want to forgive each other and thus become filled with so much inter personal hate that they hate other people. This makes them come off as bad and self centered when all they lack is the insight to forgive and forget whatever may be the root of conflict between them. Types Of Personality 1. Type A ;amp; Type B Personality; 2. Introvert ;amp; Extrovert Personality Type A Personality Is restless, so that he always moves, walks ;amp; eats rapidly Is impatient with the pace of things Does several things at once Schedules more ;amp; more Does not have time to relax ;amp; enjoy life Type B Personality – More relaxed, sociable ;amp; balanced outlook of life Hardworking but feel no pressing conflict with people or time Slide 3: By Manjiri Shanbhag 2. Introvert ;amp; Extrovert Personalities Introvert Personality Basically shy, prefer to be alone ;amp; have difficulty in communicating. Are quite, introspective, well-ordered, emotionally unexpressive ;amp; value oriented Prefers small groups of intimate friends ;amp; plans well ahead Extrovert Personality are outgoing, objective, aggressive ;amp; relate well with people sociable, lively, impulsive, seeking novelty ;amp; change, carefree ;amp; emotionally expressive Major contributing factors to Personality : By Manjiri Shanbhag Major contributing factors to Personality Major contributing factors to Personality : By Manjiri Shanbhag HEREDITY- Heredity refers to factors that were determined at conception These are the characteristics that are generally considered to be imported completely or substantially from one’s parents. For eg. Physical stature, facial attractiveness, temperament, biological rhythms etc. The role of heredity on personality development is still an unsettled area of understanding. ENVIRONMENT- This is a broad term and includes factors such as culture which influences norms, attitudes and values that are passed along from one generation to the next and creates consistencies over time. Every culture has its own subcultures, each with its own views about such qualities as moral values and standards, cleanliness, and definition of success. Although culture has significant influences on personality development, a linear relationship cannot be established between personality and the given culture for two reasons: The cultural impacts upon an individual are not uniform, because they are transmitted by certain people-parents and others-who are not at all alike in their values and practices, and The individual has some experiences that are unique. Each individual reacts in his or her own way to social pressures, the differences in behavior being caused by biological factors. Major contributing factors to Personality Major contributing factors to Personality : By Manjiri Shanbhag Major contributing factors to Personality FAMILY- The family has considerable influence on personality development, particularly in the early stages. The process can be examined from three different perspectives: Identification can be viewed as the similarity of the behavior (including feelings and attributes) between child and model Identification can be looked as the child’s motive or desire to be like the model Identification can be viewed as the process through which the child actually takes on the attributes of the model The identification process is fundamental to the understanding of personality development SOCIALIZATION- Socialization involves the process by which a person acquires, from the enormously wide range of behavioral potentialities at are open to an individual This process involves the organizations and groups SITUATIONAL- Situations seem to differ substantially in the constraints they impose on behavior. Personality Theories : By Manjiri Shanbhag Personality Theories Personality Theories : By Manjiri Shanbhag Psychoanalytic Theory- This theory was developed by Sigmund Freud, in his 40 years of writing and clinical practice He developed The first comprehensive personality theory A method for treating neurotic ills, and An extensive body of clinical observations based on his therapeutic experiences and self-analysis Freud associated the mind as an ice-berg where in only a small portion is visible which represents the conscious experience and the other major mass below water level represents unconscious. This unconscious mind is a storehouse of impulses, passions, and primitive instincts that affect our thoughts and behavior Freud sought to explore this unconscious mind, and he did so by the method of free association. Freud saw personality as being composed of three elements- id, ego and super ego This tripartite division of personality is know an tructural model of mental life He insisted that these structures be considered as hypothetical contrcuts, since the field of neuro-anatomy was not sufficiently advanced to locate them within the central nervous system The Id- According to Freud, the Id employs to rid the personality of tension: reflex actions and primary process. Personality Theories Personality Theories : By Manjiri Shanbhag Personality Theories Contd†¦ Psychoanalytic Theory – The Ego – Ego is making you realize the reality. Mental images cannot satisfy your needs, as such the reality and existence must be considered. Ego is developed from the id due to the necessity to deal with reality. For eg, if you show images of food items to a starving man he will never be satisfied. The tension of hunger will be reduced only by having food. The Super Ego – This is third part of the personality, representing your internal representation of values, beliefs and morals of the society as learned from your parents when you were child. To function constructively in the society, you should acquire system of values, norms, ethics, and attitudes which must be compatible with the society. The super ego judges whether an action is right or wrong as per the standards raised by the society. As such the id seeks pleasure, the ego tests the reality and the super ego strives for perfection. Freud believed that the conflict between the id impulses-primarily sexual and aggressive instincts-and the restraining influences of the ego and the super ego constituted the motivating sources of personality This study contributed to four areas: Creative Behavior; ii. Dissatisfaction; iii. Group Development; iv. Leadership and influence However, since id, ego, super ego are primarily ‘ black-box’ explanation of human beings, as such the theory fails to