Carol Ann Duffy’s poetry Essay

‘Delilah’ by Carol Ann Duffy has an undeniably sexual element running throughout – an element which is highlighted by its suggestive language and presentation of gender roles between the characters ‘Samson’ and ‘Delilah’. Many of Duffy’s poems have a similar element running through them such as in ‘Salome’, ‘Little Red Riding Cap’ and ‘Pygmalion’s Bride’ therefore it can be said that her poetry is mainly concerned with the politics of sex. However, Carol Ann Duffy states in an interview in 2005 that ‘Delilah’ is not about sex but is a love poem exploring the nature of Samson’s wish to become ‘gentle’, ‘loving’ and ‘tender’. This would therefore suggest that the main concern of the poem is more to do with love, power and gender. There are several references to sex throughout the poem, however the most direct reference comes in the fourth stanza where Samson ‘fucks’ Delilah. This is in stark contrast to his request in the third stanza only three lines above of wanting to learn how to ‘care’, or ‘be gentle or loving or tender†. Despite wanting to become gentle, Samson ‘fucks’ Delilah rather than ‘makes love’ to her, implying that his wish was only a half-hearted one i.e. a wish he only makes but not something he would act upon. ‘He fuck(s her) again’ further shows this is not the first time Delilah has been ‘fucked’ suggesting a repetitive nature of this act. Furthermore, Delilah allows herself to be ‘fucked’ – through Delilah’s submission, Duffy could be making a statement that women can not break free from this subordinate role in sex. Samson’s language is also sexually suggestive, possibly implying that a man can not have his libido driven out of him regardless of the situation. For example, in the second stanza Samson is boasting about his achievements which demonstrate his strength and fearlessness, however he is distracted by a sexually suggestive note, telling Delilah to ‘put your hand here -‘. This continues in the third stanza; he asks for a cure for his inability to be gentle and in the following line proceeds to ‘fuck’ her as though he believes the cure is in ‘fucking’ her. The situation – Samson opening up to Delilah about something personal- would usually be assumed to be free from anything conjuring violence however Samson ‘fucks’ her anyway suggesting that regardless of the time or place, sex is something which remains rampant in a man’s mind. On the other hand, it could be said that rather than sex, the main concern of the poem is with power distribution in this relationship. Whilst many would argue that Delilah was dominated by Samson in the poem due to the sex, in the end Delilah cut Samson’s hair which biblically represented the demise of his strength. Cutting his hair in the poem may be symbolic of her dominating Samson as she has successfully seduced him and at his most vulnerable (during slumber) she has taken away his strength. This is also in sync with the biblical story in which Delilah disarms Samson and gives him up to the Philistines, ultimately dominating him. Sex is only a way by which Samson is pacified after which he goes to sleep and becomes ‘soft’, thus vulnerable. Furthermore, Delilah cuts Samson’s hair with ‘deliberate, passionate hands’ suggesting she enjoyed disarming him and stealing his power away from him. This is a reversal of the typical gender roles in literature and Delilah’s ‘passionate hands’ may be showing that Delilah enjoyed this. Furthermore, the idea that Delilah had to pacify Samson through sex suggests an element of power on Delilah’s side as sex was a method through which she satisfied Samson and put him to sleep, leaving him vulnerable. Duffy may be making a statement through this that women can use their sexuality as a weapon to weaken men and thus overpower them. This interpretation is concerned with both sexual politics and power distribution demonstrating that Duffy’s poetry is not only concerned with the politics of sex.

