Explain and critically assess Weber’s conception of power

Introduction This essay explains and critically assesses Max Weber’s conception of power. In the current study Weber is identified as manifesting both the Hobbesian and Machiavellian proto-realist perspectives: in conceptualising power as fundamentally connected to implicit threat and coercive force. Hence the current study outlines the ways in which Weber’s notions of power hinge largely on the state’s coercive capabilities, examining various forms of social, political, and cultural violence therein. Further, the current study draws comparisons between Weber and Marx, looking at the similarities and distinction between the two thinkers: concluding that Weber has a different and more complex understanding of class divisions and power struggles than Marx did. The Many Faces of Power: Legitimate Domination and Willing Subjugation The renowned German sociologist Max Weber came to prominence in the latter half of the nineteenth century, a time in which the politico-economic theories of his precursor Karl Marx were beginning to take hold in Europe; when the â€Å"the spectre of Communism†, as the Communist Manifesto termed it, was â€Å"haunting† the continent (Marx and Engels, 2012, p.33). Moreover, this was a time of great social and political transformation in the West, whereupon the overall character of European polities had been drastically altered by waves of democratic fervour and revolutionary violence. The Revolutions of 1848, for instance, represented the single most concentrated outcrop of political upheaval in the history of European politics. â€Å"The 1848 revolutions†, says Micheline R. Ishay, â€Å"were a watershed. In the most industrialized countries, they broke the liberal-radical republican alliance against legitimist regimes and catalysed the formation of the most radic al human rights perspectives of the century† (2008, p.121). In a very significant sense, said revolutions were a movement against the established power structures of the era. This was a time of great liberal reform and technological change; the social and political apparatuses by which international relations were hitherto understood were being fundamentally transformed – as were theoretical conceptions of power. Although the 1848 Revolutions were mostly checked and curbed within a year of their outbreak, the underlying sentiment and intellectual kindling had not been extinguished. Instead, it fomented in various forms: one of which would lead eventually to the rise of Communism in the early twentieth century. With such conspicuous changes in the makeup of political relations during the nineteenth century, there came concurrent shifts in critical perspectives on how and why such changes occurred. Marx had upheld a perspective that prioritised historical materialism and the fundamental primacy of class struggle as defining political relations. Power, for Marx, concerned the power of those capitalist elites who owned the means of production to exploit the workers whose labour literally made production happen. Marx’s political philosophy was extremely widespread, known even to those who abjured it. For Marx, power also has much to do with class divisions: particularly between those who ow n the means of production, the bourgeoisie, and the workers, or proletariat, who exchange their labour value for wages. Power is thus manifested in the oppression of the proletariat by the bourgeoisie – for whom the social and political structures are geared to preserve the status quo, keeping the workers in a state of social, economic, and political subordination. Marx’s understanding of power, then, is concerned with large scale social and historical forces, particularly as they relate to material and industrial relations in determining power and overall socio-political mechanics. Weber, on the other hand, developed an approach that varied from the Marxian mould, stepping away from the perceived predominance of grand overarching forces in determining social and political relations. As a result, Weber also moved away from Marx’s theory of the strict bourgeoisie/proletariat duality as being the dominant paradigm in political economy. The latter class division was, for Marx, the principle animus for change in capitalist societies. As a consequence, Marx’s conception of power cannot be separated from his overall understanding of the relationship between capitalists and workers. For Weber, socio-economic divisions, and their relations to power, are far more complex than those posited by Marx. Weber understood class distinctions as deriving from more than just an inequality in property relations; instead, Weber posited that it was the unequal distribution of power that resulted in social dividing lines. Power for Weber was, again, more intricate and mu ltifaceted than the kind Marx had proposed. Weber states that power is â€Å"the chance of a man or of a number of men to realize their own will in a communal action even against the resistance of others who are participating in the action† (1968, p.926). Already we can see that Weber’s rendition of power is more abstract and open to interpretation that that of Marx. Further, Weber’s conception of power is similar to modern critical formulations of same; where â€Å"power†, at its most fundamental, â€Å"entails the capacity of one actor to make another actor do something which they would not otherwise do† (Haugaard, 2004, p.304). Most importantly, Weber’s definition is very broad; it allows for application in a number of contexts: social, economic, political, cultural, familial, sexual, interpersonal, and many others. Violence and Coercion: the Centrality of Force in Power Relations Weber’s conception of power is â€Å"inextricably connected to violence and coercion† (Kreisberg, 1992, p.39). Such violence is articulated though various social structures, from the microcosm of the family to the macrocosm of the state. Weber consequently sees â€Å"subjects as being on the receiving end of structures of power† (Whimster and Lash, 2006, p.22). The interactions between these discrete structures of power allow for varying degrees of control over the exercise of violence: where certain individuals or groups have access to or are denied the means to exert their will. For Weber, such means obtain to ideas of legitimacy. Hence, for Weber, the question of power relate to issues about: â€Å"who controls the means of violence; who enjoys a monopoly over economic resources; who controls the legitimate means of political power; and finally who has control over symbolic force† (Turner, 2002, p.215). Social action is thus enabled by control of distin ct fields of power. The more such fields of power can be channelled and consolidated, the more power that obtains. This can be seen very clearly, for example, in the state’s exclusive mandate on legal violence (via armed forces, police, prisons, and so forth). Hence Weber defines the state as â€Å"that agency within society which possesses the monopoly of legitimate violence† (cited in Wanek, 2013, p.12). Accordingly, in Weber’s view, the implicit threat of violence perpetually underwrites the state’s authority. Thus Weber’s position anticipates Mao Zedong’s famous declaration that â€Å"political power grows out of the barrel of a gun† (cited in Wardlaw, 1989, p.43). For Weber, then, coercive force is fundamental to power. Put simply, coercion equates to influence; and influence is power. National political power is therefore structured on implied coercive mechanisms. Hence Weber avers that â€Å"if no social institutions existed that knew the use of violence, then the ‘state’ would be eliminated† (cited in Wagner, 2002, p.120). So conceived, the state is in itself a form of coercive apparatus. Because the state monopolises legal violence, the state is the primary source of power as such. This means access to power is achieved via access to and control over the mechanisms of state. Power is thus manifested in the specific structures on which the social order is based. However, Weber does not believe that power is constituted in coercive force exclusively. Instead, a dynamic of obedience obtains between the ruling class and those ruled: in which the latter group willingly obey their political leaders. Here, Weber’s conce ption of power becomes more complex, delineating ideas of legitimate domination. As Weber perceives it, social conformity, or, as he puts it, â€Å"performance of the command†, may â€Å"have been motivated by the ruled’s own conviction of its propriety, or by his