Ch8 Test Bank

b. The likelihood for any individual estimation of a constant irregular variable is zero, yet for discrete arbitrary factors it isn't. c. Likelihood for ceaseless arbitrary factors implies finding the zone under a bend, while for discrete irregular factors it implies adding singular probabilities. d. These decisions are valid. ANS:DPTS:1REF:SECTION 8. 1 2. Which of coming up next is in every case valid for all likelihood thickness elements of nonstop irregular factors? a. The likelihood at any single point is zero. b. They contain an uncountable number of potential qualities. c. The absolute zone under the thickness work f(x) rises to 1. d. These decisions are valid. ANS:DPTS:1REF:SECTION 8. 1 3. Assume f(x) = 0. 25. What scope of potential qualities would x be able to take on and still have the thickness work be genuine? a. [0, 4] b. [4, 8] c. [? 2, +2] d. These decisions are valid. ANS:DPTS:1REF:SECTION 8. 1 4. The likelihood thickness work, f(x), for any persistent irregular variable X, speaks to: a. ll potential qualities that X will expect inside some span a ? x ? b. b. the likelihood that X takes on a particular worth x. c. the stature of the thickness work at x. d. None of these decisions. ANS:CPTS:1REF:SECTION 8. 1 5. Which of coming up next is valid about f(x) when X has a uniform circulation over the span [a, b]? a. The estim ations of f(x) are distinctive for different estimations of the irregular variable X. b. f(x) approaches one for every conceivable estimation of X. c. f(x) rises to one isolated by the length of the span from a to b. d. None of these decisions. ANS:CPTS:1REF:SECTION 8. 1 6. The likelihood thickness work f(x) for a uniform irregular variable X characterized over the span [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these decisions. ANS:APTS:1REF:SECTION 8. 1 7. In the event that the arbitrary variable X has a uniform dispersion somewhere in the range of 40 and 50, at that point P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. unclear. ANS:BPTS:1REF:SECTION 8. 1 8. The likelihood thickness work f(x) of an irregular variable X that has a uniform dispersion among an and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these decisions. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the accompanying doesn't speak to a persistent uniform irregular variable? . f(x) = 1/2 for x between ? 1 and 1, comprehensive. b. f(x) = 10 for x somewhere in the range of 0 and 1/10, comprehensive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these decisions speaks to a ceaseless uniform arbitrary variable. ANS:CPTS:1REF:SECTION 8. 1 10. Assume f(x) = 1/4 over the range a ? x ? b, and assu me P(X 4) = 1/2. What are the qualities for an and b? a. 0 and 4 b. 2 and 6 c. Can be any scope of x esteems whose length (b ? a) rises to 4. d. Can't reply with the data given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the state of the likelihood thickness work for a uniform arbitrary variable on the stretch [a, b]? a. A square shape whose X esteems go from a to b. b. A straight line whose stature is 1/(b ? an) over the range [a, b]. c. A constant likelihood thickness work with a similar estimation of f(x) from a to b. d. These decisions are valid. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A constant likelihood dissemination speaks to an arbitrary variable having an unending number of results which may expect any number of qualities inside a stretch. ANS:TPTS:1REF:SECTION 8. 1 13. Consistent likelihood disseminations portray probabilities related with irregular factors that can accept any limited number of qualities along a span. ANS:FPTS:1REF:SECTION 8. 1 14. A constant arbitrary variable is one that can accept an uncountable number of qualities. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is a limitless number of qualities a persistent irregular variable can accept, the likelihood of every individual worth is basically 0. ANS:TPTS:1REF:SECTION 8. 1 16. A ceaseless irregular variable X has a uniform conveyance somewhere in the range of 10 and 20 (comprehensive), at that point the likelihood that X falls somewhere in the range of 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A ceaseless irregular variable X has a uniform appropriation somewhere in the range of 5 and 15 (comprehensive), at that point the likelihood that X falls somewhere in the range of 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A persistent arbitrary variable X has a uniform appropriation somewhere in the range of 5 and 25 (comprehensive), at that point P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We recognize discrete and nons top irregular factors by taking note of whether the quantity of potential qualities is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. By and by, we every now and again utilize a ceaseless conveyance to estimated a discrete one when the quantity of qualities the variable can accept that is countable however exceptionally huge. ANS:TPTS:1REF:SECTION 8. 1 21. Let X speak to week by week pay communicated in dollars. Since there is no set furthest cutoff, we can't recognize (and in this manner can't tally) all the potential qualities. Subsequently, week after week salary is viewed as a ceaseless irregular variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a genuine likelihood thickness work, every single imaginable estimation of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be an authentic likelihood thickness work, every conceivable estimation of f(x) must lie somewhere in the range of 0 and 1 (comprehensive). ANS:FPTS:1REF:SECTION 8. 1 24. The total of all estimations of f(x) over the scope of [a, b] must rise to one. ANS:FPTS:1REF:SECTION 8. 1 25. A likelihood thickness work shows the likelihood for each estimation of X. ANS:FPTS:1REF:SECTION 8. 1 26. On the off chance that X is a constant arbitrary variable on the stretch [0, 10], at that point P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. On the off chance that X is a consistent arbitrary variable on the span [0, 10], at that point P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. In the event that a point y lies outside the scope of the potential estimations of an irregular variable X, at that point f(y) must rise to zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ irregular variable is one that accept an uncountable number of potential qualities. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a consistent irregular variable, the likelihood for every individual estimation of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Likelihood for persistent irregular factors is found by finding the ____________________ under a bend. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ irregular variable has a thickness work that appears as though a square shape and you can utilize zones of a square shape to discover probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Assume X is a constant arbitrary variable for X among an and b. At that point its likelihood ____________________ work must non-negative for all estimations of X among an and b. ANS:density PTS:1REF:SECTION 8. 1 34. The absolute territory under f(x) for a persistent irregular variable must rise to ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The likelihood thickness capacity of a uniform irregular variable on the span [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To discover the likelihood for a uniform arbitrary variable you take the ____________________ times the ____________________ of its relating square shape. ANS: base; tallness stature; base length; width; length PTS:1REF:SECTION 8. 1 37. You can utilize a consistent arbitrary variable to ____________________ a discrete irregular variable that takes on a countable, however exceptionally enormous, number of potential qualities. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A constant arbitrary variable X has the accompanying likelihood thickness work: f(x) = 1/4, 0 ? x ? 4 Find the accompanying probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The time span patients must hold back to see a specialist at a crisis room in a huge emergency clinic has a uniform dissemination between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the likelihood thickness work for this uniform dissemination? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the likelihood that a patient would need to hold up somewhere in the range of one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the likelihood that a patient would need to stand by precisely 60 minutes? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the likelihood that a patient would need to stand by close to 60 minutes? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to finish a specific get together activity has a uniform circulation somewhere in the range of 25 and 50 minutes. a. What is the likelihood thickness work for this uniform circulation? b. What is the likelihood that the get together activity will require over 40 minutes to finish? c. Assume additional time was permitted to finish the activity, and the estimations of X were stretched out to the range from 25 to an hour. What might f(x) be for this situation? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Assume f(x) approaches 1/50 on the stretch [0, 50]. a. What is the circulation of X? b. What does the chart of f(x) resemble? c. Discover P(X ? 25) d. Discover P(X ? 25) e. Discover P(X = 25) f. Discover P(0 X 3) g. Discover P(? 3 X 0) h. Discover P(0 X 50) ANS: a. X has a uniform conveyance on the span [0, 50]. b. f(x) structures a square shape of stature 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes an understudy to complete a science test has a uniform conveyance somewhere in the range of 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the likelihood thickness work for this uniform circulation? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the likelihood that an understudy will take over an hour to complete the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the likelihood that an understudy will take no under 55 minutes to complete the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrativ

Drinking ages Essay Example | Topics and Well Written Essays - 1500 words

Drinking ages - Essay Example These laws include a broad scope of activities and issues related with liquor utilization; they unmistakably demonstrate when and where liquor can be guzzled. Be that as it may, the legitimate age for utilization of liquor can be not quite the same as the lawful age for buying of liquor (Kindelberger 197). Moreover, these laws are variable among various nations and numerous laws have space for exclusions under unique conditions; and most laws just limit the soaking up of liquor openly puts, with no inconvenience of limitation on liquor expended at home. Numerous nations have distinctive age limitations for various types of mixed refreshments. The United Kingdom is the main nation that has set a base age limitation for soaking up liquor at home. While, in certain nations minors are not confined to devour liquor, however the liquor can be seized, and some limit selling of liquor to minors. Despite the fact that the National Minimum Drinking Age Act of 1984 obviously indicated that people of 21 years old or more seasoned are permitted to buy and devour liquor, there have been discontinuous discussions whether the drinking age ought to be 21 or be brought down to 18. Researchers supporting either side accompany generous proof. Nonetheless, well known notion tells that there are more individuals supporting the legitimate drinking age of 21 than those supporting 18 years old. The contentions from the two sides are principally fixated on grown-ups old enough 18-21, and school and college understudies (Kiesbye 57). An enormous number of school and college authorities have started discusses that present liquor drinking laws have inadequately fizzled; that as opposed to drawing understudies from liquor, they have just constrained understudies to take underage drinking in mystery toward perilous limits, and it has set up a wide-spread culture of furtive drinking among youthful grown-ups,

Word of the Week! Syllabus Richmond Writing

Word of the Week! Syllabus Richmond Writing For the first week of classes, I thought to feature a word appropriate to the season. So what is so special about that document, online nowadays, that lists assignments, schedule, and policies for a class? Not much, really. In sum, it is but a concise summary of a subject to be covered, a compendium, a list. The OED Online dates modern usage to the 17th Century. In Antiquity the term may or may not have had the same meaning, so it may not qualify as a loan-word from Latin. I came to like the term; it mightily confused me as a first-generation, first-year student at The University of Virginia in 1979. It was to be the first of many bizarre   terms that I encountered. Many of the new-to-me terms were Latinate, as alien as Hittite despite my four years in a Catholic high school where the priests could speak Latin. Consider that we proctor an exam, end four years of undergraduate work with a commencement, earn Latin-phrased honors such as cum laude, and labor in the Grove of Akademos, the source of the word Academy. So as you peruse (or write! the hour is late!) your syllabi for the upcoming academic term, be on the lookout for other traces of academias Classical heritage. The Word of the Week will appear every 2nd, 3rd, and 4th Monday of the academic year, with a new entry, Metaphor of the Month, for our first Mondays. Please nominate a word (or metaphor!) useful in academic writing by e-mailing me (jessid -at- richmond -dot- edu) or leaving a comment below. See all of our Words of the Week  here.