reflect the human personality and behavior. This is the criticism which this theory faces. Personality Theories : By Manjiri Shanbhag Social Learning Theory – The social learning theories of personality consider human behavior as an important behavior. It focuses on the behavior patterns and cognitive activities in relation to the specific conditions that evoke, maintain or modify them. This behavior is emphasized by the human behavior in a particular situation There are two ways of learning : 1. through reinforcement, direct experience and 2. learning by observing others, which is called Vicarious learning. Some of the personal variables that determine what an individual will do in a particular situation include the following: Competencies- intelligence ability, social skills, other abilities. Cognitive Strategies- Habitual ways of selectively attending to information and organising meaningful units. Outcome expectations- Expectations about the consequences of different behaviors and the meaning of certain stimuli Subjective value outcome- Different individuals behaving differently in the same situations Self regulatory systems and plans- Individual differences in self-imposed goals, rules guiding behavior, self-imposed rewards for success or punishment for failure, and ability to plan and execute steps leading to a goal will lead to differences in behavior. All these variables interact with the conditions of a particular situation to determine what an individual will do in that situation The social learning theorist have been criticized for over-emphasizing the importance of situational factors in behavior to the neglect of individual differences. An individual is regarded as flexible, malleable, and passive victim of external stimuli-the permanent pawn of environmental fate. Environmental conditions are held to be superior to human nature. Personality Theories Personality Theories : By Manjiri Shanbhag Personality Theories Self Concept Theory – Carl Rogers and Abrham Maslow are credited with the humanistic theory of personality. Rogers Self Concept theory – This approach to personality is described as phenomenological, which is the study of the individual’s subjective experience, feeling, and private concepts as well as his views of the world and self. The behavior is dependent on how we perceive the world, that is the behavior is a result of immediate events as they are actually perceived and interpreted by the individual. Such an approach to personality emphasizes the self and its characteristics. This is often referred to as self theory personality because the best vantage point for understanding behavior is from the internal frame of reference of the individual himself. Basic to Rogers’ personality theory are two concept theory: self and self-actualization. The self consist of all the ideas, perceptions and values that characterize ‘I’ or ‘Me’; it includes the awareness ‘What I am’ and ‘What I can do’. Self-concept denotes the individual’s conception of the person he is. It is one’s image of oneself. This perceived (self-concept) influences both the person’s perception of the world and his own behavior. Self-actualization is the basic motivating force representing the inherent tendency of the organism to develop all its capabilities in ways which serve to maintain or enhance the person. Central to the humanistic approach are the following concepts: An individual is an integrated whole, Animal research is irrelevant to human behavior, Human nature is essentially good, Man has creative potential, and Psychological health of man is most important Personality Theories : By Manjiri Shanbhag Trait Theory – A personality trait is understood as being an enduring attribute of a person that apprears consistently in a variety of situations. A trait differentiates one from another in a relatively permanent or consistent way. This is abstract from an individual’s behavior and serves as an useful ‘ unit of analysis’ to understand personality. There are two ways of analyzing personality traits: (i) the person describes himself by answering questions about this attitudes, feelings, and behaviors; (ii) someone else evaluates the person’s traits either from what he knows about the individual or from direct observations of behavior. With the first method, a personality inventory is most often used, whereas the second usually involves using a rating scale. This is essentially a questionnaire in which the person reports reactions or feelings in certain situations. A personality inventory asks the same questions of each person, and the answers are usually given in a form that can be easily rated. This inventory is to measure a single dimension of personality or several personality traits simultaneously. A rating scale is a device for recording judgment about a trait. The rating scale is filled up by someone else by what he or she knows about the individual or by studying his or her behavior in certain situations. A major objection to trait theories is that they are very descriptive rather than analytical and are a long way from being comprehensive theories of personality. Behavior cannot be explained by trait theory. Personality Theories Personality Dimensions : By Manjiri Shanbhag Personality Dimensions Authoritarianism – Is a concept developed by psychologist Adorno during World War II to measure susceptibility to autocratic, fascist, or anti-democratic appeals. Since then the concept has been extended to the authoritarian personality, a generic term used to describe an individual who has strong belief in the legitimacy of established mechanisms of formal authority, views obedience to authority as necessary, exhibits a negative philosophy of people, adheres to conventional and traditional value systems, is intellectually rigid and opposes the use of subjective feelings. Machiavellianism- This is a term derived from the writings of Nicoli Machiavelli, which refers to individual’s propensity to manipulate people. Machiavellians would be prone to participate in organizational politics. They are also adept at interpersonal game-playing, power tactics, and identifying influence systems in organizations. Locus of Control- Refers to an individual’s belief that events are either within one’s control (internal locus of control) or are determined by forces beyond one’s control (external locus of control). These traits are m anifested in different behaviors which are significant to managers.