sense of duty, or by fear, or by ‘dull’ custom, or by a desire to obtain some benefit for himself† (1968, p.947). The dominated thus inadvertently cooperate in their domination. Hence we can see that Weber’s conceptualisation of power echoes a Hobbesian perspective, which stresses a central causality between a â€Å"sovereign† power and popular subjugation (Sreedhar, 2010, p.33). Furthermore, state power and interest are related to a conflictual paradigm where self-interest and the will to domination are taken as a given. Weber thus articulates a realist perspective. In addition, Weber’s notion of legitimate domination somewhat chimes with Gramscian hegemony, in that power is constituted and reconstituted in various complex sites, working overall to legitimise the status quo. As a result of this, Weber is distinct from Marx in two very important ways: firstly, he sees power as more abstract, subtle, and complex than Marx does; secondly, he sees power as deriving from many different types of social phenomena – not just class struggle. Following this logic, Weber also applies the same extended complexity to the concept of the origin s of power. Thus, for Weber, power comes from â€Å"three different sources†: â€Å"class (economic power), status (social power), and parties (political power)† (Levine, 2006, p.6). As we can see, then, Weber’s conception of power is based on coercion, force, domination, social structures, and a quasi-hegemonic socio-political structure that promotes and induces willing subjugation in the populace. Weber’s ideas are clearly more reflective of realist political theory than of Marxian idealism, which posits utopic notions of eventual global socialist harmony. This is not to say that Weber wholesale rejects the Marxian position, he does not; rather, he accommodates Marx’s economic arguments in his overall politico-economic model. Further, he expands upon and problematises them. As one would therefore expect, much like his conception of power, Weber’s conception of class is far more nuanced and open to interpretation than that of Marx. For Weber, class pertains to the numerous potential relations that may obtain in a given economic market. In particular, this relates to relationships that arise between an individual, or a group, as concerns a given market. This means that different kinds of economic distinctions will give rise to specific forms of class relation – not just a worker/capitalist polarity. Weber sees class as a social concept that encompasse s numerous iterations within an overall economic purview. Such iterations include professionals, landowners, bankers, financiers, and many others (Hamilton, 1991, p.182). In sum, then, Weber recognises numerous different kinds of class distinctions, each with their own complex sets of power relations. This heterogeneity, in turn, adds complexity to the overall function of power in its specific fields and sites of operation. For Weber, then, power relates to a multiform phenomenon. In treating of the economic dimensions of power, Weber observes that the â€Å"typical chance for a supply of goods, external living conditions, and personal life experiences† are fundamentally determined by â€Å"the amount and kind of power, or lack of such, to dispose of goods or skills† for the sake of â€Å"income in a given economic order† (1968, p.927). Hence Weber observes a clear causal continuum between economic and other kinds of power, where one can come to necessitate (or, at least, facilitate) the other. Where Weber significantly diverges from Marx is in his posited importance of the modes of power that function semi-independently of economic considerations. Specifically, Weber places much emphasis on social status. â€Å"For Weber, status groups are collectives of people with similar lifestyles, and they often overlap with economic class position† (Levine, 2006, p.6). In other words, the socially powerful tend to be located in economically powerful cohorts; at the same time, those without social power tend to be associated with non-economically powerful cohorts. This last assertion can seem very similar to the Marxian view, of the powerful bourgeoisie and non-powerful proletariat. However, the important distinction in Weber’s position is that affinities are drawn more primarily from social, not economic, similarities. Put simply, for Weber, two individuals or groups with similar social lives but different economic statuses could cohere nonetheless; their social alignment supersedes their economic misalignment. The economic distinction is not, for Weber, as integrally conflictual as it is for Marx. This is not to say the Weber does not see class as an important social factor; rather, it to say that, unlike Marx, Weber does not see class struggle as the defining characteristic of history and society. He does not therefore adopt Marx and Engel’s famous assertion that â€Å"all history of all hitherto existing society is the history of class struggle† (2012, p.33). Hence, while Weber sees class as a significant variable in overall quality of life, in dictating one’s opportunities for advancement, for the acquisition of power, he does not identify a corollary primacy in class as catalysing social action and historical change. Friction between social forces – as embodied by class – is not the central source of social tension. This has to do with Weber’s complex and diverse view of class. Weber sees class as heterogeneous and thus not easily reducible to two opposing factions. Compared to Weber, Marx’s views of power and class are over ly reductive. Of the worker, Weber observes, his â€Å"interests† may â€Å"vary widely, according to whether he is constitutionally qualified for the task at hand to a high, to an average, or to a low degree†, meaning, in consequence, that â€Å"societal or even of communal action† from â€Å"a common class situation† is â€Å"by no means a universal phenomenon† (Weber, 1968, p. 929). In other words, the working class cannot simply be lumped together in a bloc group understood as sharing uniform priorities and ambitions. In many senses, that is, power moves beyond material and economic divisions; cannot be attributed to isolated causes and motivations. Conclusion In conclusion, Weber’s conception of power is much in keeping with that proffered by classical realists, where coercive force constitutes the primary hinge around which political power moves. By extension, other manifestations of power both derive legitimacy from, while at the same time reciprocally legitimating, the state: by functioning within its purview. Weber diverges from Marxian reductivism, rejecting the polarity of capitalist/worker class struggle and the primacy of historical materialism. Weber accordingly refutes Marx’s position that common class identity is sufficient to galvanise a homogenous intellectual action; he thus identifies many more lines of division between various social groups. For Weber, power is deeply related to social structures; indeed, power is seen to body forth though social structures, thereby keeping the popular masses in place. Interestingly, the power invested in said structures works, also, to instil a sense of obedience in the publ ic. The public therefore helps to perpetuate the status quo by conforming with, thus legitimating, the state’s exercise of coercive force. References Hamilton, P., 1991. Max Weber, Critical Assessments 2: Volume 2. London: Routledge. Haugaard, P., 2004. Power: A Reader. Manchester: Manchester University Press. Ishay, M. R., 2008. The History of Human Rights: From Ancient Times to the Globalization Era. Berkley, CA: University of California Press. Levine, R. H., 2006. Social Class and Stratification: Classic Statements and Theoretical Debates. Oxford: Rowman & Littlefield. Marx, K. & Engels, F., 2012. The Communist Manifesto: A Modern Edition. London: Verso. Sreedhar, S., 2010. Hobbes on Resistance: Defying the Leviathan. New York: Cambridge University Press. Turner, B. S., 2002. Max Weber: From History to Modernity. New York: Routledge. Wagner, H., 2002. War and the State: The Theory of International Politics. Michigan: University of Michigan Press. Wanek, A., 2013. The State and Its Enemies in Papua New Guinea. Richmond: Curzon Press. Wardlaw, G., 1989. Political Terrorism: Theory, Tactics and Counter-Measures. New York: Press Syndicate of the University of Cambridge. Weber, M., 1968. Economy and Society: An Outline of Interpretive Sociology, New York: Bedminster Press. Whimster, S. & Lash, S., 2006. Max Weber, Rationality and Modernity. Oxon: Routledge.