Kindergarten and the 12 years of Elementary and Secondary Education

WTF WTF Katrina Angela Macapagal English 10 10 April 2013 No k in their K-12 Studying in a public elementary school and one of the largest public high schools in Mindanao, I have been immersed in a population of students from different walks of life after kindergarten. Yes, different walks of life. There were kids from extremely rich families and then there were the children of the poor as well. But in my section, an engineering science curriculum, three quarters of the class came from prominent wealthy families, children of provincial politicians, and owners of vast farm lands.And I belong to the remaining fourth of the section. If you take a peek in our class while we have our discussions, in every armchair, there is a seated a student with a thick book on top of the desk. We are always present in class, worried about our homework and doing our best to grasp the topics in advanced Math, Sciences and other electives. Unfortunately, that is not the case in the remaining 30 sections o f our year level which belong to the basic education curriculum (BEC). The real plight of public school students is resonated by the situation of these 30 sections in my year level.Every time I would enter their room, what always invites my attention is the absence of a large fraction of the students. In some rooms, it would seem that the class has a perfect attendance because all of the chairs are occupied, but that is not the real case. The section just simply lacks chairs making it easy for me to assume all the students are present. Also, the books they use in various subjects most especially in Science and Social Studies, provided by the government, contain massive errors in facts and lack the level of academic competitiveness suited for a senior high school.Every time I see documentations in the television about conditions of public schools, I always tell myself that we, the students of my school, are still lucky compared to those kids in remote regions across the archipelago, and even the students in urban areas like Metro Manila. I could not grasp the thought of having a class while my classmates and teachers’ feet are submerged in murky water. I could not imagine having a Science and Health class while all of us are sitting on the ice-cold floor. I could not bear the idea of learning while we are grilled under the scorching sun.I think I cannot survive my papers if our library lacks the wisdom it must possess. I believe we could not have a good class discussion if my teacher does not have the materials for teaching like chalks and pens. I think it would be hard having a class while your room is being used as a shelter for typhoon victims. And lastly, I could not imagine the younger students suffer from this kind of environment for two years more because of an immature and unprepared educational program implemented in an inappropriate haste.Despite such hindrances in achieving a quality education, the Department of Education (DepEd), under the au spices of President Aquino, still pursued the implementation of â€Å"Kindergarten and the 12 years of Elementary and Secondary education† otherwise known as K to12 program last school year 2012-2013. The implemented program added two more years in the old 10-year Basic Education Curriculum (BEC) of the country. Also, before reaching the elementary level, a child must have undergone the kindergarten education.In the K to 12 program, an optional one year pre-kindergarten course is offered, and once a child reaches 5 years old, he or she must be schooled in the mandatory kindergarten curriculum. By K to 12 definition, the elementary level consists of grades one to six, just like the old system. The drastic change is seen as the students go to high school which is now divided into two: the junior and senior high school. In junior high school, the students will spend four years, and two more years in the senior high school where the core subjects Math, Science, and Language will be strengthened.Specializations for the students will be offered to the students as well. The goal of the program is â€Å"to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship,† (Official Gazette) a noble mission indeed, worthy of the Filipino people’s support. But the flaws in the way the government and the DepEd handled and will handle the implementation of the program leads to the bursting of the bubbles of hope in achieving a better educational system and producing high-caliber graduates.They succumbed easily to international pressure and rushed things which were supposed to be planned and funded with adequate budget. It is not the right time for K to 12. Before the K to 12 program started, The Philippines is one of the three countries in the world, and the only one in Asia, with only ten years of basic education along with Djibouti and Angola in Africa. Other countries have 11-14 years of basic and pre-university education. We have been left behind in terms of the numbers, but is that really the problem as of now?Pro K to 12 people always insist the fact that we are behind foreign countries in international tests because of the ten-year basic education curriculum. The Trends in International Mathematics and Science Study (TIMMS) conducted a test in 2008 which was participated by 25 countries, including the Philippines. The results showed that the country, despite the fact that the best students from science schools took the exam, was still 23rd in rank. Also, the scores the takers got were overwhelmingly below average.However, the examination was only taken by grade four and second year high school students. The number of years a student spent on BEC doesn’t dictate how high or low the score he or she would get in the test but it is the curricula and the upbringing during the early years that would greatly affect the performance of the student. Adding two years in the BEC will not do any better for the students, as long as the teaching in lower years is not mended. In K to 12, a student must be schooled in kindergarten before reaching the elementary level.This mandatory one year kindergarten is not as controversial as the additional two years in high school since there is a universal acceptance of the significance of pre-school education in the development of a child. Studies have shown that Early Childhood Care and Development (ECCD) is associated with better cognitive and social skills development. Students who have undergone ECCD tend to learn more and stay longer in school according to the Education for All Global Monitoring Report in 2005 (37) . Indeed, the one year kindergarten is an essential part of the implemented K to 12.But do we have an adequate number of Kindergarten teachers who have studied the field of early pedagogy to sufficiently give the needs of kindergarten pupils? In the urban areas, there is no problem with kindergarten education since it is accessible to all in their barangay centers, but how about in the mountainous regions? Every day, does the DepEd expect mothers to carry their five year-old children while they cross tens of rivers and rough terrains just to reach the kindergarten schools in the low-lands?And if the child did not go to kindergarten and is not allowed to be enrolled in the elementary level, is it the parents’ fault for not letting their kid go to pre-school because they have no access to it in their village at the top of the mountain? As long as we do not have the right budget allocation for this program, we could not vanquish these scruples in our educational system. Sadly, the program was hastily implemented while we still have doubts about the project allocation. Better planning with a slower pace and a higher budget for education is the solution for a program to come into fruition.It is no t the right time for K to 12. In the elementary level, the Mother Tongue-Based Multilingual Education is to be used as a method of teaching in grades one to three. Local languages are the modes of instruction but English and Filipino are still to be taught focusing on oral fluency. During grades four to six, both English and Filipino will be used as languages of instruction in various subjects. Also, Science will not be taught in grades one and two anymore and a spiral curriculum is to be followed.In a nutshell, this spiral curriculum is a method of covering too many topics at the same time without giving focus and priority to a specific area of study. Moreover, there would be fewer hours spent in school for a decongested academic workload, giving students more time to learn their lessons and have extra-curricular activities outside the classroom. Teaching the students with mother tongue is truly an effective way of instruction since in the early years of the children, they have alr eady, somehow, understood the language.But to use three languages in a very early level of grade one is similar to assuming that all of our students are fast learners, and the truth is that only a few of them are. This kind of teaching will just simply bring confusion to most students and might lead to a poorer performance. Incorporating the three languages must be gradual, not instantaneous. With the removal of Science in grades one and two curriculum, I, as a product of public school education, was shocked by this ridiculous idea because Science, in the first place, was not even taught to us public elementary students in grades one and two.Public school students like me only started to learn the parts of the plants and the planets of the solar system when we were in grade three. How could they remove something that doesn’t even exist beforehand? Instead of removing the non-existing Science subject, it must be included in the early years of elementary as well as in kindergar ten. Eschach and Fried argued that children naturally enjoy observing and thinking about nature; exposing students to science develops positive attitudes towards science and; early exposure to scienti? phenomena leads to better understanding of the scienti? c concepts studied later in a formal way (315). Regarding the spiral curriculum in science, teaching basic concepts of general sciences like biology, chemistry, physics, and earth science is highly applicable and attainable in preparing students in the rigorous approach of science in high school. But do we have a sufficient number of teachers? No. As of 2012, the Philippines still lack 61 510 teachers, which the government promised to hire by 2013 (Official Gazette).Once the DepEd have finished hiring all these teachers, are we sure that the younger students are learning science from a science teacher and not from a language teacher? This is one of the most common faults in our BEC in public schools and would most probably be pre valent in K to 12 because of the rush in hiring teachers. In K to 12, thinking skills is prioritized more than memory work and accumulation of facts, a goal so elusive if the teacher just reads a book aloud in the discussion without even asking the students to critically examine the topic because of the lack of mastery in the subject.Last point in the elementary level, is the shorter hours of every day classes. This means there would be more free time for schoolchildren, an opportunity for them to be engaged in child labor. Less hours allotted in school also means more possible time to be spent in the internet, video games, television, and all other factors that greatly affect the sound education of a 21st century kid. And let us not forget the fact that there are students who travel for hours every day just to go to school.The half-day of school every day is not worthwhile of all their efforts just to come to school, most especially those children who have to swim rivers and climb mountains daily. Seeing these flaws in the elementary level, it is not yet time for K to 12. After grade six, like in some private schools, a student would then go to grade seven, not in first year high school. It’s not only the level name that has changed but also the duration of high school and its division into two parts: the junior and senior high school, making up a total of six years.K to 12 promises to hone our high school students in the different areas of learning most especially in science and technical-vocational field to produce well-rounded graduates who could get jobs without getting a college degree in a university. Also, a spiral curriculum is to be followed to ensure â€Å"better† learning process for the students. In high school K to 12, the spiral curriculum, again, is to be applied. The learning of basics in elementary should not be continued in high school.Once a student reaches the secondary level, a layered approach should be undertaken to ensure mastery in the different branches of science. In a layered approach, per year level, there is a corresponding field of science to be studied; Earth Science in 1st year; Biology in 2nd year; Chemistry in 3rd year; and Physics in the 4th year. If the spiral curriculum is to be used again in high school, the focus of the students in a particular subject might be distracted because of a sudden halt in the topic and a rough transition to another branch of science in the next quarters of the school year.Adding two years in high school means two more years of suffering for the parents and the students. Yes, studying in a public high school is free but there are miscellaneous expenses that make â€Å"accessible education† an illusion for the poor. †Although public elementary education is free, school-related expenses like transportation fare, snacks, lunch, school supplies and other learning materials are beyond the financial capabilities of poor parents,† UNESCO said.Th ese expenditures result to a high dropout rate in schools. As a matter of fact, in the year 2010, 8% percent of students leave high school and the leading reasons are high cost of expenses, lack of interest, schools are very far, and looking for work (Roces and Genito). It is true that public education is not for everyone; it is only for the poor who can still sacrifice money amidst their hunger. Does prolonging this agony for the poor produce more graduates who have undergone a better curriculum? I doubt.As the years become longer, the number of school leavers becomes higher, not if the government would provide more facilities and services that could help our elementary and high school students in their everyday education. Out of every 100 Filipino schoolchildren enrolled every year, 66 will complete elementary education, 42 will finish high school but only 14 will earn a college degree, says the Center for Asia and the Pacific Studies. With this trend in the number of graduating s tudents from elementary until college, one could clearly see how poorly the government focuses in educating the youth.And now DepEd is imposing this K to 12 program without even addressing such problems in different levels. Before the implementation of K to 12, 42 students finish high school. With additional two years, it seems that DepEd expect a higher number of graduates in high school considering the current prioritization of the government to education. Taking into account all these insufficient preparations and strategies set by DepEd, it is more likely that K to 12 is bound to fail. We are not yet ready; it is not the right time for the program. If not now, when?It is when our government would give full support to the education of our youth; when one is to one becomes the ratio between the students and the high-caliber books in different subjects most especially in Language and Science; when students in the mountains need not to travel on foot for hours every day just to reac h the â€Å"nearby† school in the other mountains; when we have the right number of excellent teachers to provide the academic needs of our students; when we have already constructed the essential facilities such as classrooms, comfort rooms, tables, and chairs corresponding to the high population of students; when the class size becomes much smaller than today’s 50, 35-40 being the manageable size (Senate Economic Planning Office, 7); when the flaws in the curriculum of our current educational system are corrected to suit best the eternal search of our students for proficiency in the different fields of learning and global competitiveness and; when the government’s budget for education becomes higher than the current 2. 7% spending, preferably at least 6%2 of the Gross Domestic Product (UNESCO) or the share of education to the national budget would rise up to 20% which is the average spending of developing countries (World Bank). Knowing that K to 12 would cost as much as P150 billion, the Philippine government did not do any significant effort to increase the budget for education and while the program is being run, DepEd has been doing its preparations.With these kinds of arrangement being done to fulfill the goals of K to 12, one could clearly see that it is not the right time for the Philippines to add two years to its current 10-year BEC. In 2003, the South Asian country of Bhutan, which is much poorer than the Philippines, has undergone the transition from four-year BEC to six. Two years before this transition, Bhutan has increased its public expenditure for education to 5. 9% and in 2003, it rose up to as much as 7. 2 percent of the country’s GDP. Also, from an average class size of 39, it lowered down to 23 even with the additional two years in secondary education. This is a preparation that should serve as an inspiration for the Philippines’ K to 12, not hurried and given much planning.Truly, two years of extended BE C is another worry for parents and students but if the government would give an undying support to the education of children from kindergarten to high school, it is more likely that the additional two years will not lengthen the burden of the students but will strengthen their knowledge in technical-vocational and scientific fields. Adding two years to the BEC should not be treated by the government as just mere compliance to international standards on paper, but as an essential means of boosting the skills and knowledge of our students to produce graduates that could survive the grueling challenges of life after high school.With two years more, students will be exposed to the field of their interests, and will have a chance to be trained in their chosen elective that could give them a higher chance of having a job or business after finishing high school. TESDA could give examinations to graduating senior high school students to grant them a National Certificate, proof of a studentà ¢â‚¬â„¢s competence in the chosen tech-voc discipline. On the other hand, for the students with an unending pursuit of excellence in Science and Language, the senior high school is an avenue for them to hone their knowledge in the chosen elective. This could also serve as their pre-university education and might lead to the diminution of the number of years of taking up a course in universities like in other countries with K to 12. Good education is expensive but lack of education costs many times more,† this is clearly stated in the Philippine Education For All plan (7) but with the government’s actions in undertaking the K to 12 program, they are contradicting what is wisely expressed in their EFA plan. The state must prioritize education above all, thus giving much more budget for the training of our teachers, accumulation of better facilities, construction of more classrooms and schools in far-flung regions, printing of high quality textbooks, and distribution of sc hool supplies to the have-nots. When we have already fed the hunger of our famished educational system, then we are ready for K to 12, but not their K to 12. Works cited â€Å"Education for All Global Monitoring Report 2005: The Quality Imperative. † UNESCO. 2004. Web. April 2013 < http://unesdoc. unesco. org/images/0013/001373/137334e. pdf> â€Å"Functionally Literate Filipinos: An Educated Filipino. † National Action Plan to Achieve Education for all by the Year 2015. October 2005. Web. 7 April 2013. Haim, Eschach and Michael Fried. â€Å"Should Science be Taught in Early Childhood? † Journal of Science Education and Technology 14. 3 (2005): 315 TCNJ. Web. 8 April 2013. â€Å"K to 12: The Key to Quality Education? † Policy Brief. Senate Economic Planning Office. June 2011. Web. 6 April 2013. < http://www. senate. gov. h/publications/PB%202011-02%20-%20K%20to%2012%20The%20Key%20to%20Quality. pdf> Roces, Lilia and Deogracias Genito. â€Å"Basic Educatio n Information System (BEIS). † 2004. Web. 7 April 2013. < http://www. nscb. gov. ph/ncs/9thncs/papers/education_BEIS. pdf> â€Å"The K to 12 Basic Education Program. † Official Gazette. n. d. Web. 6 April 2013. ——————————————– [ 1 ]. Refers to the 155 member countries of the United Nations Educational, Scientific and Cultural Organization (UNESCO). [ 2 ]. Reflected in the Senate Economic Planning Office’s report â€Å"K to 12: The Key to Quality Education? †

Using Mental Force of The Employees Thesis Example | Topics and Well Written Essays - 8000 words