A List of Notorious Male Criminals from A-Z

Gender Roles in Dracula - 769 Words

Gender Roles in Dracula In a time period where females had narrow gender roles, Bram Stoker wrote his novel, Dracula. The Victorian culture often suppressed women and their value. Traditional Victorian women were thought of to be pure and virginal. Bram Stoker revealed another side of women that was not often seen. These qualities were like that of the emerging new feministic culture called the â€Å"New Woman†. The concept of gender roles in the 1890’s was very conflicted; Dracula challenged traditional gender roles. Typical gender roles in the Victorian era were that of a woman being kind, caring, nurturing and motherly. Bram Stoker used characters in his novel to express typical gender roles of the time period, along with the bolder†¦show more content†¦Not only was Mina smart for a woman, but Dr. Seward also said that even a man would be gifted to have such a brain as hers (Stoker 238). Having a job as secretary for the â€Å"Children of Light† was another characteristic of the â€Å"New Woman† culture. Secretarial jobs were typically acquired by men. This definitely challenged the typical female gender roles of the time. â€Å"New Women† were females that stood up for their individual worth and wanted to do more than what was expected ofShow MoreRelatedThe Role of Gender in Dracula1144 Words   |  5 PagesBram Stoker’s â€Å"Dracula† is a story about a Vampire named Count Dracula and his journey to satisfy his lust for blood. The story is told thr ough a series of individuals’ journal entries and a letters sent back and forth between characters. Bram Stoker shows the roll in which a certain gender plays in the Victorian era through the works of Dracula. This discussion not only consists of the roll a certain gender takes, but will be discussing how a certain gender fits into the culture of that time periodRead MoreInverted Gender Roles: Dracula by Bram Stoker1465 Words   |  6 PagesEveryone In Bram Stoker’s novel Dracula, Stoker’s use of inverted gender roles allows readers to grasp the sense of obscureness throughout, eventually leading to the reader’s realization that these characters are rather similar to the â€Å"monster† which they call Dracula. Despite being in the Victorian era, Stoker’s use of sexuality in the novel contributes to the reasoning of obscureness going against the Victorian morals and values. Throughout the novel the stereotypical roles of the Victorian man and womanRead MoreThe Idea Of Gender Roles In Dracula By Bram Stoker1290 Words   |  6 Pagesdoes not represent reality. Gender norms are a form of social constructs assigned by society dictating how male and females should speak, dress, think and interact within societies context. Gender rules are then followed by gender norms; they define what is considered masculine and feminine; and whether or not these things are acceptable, appropriate or desirable by s ocieties mean. Dracula, a 1897 gothic fiction novel written by Bram Stoker explores the idea of gender roles in the victorian era perfectlyRead MoreWomen During The Victorian Era Essay1719 Words   |  7 PagesThroughout the 19th century, especially during the Victorian era, gender roles became very distinctive. There were certain characteristics that the ideal Victorian man or woman were expected to have which emphasized patriarchal superiority. The patriarchal system meant that males had dominance in their homes, specifically over women. The ideal man during this time period would focus on achieving job related success which, in turn, would show that he is an eligible suitor to get married. It was seenRead MoreAnalysis Of `` Dracula `` By Bram Stoker1631 Words   |  7 PagesPatriarchy and ingrained gender roles in most everyone’s mind. Most everyone feels comforted by their mother the most. Though there are a few exceptions, a mother is someone who has carried, given bir th to, and nurtured their offspring, especially in early years (often with breast milk). In Brahms Stoker’s Dracula, Stoker creates irony and draws attention to the deviation of Mina from the angel in the house Victorian woman by having Mina drink blood from Jonathan’s chest while Dracula watches over her.Read MoreDracula, By Bram Stoker1291 Words   |  6 Pages ​Bram Stoker, author of Dracula, not only creates the early depiction of vampire stories; but writes more to contradict the age old beliefs of women and their role in society. Dracula is more that just a vampire story. There is a deeper level to this. A level in which it can incite change in the way one percieves women. There is a noition that all women were to be the same but Dracula refutes that. Vampire sexuality, as represented in Bram Stoker s Dracula, reveals itself as both a phenomenon thatRead MoreCourtroom Case : Phyllis A. Roth Essay1558 Words   |  7 Pagesalso a Freudian. A better term to describe Roth would be a psychoanalytic feminist. One of her works as an author can be found in the back of the book Dracula: A Norton Critical Edition. Her criticism article is titled Suddenly Sexual Woman in Bram Stoker’s Dracula. In her article she analyzes the famous novel Dracula. She explores how gender plays a role in the novel and the concept of femininity. She wr ites about the transformation that takes place when a proper lady turns into a sexual vampire. HerRead MoreAnalysis Of The s Of And The Quiet, Proper Victorian Woman 934 Words   |  4 Pages A prevalent theme throughout Dracula is that of a woman’s role in society. The main female protagonist, Mina, is a delicate balance between the strong and independent â€Å"New Woman† and the quiet, proper Victorian woman that was customary in English society prior to the 1900s. She embodies the kindness, sense of duty, and femininity of a Victorian woman, while tentatively embracing the strength, bravery, and intelligence of â€Å"New Women.† Despite this slight reform, Mina still desires to be seen a meekRead MoreTexts Can Be Modified or Appropriated to Suit Different Audiences or Purposes, Yet Still Remain Firmly Within the Genre. Discuss Stoker’s ‘Dracula’ and at Least One of the Films You Have Studied.1050 Words   |  5 Pagesremain firmly wit hin the genre. Discuss Stoker’s ‘Dracula’ and at least one of the films you have studied. FW Murnau’s 1921 film Nosferatu is an appropriation of Bram Stoker’s 1897 novel Dracula. Despite it being an appropriation, explicit gothic conventions remain evident, which explore societal fears and values. These fears and values differ from Dracula, due to distinct contextual influences of different time periods. Stoker’s novel Dracula, presents the fear of female promiscuity, for whichRead MoreBram Stoker s Dracul Victorian Men And Women1455 Words   |  6 PagesKatherine Fulmer ENGL 3023 Dr. Lawrence 1 December 2015 Bram Stoker’s Dracula: Victorian Men and Women 1. Introduction Bram Stoker’s world famous novel Dracula, blurs the lines between Victorian ideal gender roles by using strong central female characters, such as, the three vampire sisters, Lucy and Mina, to express a powerful female sexuality challenging the Victorian notion of what makes a woman. The Victorian society placed women in a bubble of sexual purity and fragileness, making men the central