How Do I Develop a Personal Code of Ethics

How do I develop a personal code of ethics? Developing your own personal code of ethics is one of the most important things you can do for yourself. A personal code of ethics puts into writing those ideas and philosophies that are the essence of your life and allows you to say I will do this because I believe this. A code of ethics is a document, which you can look to each day not only as a reminder of what you believe in but also as an encouragement to carry on with your daily walk.The main question most people have is â€Å"how do I develop a personal code of ethics? † The answer really is quite simple, but it will take a little work and thought on your part. First, take stock of your life. Take the time to write down who you are. This is a reflection of who you believe yourself to be. Think of it this way. If you asked a friend to describe you, what would they say? An example of this would be someone saying to you that you are helpful or that you are kind. List all the trai ts that anyone has ever pointed out to you.Second, think about what you believe. Make a list of all of your ethical beliefs. Don’t worry about why you believe them just write down as many of your personal beliefs as you can think of. These are the beliefs that carry you through your everyday life and define your decision-making process. Third, think about the places you work, rest, and play and how you relate to all the people you come in contact with. Are there things that you would like to change about these relationships that would involve listing them in a code of ethics?I am not only talking about any obvious things like any misdealing with customers or family members. I am talking about the little things as well, such as gossip, etc. Fourth, now that you have your beliefs written down, think about why you believe them. This is essential because it sets up how important each of your beliefs are to you. The source of all ethical beliefs is the Bible. So if you have any fa vorite verses, now would be the time to list them next to each of your beliefs that is shaped by a biblical truth.Now that you have all the information about who you are and why you believe what you do, it is time to write and develop a personal code of ethics. This is not as hard as you think it might be, but it will take you a little time to think about what you want to include and not include. The first part of your personal code of ethics is the purpose for your personal code of ethics. Are you writing it to regulate your behavior or to inspire you to greater heights? Whatever your reason, this is where you will develop the philosophy behind your code of ethics.The only requirement is that the purpose, as well as the code of ethics, be tailored to your needs. The second part of your personal code of ethics is what I like to call the â€Å"I will† section of your personal code of ethics. God, in the Bible, set up His â€Å"I will’s† which are based on who He is. This is the same thing you need to do. Go through the list of how people see you and look to see if any match up to what you believe. This is the aspirations section of your document. All the traits that you now exhibit as well as those you wish to develop should be included.The third part of your code of ethics is the rules or beliefs you expect yourself to follow when dealing with other people. These are all the â€Å"why’s† listed in the information gathering part of the process of writing a personal code of ethics. In this section, you might want to list some Bible verses that help you to see the importance of applying your personal code of ethics to your life. Once you are done writing the first draft, look it over and refine it as necessary and as changes come in your life. Remember you are writing the code of ethics and it will be up to you to follow it.

Absorption spectroscopy and acetic acid

Absorption spectroscopy and acetic acid The absorbance of light, wavelength 632nm, was measured in an indicator solution at varying pH, and varying concentration, allowing for a Beer-Lambert plot to be constructed. This was then used to measure acetic acid uptake at the surface of deionised water and octan-1-ol coated water, allowing pH, and hence concentration, to be calculated from absorbance of the liquid. Introduction Surfactants are molecules which are able to form a surface across a liquid, and stop the interaction of foreign molecules with the solution without interacting with these molecules first. These are extremely useful since they often contain a hydrophobic and hydrophilic aspect, which interact differently to different molecules. Surfactants are used in the manufacture of paper, textiles and construction among others.[1] They are the main ingredient of detergents and they allow non-polar molecules to dissolve in polar molecules, such as oil into water. On the surface of the liquid, the surfactant will inter act slightly differently. It will create a surface of hydrophobic ‘tails’. This will stop polar molecules from entering the liquid, since the liquid will appear to be a poor solution for the polar molecule to interact with. They also increase decrease tension of the liquid.[4] This barrier is expected to stop the acetic acid, used in part 3 of the experiment, interacting with the water solvent. If it does interact, the pH of the solution will lower due to acetic acids presence, and the indicator will show a change in colour. If no acetic acid enters the solution, no change should be observed or measured. Experimental Using de-ionised water, a reference light intensity was recorded. A 250ml solution (1) of 0.005% wt bromocresol green was then prepared, and absorbance was measured. 100ml was removed, and the pH adjusted using 0.1M sodium hydroxide and glacial acetic acid, and absorbance was noted at pH’s between 3-6 at 0.3 increments. 50ml of remaining solution (1) was further diluted to solutions of 0.0025%, 0.00125%, 0.000625% and 0.0003125% concentration. Spectroscopic analysis of these concentrations was made, and a Beer Lambert graph plotted. A solution of unknown concentration was then spectroscopically analysed and it’s approximate concentration determined. This solution was then enclosed in a container with acetic acid, and spectroscopic readings taken every 30 seconds. This was repeated with fresh solution, with the addition of 0.2ml of octan-1-ol to the surface of the cuvette. Results The results for the pH change showed a curve, going from lower pH on the left to high pH on the right. This is a more quantifiable way of showing that as the Bromocresol turned blue at higher pH. This shows absorption toward the end of the spectrum of lower energy, (ie higher wavelength). So as pH increased, the absorbance of Bromocresol at 632nm increased too as it became blue. The next aspect of the experiment was to analyse how concentration affected the absorbance of Bromocresol green. As concentration of bromocresol green was altered, it was possible to draw a Beer-Lambert plot detailing how the absorption of the light changed with concentration of the Bromocresol Green. As would be expected, there is a straight line relationship between Bromocresol concentration and Absorbance except at higher concentrations, where the solution plateaus and becomes non-linear. Excluding this end point it is possible to derive the gradient, and hence the value of ?L. This was determined to be 36600.