Using Mental Force of The Employees - Thesis Example People pursue good health and will do anything new that will help them to live a better life. Corporates too do the same by pursuing strategies of improvements and breakthroughs that create new products and new markets. This is a continuous exercise and any let up, in health or corporate endeavours will invite a decline. Innovations are the engine that persuaded the corporates to innovate. The source of innovation is usually the entrepreneur. These are individuals that come up with new ideas of what the market is likely to want or desire. These people have usually gathered this knowledge through interaction with consumers. Sometimes it is the imaginative impulsive desire on their part to offer something new or different, at other times it is an improvement on previous knowledge. However in a corporate or large organisation environment it is often the employees who come up with innovative ideas because of their close contacts with consumers of the product or service of the company. They are very close to the ground realities and can be a great source of finding out the consumer desires or preferences. Although they are employees, they have the entrepreneurial spirit to meet the expectations. This gives them the same satisfaction an entrepreneur would feel on the success and acceptance of his innovative idea. Despite the fact that the urge to innovate exists equally in the entrepreneur and an employee, the larger companies usually ignore the employee contribution. There are not many companies that rely on their employees to contribute towards innovations. Some companies are seen to make a half hearted effort by offering reward for new or innovative ideas to their employees but there is no regulated or organised effort in this direction. There can be some results through rewards but these are few and far in between and just an improvement of the existing product or service and do not fall into the class of an innovation. It has been understood for very

How good, effective communication skills is well needed in a job of Essay

How good, effective communication skills is well needed in a job of being a nurse - Essay Example That is, nurses should be able to help patients understand their medical issues and also give them in-depth instructions regarding how to care for themselves, and then when it comes to fellow professionals, they need to communicate all the treatment details and other medical related process in a clear manner, so it does not give rise to medical errors and the related eventualities. (). Thus, the focus will be on how effective communication skills are needed to ensure patient safety and importantly to optimize the caring process of the patients. In that direction, proper and clear communication skills have to be exhibited by the nurses while communicating with the fellow nurses and other personnel regarding the treatment process of the patients. That is, not only they need to communicate clearly but also receive the communication in a clear and detailed manner. For example, when giving or receiving instructions about drug administration to the patients, reporting test results, etc., i n-person or through phone, the nurses need to strongly confirm the information before initiating the relevant actions. As it is easy to misunderstand someone's words, â€Å"nurses should repeat the information to ensure they heard it correctly† and could even make the receiver to repeat the same to confirm it further. (Williams). Then, when it comes to the communication between the nurses and the patients, it has to be effective at various levels. Firstly, while providing treatments to the patients, nurses has to clearly and slowly explain about all the medications and patients they are receiving. As the nurses have more day-to-day contact with the patients than other personnel, they need to â€Å"help patients understand their diagnosis and prognosis and teach them how to participate in their recovery.† (Williams). For that, they have to tailor or customize their communication based on the patient’s educational ability, age, medical awareness, etc. In that dire ction, they need to adopt a voice tone, which will be effective to particular patients. For example, while conversing with the children, the nurses can interact with them in a soft and affectionate tone to facilitate them to undergo the necessary treatments particularly during drug administering. The nurses need to communicate to the patients not only their treatment process in the hospital environment, but also the process they have to follow in their home as well. When one focuses on effective communication in nursing, what a nurse says and also how he/she says is just a part of the communication, because non-verbal communication forms a major part of the equation between nurses and patients, and also fellow personnel. In that direction, understanding the body language particularly facial reactions of the patients and also exhibiting strong and at the same time adaptive body language can aid in making a deep connection with the patients and thereby delivering efficient care to the m. Patients’ nonverbal communication can tell the nurses how they are feeling, without the need to talk, and so the nurses should be attentive and focused on those aspects. Then, when it co

Econ Excel hw Assignment Example | Topics and Well Written Essays - 1000 words

Econ Excel hw - Assignment Example he cross price elasticity measured the degree of responsiveness of demand of a give commodity due to the change of price in substitute or complementary goods. In this case, ey,z = → where (ÃŽ ´u/ÃŽ ´pz) x ÃŽ ´y/ÃŽ ´u but u=Y, →. ey,z = [PZ-1.4/( PY-1.9PZ-1.4m1.2)] x [-1.4PZ-2.4( PY-1.9PZ-1.4m1.2)] → PZ-1.4 x -1.4Pz-2.4 therefore ey,z = -1.4Pz-3.8. On the other side income elasticity of demand is normally used to elucidate how the buyers’ income swings the demand factor for commodities; the equation will be differentiated in respect m therefore em= but u = Y → em = 1.2m1.4 (PY-1.9PZ-1.4) The product Y and Z are complementary goods; actually, positive cross price elasticity designates that two commodities are substitutes since the price of one commodity and demand of the other commodity positively vary. In the proviso that whenever the price of good â€Å"Y† upsurges, quantity of good â€Å"Z† also increases. On the other side a negative price elasticity of demand happens for complementary goods which do happen in the reverse direction. In this case inverse relationship between price and quantity demanded exist in the equation identified ey,z = -1.4Pz-3.8. Form a typical look on the demand function; Y = PY-1.9PZ-1.4m1.2 of product Y, it is clearly identified as a non- linear demand or curvilinear which changes all along the curve. It yields a demand curve instead of a demand line. Generally, it takes a form of power functions which graphically a rectangular hyperbola in shape. The powers of the price variable in a non-linear function indicate the coefficient of price elasticity of demand, which is normally constant. And the equation shows that consumers expenditure â€Å"Y† will increase with the price py-1.9 if its demand is relatively inelastic. This indicates that the income elasticity of product â€Å"Y†Ã¢â‚¬â„¢s demand is positive. This consequently, shows an increase in consumer’s income leads s /he to purchase more of good â€Å"Y†. In this respect good

Children Need to Play, Not Compete by Jessica Statsky Essay

Children Need to Play, Not Compete by Jessica Statsky - Essay Example Future promising sportsmen are lost in this way. The process of selection for competitions also leads children to lose their confidence. They may begin to underestimate themselves if they are not selected and never feel an urge to participate. It is not good for children to win and lose like adults. There is a general tendency to apply adult principles to children’s activities. The parents and coaches seem to be more interested in competition rather than sport, and often make it a prestige issue. On the whole, the writer concludes that competitive sports are not suitable for children. Yong children ‘deserve sports programs designed specifically for their needs and abilities,† states Jessica Stasky. According to Jessica Stasky â€Å"†¦organized sports for children have increased dramatically in the U.S.† it must be noted that adults organize sports events for children, just as bull-fights and cock-fights were organized in ancient times by human beings to satisfy their pleasure instincts. Nobody gives a thought to the opinions or willingness of the children who are forced to participate. It is parents who make a prestige issue of winning and losing in sports, as they do in academics. â€Å"Too many adults have won as the only goal. Even though they may deny it verbally, their behaviour reflects a winning-is-everything attitude. ( Martens R. 1978). Children are more interested in participation and fun without any kind of pressure of competition. Nobody will agree that the delicate and developing bodies of children should be subjected to risk of injury. On the contrary, they need safety and protection. Fred Engh reported that â€Å"†¦he had witnessed much uglines s in children’s sports. He attributed this to vicarious parents who will stop at nothing to push their child unmercifully to be a star athlete and will cheat, bend the rules and even risk the safety of children.†(In Humphrey and Deborah 2002)  

The Brand Perception Impact of Advertising for Starbucks Company Essay

The Brand Perception Impact of Advertising for Starbucks Company - Essay Example These models are developed using historical sales and marketing program data. Software of advertising media contribution models are used for marketing model application (Mathieson, 2005). How does the management of a company know that they have best location scheme How does the management come to know that the company will get expected results from the targeted marketing program scheme How the company will get the market share, growth in prices, buyer's satisfaction and opposing advantage result Yet developing a company position scheme is not easy. Because companies do not develop their location scheme on frequent basis, yes the adjustments will be happen on the stage of product market maturity, in response to environmental changes and on opposing forces but it does not mean that company is developing frequently. After the success of the product, the company has the right to change their product scheme but not their location scheme because it is not easy for any company either they produce their products on a large scale or on a small scale (Goodchild, 2001). The position of a company plays an essential role in the brand's quality of a company (Day, 2002). Sometimes some errors are involved in the location scheme after the success of product. ... These location errors include; UNDERPOSITIONING: Under positioning can happen when the buyers do not have certain ideas about the company and its product and do not have clear perceptions regarding both (Aaker, 1994). OVER POSITIONING: This over positioning can happen when the buyers do not aware that how much money should be spent on the product because that product is available in market in much cheaper rates (Cravens & Piercy). So buyers have made their narrow thinking about the company, product or brand. CONFUSED POSITION: Confused positioning happens in buyers when the frequent changes take place in the location of the brand (David, 1987). So buyers do not realized that this product is good for them or not. DOUBTFUL POSITIONING: A product loses its credibility when claims are made on it. POSITIONING AND TARGETING STRATEGIES: When management takes a decision to target several segments then the positioning scheme becomes challenging. The main goal of management is to develop an appropriate positioning scheme for each segment (Kanuk, 1999). The way of focusing positioning scheme should be used for each targeted segment. The brand positioning is the area where employees give their services and solve the problems of the targeted customers. If a company is on the correct location then it gives more benefits and gets differentiated from others which are necessary for attracting the buyers (BrandXpress blog, 2005). Research Questions: The aim of this research is to examine the effects of branding on the advertising of the Starbucks Company. Objectives Research objectives include: To review the literature about this issue up till now. To improve the awareness about branding. To analyse the advantages and disadvantages attached. To investigate

Sustainability Contents Essay Example | Topics and Well Written Essays - 750 words