Hey Huhhuhu Free Essays

ESO210/ESO203A: Introduction to Electrical Engineering Assignment 4 Date of Submission: 20th March, 2013 1. The rotor shown in Fig. 1 has two coils. We will write a custom essay sample on Hey Huhhuhu or any similar topic only for you Order Now The rotor is nonmagnetic and and is placed in a uniform magnetic ? eld of magnitude B0 . The coil sides are of radius R and are uniformly spaced around the rotor surface. The ? rst coil carrying a current I1 and second coil carrying a current I2 . Assuming that the rotor is 0. 30 m long, R=0. 13 m, and B0 = 0. 85 T, ? nd the ? directed torque as a function of rotor position ? for (a) I1 =0A and I2 =5A, (b)I1 =5A and I2 =0A, and (c)I1 =8A and I2 =8A. Uniform magnetic field, B 0y r ? ?2 ?1 R ? ? x Figure 1: 2. An inductor has an inductance which is found experimentally to be of the form L= 2L0 1+x/x0 where L0 =30 mH, x0 =0. 87 mm, and x is the displacement of movable element. Its winding resistance is measured and found to equal 110 m?. (a) The displacement x is held constant at 0. 90 mm, and the current is increased from 0 to 6 A. Find the resultant magnetic stored energy in the inductor. (b) The current is then held constant at 6 A, and the displacement is increased to 1. 80 mm. Find the corresponding change in magnetic stored energy. . The inductor of Problem 2 is driven by a sinusoidal current source of the form i(t)=I0 sin(? t) Where I0 =5. 5A and ? =100? (50Hz). With the displacement held ? xed atx = x0 , calculate (a)the time- averaged magnetic stored energy (Wf ld ) in the inductor and (b)the time-averaged power dissipated in the winding resistance. 4. The inductance of a phase winding of a three-phase salient-pole motor i s measured to be of the form L(? m )=L0 +L2 cos2? m where ? m is the angular position of the rotor. (a) How many poles are on the rotor of this motor? b) Assuming that all other winding currents are zero and that this phase is excited by a constant current I0 , ? nd the torque Tf ld (? ) acting on the rotor. 5. As shown in Fig. 2 , an N -turn electromagnet is to be used to lift a slab of iron of mass M. The surface roughness of the iron is such that when the iron and the electromagnet are in contact, there is minimum air gap of gmin =0. 18 mm in each leg. The electromagnet cross sectional area Ac =32 cm and coil resistance is 2. 8 ?. Calculate the minimum coil voltage which must be used to lift a slab of mass 95 Kg against the force of gravity. Neglect the reluctance of the iron. 8 N turn winding Ac g Iron slab, mass M Figure 2: 6. An inductor is made up of a 525-turn coil on a core of 14-cm2 cross-sectional area and air gap length 0. 16 mm. The coil is connected directly to a 120-V 60-Hz voltage source. Neglect the coil resistance and leakage inductance. Assuming the coil reluctance to be negligible, calculate the time-averaged force acting on the core tending to close the air gap. How would this force vary if the air-gap length were doubled? 7. Fig. 3 shows the general nature of the slot-leakage ? ux produced by current i in a rectangular conductor embedded in a rectangular slot in iron. Assume that the iron reluctance is negligible and that the slot leakage ? ux goes straight across the slot in the region between the top of the conductor and the top of the slot. (a) Derive an expression for the ? ux density Bs in the region between the top of the conductor and the top of the slot. (b) Derive an expression for the slot-leakage ? s sits crossing the slot above the conductor, in terms of the height x of the slot above the conductor, the slot width s, and the embedded length l perpendicular to the paper. s Iron ?s Bs x Conductor carrying current i Figure 3: 8. The two-winding magnetic circuit of Fig. 4 has a winding on a ? xed yoke and a second winding on a movable element. The movable element is constrained to motion such that the length of both the air gaps remain equal. ?2 ?2 8 Â µ g 0 N2 turn winding A A N1 turn winding 8 Â µ ?1 ?1 Figure 4: (a) Find the self inductance of windings 1 and 2 in terms of the core dimensions and the number of turns. (b) Find the mutual inductance between the two windings. ? (c) Calculate the coenergy Wf ld (i1 ,i2 ). (d) Find the expression for the force acting on the movable element as a function of the winding currents. How to cite Hey Huhhuhu, Essay examples

Conflict management in negotiations Essay Example For Students

Conflict management in negotiations Essay Conflict Management in the Negotiation ProcessConflict is an expressed struggle between two or more interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving their goals (Wilmot, 1998, pg.34). It would seem strange to have a conflict within a conflict, wouldnt it? The whole negotiation process is in existence because of some sort of disagreement or conflict, and aside from the actual act of the negotiation, I want to discuss some of the behind the scenes conflict that can exist. Since people do the negotiating, it us understood that the people can act or behave in ways that can either make the process function or render it dysfunctional. There are three different types of outside conflict during the negotiation process I will discuss: task/person conflict, content/relationship conflict, and conflict as a constructive/positive force. If a team is negotiating against another team, there may be conflict within the team. We experienced this in our class simulation when the spokesperson for management kept making things up, this upset his team because they didnt know where he would end up with his comments. Also, what he said didnt always coincide with what his group had decide d to do during meetings and caucuses. Task conflict in team decision-making refers to the disagreements about work to be done. This includes the allocation of resources, or maybe the development and implementation of policies. This type of conflict has beneficial effects on the quality of team decision-making. Initially, task-oriented disagreement rather than consensus appears to facilitate dialectically styled discussions, which prevent groupthink (Janis, 1982). It also stimulates the identification, scrutinization, and ultimate integration of different perspectives needed to produce high-quality implementable decisions. Task conflict was also found to enhance affective acceptance among management team members due to the intellectual consideration and utilization of each others diverse input (Amason, 1996)Person conflict in team decision-making refers to the occurrence of identity-oriented issues, where personal beliefs and morals come into play. This type of conflict deteriorates team decision-making effectiveness by limiting the teams ability to reach high-quality decisions and disturbing mutual acceptance among team members. The arguments for these detrimental consequences are that person-oriented incompatibility: (a) limits cognitive processing of new information; (b) reduces receptiveness to ideas advocated by others who are disliked; (c) decrease willingness to tolerate opposition; (d) gives rise to hostile attributions concerning each others intentions and behaviors; (e) disturbs effective communication and cooperation within the team; and (f) consumes time and energy preserved for working on the substantive decision task (Baron, 1991, 1997). An example of task conflict could be when a chief negotiator is arguing about the location of the research to be done with some fellow members of his team. He says that the information regarding the negotiating sessions they are currently involved in is the library (it could be that simple). His teammates might suggest the internet. Since he has never had any exposure to the internet, he disagrees, saying the library has the books He may believe that the only place his team needs to search for necessary for the research. After arguing this for several minutes, the other members in his team show him how the internet works and he sees that it isnt a bad idea after all. He may still prefer to use the library, but at least he also sees the internet as an option. Lets use the same chief negotiator for our example of person conflict. He is in a group that tries to prevent old city buildings from being torn down, with the understanding that they can be rebuilt for another use. There are two different small companies that are interested in the building. One is a law firm interested in locating a branch in that area of the city. The other is an abortion clinic. .u87699b5e3bad76a564610034274234e0 , .u87699b5e3bad76a564610034274234e0 .postImageUrl , .u87699b5e3bad76a564610034274234e0 .centered-text-area { min-height: 80px; position: relative; } .u87699b5e3bad76a564610034274234e0 , .u87699b5e3bad76a564610034274234e0:hover , .u87699b5e3bad76a564610034274234e0:visited , .u87699b5e3bad76a564610034274234e0:active { border:0!important; } .u87699b5e3bad76a564610034274234e0 .clearfix:after { content: ""; display: table; clear: both; } .u87699b5e3bad76a564610034274234e0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u87699b5e3bad76a564610034274234e0:active , .u87699b5e3bad76a564610034274234e0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u87699b5e3bad76a564610034274234e0 .centered-text-area { width: 100%; position: relative ; } .u87699b5e3bad76a564610034274234e0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u87699b5e3bad76a564610034274234e0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u87699b5e3bad76a564610034274234e0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u87699b5e3bad76a564610034274234e0:hover .ctaButton { background-color: #34495E!important; } .u87699b5e3bad76a564610034274234e0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u87699b5e3bad76a564610034274234e0 .u87699b5e3bad76a564610034274234e0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u87699b5e3bad76a564610034274234e0:after { content: ""; display: block; clear: both; } READ: Installing A Hard Drive EssayOur chief negotiator is a strict catholic who is dead-set against abortion, but not to an extreme level. Other members of the group dont care either way or are against it also- except for one, and shes for it. She and our chief negotiator are having a problem picking the best company to leave the building to. Although hes not an extreme person against abortion, he feels a

Passion and Revenge in The White Devil Essays - Theatre,

Passion and Revenge in The White Devil John Webster was born around 1580 and died around 1634. He " was an English Jacobean dramatist best known for his tragedies "The White Devil" and "The Duchess of Malfi", which are often regarded as masterpieces of the early 17th-century English stage. " 1 According to Ren e Weis in the introduction of the book "The Duchess of Malfi and other plays" by John Webster, "The White Devil" is based on "sources about the life and death of Vittoria Accoramboni of Gubbio (1557-85) and her turbulent marriage (or repeated marriages) to the Duke of Bracciano. The play traces the couple's relationship, aided and abetted by Vittoria's brother Flamineo. " 2 [Webster, 1996: XV] However, in this paper I will focus on the passion and revenge in the play. Passion, according to me, is the driving force in the play "The White Devil". Had it not been for the passion the characters felt, they probably wouldn't have acted the way they did. Flamineo's passion to climb up the social ladder is what incites him to plot with Bracciano the murders of Bracciano's wife, Isabella, and Flamineo's brother-in-law, Camillo. Bracciano's passion for Vittoria is what stimulates him to hire someone to murder Isabella and plot with Flamineo the murder of Camillo. The passion of Francisco to avenge Isabella's death is what incites him to disguise later on in the play and poison Bracciano. Lodovico's passion for Isabella, he is in love with her, is what incites him to enter the quest for revenge with Francisco and Cardinal Monticelso , who wanted to avenge the death of Camillo. Since Bracciano is in love with Vittoria, the sister of Flamineo, Flamineo does whatever he is capable of to aid Bracciano in marrying Vittoria: "FLAMINEO Pursue your noble wishes; I am prompt/ As light ning to your service. O my lord! / ( Whispers ) The fair Vittoria, my happy sister, / Shall give you present audience. - Gentlemen, / Let the caroche go on, and tis his pleasure/ You put out all your torches and depart. " 3 ( The White Devil 1.2. 4-9 ). Bracciano then asks about the husband of Vittoria, Camillo; Flamineo responds by saying "Hang him, a gilder that hath his brains perished with quicksilver is not more cold in the liver." 4 ( The White Devil 1.2. 26-27 ) Even so early in the play Flamineo already suggest to Bracciano to murder Camillo since he is "a gilder" which according to the notes in the book " The Duchess of Malfi and Other Plays by John Webster " means "repeated exposure to the vapors of mercury used in gilding could cause tremors and insanity when inhaled. The liver was thought to be the seat of passion." 5 The meaning of the sentence is that Camillo is basically useless. Further lines down Flamineo keeps on encouraging Bracciano to pursue Vittoria romantically. Flamineo tries so hard to persuade Bracciano to pursue Vittoria all because of the passion he has to climb up the social ladder. Personally, Flamineo reminds me of Hamlet's uncle, who so desperately wanted to become a king and kills his own brother and marries his brother's widow. Bracciano, on the other hand is easily manipulated because of the passion he has for Vittoria. He is ready to do whatever it takes to have Vittoria. He publicly announces his divorce with his wife Isabella: " BRACCIANO This is the latest ceremony of my love ; / Henceforth I'll never lie with thee, by this, / This wedding-ring; I'll ne'er more lie with thee. / And this divorce shall be as truly kept, / As if the judge had doomed it; fare you well, / Our sleeps are severed. " 6 . In order to marry Vittoria, he is capable of anything. He hires Doctor Julio and Christophero to murder his wife, he plots with Flamineo the murder of Camillo. Bracciano won't stop at anything to have Vittoria. Later on in the play, this passion he has for Vittoria drives him jealous. He finds love letters, which were written to Vittoria and he is ready to kill her. Bracciano doesn't want anyone beside him