Strategic Planning Essay Example | Topics and Well Written Essays - 1500 words

Strategic Planning - Essay Example The company or venture is then responsible for devising strategies in order to implement these goals and fulfill these processes. Strategies include marketing, finances, management, administration, and other areas of business. Pre-planning and market research is essential in the planning process as slight imperfections or the onslaught of unforeseen events may cause a business plan to fail. Businesses devising strategies must consider the strategies of competitors and must mould their strategies in comparison to the competition. They must also plan for emergencies or unforeseen events that may affect their business strategy. Each business or venture is different and has various purposes for existence. Some organizations are nonprofit organizations which focus on community and social welfare instead of economical prosperity. Some ventures are service oriented will others are focused upon selling or manufacturing a product (Bryson, 1988, pp.73-74). A particular type of business that is prevalent in society today is the event management business, which focuses upon providing a service to people who want to organize an event which can range from a birthday party, to an exhibition, or a wedding. Some event management companies focus upon certain areas of specialty such as weddings or concerts while others may focus on business oriented events such as exhibitions or opening days. However, event management companies must engage in very precise and well structured strategic management processes in order to make their business successful, as the main focus of their business is based upon planning itself (Averrett and Swamidass, 1989, pp. 656-657). An event management company based in the United Kingdom is Penguins Event Production and Logistics. The company is located on the London outskirts in Windsor, Berkshire and is focused upon providing its customers with solutions to all their event management needs. The company seeks to not only provide customers with management services to handle their events but also provides a wide variety of extensive services such as audio visual services, logistics, and communication solutions for their customers. It has strategically positioned itself as a multi-tiered company in the service sector who can cater to multiple event management needs instead of only catering to one target market. The company aims to cater to the corporate management sector and provide solutions to all management needs and/or services. While it has strategically positioned itself as an event management company catering to the corporate sector, it targets several niche groups of customers pertaining to their individual needs whether they are audio visual aids, communication solutions, or management for events. The company focuses on the core services mentioned above but also claims to cater to other solutions upon request. As the company has been in the field for a long time, they claim to be able to cater to every need that a customer ma y have and offers the professional help of project managers to coordinate the tasks and activities related to corporate events. The company seeks to enable a customer to manage his time, skills, and resources, effectively in order to make his/her events

What did I do after i finished my high school Essay

What did I do after i finished my high school - Essay Example I arrived in the great country of America and the difficulties began immediately. I found that I could not communicate well because to language and cultural differences. For example, a month after I arrived in America I went to my friends party. My friend speaks my language and he speaks English too. I saw all the people talking about something I could not understand and it frustrated and concern me because I have been in the languages environment for one month and I still could not understand what they were talking about. I realized that learning a language would take hard work and dedication and that it would not be fast. I decided to begin studying English more seriously. I completed my English courses, and I took the IELTSÂ  test for the first time and I didn’t succeed. I worked some more on my understanding and on the second attempt I got the score that your university accepts. I worked hard to develop my language and I succeed. I applied to study in Mount Union University and am very glad I did. Life is difficult and not every person gets what he/she wishes, but we can do great things if we work hard and set high

Communication etiquette in business Research Paper

Communication etiquette in business - Research Paper Example Communication in business is an everyday activity that takes many forms. â€Å"The nature of communication employed has an acceptable conducts and demeanors that are deemed appropriate in the corporate world†. In addition, communication etiquette provides rubrics of behavior which guide communication and civilized interaction among employees in a business setup. It is important to note that business persons who obey these guidelines realize success in their business. Research shows a powerful correlation between appropriate etiquette and corporate success. This paper reviews various business etiquettes while giving examples of how proper communication should be conducted in a business environment. The manner and speed at which communication in a business environment is conducted has undergone drastic dynamics in the last few decades mainly because of technological advances. For this reason, the manner and style of communication have taken different dimensions causing a collisi on between private and official communications. Forms of Business Communication Much of communication in business is verbal communication. This occurs where an individual conveys a spoken message to the receiver. The second form of communication is written communication where an individual either sends an email or a letter to a different correspondent or a group of persons. The third form of communication is the body language. Body language plays a crucial role in adding meaning to messages conveyed through other modes of communication. It is therefore important that a communicator fully understands the unwritten ethnic decorum pertaining communication in order to build strong and effective interpersonal skills. â€Å"All these forms of communication have an attached standard or decorum that separates an ethically communicated message from unethically communicated one† (Seth & Adhikari, 2010). For instance, business partners or customers etiquette will go a long way in maintaining good interpersonal relationships while boosting the company’s brand name. All the emails sent to the company need to be responded to with the urgency they deserve. This is particularly important as it builds trust and respect on the part of the respondent. However, this does not mean that calls should form a major part of distraction in business. In fact, to maintain focus in business, making and answering phone calls should have designated times unless the call is urgent. Proper Communication Practices in Businesses It is imperative to note that an effective, precise and clear communication in business is an important ingredient in promoting positive impressions that would eventually lead to success in business. It also promotes productivity among employees of an organization. On the contrast, use of improper communication taints the business reputation. The question that every communicator should ask is whether the communication decorum that he/she uses is acceptable or not. A matter such as text abbreviation while writing an e-mail, receiving and making frequent phone calls in a business or staff meeting is a common behavior nowadays. Some of the challenging areas of business communication include: listening, appreciation, communication clarity and details and keeping promises. It is important to note that communication is a process whose practice is dictated by specific protocols

Writing a comprehensive research report on the use of new technology Paper

Writing a comprehensive report on the use of new technology as a part of a company's service efforts - Research Paper Example Search affects the activities of individuals and all sorts of organizations. The contribution of new technology to the economic growth can have a realization when and if the technology is put to use and diffused. Diffusion itself results from a series of individual decisions to begin using the new technology, decisions that are often the result of a comparison of the uncertain benefits of the new invention with the costs of adopting it. The benefits of from adopting new technologies, for example, wireless communications are received throughout the life of the acquired innovator. The use of new technologies enhances operations and exploits new market opportunities (Manyika, 2013). When adopted at scale across an emerging type of networked enterprise and integrated into the work processes of employees, social media, and other new technologies can boost a company’s financial performance and market share. Using technology to maximize company’s business productivity creates a platform to realize real business. The business software puts organization s in an assurance of having the tools to overcome challenges of execution on strategizing every day and prosper in today’s economic times. Companies are on the increase in focusing on managing customer relationships, the customer asset, or customer equity. The rapid growth of social media, from blogs to Twitter and Facebook, to YouTube and LinkedIn, offers organizations and companies the chance to join a conversation with millions of customers around the globe every day. The groups use social media as one way of the promotional channel. They use consumer conversations and turn the information into consumer insights that impact the bottom line (Hunt, 2013). The internet based social media emergence has started a new kind of conversation among consumers and companies. It challenges the traditional ideas on brand management and marketing while in the meantime creates alternative opportunities