Sustainability Contents - Essay Example The fast rate at which business dynamics are changing, given the emergence of new opportunities at every turn should ensure that this field remains in high demand. The rate of growth being witnessed in many new fields as clean energy technology, among others, should ensure the growth security of this sector. The discussion we had after your school career day gave us an insight on your interest in the business world, especially your affinity for piloting projects and providing solutions for roadblocks faced in the completion of these projects. This is a rare yearning, which should see you aim to make your enthusiasm available to corporations and other organizations. After making us aware that you were pursuing a bachelors of Arts degree in Management of technology, in business, we agreed that the best options this gave you were either project consultancy, or project management. Project management involves the planning and facilitation of projects with a goal of completing the job with in the budget within a stipulated time (Schmidt, 2009). As a project consultant, you would be required to provide information to project teams of cross-functional nature on how to implement company directives, while also offering management and leadership services during this implementation (Wysocki, 2011). Purpose, Scope and Limitations of the Report This report aims to delve into the striking divergence and convergence of responsibilities and duties associated with project management and consultancy. It also aims to provide you with recommendations as pertains to your career choice. In order for you to make the most favorable career choice that suits your talents and desires, this report will focus on offering you detailed information on the various dynamics involved in both career choices. Our focus will be on the academic requirements, duties and responsibilities of both careers, remuneration packages associated with the same careers, job outlook in the future, and prevalent wor king conditions. Our research also revealed that academic qualifications and hard-earned experience are, but only a part of the requirements needed in today’s cutthroat business world, especially in your preferred field of project management and project consultancy (Ferraro, 2012). There are factors that are weightier on the minds of corporations and organizations when hiring in these fields. Over the years, with experience and understanding of the industry, other certifications not covered in the bachelor’s degree curriculum are becoming vital and almost staple in the qualifications for consideration when hiring in this industry (Firm, 2004). This report aims to furnish you with some distinct qualifications that will bring you on a level field with the rest of the field, while also maintaining your competitive edge in the field. We will also aim at providing clients with ideas on how to maintain your competitiveness once established in industry circles. When concludin g this report, we will also give clients our pieces of advice based on our advice, and the information that you gave us during our discussion. This report, however, might not be adequate if you are interested in finding more information about how these fields’ of project management and project consultant relate to other sections, and departmental divisions in the various companies. This is because it will derail us from the topic of discussion, and we might spend more time focusing on inter-departmental relations rather than the dynamics of your career of choice. Since

The novel Frankenstein Essay Example for Free

The novel Frankenstein Essay I have lately been so deeply engaged in one occupation that I have not allowed myself sufficient rest he becomes run down, I think this has a small impact on the novel as a whole but it has a big impact on chapter five, it shows that he is very stressed about the whereabouts of the monster, but one thing we must take into consideration is the fact that Victor Frankenstein exaggerates things, we know this from him thinking he is the victim I escaped and ran down the stairs, so he might be making his illness be dramatic then it really is. In chapter five we find out about Victor Frankensteins personality. Everyone is prejudice; because everyone judges people before they know them. Its an instinctive reaction and isnt dangerous unless you stick to your first judgement and that turns into discrimination. When Victor Frankenstein says, His features are beautiful, beautiful? Great God! it shows how superficial he is, nevertheless, more importantly it demonstrates how emotionally unintelligent he is. Victor Frankenstein is a very intelligent man, academically. He is a scientist, one that has created life; you might even call him a genius. Emotionally he is a wreck. He says the secrets of heaven and hell this is his motivation, what he wants to find out. He wants to be God and he wants to play with the lives of others, is this a sane mans aspiration? Another way to prove this arrogance is when he says so deserving of my love. He truly believes Frankenstein the monster needs his love to survive, when he is incapable of loving anyone but himself. It is clear Victor Frankenstein sees himself as the victim but I escaped and ran down the stairs escaped from what? Frankenstein the monster was not trying to scare him or kill him, purely seeking the love he needs; but Victor Frankenstein is so self obsessed he wants Frankenstein the monster to come after him so he can write about how he is so hard done by and how the world is out to get him. Victor Frankenstein is selfish and self obsessed, this is clear by the repetition of the first person pronoun I and me, the language used here illustrates how solipsistic he is. The language in chapter five helps us build up an idea of the setting. Dreary night of November this is in the first sentence of chapter five, and it prepares us for a gothic/horror genre. The pathetic fallacy used is an insight to Victor Frankensteins feelings; he is dreary like the surroundings. The rain pattered candle nearly burnt out Again pathetic fallacy shows Victor Frankensteins feelings and the pattered rain could link to his mental instability; pattered isnt clear, just like his own thoughts. Candles produce light, and light symbolises the truth. The light is burning out; this could be death of a life and abuse of knowledge. Frankenstein the monster is about to be created, so this is a contrast in imagery, a burning out candle represents death, but a new life is being created. A key theme in this novel is the role of women. The function of women is redundant with the new way of making life. I embrace her dead mother in my arms All the women in the novel die, and Mary Shelly didnt put her name on the novel until thirteen years after publication; this is because of the prejudice women had in the 19th centaury. Another key theme is science, and science vs. religion. People were fascinated in bringing the dead to life, and Victor Frankenstein portrays this in saying: I shall saliate my ardent curiosity People were extremely religious and the thought of bringing the dead back, and digging up graveyards was unacceptable to the church, and it brought up moral issues like is there a god? Because if man can create something that god can, are we not all equal? I have learnt that the 19th century was filled with prejudice and also curiousness about the after life and science. Religion played an immense role in the way people lived, all of this is reflected in the novel and we see Victor Frankenstein break the rules of society and change the roles of women so they are no longer needed. Rachel Benton 11y 31/01/06 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Compare the way Shakespeare presents Hamlets Essay Example for Free

Compare the way Shakespeare presents Hamlets Essay In this play, Hamlet, Shakespeare shows us the different ways that madness can be portrayed and the various ways that others surrounding the central characters can perceive it. From the beginning it is explained that Hamlet would put an antic disposition on and this signifies that Hamlets madness would just be an act, not something that is actually true. Hamlet confides in Horatio and asks him not to look knowingly if he sees Hamlet behaving oddly by saying some doubtful phrase that might be ambiguous in its meaning. This immediately reinforces the notion that Hamlet is only play acting his apparent madness and in actual fact, is sane. Shakespeare presents Hamlets antic disposition as a means for Hamlet to bide his time and figure out how to avenge his fathers murder by a brothers hand. Hamlets madness is not meant to be seen as madness by us, but as something that has a purpose i. e. it could enable Hamlet to kill Claudius and it could be perceived by others that the killing was unintentional and was because of Hamlets madness. However, in the case of Ophelia, Shakespeare presents her form of madness as something that is real and tangible. She has a reason to be mad; her father is dead and gone. Shakespeare enforces the idea that Ophelia really is mad by having her enter in Act 4 Scene 5 distracted and singing a song about the death of her father. Ophelias madness is supported by what the gentleman says to Gertrude at the beginning of Act 4 Scene 5 about Ophelias state of mind; that she winks and nods and gestures and that her speech is nothing, yet the unshaped use of it doth move the hearers to collection. Even Laertes is appalled by Ophelias madness and wonders ist possible a young maids wits should be as mortal as an old mans life? Ophelias actions and what she says causes those around her to doubt her sanity and believe that she really is mad. There are many words that are used by the main characters to describe Hamlets madness. He describes it as his antic disposition whereas Polonius calls it lunacy and Claudius calls it distemper and a transformation. Although everyone perceives Hamlet as mad, Polonius and Claudius at one point doubted that Hamlet in actual fact was indeed mad. Claudius had Rosencrantz and Guildenstern spy on Hamlet, whilst when Polonius spoke to Hamlet he thought that though this be madness, yet there is method int. This shows that madness within Hamlet is not really madness at all, but is just an act; a performance on Hamlets part. Shakespeare adds this doubt to Hamlets madness whereas in Ophelias case there is no doubt about her state of mind to those around her. It is believed that mad people have a tendency to have suicidal feelings. In Hamlets first soliloquy, he desires that his flesh would melt and would have killed himself had not his canon gainst self-slaughter. In his first soliloquy, he says to be or not to be, that is the question-in this line, Hamlet wonders whether or not to commit suicide. These suicidal feelings beg the question had Hamlet actually gone mad? I, like many others believe that Hamlet was not mad, as even though he displayed suicidal thoughts, he did not carry those thoughts out, signifying a sane state of mind. Ophelia however ended up committing suicide by drowning herself in a lake while she chanted snatches of old lauds as one incapable of her own distress. This seems to indicate how fragile her state of mind actually was and how she was driven to madness by her fathers death and Hamlets actions. The gravediggers in Act 5 Scene 1 thought that Ophelia committed suicide and if she had not been a gentlewoman, she should have been buried out o Christian burial as suicide is considered as an unholy crime. Shakespeare seems to want to show us that Ophelia really was mad by having her act, speak and behave in a way that was not seen as normal to Elizabethan society as well as society today. It also seems that Shakespeare, maybe unwittingly, shows us that women were weak-minded individuals whereas men were the stronger sex, mentally as well as physically. Even though Hamlet is knocked with strong emotional surprises, such as finding out that his stepfather killed his father, Claudius, Hamlet still remains strong in public. This is a very sharp contrast to how Ophelia behaved when she suffered acute trauma due to the sudden death of her father. Whilst Hamlet remains strong, Ophelia transcends towards madness as her fragile state of mind had shattered. Maybe, this was the way Shakespeare viewed both sexes or maybe those were the views of Elizabethan society as a whole. Shakespeare presents Hamlets antic disposition as something very different to how Ophelias madness is presented to us. Shakespeare presents Hamlet as a strong character who has the ability to deal with emotional trauma, whereas Ophelia was portrayed as weak and symbolised what Hamlet once remarked: Frailty, thy name is woman. Shakespeare presents Hamlet and Ophelia in contrasting ways to show us the differences between an antic disposition and actual madness. By using these contrasts, Shakespeare seems to be reflecting on the attitudes and views of Elizabethan society and also seems to be offering us his definition of madness.