Surrogate Mothering essays

Surrogate Mothering essays Motherhood - Nine Months vs. A Lifetime "You're about ten meters dilated...it's time to push!" You grab hold onto your husband's hand a little tighter. Take a deep breath...and the labor process begins. This is a common everyday scenario that happens thousands of times a day in hospitals all over the world. Yet sometimes, women will never be able to go through this process, due to circumstances beyond their control. Imagine never being able to have a child. Imagine infertility. Month after month, dozens of negative pregnancy tests, hundreds of dollars, infinite heartaches. What is a couple to do? Who can they trust? What are their options? One option that is becoming more and more popular in today's society is surrogate motherhood. Why? Some believe it is because of the continuous decreasing numbers of adoptable infants, especially healthy Caucasian infants. The advantage of surrogacy is that the child is usually related to one of the intended parents and can be the product of both genetic parents. Yet the reason that many Americans don't look for this as an option first is because of the large percentage of unsuccessful cases. A majority of the negative feelings towards surrogacy is mainly due to the uncertainty of the outcome. There is not a 100% guarantee that everything will work out as planned. There are many controversial topics surrounding surrogate motherhood. One is whether or not the surrogate mother has the right to change her mind, that is, to keep the baby. Take a look at adoption for a minute, although the two may be extremely different. In adoption the mother has usually become involuntarily pregnant, while in surrogacy, the pregnancy is voluntary. Yet whom would you consider the true mother of the child? The mother who gave birth yet, chose to give the child up, or the one who has raised him/her? To me, the answer is simple. The couple who adopted the child is the "true" mother and father, and in mo...

At aparticular period in American history, explain why i consider it Term Paper

At aparticular period in American history, explain why i consider it so important - Term Paper Example Slavery and slave trade thrived in the US greatly in the periods preceding and during the 1800s. However, with the turn of the new century, many political leaders came to realise the nature of activity that was slavery (Olsen 25). They appreciated slavery as an ill, something that went against the fundamental human rights. The leaders saw the need to free slaves, mostly Africans, and give them an opportunity to return to their native land. This change of ideals saw the American Colonization Society establish Liberia as a centre for freed slaves. Although the idea of repatriating slaves from white society was rejected in the 1840s, based on the principles propagated during the great awakening, the central idea of freedom of slavery remained a core issue in the administration of the nation. For the first time in the history of the United States, African Americans took a central role in the determination of their history as they participated actively and in some cases actually led aboli tionist movements. The 1860s marked a major turn in the history of the US as it was the climax of the war against slavery as marked by the American Civil War (Chambers 54).

In What Ways Does What Edward Said Calls Orientalism Affect Art and Ar Essay

In What Ways Does What Edward Said Calls Orientalism Affect Art and Art History - Essay Example Whereas several other writers and thinkers had written histories of empire and colonialism, most of these writings were not post-colonial as they still proceeded from the point of view of the centre rather than the margin. The publication of Said's Orientalism was central to the exact awareness of the concept and this work marks the opening of post-colonialism. The definition of the term Orientalism by Edward Said suggests the originality of the subject dealt with in his book. According to the straightforward definition of the term, Orientalism refers to an academic specialisation and it is a topic studied by the archaeologists, historians, theologians and others in the West, who are concerned with Middle Eastern and North African cultures. However, Edward Said gives new meanings and interpretations to the term when adds two further meaning to the term. "Orientalism is also something more general, something that has shaped Western thought since Greeks, at least: namely, a way of divi ding up the world between the West and the East. What appears to be simple geographical fact is, says Said, actually an idea. The division of the world into these two parts is not a natural state of affairs, but an intellectual choice made by the West in order to define itself. The third meaning for Orientalism is more historically specific. Since the latter part of the eighteenth century, when European colonialism in the Middle East developed most fully, Orientalism has been a means for domination, a part of the colonial enterprise. Said argues that colonialism is not about the physical acts of taking land, or subjugating people, but is also about the intellectual acts." (Hatt and Klonk, 226) Therefore, Said's Orientalism and the concept of Orientalism played a major role in the understanding of the East-West controversy and it considerably influenced the study of art and art history. According to Edward Said Orientalism is a term that explains the academic as well as artistic Western tradition concerning intimidating and deprecatory views of the East. At the heart of such frightening and deprecatory views of the East are the attitudes of European imperialism during the 18th and 19th centuries. "Edward Said established the theoretical foundations for post-colonial studies by identifying how the West has characterised the East as the other since the Enlightenment. In all forms of cultural endeavour and enterprise, Europeans created the concept of an inferior Orient as opposed to a superior West. The boundaries between East and West have provided the locus for artistic hybrids and appropriations since classical times. In recent centuries, non-Western art has been perceived as exotic, dangerous, erotic and primitive." (Pooke and Newall, 211-12) Orientalism, as a term in art history, refers predominantly to the works of French artists in the 19th century, who selected the subject matter, colour and style of their artworks from the cultures of the Mediterranean nations and the Near East. Several critics and scholars in the field consider Orientalism as essentially an art history term.     