Theories of False Memories and Confessions

Theories of False Memories and Confessions Introduction Essentially, the memorization procedure is a compound formula, into which the human mind feeds general knowledge, contextual data—both present and past, and alternate memories (Hyman and Loftus, 2008). It is through the manipulation of such alternatives that criminologists have found that mental frailties and internal collapses allow for coercion and extraction of false memories and confessions. Ultimately, the expansive nature of this field governs the application of misrepresentation and misguidance within clinical participants, thereby affecting children through elders, each attuning different mental perspectives to the acceptance of false memories. Yet the motivations behind such influence are what continue to influence the scope of investigation, challenging researchers and professionals to interpret their data sets according to the prescription of theory and study guidelines. The mistake in this approach, as evidenced in the following analyses is directly aligned with th e diverse nature of the mind itself. Ultimately, mental frailties and personal differences affect the capacity for false memory acquisition, thereby altering the translatability of such a broad range of clinical trials. The reality of memory is that it is a function of lifestyle variables, influenced by emotion, participation, and repression, and oftentimes an overwhelming need to misdirect. Therefore, as researchers pursue the truths behind coercion and acceptance of false occurrences, alternative variable including environment, social and emotional affectation, and experiential bias must be considered. The foundation of criminology is a factual evisceration within a guarded and oftentimes obscured meandering of inconsequential details and coincidences. In order to functionally apply these theories to the study of false memories and confessions, criminologists must identify those variables which are irrelevant and those which directly alter the capacity for appropriate source monitoring and coding. Analysis The following sections identify the relevant theories within the field of false memories and confessions, thereby highlighting the idiosyncrasies which differentiate theory from field results. Given that the study of memory error and falsification has evolved across a broad spectrum of participants and studies, conflicting results do arise requiring researchers to further extrapolate those foundations which can provide a much more derisive prescriptions and analyses. Ultimately, the foundation for false memories derives from situational, contextual, emotional, and suggestible phenomena, each contributing to the failure of internal memory control mechanisms such as codification and source monitoring. Photographs and Events From a clinical perspective, research on false memories is most often conducted through the use of a broad range of participants and photographic or event based suggestions. As researchers note that false memories evolve from varied institutions and scenarios, the internment of such representations within a patient’s mind is directly related to acceptance, context, and ascription (Wade, et al., 2002). To access these variables within the respondent’s mind, researchers will offer them a suggestive false memory, one which when appropriately directed can become a legacy memory, vivid and real in every detail. While these steps remain the foundation of false memory research, the reality is that variables interned within the participant’s cognitive capabilities are actually responsible for the assumptive application. Attribution to a personal experience, or in other words, personal implantation evolves from the coercive factors including context, social, and emotional influences. Hyman and Loftus (1998) highlight an internal assumptive nature within humanity in which photographs are ascribed a credibility, one which is unequivocally reliable and deemed a perpetual representation of emotional encapsulation. Yet this expectation is unreliable unless the participant is both open to suggestion and primed by internal mechanisms, including experiential relevance. A study exploring the affect of doctored images and their reliability in memory coercion conducted by Wade et al. (2002) determined that from a criminology standpoint, the potential for misrepresentation through image doctoring is both real and applicable. Coercion of defendants in a controlled setting through photographic manipulation is an effective mode of generating acceptance of placement, criminal activity, and actions. What must be further exploited, however, is the fact that simply placing a person’s face or figure into a crime scene and then attempting to convince them of its validity is no t an effective, nor internally translatable process. In fact, the photographic qualities themselves are not typically the determining factor in a confession. Situational relevance, environmental variables, and the scope of punishment will oftentimes result in false memory generation under the constraint of suggestive photographs or other evidence. However, in particular studies, where suggestion of validity is enhanced by familiar figures, the capacity to accept its reliability become substantially enhanced (Wade, 2002). In fact, researchers have highlighted that when coupled with vivid memories of childhood events, images can couple with imagination to produce effective pseudomemories (Lindsay et al., 2004). Remarkably, the infusion of both imagination and belief enhance the acceptance of the photograph, thereby evoking a memory which is directly aligned with perceived experience. In truth, experience is then created through mental approbation, enhancing the respondent’s rec ognition of reality and falsifying a lasting memory. Historically, studies have represented the nature of false memory as both contextually and temporally derived, exploiting both age and socio-economic background to attempt to identify those variables which most encourage falsified representation (Bruck et al., 2002; McFarlane et al., 2002; Jones and Powell, 2005). Unfortunately, the explanation for the enhanced falsification at later temporal dates is limited by the scope of experimental constructs, evading those intricacies which most influence childhood interpretation, including environment, experience, and