Aims and Purposes of Sentencing

Aims and Purposes of Sentencing Discuss, and comment, on the aims and purposes of sentencing. To what extent are they a reflection of sentencing currently practised by courts? A sentence in law, according to the Oxford Dictionary of Law (2006) is: Any order made by a court when dealing with an offender with respect to his offence now governed by the Criminal Justice Act 2003 Courts deal with sentences choosing from a mix of different aims for the sentence to have. There are six main types of aim when assessing the purpose of any sentence: Retribution, Deterrence, Desert Theory, Rehabilitation, Restorative Justice and Incapacitation Firstly, retribution is where The Old Testaments an eye for an eye and a tooth for a tooth form of justice is taken. It takes the view that offenders deserve to be punished and satisfies the victims need for revenge. This form of punishment is full of criticism, for example Mahatma Ghandi himself stated an eye for an eye will make us all go blind. This highlights the disproportionate nature of retributivism. In the case of Sargeant  retribution as a purpose of sentencing was de-applied in the criminal courts where the judge stated: The Old Testament concept of an eye for an eye and a tooth for a tooth no longer plays any part in our criminal law This shows how judges and parliament have moved away from this form of justice to others. However, in cases not to do with criminal law, such as Tort law or other aspects of law that give damages, it could be construed that there is a retributive aspect of taking damages from someone who has wronged you. Granted this is a sort of reparative justice (discussed lower) but the principle is well the same. Deterrence is a similar form of justice to retributivism in that it attempts to maintain order through threats and fear. There are two forms of deterrence, general and individual. They are fairly self explanatory, general is where the courts sentence heavily to dissuade the general criminal public and individual is where the courts sentence heavily on the individual to supposedly make them not want to commit crime anymore. An example of deterrent sentencing can be seen in the case of Storey. It was an attempt to make an example of the offender so as to stop others committing the same crime, in this case, robbery, statistics show that it only worked in the short term. An issue is that deterrence is disproportionate, and does not take into account the cause of crime. It assumes that the offender thinks rationally of his choices, which is not always the case. There has been much legislation and policy to curtail judicial discretion with regard to deterrence in sentencing. For example the CJA 1991 stated that deterrence was not to be used as a means of lengthening a sentence. However, traditionally the courts have steered toward a deterrent policy of sentencing, and in the face of opposed legislation they were not about to give that up easily. The CJA 1991 was so poorly written that Lord Taylor in the case of Cunningham  managed to read section 2 (2) (a) of the 1991 Act as follows: The purposes of a custodial sentence must primarily be to punish and to deter. Accordingly, the phrase commensurate with the seriousness of the offence must mean commensurate with the punishment and deterrence which the seriousness of the offence requires. This enabled judges to effectively disregard the statute in such a manner that they could continue on business as usual.  There was also a government White Paper in 1990 that came close to directly saying that deterrence was no longer a valid consideration when sentencing. However, despite all of this deterrence has once again emerged as a key aim of sentencing courtesy of section 142 (1) (b) of the Criminal Justice Act (hereon CJA) 2003 where deterrence is one of the only purposes mentioned directly. Desert Theory is a form of justice based around proportionality. The Swiss judiciary uses this as their main purpose for sentencing. It essentially means that the sentence must be proportionate to the culpability of the offender. The CJA 2003 includes culpability into judicial reasoning. A case of where Desert has been put into practice would be Lord Lane CJs justification of his lowering of the sentence for social security fraud. This is the case of Stewart  where it was given that the crime was non-violent, non-sexual and non-frightening. The Halliday Report  shows a large preference to Desert Theory as it emphasises the need to link severity of punishment with culpability and seriousness of the offence, so as to give a proportionate sentence. Problems with this form of principle are that there is an assumed blame factor on the offenders side, which does not take into account social situations when taken literally. The actual limits of proportionality are also contentious; the key concept of proportionality itself is too open to divergent opinion. However, it could be interpreted that desert is a main principle for our system as the CJA 2003 incorporates much of what desert stands for into it i.e. mitigation and culpability. The concept of rehabilitation is also mentioned directly in CJA section 142. This principle recognises the need to lower future crime and reconviction. This form of justice views the sentence and the associated loss of liberty as the real punishment; it puts forward the concept that through cognitive training during this time of lost liberty crime can be reduced, such as with the Think First program and the What Works ethos developed by Maguire and Priestley. It is particularly useful in cases dealing with drugs and alcohol abuse. However, long term studies have indicated that in other circumstances it is unlikely to be of much use, as was found by the nothing works  research project. A 1998 Home Office survey evaluated that: there have been very few well-designed and carefully evaluated studies in this country of the effectiveness of programmes designed to rehabilitate and reduce the risk of re-offending. This represents a warning that rehabilitation is a very niche area giving various so-called experts powers over who is let out and who is not, based upon loose assertions that the offenders are better or not. However, it does remain in the CJA 2003 section 142, but not as the sole rationale. The Mental Health Act 1983, despite the previous 1998 report, still gives the courts jurisdiction over the mentally ill, and as addiction can be construed as a mental illness then it is possible to infer that the government supports this form of sentencing in this context. The principle of making amends for ones crime is the idea of restorative justice. criminal justice should focus [on] restoring individual damage and repairing ruptured social bonds a truly reparative system would seek the holistic restoration of the community Some of these developments in this form of justice are to make sure the criminal does not profit from his crime, i.e. compensation. Others are more reparatory in nature, meaning criminals are put to work for little or no wages in an effort to rebuild a part of the community they have victimised, for example a vandal fixes broken street lights for his criminal damage. The Powers of the Criminal Courts Act 2000 can be seen to greatly support the use and amendment of differing forms of community reparative sentences and further evidence is given to support reparation in the CJA 2003. However, various problems rise up when this form of justice is used. Firstly, it is disproportionate in nature, where a minor offence is committed a seemingly longer sentence of reparation will be administered rather than a shorter jail term. The disproportionate side enters where if the offender does not conform then a much harsher sentence will be imposed upon them. This does not address the cause of crime and can never be used for violent offenders as to do so would be a gross injustice to the victim. Therefore as a rationale it can only ever be taken in certain circumstances. Incapacitation is where the offenders opportunity to commit crime is taken away, by removing key aspects of his liberty that facilitate the crime convicted. For example a dangerous driver is disqualified and electronically tagged. As a result of humanitarian issues, such as imposing a harsh curfew which may interfere with someones right to personal autonomy and personal life, this gives the result with this being a heavily prescribed form of rationale. It is mainly limited to repeat (career) criminals or those deemed to be dangerous courtesy of the CJA 2003 sections 224-229 criteria. Incapacitation could also be construed within mental illness cases as well. The Mental Health Act 1983 gives judges the opportunity to use various methods of incapacitation on mentally ill offenders. The primary power the court has is the Hospital Order in respect of section 37 of the 1983 Act. Despite the fact that this is a form of incapacitation in Birch  Mustill LJ explained that the intention of this was different and meant to be humane. This principle of justice is held to be in the favour of the defendant, even though all liberty is removed by an order of the court. Liberty can be further removed in the interests of protecting the public  using a Restriction Order as of section 41 of the 1983 Act. A Home Office report however supports this when used on the mentally ill where practicable and appropriate.  This would show that incapacitation is a form of justice that most governments find irresistible to direct judges upon when issuing Acts and policies on sentencing. The point that Ashworth makes is that the CJA 2003 incorporates all of these rationales in the consideration of sentencing. This is true. It would then also be true that there is a pick-and-mix element to judgement with regard to this Act. However, it is untrusting of the judiciary to state that this invites inconsistency. While the main thrust of this Act could be seen to be the Desert Theory, as there is much mention of different levels of blame, this would show that this gives judges the discretion they will need to achieve justice for all. It would be the assertion of this paper that the CJA 2003 invites consistency of judgement but allows for the discretion of the inconsistency of crime in its own chaotic nature. Table of Statutes: Criminal Justice Act 2003 Criminal Justice Act 1991 Powers of the Criminal Courts (Sentencing) Act 2000 Mental Health Act 1983

What do you learn about the First World War from your reading of :: English Literature

What do you learn about the First World War from your reading of Wilfred Owens poetry? From Wilfred Owens poems you can learn so many different things. He was one of a group of soldiers, he wrote about the war as he experienced it. So all of his poems are primary evidence because the poems were wrote by him when the war was going on. We can prove that Wilfred Owen was in the War by using a quote from a poem he wrote. The poem is titled 'Dulce et Decorum Est'. In the poem he gives his opinion on war. He says "Dulce et decorum est Pro Partria mori" This means it is good and beautiful to die for your country. He wrote it in Latin, the rest of the poem is english. By using Latin I think it creates a distinguished impact on the reader. It draws their attention to it. Honestly, Wilfred Owen does not believe it actually is good to die for your country. He is being critical. The opposition to this view of war would be a poet named Jessie Pope. Wilfred Owens and Jessie popes' poetry is very different, Jessie Popes' is usually more of a poem to recruit soldiers and get the point across that if you fight for your country war is good. Wilfred Owens poems are far more descriptive and appeal to the senses, giving us an insight on life in world war one. In the poem 'The Sentry' he appeals to the senses by describing the weather as "water falls of slime" and describing the smell "Stank old and sour." We can learn from this poem that physical conditions in the war were awful. There would be high danger of dying and injuring yourself because bullets were being shot everywhere and gas attacks were occuring frequently. "Gas! Gas! Quick, boys!"(From Dulce et Decorum Est) We learn how the gas attacks effect the soldiers in the poem 'Dulce et Decorum Est' there is a section in the poem where Wilfred describes a gas attack. "Dim, through the misty panes and thick green light, A under a green sea I saw him drowning." The misty panes were Wilfreds eyes; they were misted because of the gas in the air. He describes the colour of the gas as 'green' and the amount of it as a 'sea' so it spreads quite a distance and widths as seas are generally known for being large. Green is known as the colour of envy and maybe the gas is representing the opposisitions jealously towards the enemy that they are winning. In this poem Wilfred describes what the soldiers are like in their

Helen Tamiris Biography Essay -- essays research papers

On April 24, 1903, one of the founders of American modern dance was born to parents who emigrated from Russia. Helen Tamiris, originally Helen Becker, grew up in New York, New York on the Lower East Side. In her lifetime, she danced, choreographed, and helped initiate modern dance. Later in her life, she moved to the â€Å"Great White Way,† otherwise known as Broadway, to choreograph many shows.   Ã‚  Ã‚  Ã‚  Ã‚  In 1911, or at the age of eight, Ms. Tamiris began studying dance at the Henry Street Settlement with Irene Lewisohn. After that she studied with the children’s chorus at the Metropolitan Opera Company, where she learned Italian ballet techniques. Although she studied strict ballet techniques, she began to study modern dance at the Neighborhood Playhouse. She also studied natural dancing but soon grew restless of it; thus, she quickly left the studios to develop her own sort of dance.   Ã‚  Ã‚  Ã‚  Ã‚  Tamiris spent a few years making minor nightclub appearances and dancing in stage shows at movie theaters. But in 1922, she left America to tour in South Africa with the Bracale Opera Company, where she was exposed to international dance forms. When she returned to America, she abandoned her former Italian ballet training and studied Russian ballet technique. She appeared dancing in a few shows but soon realized she just was not getting what she wanted. Tamiris took the next year off to develop her own style of concert dancing.   Ã‚  Ã‚  &nb...