The Learner Centered Approach

The Learner Centered Approach Since ancient times, a drive towards an ideal learning process has been the subject of study for psychologists, philosophers and educators. This investigative research has put forward various modern methodologies used in classroom. Through this quest, the pedagogical practices have moved from a teacher centered approach to the more engaging learner centered approach, whereby learners are regarded as stakeholders in their learning process. They are expected to be active participants and responsible decision makers in the teaching -learning dynamics. The learner centered approach promotes the idea that students should have greater input into what they learn and how they learn it. This is expected to make learning more valuable and relevant to the learners. More importantly, it is expected to make learners autonomous. However, there is no real learners autonomy because every decision regarding the design of the curriculum to the selection of activities chosen is hand-picked by the teach er (Lynch, 2010). Learners Autonomy The concatenation towards a learner-centered approach has resulted in the concept of learners autonomy. Learners are considered autonomous when they are self-directed and take responsibility of their own learning. The main proponent of learners autonomy, Holec (as cited in Thanasoulas, 2000) defines it as the ability to take charge of ones learning (n.p). For the learner to be proactive and self initiator of his learning, he needs to be imbibed by certain characteristics. Autonomous learners are insightful of their individual learning preferences in terms of styles and strategies. They are self activated participants in the learning process. They are risk takers and resort to the use of target language in the learning process. They incorporate intelligent guesswork in learning. They emphasize accuracy as well as appropriacy; and therefore give simultaneous attention to form and content. They analyze and negotiate rules to reject inapplicable hypotheses and proceed through the target language by placing it into a separate reference system. They are extroverts and have a forward looking and tolerant approach to target language learning. (Thanasoulas, 2000) Theoretical Underpinnings Learners autonomy and learner-centered approach take their foundational principles from the educational philosophy of constructivism. Constructivism advocates that learners must individually discover and transform complex information if they are to make it their own (Slavin, 2010). According to Candy (as cited in Thanasoulas, 2000) constructivism leads directly to the proposition that knowledge cannot be taught but only learned (n.p). The chief premise of constructivism is that learners learn by doing through personalizing and internalizing the subject matter. In this way, learning is seen as subjective and learners are seen as the chief architects of their learning (Lynch, 2010). Constructivism was shaped by the works of Piaget, Vygotsky and Dewey among others. Both Piaget and Vygotsky argue that cognitive change takes place only when previous conceptions go through a process of disequilibration in light of new information. Piaget believes in giving problems to learners that encourage them to manipulate concrete objects. In such a problem based learning, learners build upon their prior assumptions and arrive at solutions to the problems (Henson, 2003). Vygotskys social constructivism introduced the concept of cooperative learning whereby he concludes that knowledge can not be constructed in isolation and therefore, needs learners to cooperate among themselves to work towards knowledge construction (Henson, 2003). Taking the idea further, Deweys view of learner-centered education embraced the idea that education should be both problem-based and fun. Each experience should leave the learner motivated and the solving of each problem must lead to new, related questions about the topic (Henson, 2003). Dewey advocated letting learners experience their learning first hand to enable them to value their learning as subjective and relevant to them (Lynch, 2010). Dewey also stressed upon the idea of confluent or collateral learning, which emphasizes the involvement of learners emotions or affective aspect in how they learn. This marks the shift of focus from the cognitive aspect only which deals with how the mind actually functions, how it processes information or is affected by each individuals perceptions (Reid, 1987) to the affective factor that takes into consideration the emotional filter within a learner as well. The idea comes from the acknowledgement that every learner is distinct in mental and emotional makeup, interests and goals, learning pace, learning style, talent, feeling of efficacy and frames of reference. To make the learning process independent, efficient and effective for the learner, these factors must be considered worthy of attention when designing learning activities (Henson, 2003). Similarly, the learner on his part needs to be aware of his LS based on his mental and emotional system to be able to become an autonomous learner. This marks a departure from the uniformity of practice in institutions where learners are taken as a whole without regard for their diversity. Researchers now agree that it is futile to search for the single best way to achieve a broad educational outcome, in large part because learners do not fit a single mould (Guild, 2011). Learning Styles Their Classifications In Accounting for Learning Styles (2009) Dunn and Griggs define LS as, The way students begin to concentrate on, process, internalize, and remember new and difficult academic information. (p. 1). Dunn and Dunn define learning styles as A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience (Tabanlioglu, 2003). Various learning styles have been proposed by various researchers. Myers -Briggs type indicator. One such classification is by Myers -Briggs (1943) who developed their Personality Type Indicator for studying how people function according to their attitude towards life. It later came to be used in education, since personality type is an indicator of how one learns (Cohen, 2006). In their polar opposite sets of four personality types, there is dichotomous pairing of introverts and extroverts. Introverts are solitude driven and introspective, while extroverts are social and externally inclined. Introverts deal with abstract concepts while extroverts are action oriented (Cohen, 2008). Sensing personality type prefer literal and chronological presentation of information. They rely on the use of five senses in how they learn (Cohen, 2008). Conversely, intuitors predominantly use the sixth sense to work through problems (Din, 2006). They are more interested in the possibilities, implications and interconnectedness of ideas and facts (Cohen, 2008). Within the pair of thinking vs feeling, the thinking learners make decisions objectively without letting an interference of emotions (Din, 2006). On the contrary, feeling learners decisions are guided by their subjective and personally held values (Cohen, 2008). Finally, there is the dichotomy between judging and perceiving. Judging learners are driven by planning and meeting deadlines (Cohen, 2008). Self-directed as they are, judging learners take a careful analysis of things before initiating a task, but take ownership of their decisions Perceptive learners are more spontaneous and adaptive, but do not value deadlines. They like to modify tasks to make them flexible for themselves (Din, 2006). Dunn Dunns LS model. In Accounting for Learning Styles (2009) Dunn Dunns model is explained, in which learners are characterized according to their strengths. Individual instructional preferences arise out of an awareness of those strengths. Developed in 1967, this model judges learners according to how they react to 21 elements arranged within five broad categories, namely; environmental, emotional, sociological, physiological and psychological. Learners have different preferences in each category, based upon which their performance can vary. Felder and Silverman LS model. In 1987, Felder created an assessment model, better known as the Felder and Silverman model, to study the learning preferences of learners. Based upon this assessment, they categorized learners into four dichotomous pairs. According to them, learners can be grouped as active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Active learners activate themselves to acquire new information. Such learners prefer discussion and application of knowledge within group work. Reflectors, on the other hand, prefer to interact individually with the information. Reflective processing involves examining and manipulating the information introspectively (Felder Solomon, 2012). Sensors tend to be concrete and methodical, whereas intuitors are abstract and imaginative. Sensing and intuitive learners prefer discovery based learning, in which they like exploring possibilities and relationships. They like solving problems, but sensors like experimentation, while intuitors prefer to deal with underlying concepts. Sensors like surprises, while intuitors prefer innovation and repetition bores them. Both are practical, but intuitors are faster in grasping details (Felder Solomon, 2012). As the name suggests, visual learners learn best through visualizing content. On the contrary, verbal learners learn through words. Hence, information is processed more effectively and efficiently when presented visually for visual learners and verbally for verbal learners (Felder Solomon, 2012). Sequential learners are more methodical and linear in their approach to learning. They connect newly acquired information to previously known information and proceed in logical steps of knowledge construction. On the other hand, global learners tend to absorb content in fragments, without arranging it in their minds. They solve problems but find it hard to explain how they arrived at the conclusion (Felder Solomon, 2012). Gregorcs mind styles. Gregorc (1985) developed a mind styles inventory that categorizes learners in four patterns of learning. Concrete sequential learners learn through logical sequencing and factual arrangement of information (Putintseva, 2006). They rely on structured learning and practicality and look to find clear answers without any abstraction (Din, 2009). Abstract random learners are more harmonious with abstract, conceptual thinking and work well in groups. Their learning comes from personalizing knowledge. They prefer a sensitive and flexible environment with broad instructions and are not open to critical feedback. On the other hand, abstract sequential learners are more analytical and like to work alone. Decision making and eventual application of ideas comes much after analysis in a challenging environment. They find it hard to follow too many rules and regulations within a task (Putintseva, 2006). Their approach is theoretical and analytical (Din, 2009). The concrete ra ndom learners are independent and creative (Din, 2009). These learners take risks and use their intuitive abilities in solving problems. They are competitive and believe in a trial and error approach to solve problems without any formal restrictions and limitations (Putintseva, 2006). Kolbs experiential learning cycle LS model. The most important classification of LS comes from David Kolb (1984), who based his model on the experiential learning theory. The model thrives on the concept of learners practical experiences forming the backbone of learning. Kolb (as cited in Din, 2009) defines experiential learning as, The process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses. It is the process through which individuals become themselves (p.49). Kolbs work on experiential learning has its roots in the work of Dewey, Lewin and Piaget. Dewey argues that learners uniqueness as a result of their prior experiences should be acknowledged in their learning process. Dewey (as cited in Din, 2009) refers to learning from, through and to the experience (p.68). He proposes the process of concrete experience, observation and reflection, formation of abstract concepts and generalization, and testing implications of concepts in new situation (Din, 2009). Kurt Lewin, organizes elements within his model in the sequence of apprehension concrete experience, observation and reflection, abstract concepts and generalization and testing implementations of concepts (Din, 2009). Piaget propounds that learners acts of intelligence are biologically time tabled. The concept of cognitive structure is central to his theory, which explains how experiences shape intelligence. He elaborates this through four developmental stages in a learner, namely, the sensory motor stage, preoperational stage, concrete operational stage, and formal operational stage. Sensory motor is a self-centered stage from birth to two years of age. This is followed by the cognitive intuitive stage called the preoperational stage. This lasts from three to seven years of age followed by the concrete operational stage up to twelve years of age. In this stage, logical approach is developed in learners. In the formal operational stage, learners develop higher order skills and think deeply to conserve knowledge (Din, 2009). Kolb (as cited in Din, 2009) defines learning through experiential cycle as, The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (p.50). He represents four stages in his famous experiential learning circle. This cyclical experiential learning model is learner focused and emphasizes the process of learning instead of the outcome (Din, 2009). Kolb believes concrete experience as the most likely point of initiation within this cycle of learning. Concrete experience advocates the underlying idea of learning through experiencing acquisition in a situational context. Next stage is reflective observation where the learner detaches himself from active engagement and takes an objective stock of the process and its outcome. Abstract conceptualization is a deeper, theoretical analysis of ideas. It is the intellectual processing of knowledge. Active experimentation is the eventual outcome of this cycle where the learner is expected to make use of the refined knowledge acquired and understood through the three step process and to be able to use it in novel situations. This is the stage that tests the understanding of the learner through application (Mobbs, n.d). Learning occurs when the dimensions in Kolbs experiential learning cycle are used in combination. Based upon these combinations, Kolb identifies learners as divergers, assimilators, convergers and accommodators. Divergers use a combination of concrete experience and reflective observation (Din, 2009). They are sensitive and have the ability to look at situations from different perspectives. They are imaginative, emotionally driven and receptive to feedback. Their understanding is shaped by their feelings and observations (Putintseva, 2006).They get their name from the fact that they learn well in situations that require them to generate broad range of ideas (Seca Santiago, 2003) The assimilators prefer a more logical approach in which conceptual understanding is of prime importance. They combine the use of abstract conceptualization