emotional affectation. Regardless of enhanced detail offered by children in relation to false scenarios, the underlying implications demonstrate that internalisation of imagery and detail from prior interviews is directly related to the deviance from actual events. Therefore, future studies must exploit the aforementioned variables to determine how situational memory and influence directs the internalisation of false memories. I n scenarios where sexual abuse is purported, the emotional ties and suggestive influence of the psychologist will oftentimes evoke a false memory which leads to a criminal conviction. Accusers have been known to manufacture their charges through internalised responses to suggestive event or photographs, thereby combining emotion and coercion into a false singular incidence. Encoding and Imagination Much of the research surrounding false memories and false confessions evolves from controlled clinical scenarios through which respondents are subjected to either a suggestive memory or control memory. Researchers note that regardless of age, the reflective process through which subjects engage in encoding suggestions or artificially induced memories influences the depth of misattribution and internment (Zargoza and Lane, 1994). These background motivations remain obscured, thereby limiting the clinical professional’s ability to appropriately interpret results on a deeper and more prescriptive level. One affectation within this realm of study evolves from a Freudian concept of childhood amnesia, through which memories prior to age eight are likely to be lacking in depth and clarity. From this assumption, studies have determined that children are similarly susceptible to acquisition of false memories and imposition of misinformation as a perceived reality within the amnesic per iod as they are after its inception (Strange et al., 2008). Therefore, the nature of false memory association is both temporally and contextually relevant, enhanced by ineffective source monitoring as well as improper codification of misinformation. The ability to correctly identify the source of particular information, whether through memory or suggestion, and interpret it into a memory or external data is oftentimes limited by a cognitive or mental failure or frailty (Johnson et al., 1993). Specificity in questioning when interviewing children or adults will oftentimes dictate the direction of the response. Exemplary of such behaviour, studies relating to children and their memory of physical examination or improper groping have demonstrated that sensitivity to interviewer demands, including the formality of the setting and length of the interview, can lead to inaccurate responses (Bruck et al., 2000). Given that methods of encoding alter on a temporal level, one which evolves throughout maturation, false memories and confessions evolve out of a situational relevance, one which is both contextually and personally linked to the participant. Over longer periods of time, Huffman et al. (1997) determined that the efficacy of an instilled false memory can become altered, oftentimes diminishing or erasing the memory altogether. Helpful in recognising the frailty of false memories, imagination studies, specifically those in which respondents are proposed a false memory and asked to internalize its occurrence, have determined that through suggestion and personal codification that participants could come to believe that they had experienced a particular occurrence (Hyman and Pentland, 1996; Mazzoni and Memon, 2003). Yet in both of these clinical instances, the depth and substance of the memory is temporally altered when participants are removed from the clinical setting. Therefore, the enco ding process, an internalisation of both environment and suggestion, is directly related to the influence of the studies themselves, reducing their reliability of findings. Ultimately, the mental failures which result in false memories evolve as a collusion of personal susceptibility, relevance, and environment. Laney et al. (2008) demonstrated that there can remain a long term persistence of false memories, continuing to affect the participant. The reality is that external from the clinical setting, the impetus to maintain such falsification becomes reduced and the overall affects of the false memories are thereby minimized. Under normal circumstances, the mind will retrace, realigning false memories with more appropriate legacy, yet these studies do not evaluate longer term implications of such imagery and understanding. Similarly, as emotionally charged influences will oftentimes linger at a much more deep seeded level, researchers must pursue appropriate analysis which is direct ly aligned with such memory impetus. Emotional Influence Perhaps the strongest mental affectation of false memories and their long term implantation evolves from the level of emotional connection which participants encounter during a particular study. Emotional influence in memory can substantially alter the representation of a witnessed scene, oftentimes directed through a misinformation filter by interviewers to prescribe altered data to a witness testimony (Porter et al, 2003). The capability to control such emotional connections is increasingly strong the more relevant to the participant the scenario becomes. Had a witness been sexually abused as a child, the coercive capabilities of an investigator in an abuse case would become substantially magnified, enabling direction and suggestion to overwhelm fact and visual memory. The overwhelming affect of misleading questions on eyewitness testimony and remembrance has been demonstrated through clinical evidence to encourage participants to acclimate towards the distinctions of the questioni ng process as opposed to those realities of the actual scene (Porter et al, 2003). Such manipulation relies on the emotional influence of memory and the internal components which link a witness or defendant to a particular incidence. Testimony or discussions involving false memories will oftentimes assume similar levels of emotionality as those which actually occurred. The emotional response, triggered experientially and representing composite cognition over a lifetime of emotional interactions, will oftentimes become evoked through the processes of remembrance, leading to the installation of false memories, regardless of