Measurement of Internal Consistency Software

Document analysis and fingerprint comparison are two of the most important tasks done by forensic experts in investigating a case. Documents and fingerprints related in a case make substantial evidences that can give progress to the investigation. With our ever advancing technology, new tools and equipments have been invented to help forensic experts in making these tasks easier for them. These tools, such as computer software, can give these people relevant information about certain documents, handwriting and fingerprint samples as evidences to a case they are examining. One company who specializes in this kind of tools and software is the Limbic Systems, Inc. Limbic Systems’ technologies improve image-based identifications by way of advanced utilization of image intensity signals.1 Limbic Systems released several products that are used for fingerprint identification, handwriting and document analysis, and other forensic or security application products. One of those products is the Measurement of Internal Consistency Software or MICS. The Measurement of Internal Consistency Software is an application that measures the intensity of the material (ink, for example) used and creates a three-dimensional model which can be likened to a topographic map complete with contour lines.2 This software had been developed by Limbic Systems, Inc. for 6 long years until the it was commercially released in 2003. MICS features 1. Limbic Systems, Inc. (Forensic e-symposium). [Online] available from http://limbicsystems.forensic.e-symposium.com/it/index.html; accessed 25 Mar. 2006; Internet. 2. Emily J. Will. MICS Program Brings 3D Modeling and Mathematical Information to Handwriting Identification and Document Examination. [Online] available from http://www.qdewill.com/mics.htm; accessed 25 Mar. 2006; Internet. Experts in handwriting identification very well know that handwriting is not just merely measured by its length and width, but it is also a three-dimensional product. The things visible to the human eye are just its length and width, but the third dimension is difficult to see, demonstrate or even quantify. But with the help of MICS, examiners can now easily visualize and measure the color density and other important aspects of handwriting and document examination. MICS can examine scanned or digitally photographed images of documents and handwritten name. In Emily Will’s article3, she showed how MICS works in determining the density of her handwriting sample. Looking at the handwriting with the naked eye, it is just a simple handwriting done using a normal pen. But when it was placed through the thorough scanning features of the software, it revealed the density of the pen used. Other than that, it also showed a gap somewhere in the handwriting sample that means there was a moment when the pen was lifted off the paper while she was writing her name. One could never have thought of that without the use of the software. Other than the gap, there are even more studies that can be done around the observation to gather more relevant information for the examiner. This kind of observation is definitely helpful for an examiner in identifying clues in an investigation. MICS makes it easier for them to closely examine different documents and handwriting samples in question. Aside from handwriting and document analysis, MICS can also be used to identify and compare fingerprints. MICS is a platform where other application-specific products of Limbic Systems are based. And one of those applications and the first extension of MICS is the product called PrintIQ, which is a solution to identify fingerprints. Just like how MICS works in documents, fingerprints are also identified and compare with another by measuring the intensity of the image between different points. MICS converts the fingerprint image into edge signals which are seen as the elevation in a three-dimensional surface map. With all these features of the Measurement of Internal Consistency Software, it can definitely be an indispensable tool for examiners and investigators. The software can easily help them gather more relevant information with the documents and fingerprints that what can only be seen by our bare eyes. The results that MICS will provide can give them important clues that can possibly lead them to the progress of the case they are investigating. 3. Emily J. Will. MICS Program Brings 3D Modeling and Mathematical Information to Handwriting Identification and Document Examination. [Online] available from http://www.qdewill.com/mics.htm; accessed 25 Mar. 2006; Internet. General Recommendation Measurement of Internal Consistency Software or MICS is indeed a valuable â€Å"invention† by the Limbic Systems, Inc. It can prove to be a very useful tool for examiners and experts to help them perform their tasks much faster. However, as with other applications and tools, this software can be incorrectly utilized by the user. Thus, it is required that the user of the software understands the whole program – its theories, potentials, assumptions, and limitations. Knowing these things will give the user a more reliable output data. The company, Limbic Systems, Inc, has also been collaborating with current MICS users to formulate mathematical associations to be able to draw up more reliable conclusions based on the information provided by the software. Bibliography Limbic Systems, Inc. (Forensic e-symposium). [Online] available from http://limbicsystems.forensic.e-symposium.com/it/index.html; accessed 25 Mar. 2006; Internet. Will, Emily J. MICS Program Brings 3D Modeling and Mathematical Information to Handwriting Identification and Document Examination. [Online] available ; accessed 25 Mar. 2006; Internet.      

AMD vs Intel

Of all the corporate names playing in the personal computer (PC) hardware market, no two companies are arguably as well-known as Advanced Micro Devices (AMD) and Intel Corporation. That these two names are synonymous with personal computing is not surprising as these two companies manufacture the sheer majority of the microprocessors which are at the core of a consumer PC.In 2008, Intel had a 76.7% market share of the general purpose microprocessor market (which includes desktop and server processors) to AMD’s 23.1% (Shilov, 2008). While Intel outsells AMD 3-to-1, the two companies combined ship 99.8% of the world’s desktop and server processors.Both Intel and AMD were founded from former employees of Fairchild Semiconductor. Intel was created in 1968 by Fairchild Engineers Bob Noyce and Gordon Moore while AMD was founded in 1969 by former Fairchild Executive Jerry Sanders and his team of employees (Singer, 2005). Today, AMD has quarterly revenues of $1.7 billion and In tel has yearly revenues of nearly $40 billion.While both known for their processor products, both AMD and Intel started out manufacturing memory chips. All of this changed in 1971 when Intel developed its 4004 – a chip designed for Japanese company Busicom to be used in their line of calculators.The 4004 chip integrated the following components – 16 registers for holding data, a program counter to keep track of execution, an arithmetic logic unit to perform numerical computations, a decoder for instructions, and a clock to keep its processes synchronized.Together, these components allowed the single 4004 chip to decode instructions stored in external memory, instructions which could contain any number of numerical computations that the 4004 could execute. By designing a programmed flow of instructions, the 4004 could be used to perform any number of tasks, not only the calculations needed by Busicom’s calculators.This made the 4004 Intel’s, and consequent ly, the world’s first general purpose microprocessor chip (â€Å"Intel's First Microprocessor—the Intel ® 4004†).Intel secured the right from Busicom to market the 4004 as a part of Intel’s product line up. As a standalone microprocessor, the 4004 was the birth of a revolution. Instead of building a computer for every task from scratch, an engineer can simply buy a 4004 chip, a memory chip and write a set of commands for the task at hand.A 4004 can be thought of performing any task which the engineer could program. The 4004 was then followed by the 8008, a more powerful version of the 4004.By 1981, IBM had chosen Intel’s 8088 as the processor to be used in its personal computer products. While the 8088 was the chip, IBM was essentially choosing not the 8088 but Intel’s x86 architecture as the basis for their personal computer family.This was important for two reasons, first because the IBM PC was an open standard. Any company can build a c ompatible machine buy building it from parts which conform to the standard. The typical example is how a RAM module can be plugged out from a DELL machine and be inserted into an HP machine and work fine. Secondly it was because the use of x86 meant that only chips compatible with Intel’s architecture could be used with PCs (â€Å"Intel Corporate Timeline†).To avoid overdependence on Intel products, IBM demanded that Intel should find a second supplier of chips. Because of this, Intel reaches out to AMD in 1982, giving AMD full access to its 286 chip technology and allowing AMD to manufacture 286 products. Thus in the beginning, AMD could only be thought of as an outsourced manufacturer of Intel processor designs (Singer, 2005).

Inter-organizational Cooperation Essay

The fundamental principle of a resonance inter-organizational cooperation is that an agency must give up something in order to get something else in return. The cooperation of local or international organizational is fostered to ensure that both organization benefit from each other. The inter-organizational attraction brought about by trust plays a big role in helping such collaborations to achieve their goals. Paying much attention on developing leadership styles that will promote effectual and collaborative value chains through building of a closer relationship which comprises of trust, commitment, cooperation, and coordination needed between organization members guarantees success of the alliance. Inter-organizational cooperation has continued focusing on leadership as the key for its success. A clear leadership of a focal organization accounts for a stable alliance by guaranteeing legitimacy and authority within the alliance. Effective leadership helps to deal with social, economic and environmental concerns within the inter-organization (Ebers, 1999). In addition, the inter-organization cooperation are increasingly focusing on leadership so as to ensure coordination by merging resources to achieve new things and address common issues through group decision making. Consequently, the leadership behavior of adapting to the competitive global environment through inter-organizational cooperation rather than competing in an adversarial manner ensures survival of the collaboration. This can be attained through impacting leaders with supply chain management skills so that they may be able to establish and maintain effective inter-organizational networks. Proper investment in leaders will ensure that the desired business results are met given that leaders will facilitate an open exchange of proposals which will foster collaboration. Examples include; Economic and Social Council (ECOSOC), International Labor Organization (ILO) and Consortia and Enduring Construction firms in the U. S.