reflective observation (Din, 2009). They do not grasp information holistically, but arrange it in logical, mental constructs. (Putintseva, 2006). They judge ideas for their theoretical value and not for their practicality (Seca Santiago, 2003). The combination of abstract conceptualization and active experimentation gives birth to converging style of learning (Din, 2009). The covergers get their name from the fact that their learning is optimized when they have to converge at one answer to a problem. Convergers learn through a problem solving approach and find solutions to problems. They engage with technicalities and are sound decision makers. Polar opposite of the divergers, learners with a converging style experiment with new ideas and to work with practical applications. On the other hand, accommodators rely on intuition and have an experiential approach to learning. They are attracted to new challenges and experiences. However, their experiential approach is more discovery based and the result of intuition rather than logical thinking. (Putintseva, 2006). Honey Mumfords LS model. Although Felder and Silverman model and Gregorcs mind styles came soon after Kolbs model and seem evidently inspired by it, no other model is as similar to Kolbs model as Honey and Mumfords LS classification. Honey and Mumford (1986) have based their LS classification on Kolbs Experiential Learning Model and admit that there are far more similarities between the two than differences. Honey and Mumford (1986) developed their inventory of four learning styles, namely Activist Reflector, Theorist and Pragmatist. Activists are experience driven and their enthusiasm pushes them to take immediate risks. Their learning comes from actively engaging in the experience. They tend to act first and consider the consequences of their actions later. Reflectors take a cautious approach and ponder analytically over ideas and experiences (Seca Santiago, 2003). They listen and observe to master the issue and do not participate till they have done so. Being assimilating learners, their learning is enhanced in situations that allow them to reflect and then make decisions (Din, 2009). Theorists are objective learners who take stock of an idea, information or experience and try to mould them into their own theoretical models. They are deep thinkers and try to relate concepts and ideas. For them sound organization of knowledge matters the most (Din, 2009). Their rational approach leads them to analyze and synthesize information (Seca Santiago, 2003) Finally, learning is fruitful to pragmatists only if they can feel its practical utility in their life outside the classroom. They are not merely concerned with the practicality of an experience, but are equally interested in its impact. This is what makes them open and receptive to constructive feedback. They fossilize newly learnt information through immediate application (Din, 2009). Their decision making is based on practicality of an idea (Seca Santiago, 2003). Apart from Honey Mumfords own admission of generating their learning styles from Kolbs model, other theorists and researchers have also studied and related the two. Seca and Santiago (2003) found significant correlation between Honey and Mumfords reflector and Kolbs reflective observation, Honey and Mumfords pragmatist and Kolbs active experimentation and Honey and Mumfords theorist and Kolbs abstract conceptualization. Based upon the fact that Kolbs learning styles emerge out of a combination of traits within his experiential cycle, a stage wise break up of Kolbs learning cycle that generate relationship between Kolbs LS and Honey and Mumfords LS is shown. Relationship between Kolbs and Honey Mumfords Learning Styles Stage in Kolbs Experiential Learning Cycle Dimensions in Kolbs Experiential Learning Cycle Kolbs Learning Styles Honey Mumfords Learning Styles Stage 1 Concrete Experience Accomodating Activist Stage 2 Reflective Observation Diverging Reflector Stage 3 Abstract Conceptualization Assimilating Theorist Stage 4 Active Experimentation Converging Pragmatist Language Learning Strategies Their Classifications On the other hand, learners use language learning strategies either consciously or unconsciously in processing new information to grasp, understand and retain concepts. Wenden and Rubin (as cited in Hismanoglu, 2000) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information (n.p). Meyer (as cited in Clouston, 1997) defines LLS as behaviours of a learner that are intended to influence how the learner processes information (n.p). Cohen (as cited in Shabani and Sarem, n.d) defines LLS as the conscious thoughts and behaviors used by learners with explicit goal of improving their knowledge of a target language (p.3). One of the most widely accepted definition comes from Oxford (as cited in Zare, 2012) who looks at LLS as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situatio ns (p. 164). In view of the definitions above, LLS can be understood as individual ways of processing information that aid comprehension, learning or retention of the information. Most of the work on LLS took place in the 80s and 90s. When it comes to classifying LLS, many taxonomies exist. However, a chronological review of the four most widely known classifications is discussed. O Malleys classification of LLS. O Malley (1985) divides language learning strategies into three main subcategories, namely, metacognitive strategies, cognitive strategies and socioaffective strategies. Metacognitive strategies are related to the planning of the task before initiation, self monitoring of the process and post task analysis. Cognitive strategies require the learner to be more directly and actively involved in the manipulation of the learning material. It includes note-taking, translating, contexualizing and inferencing to acquire knowledge. Socioaffective strategies involve social engagement for the sake of transaction of information to learn (Hismanoglu, 2000). Rubins classification of LLS. Rubins (1987) came up with a distinction between direct and indirect strategies, later refined by Oxford. His classification includes learning strategies, communication strategies, and social strategies, which are thought to contribute directly or indirectly to the learning process. Learning strategies branch out into cognitive learning strategies and metacognitive learning strategies. These strategies look to manipulate the material through direct analysis and/or synthesis. It can include techniques such as clarification, inductive inferencing, deductive reasoning, practice, memorization or monitoring. Communication strategies, on the other hand, aid in bridging the gap in communication that may lead to a communication break down. It can be used for clarification, asking questions and to remain a part of the conversation while learning (Zare, 2012). Oxfords classification of LLS. The most comprehensive classification of LLS to date comes from Oxford (1990), who has refined and structured her predecessors work by making a taxonomy based on six sub-classifications within two broad categories. Direct LLS are divided into memory, cognitive and compensation strategies, while indirect LLS include metacognitive, affective and social strategies. Oxford (as cited in Zare, 2012) clarifies the difference between the two as, all direct strategies require mental processing of the language while all indirect strategies provide indirect support for language learning (p. 165). Within direct strategies, memory strategies enable learners to learn and retrieve information in an orderly string as through acronyms, while other techniques create learning and retrieval through images, as in creating a mental picture, or through sounds, such as rhyming, or a combination of both, as using keywords to remember and retain the information. There can be use of other stimuli like mechanically, through flashcards or by using location, such as on a page or board or through body movements, as through total physical response. The second type of direct strategies are the cognitive strategies. Cognitive strategies enable the learner to use such methods as reasoning, analysis, note-taking, summarizing, synthesizing, reorganizing information to create knowledge structures, and practicing structures and sounds formally to manipulate the language material in direct ways. They are meant to create structures for input and output. Compensation strategies, the third type of direct strategies, employ tactics such as guessing, using synonyms and fillers or using gestures to help make up for gaps within communicative knowledge. They are more in use for averting language break down and not strictly language learning strategies. Among the indirect strategies, metacognitive strategies indirectly manipulate learning by the use of identifying ones own learning style preferences and planning accordingly. It includes gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, managing the learning process. Affective strategies, the second type of indirect strategies, are strategies to exert control over ones level of anxiety, mood, feelings, reception of material and the learning process. They are meant to control learners attitude while they engage with their learning. Finally, the third type of indirect strategies known as social strategies, are related to the inevitable need for communication with others within a task. They help the learner move forward in an informed way by asking questions for clarification or verification. Moreover, they can ask for help and while doing so, unconsciously assimilate the target cultural norms (Oxford, 2003). Sterns classification of LLS. Stern (1992) grouped LLS into five classes: management and planning strategies, cognitive strategies, communicative-experiential strategies, interpersonal strategies and affective strategies. Management and planning strategies are associated with empowering the learners to control their own learning. The learners can committ themselves to language learning; set themselves reasonable goals; select an appropriate methodology, choose relevant resources, and monitor progress. Moreover, they need to evaluate and match their level of achievement with the determined goals and expectations. Cognitive strategies refer to procedures and activities which learners use for improvement in their learning and retaining ability. They also enable learners to solve problems, especially those actions which learners use with specific classroom tasks. When using cognitive strategies, the learners can guess, clarify, verify, practice, memorize or monitor their learning. To avoid interruption within the communicative interaction, learners use techniques such as circumlocution, gesturing, paraphrasing, asking for repetition and explanation. These techniques form part of the strategies known as communicative strategies. Interpersonal strategies monitor learners development and progress. Familiarity with target culture is achieved through the use of these strategies, without which language acquisition remains incomplete. Affective strategies have an inevitable role in language learning. Feeling of unfamiliarity with a foreign language can lead to varying emotions, attitude and motivation within learners. To remain emotionally focused and motivated can be achieved through the use of affective strategies (Zare, 2012). Language Learning Strategies Used at the Graduate Level Learners at the graduate level have their own characteristics. They are willing to explore their preferred way of learning more out of a demand for autonomy that arises due to a shift in their role as they make a transition from school to college than a conscientious effort to know their LS and use of LLS. A research carried out by Gujjar, Naoreen and Aslam (2010) studied the LLS used by graduate learners in formal and non-formal education systems in Pakistan. Based on Oxfords taxonomy of LLS, the findings of their study indicated that there was no significant difference in learners from both systems in their use of direct strategies. They indicated a similar trend in their use of memory, cognitive and compensation strategies. In terms of indirect strategies, formal learners used more social strategies in language learning. However, no significant difference was found between the students from formal and non-formal systems of education on the use of meta-cognitive and affective strat egies of language learning (Gujjar et al, 2010). Relationship Between Learning Styles Language Learning Strategies: A Review of Previous Researches When left on their own and if not explicitly encouraged by the teacher to use a certain set of strategies, students typically use learning strategies that reflect their basic learning styles (Oxford, 2003). This asserts the opinion by many educationists that LLS do not operate by themselves, but are tied to the learners underlying natural tendency to learn in a particular way known as LS. It is interesting to note that many learners selection and employment of LLS is random and unconscious. To be able to optimize efficiency in learning, learners need to be familiar with their LS to know which strategies are most appropriate to their LS and to the task at hand, since a relationship is considered to exist between the learners LS and their choice of LLS. However, whereas there are significant researches in the area of studying the relationship between LS or LLS and certain variables, such as demographic factors, not much work is present in studying the relationship between learners LS and LLS. Ehrman and Oxford (1989) conducted a study regarding overall personality type as measured by Myers-Briggs Type indicator (MBTI). It was found that extroverts indicated a significantly greater use of affective strategies and visualization strategies than the introverts. However, introverts were reported to use more frequent manipulation of strategies requiring communication of meaning. Compared to sensing learners, intuitive learners used more affective, formal model building, functional practice and searching for and communicating meaning strategies. Feeling-type learners, as compared to thinkers, displayed greater use of general study strategies. Perceivers made use of more strategies for searching for and communicating meaning than the judgers, who demonstrated more frequent use of general study strategies than did perceivers (Tabanlioglu, 2003). Ehrman and Oxford (1990) studied the relationship between LS and LLS through semi-structured interviews. They used MBTI-G (Myers and McCaulley, 1985) for learning styles and the Strategy Inventory for Language Learning (SILL) for preferred LLS. The results showed that the preferred LLS for each pair of LS were in an appropriately matched distribution. It could be safely concluded that LS may significantly influence their choices of LLS (Shi, 2011) Another research concerned with the relationship between LS and LLS conducted by Jie Li and Xiaoqing Qin (2006) in Chinese tertiary level learners used the Chinese version of MBTI-G and a questionnaire on the use of LLS adapted from OMalley and Chamots classification. Both quantitative and qualitative analysis of the data revealed that LS have a significant influence on learners selection of LLS. Moreover, it also investigated the influence of