Gender Paper Essay Example | Topics and Well Written Essays - 1250 words

Gender Paper - Essay Example Other differences can also occur in their attitudes and behaviors, as formed in their interactive settings and perceived psychologically; these however vary even among each gender. Much has been elaborated on the similarities and differences of the males and females in their sexual response during an arousal, biological functioning of the body, and the physical, structural formation of the sex. Keywords: Gender, Sex, Reproductive System, Male, Female, Electoral Tissues, Hyperventilation, Sexual Response, Sperms, Muscular, Blood Vessels, Sex Flux, Erection Introduction Humans have special abilities, which are determined by numerous factors right from birth, to development, till they form their own identities as mature people. When each person is born, the first features that define their physical identity are their sexual organs, which depict as to whether one is male or female. From that point, humans are brought up and socialized in particular ways that instill certain characters an d model their behavior. Based on the sexuality and gender aspects, humans experience various situations, either differently or similarly to their opposite sexes. These factors can be realized by examining the broad range of both sexes’ behaviors, physical responses, and attitudes. Peoples sexuality and gender behaviors can therefore be studied, and allow people to know what to expect when dealing with the different genders and their reactions. However, some of the similarities and differences put across in the social setting remain to be a stereotype, because no evidence can prove their claims. Physical Structures Males have different physical sexual organs from the females. Based on the biological sex, which addresses the sexual and reproductive anatomy, males have external sexual organs (penis and testicles), while the females virginas are internally connected to the inner body of their lower abdomen. According to Sloan, external features on the male are the penis and the s crotum, while the clitoris and labia are for the females (2002). The differences in the reproductive system also occur from female ovulation and males’ ability to provide sperms. Females have the capacity to hold pregnancy after fertilization of ovum in the uterus, which lacks among the males. With age, as the human females develop, their mammary glands enlarge, and produce breast milk to feed the child when born. Unlike males, females receive monthly cycles (menstruation), where the lining of the uterus is shed and expelled from the body when a fertilized egg, fails to be implanted into the uterus (â€Å"The female,† n.d). Basically, the female reproductive system allows male penetration through the vagina to release the sperms, female production of the ova, and development of the fetus. On the general body formation, males have distinct features from the females. Although both have breasts, the males lack the capacity to function like for the females. Similarly, the male genitals have a single function in reproduction, which is to release the sperms; this makes females the only child bearers. According to Heidi, men have more body hair (especially on their chests), are considered to be taller on average, muscular, and heavier (more on the upper body) than the females, which makes them

Political Science Essay Example | Topics and Well Written Essays - 500 words - 17

Political Science - Essay Example The state has constitutional power of regulating prices through price floor and ceilings to protect the firms and the consumers (Tanzi 92-7). The government plays a central role in regulating the production and supply of goods services by firms in their different market structure with the focus of ensuring efficient allocation of resources. Taking the case of monopoly firms, the government gives them incentives through different methods to retain their status quo. However, the government still uses pricing policy to influence the monopoly firms’ behavior in terms of output to the consumers. The state set up various institutions that oversee the various economic activities in the country so that working of the economy is consistent with the manpower and resources potential available. Through improved partnership with private sector, the state undertake research and development on various socio-economic variables and the resultant findings are used to establish feasible economic policies that boosts the efficiency of the economy. This includes partnering to develop infrastructure which is an incentive to improved per formance of the market and economy at large. The state is mandated to form bilateral and multilateral trade relations with other countries so that there is labor mobility, exchange of technology and other input factors. This promotes the performance of the economy through increased input factor availability and expanded market for the final products. It is important that the country institute laws that protect local firms from stiff competition of the established multinationals by giving them incentives likes tax holiday, subsidies and infrastructure as this will boost the level of production and performance of the economy. The state needs to include other public welfare issues as part of the market operation processes. In regard to the emerging and ongoing debate on environmental care and

Presidential Election in Indonesia is more democratic than Presidential Election in USA Essay Example for Free

Presidential Election in Indonesia is more democratic than Presidential Election in USA Essay In Reform Era (1999-2009) the electoral system of Indonesia based on Law: 1) Regulation Number 2 year 1999 about Political Party. 2) Regulation Number 3 year 1999 about General Election. 3) Regulation Number 1999 about position and structure of MPR, DPR and DPRD.1 Which the electoral system is indirectly but at 2004 the electoral system in Indonesia have possibility to choose directly the Candidate of President, President Susilo Bambang Yudhoyono be the first President directly chosen by Community. Electoral system at the time based on Law: 1) Regulation Number 31 year 2002 about Political party. 2) Regulation Number 12 year 2003 about General Election of DPR, DPD, and DPRD. 3) Regulation Number 23 year 2003 about General Election of President and Vice President.2 Applying democracy system in Indonesia be transparency in all field include Presidential Election since 2004 the Indonesian people have right to choose directly automatically impact to democracy system itself become more transparency now. At 1787 United State of America was applying democracy system since legalization of United State of America Constitution but influenced by England system. Presidential Election in U.S.A is chosen by society but the participant was choose by each section state or called elector, in other hand not at all American people be participant of Presidential election only elector. Using democracy system the society have high authority in social life, in Democracy system which literally means â€Å"all in society hand† needed the mechanism to explore public opinion, aspiration in decide a policy that would take by a state. 3 In other hand democracy give the highest position for society to explore opinion, idea, aspiration and more important can create positive things from the Idea. Now President of U.S.A Barack Obama still using this system in Presidential system, President and Vice President will chosen after doing popular vote of election by elector. II. RESEARCH QUESTION 1. Why Presidential Election in Indonesia is more democratic than U.S.A? III. THEORITICAL FRAMEWORK General election theory CHAPTER 2 CONTENT I. Electoral system in Indonesia II. Electoral system in United State of America CHAPTER 3 CONCLUSION