actual occurrence (Laney and Loftus, 2008). Witnesses will assume the same victimisation of the actual victims, thereby imposing their emotional responses on the factual nature of their memory. In cases of criminal activity, emotional connections to a particular incidence, when coupled with the gruelling interview process will oftentimes lead defendants to falsify their testimony, accepting suggestion as fact, rather than adhering to the situational truth. Loftus (1995) recognized that in clinical or trial settings, that frailties within the examination process themselves will oftentimes influen ce the outcome of a participant’s response. Exemplary of this belief, the nature of coercion, and oftentimes, the semantic limitations of suggestive variables can oftentimes influence the respondent to agree with interviewers or alter their personal beliefs to match those which must be right by basis of subtractive analysis. If a child were to claim that they had been abused and the investigator then asked leading questions regarding location, method, and culpability, the child will oftentimes pursue an emotionally charged affirmative approach, thereby aligning with the investigator rather than the factuality of the event (Bruck et al., 2000). It is this form of false memory which is most damaging within the criminal justice system, thereby undermining validity measures and institutional protection mechanisms. Criminals who are emotionally coerced through threat of loss or overwhelming pressure will oftentimes confess under duress as a direct result of the interrogation. A form of constructivist ideology, as outlined by Hyman et al. (1995) exploits the nature of experiential influences over false childhood memories, thereby linking the breadth of supportive detail to the adult’s more subverted knowledge of abuse and emotionality linked to negative stimuli. Unfortunately, the depth of this study does little to substantiate credible interpretation to this cause, redressing the innate social reactivity which respondents concurrently integrated into their memory responses. Therefore, the coincidental nature of general experience and its supposed influence over false memories must be expanded to include qualifications of social and personal bias, each which when coupled with false memories would contribute to the detailed exploration of falsified events. Alternate studies have explored this theory more in depth, highlighting the semantic nature of pre-existing concepts or objects when explored through presupposed personal experiences (Koutstaal, et al., 2001; Koutstaal et al, 2003). Such studies determined that semantics influence older participants to a much greater level, thereby exacerbating the incidence of false memories when considered at a more colloquial level. Were such results coupled with those of Hyman et al. (1995), a more distinctive conclusion could be drawn from which researchers could pursues the underlying social composites which influence and activate both positive and negative memories. What would most likely be found is that a heightened emotional response, specifically one captured within a false memory, is indicative of regressed personal affectation by the incidental actions within a particular scenario. Therefore, researchers might uncover the personally generated codification which internally activates improper sensory processing and ascribes validity to erroneous memories. Coercion and False Confessions Perhaps one of the most widely debated applications of false memory protocol evolves from the need to prosecute, and thereby, coerce a powerful confession from accused defendants. Interrogation and deception are often methods of acquisition, and in certain cases, the pressure of such applications results in false or coerced confessions from which a jury and judge may prosecute (Wakefield and Underwager, 1998). Yet the nature of analysis for such falsifications is oftentimes flawed, actively pursuing the environmental variables which most overwhelm the defendant and their incidental memory as opposed to those underlying personal memory failures and sentiments which most directly influence the need to admit guilt. Researchers Kassin and Kiechel (1996) highlight that similar to those false memories exhibited by misinformed children, defendants under the pressures of interrogation are more likely to confess, internalize, and construct personal detail directly related to a crime they may not have committed. Emotional commitment such as guilt, fear, pride, and frustration will a play varied roles within the coercion process, oftentimes encouraging the unwanted effect of false testimony. Researchers have also determined that in scenarios where heightened social pressure, i.e. the interviewer/psychologist expectations, can influence both confessor and retractor, thereby directing their memories into a falsely coerced state (Ost, et al., 2001). The nature of the interrogation room, a blank slate with little stimulus is one such factor in overwhelming the defendant’s nerve and capacity for subterfuge. Similarly, the investigator’s temperament, the temporal burdens, and the nature of the crime itself will also contribute to extracting a confession. False confessions are oftentimes the product of improper source monitoring, as the interrogators and data stream can evoke a deeply seeded confusion through which event sequences evolve as though in a hazy dream (Wakefield and Underwager, 1998). False memories arise as an inaccurate coding of the information source, an internalisation of the incident as opposed to relinquishing the data stream as an externally fo unded scenario (Hyman and Loftus, 1998). Over time and pressure, defendants will interpret the misinformation within a revised codification, one in which they believe that they actually perpetrated the crime, regardless of guilt. It is this mental block and source alteration which ascribes personal qualities to the criminal activity, thereby coercing a confession. Essential to the functioning of the legal system, those who are wrongly convicted and later released based upon such coercion or malignant testimony will oftentimes find adjustment within normal social limits an impossibility (Shore, 2001). Coercion tactics are designed to evoke a form of control bias, one which places the defendant at a significant disadvantage, and in oftentimes frightening and