Mgt Module 5

Module 5 – Individual level: motivation concepts and applications 1 Module 5 – Individual level: motivation concepts and applications Learning objectives On successful completion of this module, you should be able to: ? ? ? ? ? ? ? ? ?Define motivation and identify three key elements of motivations Identify early theories of motivation and evaluate their current use value Apply the predictions of self-determination theory to intrinsic and extrinsic rewards Compare and contrast goal-setting theory and management by objectives Contrast reinforcement theory and goal-setting theory Demonstrate how organisational justice is a refinement of equity theory Apply the key tenets of expectancy theory to motivating employees Compare contemporary theories of motivations Show how motivation theories are culture bound Learning resourcesText Robbins, SP, Judge, T, Millett, B & Boyle, M 2011, Organisational behaviour, Chapter 7. Introduction to Module 5 Welcome to Module 5 of MGT1000. I give this module about a 4. 5 rating – the theory is heavier going. There are about 22 pages from the text. Also this module is about 7 pages long. There are no must do tasks but there is still an application exercise that can take up as much time as you want to invest in it. The application is a mini essay writing exercise. The mind map that follows illustrates where we are up to in the individual level of the course so far.In this module we will be discussing theories of motivation and their workplace applications. Motivation is a critical issue within workplaces today. It is not sufficient that employees simply turn up at work. Employers want highly productive and motivated employees. You already know that workplace productivity can be enhanced by ensuring a sound fit between employee personality and job requirements, between employer and employee values and  © University of Southern Queensland 2 MGT1000 – Organisational behaviour between employee preferences and the culture and structure of the organisation.You will also realise from previous modules that in creating a motivating workplace it is employee perception of the workplace, rather than the reality of the workplace, that will influence employee performance. In this module you will learn ways that managers can make the workplace more motivating for employees. The most basic premise of this module is that motivation is not a trait like personality, but rather something that managers can encourage or discourage. Module 3 Attitudes and job satisfaction Module 4 Personality and values Module 5 Motivation Absenteeism †¢Job satisfaction †¢Turnover †¢Productivity †¢Organisational citizenship †¢Deviant workplace behaviour This first exercise will give you a chance to clarify your own (everyday) everyday experience of motivation. Learning activity 5. 1 Think of one thing you have been putting off doing. Perhaps you have a friend you have been meaning to contact; perh aps you have some task around the house you have not completed yet. Perhaps you have not been able to maintain your exercise program. Or perhaps you have had difficulty getting all your study completed.Think about these 2 questions 1. Why are you putting yourself under pressure to do this thing? 2. Why haven’t you done this thing yet?  © University of Southern Queensland Module 5 – Individual level: motivation concepts and applications 3 Learning activity 6. 1 de-brief I expect we all have things we have not done that we feel we should have done. So I assume no one had difficulty thinking of something they had put off. The following two definitions of motivation show considerable consistency and can be helpful in understanding your inability to do the task you nominated. We define motivation as the processes that account for an individual’s intensity, direction and persistence of effort towards attaining a goal’ (Robbins, Judge, Millett, & Boyle 2011, p . 176) ‘Motivation refers to the forces either within or external to a person that arouse enthusiasm and persistence to pursue a certain course of action. ’(Gordon, 1999 p. 534) Both definitions seem to regard persistence as essential to motivation. Perhaps you may have lacked the persistence or continuing effort required to complete the task?In addition the definitions refer to enthusiasm or intensity – both of which can be regarded as a measure of ‘how hard’ you were prepared to work (Robbins et al. 2011 p. 176). Perhaps this is where you had your difficulty? Finally, both definitions state there needs to be some kind of purpose – variously described as direction, a goal or a course of action – that is essential to motivation. It would appear because you could articulate what you were supposed to do then at least you did have a goal, even if it is yet to be achieved. The question remains ‘Why haven’t we done this thing if we still feel we need to do it? Perhaps one of the reasons you gave for not completing this task was that it simply was too hard. Indeed the text says no matter how motivated someone is, if they truly lack the ability to do a task then it is impossible for them to do it. So if you truly lack the ability required to do the task then perhaps you should stop trying to do this task. Similarly if one of the reasons you gave for not doing this task was a lack of time, again this may be a legitimate reason for not doing the task. Robbins et al. (2011, p. 176) view motivation as a series of processes.That is, if a person lacks opportunity (for example the required time to complete a task), it does not matter how motivated or how gifted they are they simply will not be able to do the task. But perhaps your task was within your ability arrange and you had the opportunity to do it. The question remains, ‘Why didn’t you do it? ’ The definitions listed above may provide some answers. While Robbins et al. (2011) make no comment on the origins of motivation, Gordon (1999 p. 534) however, refers to motivation as ‘forces either within or external to a person’.These internal and external forces are very important in understanding Herzberg’s theory and its later developments. These two factors (internal and external factors) are the two factors that give Herzberg’s two factor theory its name. Herzberg refers to these 1) external and 2) internal factors as 1) extrinsic or hygiene factors and 2) intrinsic factors or motivators respectively. These two factors are like the oil and petrol in your car. They are quite separate, but you need both to be at the right level for the car to work well.In a car you have a petrol gauge that indicates if your tank is full or empty. It indicates if you have petrol or no petrol. So Herzberg refers to his 2 factors in the same terms. For example if you have no motivators (like no petrol) this is refer red to as a state of ‘no satisfaction’. If you have motivators (like a full tank of petrol) you have ‘satisfaction’. Interestingly, Herzberg does not regard satisfaction as the opposite of dissatisfaction. So let  © University of Southern Queensland 4 MGT1000 – Organisational behaviour e confirm, a lack of satisfaction is referred to by Herzberg as being a state of ‘no satisfaction’ not a state of dissatisfaction. The jargon in this theory is a little confusing at first, but Herzberg is making an important point. When you understand that point the jargon is easy to understand. Again consider the reasons you gave for not acting and the reasons you gave for continuing to put pressure on yourself. According to Herzberg’s two factor theory (Robbins et al. 2011, p. 178–80) only intrinsic factors are truly motivating. Intrinsic factors amount to way the task makes you feel.For example, if you stated the job is too boring or not very enjoyable that is an example of a task that is simply not motivating. That is why you lacked motivation and ultimately did not complete the task – it was simply not an intrinsically rewarding task. According to Herzberg extrinsic or hygiene factors will never truly motivate you to complete a task (Robbins et al. 2011, p. 178–80). So even if for example, one of the reasons you gave to complete the task was that you would be paid to complete it, then although you may have found the payment acceptable, it could not actually motivate you to do the task.The pay could only ever be experienced by you as good pay or bad pay for the job involved. In either event the pay itself would not motivate you to do the job – only the job’s intrinsic qualities and opportunities can truly motivate. There are many critics of Herzberg’s theory and his original research methods (Robbins et al. 2011, p. 178)and also the other earlier theories of motivation. For examp le refer to Robbins et al. (2011, p. 177) for a critique of Maslow’s theory.The text provides an overview of contemporary theories of motivation that have a reasonable degree of research validity. These theories address employee motivation and include the Self-determination theory, Goal-setting theory, Self-efficacy theory, Reinforcement theory, Equity theory and Expectancy theory. These theories provide guidelines for managers about how to enhance workplace motivation in their employees. Self-efficacy theory, for instance, argues that ‘an individual’s belief that he or she is capable of performing a task’ (Robbins et al. 2011, p. 186) influences their performance.According to this theory, employees with low selfefficacy (self belief) will exert less effort when they receive negative feedback whereas employees with high self-efficacy will increase their effort (Robbins et al. 2011, p. 187-80). Managers who focus on increasing self-efficacy in employees by setting difficult goals for them and encouraging them to perform better, can expect increased employee performance. You can see that the goal-setting theory is also applicable here – setting specific and difficult goals and providing feedback can lead to higher performance (Robbins et al. 011, p. 184). You will also read this week about ‘Equity’ theory which takes quite a different view of what motivates or ‘de-motivates’ us. Equity theory’s basic tenant is that the perception of equitable reward (such as salary) is quite essential to motivation. Most simply stated if you as an employee feel you are relatively poorly treated – for example, poorly paid as compared with others – then your motivation will suffer. In your reading you will be exposed to the mechanism of the ‘comparable worth’ as a way to create rewards systems for jobs that create equity in the workplace.Finally, you will read about expectancy theory this week which takes another quite different view of motivation. Expectancy theory is all about the expectancies or in lay terms ‘expectations’ employees have about their work and its rewards. If an employee 1) does not expect (or believe) they have the ability to complete the job to the required standard and or 2) does not expect (or believe) that the organisation will recognise their work when it is completed to the required standard and or 2) does not expect (or believe) the reward the organisation offers is worthwhile, then the employee’s motivation will suffer.You will read  © University of Southern Queensland Module 5 – Individual level: motivation concepts and applications 5 how expectancy theory can be applied to the workplace through the use of flexible benefits that allow employees to work towards rewards they truly value. Learning objectives from the text ? ? Define motivation and identify three key elements of motivations – Read ‘De fining motivation’ page 176. Identify early theories of motivation and evaluate their current use value – Read ‘Early theories of motivation’ page 176 – 181, up to the end of ‘McClelland’s theory of needs’, page 181.Apply the predictions of self-determination theory to intrinsic and extrinsic rewards– Read ‘Contemporary theories of motivation’ page 181 – 3. Compare and contrast goal-setting theory and management by objectives – Read page 184 – 188, up to the end of ‘Self-efficacy theory’ on page 188. Contrast reinforcement theory and goal-setting theory – Read ‘Reinforcement theory’ page 188 – 9. Demonstrate how organisational justice is a refinement of equity theory – Read ‘Equity theory/organisational justice’ page 189 – 92.Apply the key tenets of expectancy theory to motivating employees – Read ‘Expectancy t heory’ page 193 – 4 and ‘Flexible benefits; Developing a benefits package’ page 222. Compare contemporary theories of motivations – Read ‘Integrating contemporary theories of motivation’ page 194 – 5. Show how motivation theories are culture bound – Read ‘Global Implications’ page 196. ? ? ? ? ? ? ? We also suggest that you read Summary and Implications for Managers’ that provides you with a good summary of the theories covered in the readings.Application exercise This week’s application exercise is one I have used previously with students. You are asked to write a 5 paragraph essay titled ‘The day I hated my job more than I thought humanly possible’ or an essay titled ‘The day I loved my job more than I thought humanly possible’. In either case use Herzberg’s theory to explain why you hated or loved your job so much on that day. This is a quick exercise to get yo u thinking about 1) how to structure an essay and 2) how to apply theory to a case study.I have attached an example of an essay submitted by a previous student to help you. What follows are the quick tips on how to write a good OBM essay that were covered in module 2.  © University of Southern Queensland 6 MGT1000 – Organisational behaviour A good OBM essay has four main parts. ? ? You will always need a one paragraph introduction that states the overall theme of your essay and outlines the content of the essay. This will be the first paragraph of the essay. This will be followed by a series of paragraphs that present the real contents of your essay.This is sometimes referred to as the body of the essay. In this case this will only be 3 paragraphs. (You can have more if you really need them, but this is meant to be a short and sweet exercise to get the brain cells going – not a marathon). These will include the facts of your best or worst day at work and your referen ces to Herzberg’s theory that explain the experience. Visit this webpage at the USQ Library and follow the clicks for information on how to cite sources in essays using the Harvard Referencing system .This will be followed by a one paragraph conclusion that restates the main theme of your paper, summarises the main points raised in the body of your paper and ends with a strong ‘concluding’ sentence This will be followed by a ‘List of references’. This is a list of the full bibliographical details or any source (for example text book or journal article) that you cite in the essay. I expect in this essay you would only list the text as a source. ? ? A good OBM essay also includes theory that has been applied to the case study.I suggest you use the three sentence formula listed below to apply theory to a case study. In each paragraph include: 1. One or two sentences containing a bite size piece of theory 2. Followed by one or two sentences containing a bite size piece of case study 3. Followed by a linking sentence – that explains how exactly the theory is linked to the case study. An example 1. Bite size piece of theory According to Herzberg jobs that afford opportunities for growth can potentially be a source of job satisfaction (Robbins et al. 2011, p. 179) 2. Bite size piece of case study I certainly ound my job at that time challenging in a positive way. I was involved in a short-term, cutting edge project aiming to develop a completely new range of client services. 3. Linking sentence. My involvement in the client services project gave me an excellent opportunity for professional growth. My positive experience of my job at that time was therefore highly consistent with Herzberg’s notion of a job with job satisfaction. The same material presented as a paragraph. According to Herzberg jobs that afford opportunities for growth can potentially be a source of job satisfaction (Robbins et al. 011, p. 179. ) I certain ly found my job at that time challenging in a positive way. I was involved in a short-term, cutting edge project aiming to develop a completely new range of client services. My involvement in the  © University of Southern Queensland Module 5 – Individual level: motivation concepts and applications 7 client services project gave me an excellent opportunity for professional growth. My positive experience of my job at that time was therefore highly consistent with Herzberg’s notion of a job with job satisfaction.You may have to go through a few more drafts of the paragraph to get it saying exactly what you want it to, but that is the basic process. Finally, you may be wondering how to relate bits of theory to bits of case study. You might find a pen and paper tool like this one below useful. In the left hand column you will see the motivators and hygiene factors listed. (This is the theory you are expected to use in this essay). In the right column there is room for you to list the elements of your story that relate to these factors. You do not need to have an entry next to each piece of theory.The idea is that you would look at the completed grid and then decide what the pattern is. Did your job have lots of problems with the motivators? Were there additional problems with the hygiene factors? What was the overall pattern is the case study? This then becomes the theme of your essay. Motivators Achievement Recognition Work itself Responsibility Advancement Growth Case study elements Hygiene factors Company policy and administration Supervision Relationship with supervisor Work conditions Relationship with peers Personal life Relationship with subordinates Status Security SalaryCase study elements  © University of Southern Queensland 8 MGT1000 – Organisational behaviour Summary This module has focussed on motivation as a process that managers need to understand in order to try to create motivating jobs and reward systems in the workplace. You have covered both earlier theories of motivation and contemporary theories. You have also had an opportunity to put pen to paper and attempt an essay in this course. Presentation 5. 1 Ch7_motivation Reference list Gordon, J 1999, Organizational behaviour: a diagnostic approach, 6th edn, Prentice Hall, NJ.Mann, S 2004, ‘People-work: emotion management, stress and coping’, British Journal of Guidance and Counselling, vol. 32, no. 2, pp. 205–21, viewed 12 December, EBSCOhost database Academic Search Premier, item: AN13121438. McShane, S & Von Glinow, M 2005, Organizational behaviour, 3rd edn, McGraw-Hill Irwin, Boston. Robbins, SP, Judge, T, Millett, B & Boyle, M 2011, Organisational behaviour, 6th edn, Pearson Education, French’s Forest. Gordon, J 1999, Organizational behaviour: a diagnostic approach, 6th edn, Prentice Hall, New Jersey.  © University of Southern Queensland