Ethics in Art and Science

Ethics in Art and Science â€Å"Ethical judgments limit the methods available for the production of knowledge in art and science† refers to the restrictions caused in the two fields in researching and creation due to the judgments caused by ethics upon the methods. It states that the production of knowledge is limited due to the ethical restrictions imposed in its creation. Science research and certain types of art have been banned due to them being considered â€Å"unethical† in nature, without any regard for their contribution in the progress of the nation in science and art. Ethics refer to the standard of morals that are acceptable in society. They define right from wrong according to what people deem appropriate. Ethics help people in getting a clear understanding of what is considered antisocial. They make up an invisible rule book that sets conditions as to what one should and shouldn’t do; it is a universally accepted scheme of behavior and allowances. Morals are the characters or conducts that are considered good or evil. Ethical morality means adhering to what is right and avoiding the things that are usually considered unacceptable. Morals and ethics help one become a better human and are a boon in most ways they are taught to all children from a young age and anyone that doesn’t imbibe them is frowned upon and avoided. Our classification of actions into ethical, justifies acceptable and unethical, unacceptable and classifications unlawful constraints and obstructs the growth of science and art and act as a bane in many ways. To further emphasize these â€Å"ethics certain activities are given harsh names. For example painting of public property, commonly called graffiti, is considered vandalism. Not only does it add art and color to normal uninteresting placed but it also expresses the thoughts of the citizens ,many times it depicts the past history and major events, it gives a deeper view and also a chance for unclaimed artists to express themselves and showcase their capabilities. If people would stop judging vandalism they would see the hidden beauty and talent. Doing research on animals is very often tagged as â€Å"abusing† the animals, when they are merely being used for experiments to gain more knowledge about them. Egon Shile once said to restrict the artist is a crime. It is to murder germinating life however much one considers a piece of art morally unjustified one cannot. Impose restrictions upon it as that would truly be murderous. To not appreciate it is a different thing, but to obstruct it would be a crime. Art is a means of communication, expression and knowledge, it cannot be barred. People’s mindsets and social pressures of what is ethical obstruct the progression of art. Shakespeare would still be making gloves like his father had it not been for his stubbornness. He was headstrong and determined to follow his heart and write, as was his passion. In his time, he had to face lots of problems as writing was not considered to be valuable and people usually carried on the job of their forefathers from generations before, for Shakespeare to dismiss those traditions and follow his heart caused huge problems, it was considered â€Å"unethical† for him to go against those traditions and he thus had to face many difficulties. Had Shakespeare succumbed to these pressures and continued in his father’s business as would have been appropriate according to the norms of ethical society, the world would never have got to witness such a great playwright. He would be another common glove maker who lived and died unacknowledged and without causing any differe nce in the world of art and literature. In the time of Michelangelo, his paintings were first disapproved due to the nudity. People’s ideals against nudity in drawings cause them to turn blind towards the beauty and the feelings expressed in it. They realized that he was paying his models which were mainly prostitutes and as they considered prostitution sinful, according to them his usage of them as his muse and paying them to pose naked meant his paintings would be having the figures of prostitutes which would corrupt them; this mindset caused him to face many problems in his earlier days. His paintings had major difficulties and being sold, he almost gave up painting due to this, had he done so the Sistine Chapel may never be as famous and honored as it is today. Ethics almost shadowed an artist into giving up his pleasure due to the hardships and disapproval they aroused. His sculptures too were considered evil in the beginning as they expressed holy scenes in a different way and interpreted the Bible differently and unusually unlike the traditional method. His first Madonna and Son was highly insulted while it was still in the process of being made because it was nothing like how the usual sculptures were, but his unusualness and due to breaking the rules of tradition hat bound him, he is now known as a world famous sculptor of the David and his Madonna and Child sculptures are well renowned. The field of science requires people to be broadminded and willing to take risks. To be able to invent and discover new things scientists require people to be open to new methods of experimenting. To explore the world of science is t break the boundaries of ethic, logic and common things. It is to have a vision and find method to prove it. It requires making theories and looking for ways to prove them. To make discoveries one needs to break away from the commonly accepted beliefs and methods. Thus it is important for the scientists to not be bound by ethics and morals, to progress in the field and provide more accurate and newer information they need to be able to experiment in any way they please without having to seek acceptance. In Michelangelo’s time post mortems of bodies was illegal and one could be arrested and executed for the same. He was determined and had to hide and cut up bodies to explore them and see the organs. He was probably amongst the first people to hold a heart and brain in his hand. It was against the law and unethical but it was necessary for him to do so to make his sculptures more realistic and authentic. His breaking this ethical law resulted in his growth of knowledge about the human body. He was able to make much superior sculpture once he was able to determine the organs in the body as they helped him give the correct volume and dimension of the body. His discovery expanded his knowledge in science would not have been possible due to the ethical conduct of that era, and he would have never got to explore the human system had he not broken this conduct. Science and art can progress much further if they are not limited by ethics and morals, certain things must be excused from the usual norms of society as that will be the only way that we will have any progression or there could be mere stagnation in the fields of art and science. Artists must be allowed to break the barriers of ethics and express themselves freely as their works are mainly a source of reflection of today’s society. Science on the other hand requires a certain amount of freedom and exclusion from the usual ethical norms of society, for science to progress and discoveries to be made, certain allowances and concessions must be given. For humans to know and understand animals better they must be allowed to conduct experiments and study them to decipher their thought process and lifestyle and to understand their reactions and behavior to certain situations. Science must be free from the tethers of human morals and ethics and it must not be judged and obstructed. Limiting and restraining the field of science will only cause us to be ignorant and uninformed about the world. Ethics are needed to provide a certain safety and to an extent, a united environment without controversies, but it must not interfere with the progress of humanity and studies. It would only cause problems in the future, and if not causing problems it would definitely not do anything worthwhile n contributiong towards providing the solutions.

Man Vs. Himself In The Scarlet Letter by Hawthorne :: essays research papers

A great deal of blood has been shed and many wars have been fought during the history of civilization; however, man’s greatest battle and most formidable enemy is only himself. This has been made only more evident with the passage of time and the development of the human character. However, one factor that has remained constant in the human character through this development is conscience. Conscience can be man’s saving grace or his damning affliction; its presence may simultaneously purify and mar. As contradictory as this may sound, it has been explored in depth by Nathaniel Hawthorne who chronicles one man’s battle against himself in The Scarlet Letter. In this novel, an anguished Arthur Dimmesdale struggles to pacify his conscience and withhold the secret of his sin from being known. As his conscience continues to consume all that is his very essence, Arthur Dimmesdale illustrates Hawthorne’s theme of a sin-stained conscience and redemption only through truth. The novel begins to delve into the heart and conscience of Arthur Dimmesdale when Roger Chillingworth questions him about his thoughts on sinners and their secrets. Feeling full well the torment of his own secret, Arthur proclaims that those who hold such "miserable secrets†¦will yield them up that last day†¦with a joy unutterable." By this expression, Arthur offers a glimpse into his tortured heart and shows how heavy a burden his secret is. When Chillingworth further inquires about such sinful secrets, Arthur holds his hand to his breast, a motion that he carries out as "if afflicted with an importunate throb of pain." Evidently Arthur does this frequently, and the reader is presented with the thought that this gesture possibly is not done as much out of physical suffering as spiritual suffering. Not only is the health of Arthur’s body in question, but the condition of his heart, his soul, is dubious. A supernatural light is later shed upon this question as Chillingworth uncovers the secret Arthur had tried to keep intact. It is visible to him as he pulls aside Arthur’s ministerial robe: a scarlet letter A upon his chest. Although Hawthorne lets this aspect of the novel remain ambiguous, this engraving on Arthur’s chest suggests that the burden of his sin had seeped so deeply within him, it has now forced its way outside; it is at all his levels. At this point in the novel, Arthur’s sin had begun, if it had not already succeeded, in consuming him. Arthur’s conscience was now stained with sin, and its weight will