Jane Eyre Persuasive Essay

Junie Jeong Mrs. Mesdjian English 2 H 21 February 2013 Jane Eyre Persuasive Essay In the novel Jane Eyre, our protagonist Jane faces many difficult situations that can be solved by different solutions. In one specific situation, Jane is faced with a complicated problem that demands her to decide either to marry Mr. Rochester and live comfortably while feeling personally restricted or to leave Rochester and start a sudden life on her own. Jane eventually decides to leave Mr.Rochester and runs away from Thornsfield, going through many trials and tribulations and eventually marries Rochester in the end. Although many people may feel that Jane’s runaway was inconvenient and unnecessary because the end result was similar, I believe that Jane’s journey away from Thornsfield was important and significant to her. Many people believe that Jane would have saved time and energy if she had married Rochester instead of running away on their wedding day.This can hold to be very reaso nable because Jane’s runaway resulted in several bad omens such as the Thornsfield mansion burning, the struggles of her friends and relatives to try and find her, and the unhappiness of her acquaintances, such as Adele. In the book, Bronte even writes about Adele’s unhappiness while at school; â€Å"Her frantic joy at beholding me again moved me much. She looked pale and thin: she said she was not happy. (Bronte 173)† One can possibly argue that these events could have been avoided if Jane had not run away and married Mr. Rochester on the spot.It is true that Jane could have saved much time, energy, and heartbreak if she decided to go along with the marriage on her wedding day. But sometimes, wasting time, energy, and going through heartbreak is necessary in order for a certain outcome. When Jane left Thornsfield, she was in a fragile emotional state—confused, betrayed, and still not confident in herself and her status, both as a woman and economically. Her childhood had left her scarred, thinking she was a person who would and could not receive love from others, so she could not love others in return. You never felt jealousy, did you, Miss Eyre? Of course not: I need not ask you; because you never felt love. (Bronte 137)† Jane’s journey away from Thornsfield helped to slowly change that and build her confidence—the fact that she had people who loved her and had friends who enjoyed her company soon hit her with realization and helped her understand that she was a person who deserved love too. If Jane had married before she realized this, she would have felt uncomfortable and restricted living with Mr.Rochester, always thinking that she â€Å"owed† him for loving her, and that she was not deserving of his love. If this mindset were constantly to be in Jane’s mind, it would result in an unhappy atmosphere for Jane and eventually an unhappy Jane. Whereas, in the ending, Jane lives happily with Rochest er knowing that they are equals. From the moment Jane was born, she believed that there were no other relatives besides her—and that she was alone ever since Mrs. Reed had raised her.Jane had always wished for a family, someone else to be there other than her. When Jane runs away from Thornsfield, she quickly resorts to begging, and the Rivers take Jane in and care for her. Later on in the story, she finds out that the Rivers are Jane’s relatives—something Jane has wanted ever since she was a child. When Jane is brought with news that she has other family, she decides to split her new fortune into equal parts with all her new relatives, something she also treasured, which proved how thankful she was for her new family. †¦. cannot at all imagine the craving I have for fraternal and sisterly love. I never had a home, I never had brothers or sisters; I must and will have them now†¦ (Bronte 413)†. When it comes to making right decisions, I believe Ja ne made the correct one when she left Thornsfield. There may have been many difficult times she had to suffer through, but the end results all paid off when she lived the happy ending she had always wished for.Other people may disagree and mention that the end result was the same, and that Jane put herself and others through too much because of her decision, that may be true, but in return everyone found happiness and got something even better in return. If she had never left, she may not have been able to find her cousins, a real gift she had been yearning for ever since she was young. I believe the decision Jane made in the story helped her reach the best personal level she could reach, and she gained happiness she would not have been able to gain through her pains.

Personality Essay

The terms Counseling and Psychotherapy are often used interchangeably. Though they have similar meanings with significant overlap, there are some significant peculiarities between the two that are useful to keep in mind when one is considering a mental health care provider. The paper below will further explore on those distinctions that exist between counselling and psychotherapy. According to The Royal College of Psychiatrists (2006), counselling is a type of rehabilitation that helps people speak out and resolve their problems and work through their emotional states.The Royal college of Psychiatrists defined a counsellor as an individual who employs â€Å"counselling† as a method to resolve people’s problems.Counselors guide clients to discover their own answers and support them through the actions they choose to take. According to COSCA (2004), psychotherapy, just like counseling, is centered on a healing relationship between health care practitioner and a client. Psychotherapy takes place over a chain of meetings, though frequently it lasts longer than counseling. Some people participate in therapy off and on over several years. Instead of tapering in on individual problems, psychotherapy reflects complete patterns, long-lasting issues, and recurring feelings. This requires an openness to exploring the past and its impact on the present. The main aim of psychotherapy is to resolve the fundamental issues which fuel ongoing grievances. Psychotherapists assist to resolve past experiences as part of laying the base for a satisfying future. Arbuckle (1967), argues that â€Å"†¦counselling and psychotherapy are in all essential respects equal† One of the most noticeable thing that must be considered concerning the similarities between counselling and psychotherapy is that the classes of issues that pull people to use counselling and psychotherapy are often very alike and the aims of both are similar, both counselling and psychotherapy can be seen as efforts to allow the person to build up resources to live in more healthy, meaningful and satisfying ways, and to develop selfawareness. Also a high degree of respect for the independence/autonomy of the client is a basic code in both counselling and Psychotherapy. With an understanding that the clients bring with them the potential needed to successfully achieve their aims. (COSCA, 2004) Another similarity that was stated by COSCA is that both counselling and psychotherapy require the therapist to have highly developed skills. COSCA portrays that counsellors and psychotherapists go throughlong training, often lasting several years and their work is continuously supervised by  another practitioner/expert who assist them to process and reflect on the matters of worry to their clients (2004: 2). Nevertheless it has been considered that different routes involve considerably different levels of difficulty and length of training and supervision. Counselling and psychotherapy are both methods of responding to a wide range of human needs accordingly associated with what sometimes called difficulties in living and deeply felt need to make vicissitudes in one’s life. Both counselling and psychotherapy provide possibilities for those seeking help to find their own ways towards living in more satisfying and resourceful ways(Arbuckle 1967).Among the issues they deal or treat are self-confidence or self-esteem, relationship difficulties, work related stress, bullying, problems of drinking, bereavement, mental problems, vague feelings and desire for personal change. Another area of similarity is that both counselling and psychotherapy may involve vibrant treaties between the therapist and the client as to what the aims of the therapy are and the roles involved. Some of these have been summarized by Professor Paul S Morgan-Ayres of Fellow Counselling and Psychotherapy Society (FCPS) as: 1. â€Å"An Assessment to ascertain whether the therapist can help you / have a good chance of helping you. 2. That the therapist does not lead you to believe in some sort of magic cure and that you realize that they are there to help you change yourself. 3. That you have explained to you what is proposed before the therapy commences so that you are giving informed consent to the therapy. 4. That any person under 16 years has a parent’s permission and signature. 5. That confidentiality is discussed and the therapist’s position is made clear. 6. That the therapist is registered, insured and monitored † Psychotherapy and counselling despite of their similarities they do also have differences, one of the differences between psychotherapy and counselling that is often quoted is that psychotherapy involves working in greater depth than counselling, that clients see their  psychotherapist more frequently and for a long period of time. By contrast counselling takes place over a shorter period of time. The counsellor sees his or her clients for a short time. Psychotherapy is about ‘deconstruction, and ‘reconstruction’ of the client’s self-concept, a process likely to be lengthy and at a greater depth than counselling might explore. Furthermore psychotherapy deals more with deeper, long term problems and counselling with more situational and shorter term issues, therefore clients do not go to these different fields for exactly the same specific reasons because of the same general motivation. Taking it a step further one can note that different varieties have often quite different aims. Gestalt therapy for example: â€Å"seeks to promote a person’s awareness, support creative choice and encourage responsibility in a person’s effort to realize a meaningful and fulfilling life† This appears to be a more wide ranging and deeper aim than that of counselling which is â€Å" Help the person focus on ways to manage their difficulties a little or a lot better † This relates to the point considered before that counselling is more focused on situational problems, and therefore its aims are likely to be more limited than psychotherapy. Professor Paul S Morgan-Ayres (FCPS) argued that counselling is more suitable to clients who are more open to speaking while psychotherapyis suitable for those who find it difficult to open up, hence the psychotherapisttakes a more active role in guiding them. He further notes, asthe client turn out to be more able and used to speaking, the procedure may change in to a more clientcentred approach. Counselling, according to Morgan-Ayers, ‘is a process in which the therapist is there as a ‘tour guide’ for the client, refocusing them in aprocess that they are otherwise quite good at exploring themselves. Therefore the ‘counsellor speaks very little and gives the client plenty of space to offloadand talk themselves into self-knowledge’. Another difference is that the pathology of a person is the primary focus of psychotherapy whereas counselling mainly focuses on personal strengths and  resources. Psychotherapy conceptualizes the client as an individual with problems in psychological functions that problems like stress, anger management problems, unhappiness, relation problems and selfesteem problems. However counseling conceptualizes the client as a person in a social  context who needs urgent and brief treatment and the problem are treatable that is why past experiences are of less use during counseling. According to a paper by Ivory research, (2009), the setting of the treatment is also thought to be different between counselling and psychotherapy. A counselling session often takes place in a number of non-medical settings such as an office or small therapy centre, or even in the therapists’ residents, whereas psychotherapy is often thought as taking place in a more medical setting, perhaps a clinic or hospital. Again this is not so clear cut, as counselling increases in respectability it can also be found in hospital settings, and psychotherapy can also take place in settings like the therapist home. Another major difference can be drawn from the history of both psychotherapy and counselling. Psychotherapy has its origins in Freudian’s psychodynamics. The training period was also normally long, and involved working with real clients under supervision and consists of a long period of self-analysis both in working with clients and the analysis of the psychotherapist themselves which focused mostly on comprehensive regards in past issues. Nevertheless counselling was seen as something that can be done after a shorter period of preparation and less thorough self-analysis. In conclusion, it can be argued that both counselling and psychotherapy’s main objective, despite their differences, is to offer the clienta stable platform in which to explore personal difficulties and also the role of the psychotherapist and counsellor is to guide clients to discover their own answers and support them through the actions they choose to take. References: Arbuckle, D. S. (1967). Counselling and Psychotherapy: An Overview. New York: McGraw Hill. Bayne,R., Bimrose, J. and Horton, I. (eds) (1996). New Directions in Counselling. New York: Routledge British Confederation of Psychotherapists (1999). found at Internet URL: http://www.psychoanalysis.org.uk/bcp.htm Accessed: 15/03/2014 Chriss, J. (1999). Counselling and the Therapeutic State. New York: Aldine De Gruyter COSCA (2004). Counselling and Psychotherapy: COSCA’s Description Stirling: Cosca Ivory Research, (2014). Found at internet: http://www.ivoryresearch.com/samples/socialwork-essay-example-differences-and-similarities-between-counselling-and-psychotherapy/ Morgan-AyresP.Prof.,found-at-Internet:URL:http://www.hpnoanalysis.co.uk/psychotherapyanalysis-counselling.htm.Accessed:15/03/2014 Sutton, J and Stewart, W. (2008). Learning to Counsel. 3rd Edition Oxford: How To Books.