overwhelming circumstances (Perskey, 2000). Although researchers have considered intelligence and alternative social modifiers as significant influences within an interrogative setting, there is limited support for differentiation of false testifiers on the basis of IQ differences and results are instead linked to internal suggestibility indicators (Gudjonsson, 1991). One question which has not been adequately answered by such research, however, is whether or not intelligence coupled with experiential preparation might undermine the coercive effects of the investigation room. The ability to withstand the pressure and suggestive messaging of the investigative authority figure is a function of several constructs including innocence, experience, fear, authoritative rejection, and many others. All of these variables are directly li nked to the cognitive control measures which reject the false memories or false confession. Influence within the interrogation room can often evolve from stimuli outside of the interrogator’s locus of control, including predefined experience as well as the withdrawal and detoxification from alcohol and illicit substances. One study determined that withdrawal characteristics substantially impair the cognitive abilities of a defendant and enhance suggestibility, oftentimes leading to misleading statements or false confessions due to the possibility of short term gains (Gudjonsson, 1993; Gudjonsson et al., 2002). The need to escape the constrictive confines of the interrogation room, coupled with a need to acquire addictive elements will oftentimes allow the defendant to reduce their internal protective mechanisms and through an expectation of gain, acquiesce to the coercion. On the other hand, long term experience within the criminal field will negatively influence the coercion practices utilized in standard interrogation. Therefore, criminologists will oftentimes empl oy alternative methodology specifically designed to access the regressed emotional block associated previous incarceration experiences, as well as present an expectation of leniency or freedom given the acceptance of confession or presentation of alternatives. Again, as with substance abuse, the emotional commitment to goal acquisition will enhance the internalisation of investigative presentation, oftentimes coercing a confession by nature of the expected benefit. Conclusion As recanting has become a principle mode of overturning a confession in the modern court system, the investigative approach assumed by criminal professionals has evolved to assume a much more Freudian zeal. Given the depth of mental deviance between participants within this vast field, the potential for coerced confessions and false memories is blatantly obvious, unfortunately, the numerous investigations and clinical trials have yet to yield a worthy prescription of authority on this issue. While assumptive reasoning can discern those cases in which convicts were coerced and forced into a premature confession, the numerous recants and overturned cases have led the industry to remain wary and protective of any form of premature adjudication. Ultimately, the internal mechanisms which drive false memories into a believable reality are expansive and oftentimes linked to variables within a criminal mind that cannot be appropriately analyzed without deep psychological evaluation. The nature of false memory is one which can be manipulated both for virtuous and derogatory efforts, a weapon in the arsenal of the criminal investigator. Unfortunately, identifying when a codified suggestion has errantly become a mode of confession for an innocent defendant is a difficult and painstaking task. As theorists attempt to derive methods for applying such falsifications to their patients, they are rejecting the need for recognition protocol. It is through the identification of discrepancies and storyline vagrancies that criminologists can actively pursue the appropriate perpetrators and reject a coerced confession from those who are overwhelmed by interrogation and suggestion. Source monitoring and the nature of authority in the criminal justice system are conflicting mechanisms of memory alteration, each influencing the participant’s internalisation while investigators actively pursue their results. Too often does the system become enamoured with the conviction, t hereby rejecting the truth in favour of exploitative techniques. It is through the investigation of factually founded memories and the application of appropriate research that criminal experts will eventually retain their culprits. References Bruck, M; Ceci, S.J; Francoeur, E. (2000) Children’s Use of Anatomically Detailed Dolls to Report Genital Touching in Medical Examination: Developmental and Gender Comparisons. Journal of Experimental Psychology: Applied, 6, (1), 74-83. Bruck, M; Ceci, S; Hembrooke, H. (2002) The Nature of Children’s True and False Narratives. Developmental Review, 22, 520-554. Huffman, M.L; Crossman, A.M; Ceci, S.J. (1997) Are False Memories Permanent? An Investigation of the Long Term Effects of Source Misattributions. Consciousness and Cognition, 6, 482-490. Gudjonsson, G. (1991) The Effects of Intelligence and Memory on Group Differences in Suggestibility and Compliance. Personality Individual Differences, 12, (5), 503-505. Gudjonsson, G. (1993) Confession evidence, Psychological Vulnerability, and Expert Testimony. Journal of Community and Applied Social Psychology, 3, 117-129. Gudjonsson, G; Hannesdottir, K; Petursson, H; Bjornsson, G. (2002) The Effects of Alcohol Withdrawal on Mental State, Interrogative Suggestibility and Compliance: An experimental Study. The Journal of Forensic Psychiatry, 13 (1), 53-67. Hyman, I.E; Husband, T.H; Billings, F.J. (1995) False Memories of Childhood Experiences.