Role of Women in Arthur Millers Death of a Salesman Essays -- Death

Role of Women in Arthur Miller's Death of a Salesman      Death of a Salesman is of course about a salesman, but it is also about the American dream of success. Somewhere in between the narrowest topic, the death of a salesman, and the largest topic, the examination of American values, is Miller's picture of the American family. This paper will chiefly study one member of the family, Willy's wife, Linda Loman, but before examining Miller's depiction of her, it will look at Miller's depiction of other women in the play in order to make clear Linda's distinctive traits. We will see that although her role in society is extremely limited, she is an admirable figure, fulfilling the roles of wife and mother with remarkable intelligence. Linda is the only woman who is on stage much of the time, but there are several other women in the play: "the Woman" (the unnamed woman in Willy's hotel room), Miss Forsythe and her friend Letta (the two women who join the brothers in the restaurant), Jenny (Charley's secretary), the various women that the brothers talk about, and the voices of Howard's daughter and wife. We also hear a little about Willy's mother. We will look first at the least important, but not utterly unimportant, of these, the voices of according t... ...n French. Deland, Florida: Everett/Edwards, 1969. 273-83. Koon, Helene Wickham, ed. Twentieth Century Interpretations of Death of a Salesman. Englewood Cliffs, New Jersey: Prentice, 1983. Miller, Arthur. Death of a Salesman. Literature. Ed. Sylvan Bates New York: Longman, 1997. 1163-1231. Parker, Brian. "Point of View in Arthur Miller's Death of a Salesman." University of Toronto Quarterly 35 (1966): 144-47. Rpt. in Koon. 41-55 Stanton, Kay. "Women and the American Dream of Death of a Salesman." Feminist Readings of American Drama. Ed. Judith Schlueter. Rutherford, New Jersey: Fairleigh Dickinson UP, 1989. 67-102.

The Integrity and Strength of Mark Twains The Adventures of Huckleberr

The Integrity and Strength of Huckleberry Finn  Ã‚     Ã‚  Ã‚  Ã‚   When one is young they must learn from their parents how to behave. A child's parents impose society's unspoken rules in hope that one day their child will inuitivly decerne wrong from right and make decisions based on their own judgment. These moral and ethical decisions will affect one for their entire life. In Mark Twains, Adventures of Huckleberry Finn, Huck is faced with the decision of choosing to regard all he has been taught to save a friend, or listen and obey the morals that he has been raised with. In making his decision he is able to look at the situation maturely and grow to understand the moral imbalances society has. Hucks' decisions show his integrity and strength as a person to choose what his heart tells him to do, over his head.   Ã‚  Ã‚  Ã‚  Ã‚   Huck has been raised in a high-class society where rules and morals are taught and enforced. He lives a very strict and proper life where honesty and adequacy is imposed. Huck being young minded and immature, often goes against these standards set for him, but are still very much a part of his decision-making ability and conscience. When faced to make a decision, Hucks head constantly runs through the morals he was taught. One of the major decisions Huck is faced with is keeping his word to Jim and accepting that Jim is a runaway. The society part of Hucks head automatically looks down upon it. Because Huck is shocked and surprised that Jim is a runaway and he is in his presence, reveals Hucks prejudice attitude that society has imposed on him. Huck is worried about what people will think of him and how society would react if they heard that Huck helped save a runaway slave. The unspoken rules th... ... Ed. Paul Lauter, et al. 2nd ed. Vol. 2.   Lexington:   Heath, 1994.   236-419.   Hoffman, Daniel.   "Black Magic--and White--in Huckleberry Finn."   Adventures of Huckleberry Finn:   An Authoritative Text Backgrounds and Sources Criticism.   Ed. Sculley Bradley, et al.   2nd ed.   New York:   Norton, 1977.   423-436.   Jones, Rhett S.   "Nigger and Knowledge.   White Double-Consciousness in Adventures of Huckleberry Finn."   Satire or Evasion?   Black Perspectives on Huckleberry Finn. Ed. James Leonard, et al.   Durham:   Duke UP, 1992.   173-194.   Kaplan, Justin.   "Born to Trouble:   One Hundred Years of Huckleberry Finn."   Mark Twain Adventures of Huckleberry Finn:   A Case Study in Critical Controversy.   Eds. Gerald Graff and James Phelan.   Boston:   St. Martin's, 1995.   348-359.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Themes of Romeo and Juliet