Economic Outcomes Of Raising The Federal Minimum Wage

â€Å"In 2014, 77.2 million workers age 16 and older in the United States were paid at hourly rates, representing 58.7 percent of all wage and salary workers. Among those paid by the hour, 1.3 million earned exactly the prevailing federal minimum wage of $7.25 per hour. About 1.7 million had wages below the federal minimum. Together, these 3.0 million workers with wages at or below the federal minimum made up 3.9 percent of all hourly paid workers†(Ratio of Minimum Wage). The Federal minimum wage drives debate among people today, and with many wanting the federal government to raise the minimum wage to fifteen dollars, economists have studied and will continue to study the effects of a fifteen dollar minimum. This poses the question: What are the social and economic outcomes of raising the federal minimum wage to fifteen dollars an hour? In both Los Angeles, California and New York, studies show many positives of the fifteen dollar minimum wage. The City of Los Angeles has recently raised their minimum wage to fifteen dollars, and in an effort to support the minimum wage, author Daniel Flaming focuses on the projected industry impacts, economic stimulus, and government and social service benefits that the wage increase may have. A higher paid labor force benefits the industry in Los Angeles by spending more money, and drastically decreasing the amount of employee turnover. Both decreasing employee turnover and increasing the amount the consumer spends will positively impactShow MoreRelatedMinimum Wage Should Be Raised910 Words   |  4 Pagesmaximize the American Dream on the minimum wage† (Benjamin Todd Jealous). In 1938, minimum wage was created by the federal government in order to protect workers by ensuring a minimum of twenty-five cents per hour worked. Though President Roosevelt had the right idea in pr otecting the workforce, something needs to be done to ensure that Americans are getting a reasonable amount of money for the amount of hours they have worked. As Benjamin Todd Jealous stated, minimum wage is not enough for the averageRead MoreU.s. Federal Minimum Wage Essay1162 Words   |  5 PagesThe current U.S. Federal Minimum Wage is $7.25 per hour. In just two years from 2013, the demanded from advocates for raising minimum wage rose from $9 to $15. However, raising the minimum wage is more complex than simply raising the number of federal standard of pay for employees. Relative control groups and other market activities play a part in the outcome of the minimum wage. For example, one instance of market activity was observers said that raising the minimum wage did not hurt individuals;Read MoreThe Minimum Wage Is A Good Or Not? Essay1265 Words   |  6 Pagestopic of minimum wage. What is it? Why people talk so much about it? Why should you care about that topic or even pay attention to that? This paper will try to answer the question of why increasing a minimum wage is a good or not so good idea. I. Definition and history of the minimum wage. Let’s start with the definition of the minimum wage. Minimum wage is defined as a legally mandated price floor on hourly wages, below which non-exempt workers may not be offered or accept a job (Minimum Wage 2015)Read MoreMiimum Wage and Power to the People1746 Words   |  7 PagesThree – Power to the people The third and final alternative minimum wage is to allow the local people in the community vote on a living wage. This alternative would put all the power in the hands of the people; allowing them to decide what is best for their neighborhoods. If the people are allowed to vote in such matters, they will be permitted to use their voice and at the very least express their concerns with the gaps in minimum wage and cost of living in their community. However, there are drawbacksRead MoreA Brief Note On Raising The Minimum Wage1503 Words   |  7 PagesWage War Alternatives to Raising the Minimum Wage Minimum wage is a topic of considerable controversy and a significant source of economic stratification. Essentially, the minimum wage policy is what defines the baseline income of â€Å"low level† or â€Å"starting positions.† Here in the U.S. most individuals will at some point in their life hold a minimum wage position. According to the U.S. Bureau of Labor Statistics, about 58.5% of U.S. citizens were paid at hourly rates, and about 2.6 million workersRead MoreMinimum Wage1535 Words   |  7 PagesThe standard minimum wage level has been a controversy over its insufficient wages set for working class Americans. The minimum wage was established to protect unskilled workers from being exploited by employers’ low pay. Introducing the minimum wage provided stabilization in the workplace, but as the cost of living increases, working Americans are demanding a livable wage. In the recent past, the American dream fadedness changed the way Americans view the economy . For many wageworkers, the AmericanRead MorePros And Cons Of The Minimum Wage1620 Words   |  7 PagesIncreasing the federal minimum wage has been a controversial topic around the United States; many people are in favor of raising the minimum wage, while others heavily oppose the idea. While everyone is entitled to their own opinion, statistics have shown that the minimum wage is closely correlated to public health, and it shows that this topic is a much bigger and broader picture than simply economics. The federal minimum wage has a history that dates all the way back to 1938, and the strong debatesRead MorePersuasive Essay Outline :Minimum Wage964 Words   |  4 Pages Persuasive Essay Outline :Minimum Wage 1 Intro - I want you to think about you r very first job .Were you a Bellhop ,cashier ,bartender ,cooks(fast food ),lifeguard, .Now how about your second job were you a airport worker or child care worker.About how much were youRead MoreThe Economic Case For Raising The Minimum Wage927 Words   |  4 Pages The Economic Case for Raising the Minimum Wage The United States is recognized for its economic opportunities. Thousands come to this country for the chance to improve economic stability and climb the social ladder – opportunities usually not available in their home countries. However, there has been increasing concern regarding American wages compared to the rise in the cost of living. Many of the lowest paid workers receive wages that is far much below the federal minimum provision as stipulatedRead MoreMinimum Wage Should Be Raised895 Words   |  4 Pagesin fact it starts with one simple statement: The federal minimum wage in America is simply too low. According to a national study in 2015, for a family to be just above the poverty level, the head of the house would be required to earn 8.50 an hour, while the current federal minimum wage is 7.25. Not only does the current minimum wage not cover the poverty line, it is more than a dollar less than current poverty levels. A raise in the minimum wage would reduce the num ber of working Americans who