Acceptance Or Rejection Of The Null Hypothesis Economics Essay

Acceptance Or Rejection Of The Null Hypothesis Economics Essay The appropriate value of t is 2.100. Since we are concerned whether b (the slope of original regression line) is significantly different fro B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.100. The standardized regression coefficient is 0.063, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.01. Step 6: Interpretation of the Result There is not enough difference between b and 0.01 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would increase the poverty headcount by around 0.01%, as it has in the past. 2. Inflation and Ginni Coefficient The slope for the regression line that shows a relationship between inflation and gini coefficient is 0.5956. This means that a 100% increase in inflation would result in 0.5956% increase in gini coefficient. Now we wou ld perform the same hypothesis testing procedure to determine the authenticity of slope and whether the slope justifies the relationship between inflation and gini coefficient. Step 1: State the Null and the Alternative Hypothesis Let B denotes the hypothesized slope of actual regression line, the value of the actual slope of regression line is b = 0.5956. The first step is to find some value for B to compare with b= 0.5956. Suppose that over an extended past period of time, the slope of the relationship between inflation and gini coefficient was 0.5. To test whether this is still the case, we could define the hypothesis as: H0: B= 0.50 (Null hypothesis) H1: B à ¢Ã¢â‚¬ °Ã‚   0.50 (Alternative hypothesis) Step 2: Decide on Significance Level and Degree of Freedom Significance level ÃŽÂ ± = 0.05 and Degree of freedom (df) = n-2 = 19 – 2 = 17 Step 3: Find out Standard Error of b Where Sb = standard error of the regression coefficient Se = standard error of estimate Xi = valu es of the independent variable X-Bar = mean of the values of the independent variable n = number of the data points Year X Y X – X-Bar (X-X-Bar)2 Y2 XY 1963-64 4.19 38.6 -2.607368 6.79837008 1489.96 161.734 1966-67 8.58 35.5 1.7826316 3.17777535 1260.25 304.59 1968-69 1.58 33.6 -5.217368 27.2209332 1128.96 53.088 1969-70 4.12 33.6 -2.677368 7.16830166 1128.96 138.432 1970-71 5.71 33 -1.087368 1.18237008 1089 188.43 1971-72 4.69 34.5 -2.107368 4.44100166 1190.25 161.805 1979-80 8.33 37.3 1.5326316 2.34895956 1391.29 310.709 1984-85 5.67 36.9 -1.127368 1.27095956 1361.61 209.223 1985-86 4.35 35.5 -2.447368 5.98961219 1260.25 154.425 1986-87 3.6 34.6 -3.197368 10.2231648 1197.16 124.56 1987-88 6.29 34.8 -0.507368 0.25742271 1211.04 218.892 1990-91 12.66 40.7 5.8626316 34.370449 1656.49 515.262 1992-93 9.83 41 3.0326316 9.19685429 1681 403.03 1993-94 11.27 40 4.4726316 20.0044332 1600 450.8 1996-97 11.8 40 5.0026316 25.0263227 1600 472 1998-99 5.74 41 -1.057368 1.11802798 1681 23 5.34 2001-02 3.54 27.52 -3.257368 10.610449 757.3504 97.4208 2004-05 9.28 29.76 2.4826316 6.16345956 885.6576 276.1728 2005-06 7.92 30.18 1.1226316 1.26030166 910.8324 239.0256 Summation 129.15 678.06 0 177.829168 24481.06 4714.9392 X-Bar = 6.79 Y-Bar = 35.68 Se = 3.59 By putting Se and Summation (X-X-Bar) 2 in Sb, we have Sb = 0.269 Step 4: Find the Standardized Value of b t = b – BH0/Sb Where b = slope of fitted regression BH0 = actual hypothesized slope Sb = standard error of the regression coefficient By putting the values of the above in t, we have t = 0.355 Step 5: Conclusion on Acceptance or Rejection of the Null Hypothesis The appropriate value of t is 2.10. Since we are concerned whether b (the slope of original regression line) is significantly different from B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.10. The standardized regression coefficient is 0.355, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.5 Step 6: Interpretation of the Result There is not enough difference between b and 0.50 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would result in an increase of 0.50% in gini coefficient, as it has in the past.