†Applied Cognitive Psychology, 9, 181-197. Hyman, I.E; Loftus, E.F. (1998) Errors in Autobiographical Memory. Clinical Psychology Review, 18, 933-947. Hyman, I.E: Pentland, J. (1996) The Role of Mental Imagery in the Creation of False Childhood Memories. Journal of Memory and Language, 35, 101-117. Johnson, M.K; Hashtroudi, S; Lindsay, D.S. (1993) Source Monitoring. Psychological Bulletin, 114 (1), 3-28. Jones, C.H; Powell, M.B. (2005) The Effect of Event Context on Children’s Recall of Non-Experienced Events Across Multiple Interviews. Legal and Criminological Psychology, 10, 83-101. Kassin, S.M; Kiechel, K.L. (1996) The Social Psychology of False Confessions: Compliance, Internalization, and Confabulation. Psychological Science, 7, 125-128. Koutstaal, W; Reddy, C; Jackson, E.M; Prince, S; Cendan, D.L; Schacter, D.L. (2003) False Recognition of Abstract Versus Common Objects in Older and Younger Adults: Testing the Semantic Categorization Account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29 (4), 499-510. Koutstall, W; Schacter, D.L; Brenner, C. 92001) Dual Task Demands and Gist-Based False Recognition of Pictures in Younger and Older Adults. Journal of Memory and Language, 44, 399-426. Laney, C; Fowler, N.B; Nelson, K.J; Bernstein, D.M; Loftus, E.F. (2008) The Persistence of False Beliefs. Acta Psychologica, 129, 190-197. Laney, C; Loftus, E.F. (2008) Emotional Content of True and False Memories. Memory, 16, 5, 500-516. Lindsay, D.S; Hagen, L; Read, D; Wade, K.A; Garry, M. (2005) True Photographs and False Memories. Psychological Science, 15 (3), 149-154. Loftus, E.F. (1995) Memory Malleability: Constructivist and Fuzzy-Trace Explanations. Learning and Individual Differences, 7 (2), 133-137. Mazzoni, G; Memon, A. (2003) Imagination Can Create False Autobiographical Memories. Psychological Science, 14 (2), March,186-188. McFarlane, F; Powell, M.B; Dudgeon, P. (2002) An Examination of the Degree to Which IQ, Memory, Performance, Socio-Economic Status, and Gender Predict Young Children’s Suggestibility. Legal and Criminological Psychology, 7, 227-239. Ost, J; Costall, A; Bull, R. (2001) False Confessions and False Memories: a Model for Understanding Retractors’ Experiences. The Journal of Forensic Psychiatry, 12 (3), 549-579. Perske, R. (2000) Deception in the Interrogation Room: Sometimes Tragic for Persons with Mental Retardation and Other Developmental Disabilities. Mental Retardation, 532-537. Porter, S; Spencer, L; Birt, A.R. (2003) Blinded By Emotion? Effect of the Emotionality of a Scene on Susceptibility to False Memories. Canadian Journal of Behavioural Science, 35 (2), 165-175. Shore, P. (2001) Resettlement Needs of the Wrongly Convicted. The Journal of Forensic Psychiatry, 12 (3), December, 487-490. Strange, D; Wade, K; Hayne, H. (2008) Creating False Memories for Events That Occurred Before Versus After the Offset of Childhood Amnesia. Psychology Press, 16 (5), 475-484. Wade, K.A; Garry, M; Read, J.D; Lindsay, D.S. (2002) A Picture is Worth a Thousand Lies: Using False Photographs to Create False Childhood Memories. Psychonomic Bulletin Review, 9 (3), 597-603. Wakefield, H; Underwager, R. (1998) Coerced or Nonvoluntary Confessions. John Wiley and Sons. Zargoza, M.S; Lane, S. M. (1994) Source Misattributions and the Suggestibility of Eyewitness Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 934-935.

The New Face of Black Feminine Beauty Essay -- Hairstyles Beauty Adver

The New Face of Black Feminine Beauty Since the early 1900s, Black women have had a fascination with their hair. More explicitly, they have had a fascination with straightening their hair. The need to be accepted by the majority class has caused them to do so. Though the image of straight hair as being better than coarse hair still hasn’t left the Black community, there has been a surge of non straight hairstyles since the nineteen sixties. Wearing more natural hairstyles, which ironically enough include ‘weaves’ and ‘hair extensions’ has been considered to be more empowered and more enlightened. However, this image comes with a price, and though it appears the ‘natural’ hairstyle movement has advanced Black women, it has actually set them back. The color of the ad is done in browns, earth tones. The signifier in this ad is the colorless sketch drawing of a woman that takes up one page of the two-page ad. She is a symbolic, versus an iconic sign, because the images that lead people to assume the picture is of a Black woman are learned, symbols such as ‘thick lips’ and the way her hair looks, not straight lines, but dotted. The signified is a Black woman, with ‘natural hair’, presumably pretty. The next part of the ad, and as equally important as the first, is on the second page. Large, in bold, is the word ‘naturally’. Beneath it are the words â€Å"If citrus sheen fell on shimmering braids and soothing mist caressed short twists. How lovely would that be?† It has the feel of a poem, and the different shades of brown add to the artistic feel of the page. The artistic feel is important, because it adds the idea of a woman with natural hair as being both bohemian and sophisticated. Beneath the ‘poem’ is an introduction to the product. It emphasizes the product’s natural ingredients, things that seem as though they would be better in a salad dressing than on one’s hair. However, these ingredients are important. First, the emphasis the ‘naturalness’ of the product in turn emphasizes the natural state of the projected audience’s hair. Secondly, its use of Americanized products instead of typical African products (olive oil versus jojoba oil) separate this ad from the typical ‘natural hair care product’ ads. This ad is geared towards a new type of Black woman, one who is more interested in a connection to spirituality and art than to Africa. The actual... ...ce political and socially, the harsher the beauty myth is used against them. In this case, the punishment for rebelling against the majority culture by adapting a ‘subversive’ hairstyle, the thinner you have to be in order to still be considered beautiful. Furthermore, thinness in the Black community is difficult to achieve. Typically, Black body structure, food and eating culture doesn’t easily result in thinness. This is the price Black women pay for this new expression of self. The new face of Black feminine beauty comes with a price. It alienates nearly half of those in the culture that don’t fit the standard. While the hairstyle challenges the majority culture, the newfound search for thinness that comes with the hairstyles returns Black women to the confines of White beauty standards. The ideology that natural hairstyles bring enlightenment came from the Rastafarian tradition. However, what new ads and cultural myth discount is the religious dimension that the Rastafarians placed on their hair. Natural hair doesn’t mean immediate spiritual or intellectual wisdom. What at first seems to be the advancement of Black women, shows the backwards regression of Black beauty.

Female Discrimination in Intercollegiate Sports :: Athletics Feminism Essays

Female Discrimination in Intercollegiate Sports Through the history of human kind, there are evidences that females were excluded from almost everything, including sports. For example, in Greece there are evidences in the form of paintings and sculpture indicating that only males were allowed to participate in sports. Females were absent from these pictures because they were â€Å"unable† to play sports. Females were considered too fragile to play, too weak to stand up to the challenge; their definition of female was a â€Å"home wife.† They could not imagine female wrestling, fighting or participating in other sports because of their ideas of â€Å"women† as weak. This â€Å"image† of female as not being able to play sports was held through centuries until the twentieth century when the â€Å"Revolution† began to bring equality to females. Moreover, this â€Å"image† had bad effects on females’ lives, especially on female athletes, who were not wanted in sports because sports were only for males. Because females were not wanted, colleges and universities tried not to take female athletes and did not give female athletic scholarships. It resulted in decline of participation of females in sports. Females finally had enough of being treated as less than males and receiving smaller funds for athletic scholarships. Around the 1950’s, females started to protest against this unequal treatment in education, sports, and scholarship programs. They had to fight hard to receive any attention at all. In 1972, they were finally heard. Congress had enacted a new law, adding to the Educational Amendment Act, called Title IX. â€Å"Title IX of the Educational Amendment Act of 1972 prohibits discrimination on the basis of sex in any educational programs receiving federal financial assistance† (Kovacs 36). It states: No person in the United States Shall, on the basis of sex, be excluded from participating in, be denied the benefits of, or subjected to discrimination under any educational program or activity receiving federal financial assistance. (Title IX and Sex Discrimination) â€Å"Athletic are considered an integral part of an institution’s education program and are therefore covered by this law† (Equal Opportunities in Intercollegiate Athletics). Colleges and universities are required to provide opportunities for scholarships to both sexes. Those scholarships must be distributed proportionally to the rate of each sex. This does not mean that the number or amount of the scholarships has to be equal. However, the total amount must be substantially proportionate to the participation rates in athletic programs. Female Discrimination in Intercollegiate Sports :: Athletics Feminism Essays Female Discrimination in Intercollegiate Sports Through the history of human kind, there are evidences that females were excluded from almost everything, including sports. For example, in Greece there are evidences in the form of paintings and sculpture indicating that only males were allowed to participate in sports. Females were absent from these pictures because they were â€Å"unable† to play sports. Females were considered too fragile to play, too weak to stand up to the challenge; their definition of female was a â€Å"home wife.† They could not imagine female wrestling, fighting or participating in other sports because of their ideas of â€Å"women† as weak. This â€Å"image† of female as not being able to play sports was held through centuries until the twentieth century when the â€Å"Revolution† began to bring equality to females. Moreover, this â€Å"image† had bad effects on females’ lives, especially on female athletes, who were not wanted in sports because sports were only for males. Because females were not wanted, colleges and universities tried not to take female athletes and did not give female athletic scholarships. It resulted in decline of participation of females in sports. Females finally had enough of being treated as less than males and receiving smaller funds for athletic scholarships. Around the 1950’s, females started to protest against this unequal treatment in education, sports, and scholarship programs. They had to fight hard to receive any attention at all. In 1972, they were finally heard. Congress had enacted a new law, adding to the Educational Amendment Act, called Title IX. â€Å"Title IX of the Educational Amendment Act of 1972 prohibits discrimination on the basis of sex in any educational programs receiving federal financial assistance† (Kovacs 36). It states: No person in the United States Shall, on the basis of sex, be excluded from participating in, be denied the benefits of, or subjected to discrimination under any educational program or activity receiving federal financial assistance. (Title IX and Sex Discrimination) â€Å"Athletic are considered an integral part of an institution’s education program and are therefore covered by this law† (Equal Opportunities in Intercollegiate Athletics). Colleges and universities are required to provide opportunities for scholarships to both sexes. Those scholarships must be distributed proportionally to the rate of each sex. This does not mean that the number or amount of the scholarships has to be equal. However, the total amount must be substantially proportionate to the participation rates in athletic programs.