Themes of â€Å"Romeo and Juliet† Love as a Cause of Violence The themes of death and violence permeate Romeo and Juliet, and they are always connected to passion, whether that passion is love or hate. The connection between hate, violence, and death seems obvious. But the connection between love and violence requires further investigation. Love, in Romeo and Juliet, is a grand passion, and as such it is blinding; it can overwhelm a person as powerfully and completely as hate can.The passionate love between Romeo and Juliet is linked from the moment f its inception with death: Tybalt notices that Romeo has crashed the feast and determines to kill him Just as Romeo catches sight of Juliet and falls instantly in love with her. From that point on, love seems to push the lovers closer to love and violence, not farther from it. Romeo and Juliet are plagued with thoughts of suicide, and a willingness to experience it: in Act 3, scene 3, Romeo brandishes a knife in Friar Lawrence's c ell and threatens to kill himself after he has been banished from Verona and his love.Juliet also pulls a knife in order to take her own life in Friar Lawrence's resence Just three scenes later. After Capulet decides that Juliet will marry Paris, Juliet says, â€Å"If all else fail, myself have power to die† This theme continues until its inevitable conclusion: double suicide. This tragic choice is the highest, most potent expression of love that Romeo and Juliet can make. It is only through death that they can preserve their love, and their love is so profound that they are willing to end their lives in its defence.In the play, love emerges as an amoral thing, leading as much to destruction as to happiness. But in its extreme passion, the love that Romeo and Juliet experience also appears so exquisitely beautiful that few would want, or be able, to resist its power. Fate From the beginning, we know that the story of Romeo and Juliet will end in tragedy. We also know that the ir tragic ends will not result from their own personal defects but from fate, which has marked them for sorrow. Emphasizing fate's control over their destinies, the Prologue tells us these â€Å"star-crossed lovers'† relationship is deathmarked.In Act l, Scene it, as Lord Capulet's servant is searching for someone ho can read the guest list to him, Benvolio and Romeo enters Completely by chance, Capulet's servant meets Romeo and Benvolio, wondering if they know how to read. This accidental meeting emphasizes the importance of fate in the play. Romeo claims it is his â€Å"fortune† to read † indeed, â€Å"fortune† or chance has led Capulet's servant to him † and this scene prepares us for the tragic inevitability of the play. The lovers will be punished not because of flaws within their personalities but because fate is against them.Ironically, the servant invites Romeo to the Capulet's house, as long as e is not a Montague, to â€Å"crush a cup of w ine. † Only fate could manufacture this unlikely meeting with Capulet's illiterate servant, as only fate will allow Romeo to trespass into the Capulet's domain and meet Juliet. In Romeo and Juliet, death is everywhere. Even before the play shifts in tone after Mercutio's death, Shakespeare makes several references to death being Juliet's bridegroom. The threat of violence that pervades the first acts manifests itself in the latter half of the play, when key characters die and the titular lovers approach their terrible end.There are several ways in which the characters in Romeo and Juliet consider death. Romeo attempts suicide in Act Ill as an act of cowardice, but when he seeks out the Apothecary in Act V, it is a sign of strength and solidarity. The Chorus establishes the story's tragic end at the beginning of the play, which colours the audience's experience from the start – we know that this youthful, innocent love will end in tragedy. The structure of the play as a tragedy from the beginning makes Romeo and Juliet's love even more heart breaking because the audience is aware of heir impending deaths.The Journey of the play is the cycle from love to death – and that is what makes Romeo and Julie so lasting and powerful. Age Throughout Romeo and Juliet, Shakespeare establishes the ideological divide that often separates youths from adults. The characters in the play can all be categorized as either young, passionate characters or older, more functional characters. The youthful characters are almost exclusively defined by their energy and impulsiveness – like Romeo, Juliet, Mercutio, and Tybalt. Meanwhile, the older characters all view the orld in terms of politics and expediency.The Capulet and Montague patriarchs are certainly feisty competitors, but think in terms of victory as a concept, ignoring the potential emotional toll of their feud. Friar Laurence, who ostensibly represents Romeo and Juliet's interests, sees their union i n terms of its political outcome, while the young lovers are only concerned with satisfying their rapidly beating hearts. While Shakespeare does not posit a moral to the divide between young and old, it appears throughout the play, suggesting that the cynicism that comes with age is one f the many reasons that humans inevitably breed strife amongst themselves.It also implicitly provides a reason for young lovers to seek to separate themselves from an ‘adult' world of political violence and bartering. Revenge Romeo and Juliet suggests that the desire for revenge is both a natural and a devastating human quality. From the moment that the play spirals towards disaster in Act Ill, most of the terrible events are initiated by revenge. Tybalt seeks out Romeo and kills Mercutio from a half-cooked desire for revenge over Romeo's attendance at he masquerade ball, and Romeo kills Tybalt to avenge Mercutio.Romeo's desire for revenge is so overpowering that he does not pause to think abou t how his attack on Tybalt will compromise his recent marriage to Juliet. Of course, the basic set-up of the play is contingent on a long-standing feud between the Montagues and Capulets, the cause of which no longer matters. All that matters is that these families have continued to avenge forgotten slights for generations. Though Shakespare rarely, if ever, moralizes, Romeo and Juliet certainly presents revenge as a senseless action

ADHD and Autism

ADD and Autism I chose this topic of ADD and autism because I had heard of these two disorders many times before and had always wondered what they were. The subject of why children act differently than others had always interested me since I was little. I have experienced and interacted with a young boy that had autism before and I found that the way he interacted with me and others around him was fascinating. Before researching, I knew that ADD and autism weren't sicknesses like the flu or a cold. Some are born with it, you can't catch or spread it.I knew it had something to do the brains and its genes. I knew that if you had ADD or autism, it would affect the way you learn and behave. Going into this topic, I knew I was most interested in knowing how children act when they are diagnosed with these disorders. How they act compared to children without ADD or autism. I also wanted to know what it was like when they become adults. Does the disorder â€Å"go away'? Or are there ways to cure or calm the symptoms down? I also wanted to research this topic because I wanted to know the difference between the two.I was always confused between ADD and autism and if someone asked me what the difference was, I don't think I loud be able to give a good answer. My thesis going into this research paper is that ADD and autism seem very similar, almost the same, but as I go deeper into the topic, you will see that they are quite different. When we think of ADD and autism, we Just think of it as problems or disorders that make children not â€Å"normal†. My argument is that though these two disorders bring difficulties, they are very different.Different in the way they are caused, how they are diagnosed, what symptoms each ones possesses, and how each one is handled. How they are handled by parents, teachers and doctors. Before researching, I wrote some questions to help me stay focused on what I wanted find out. Some questions that were most helpful dealt with the symp toms in a child with autism or ADD, how parents should deal with their children, how you can detect children with autism/ADD and the difference between the two. These were helpful because there was the most information about those questions.It gave me the opportunity to write more about my topic. Some of my questions weren't as helpful as others. There was only little information I could find about that particular subject so I couldn't write about it as much as the others. When I began to research about ADD and autism I chose three sources for each one. Each one was different. I chose one that talked about what ADD/autism was and how it is caused. Another one explained what the symptoms are when children have these disorders. I also used a source with a real life story about parents and their child who had ADD.This helped me so I could see from a real life perspective, what it was like to live with someone who had ADD. There wasn't a specific order in which I wanted to research, lik e ADD or autism first, so randomly, I started with ADD. I started with the basics. What it was and how it was caused. Then I moved onto the symptoms of a child with ADD and how to can detect and treat disorder. Then I did the same for autism. After I researched about what each one was, I found an article comparing the two. That was very helpful because that was what my research was about: comparing ADD and autism.For this project, I had some struggles getting all my thoughts collected and organized. At times I felt lost and unprepared. I tried to read all my sources as thoroughly as I could in order but I felt like time was rushing against me so I stopped at parts and went and read other resources and went back to the previous one, so it got kind of disorganized. I still was able to label and take notes on each source well and correctly so that was a plus. The research paper outline was a big help for me because it Just made everything much more organized and clear so I knew how I w as going to write and present my paper.What ADD? We all know that ADD is something that kids have sometimes which causes them to act differently but not all people know what it is exactly. Attention deficit hyperactivity disorder, also known as ADD is a common condition affecting children, teenagers ND even sometimes adults (WebMD). About four million children suffer from ADD. This condition comes with learning disorders causing the children to have a hard time during school (Quietist: Children). Over the years, experts have questioned whether kids outgrow ADD.That made them come to the conclusion that the disorder may be more common in adults than thought otherwise (WebMD). Studies show that children with the disorder generally have problems concentrating or paying attention. They get easily bored, frustrated with the tasks at hand or have difficulty following directions. I feel bad for children with the disorder because it wasn't their fault they act like that. People like teacher s and parents get frustrated and annoyed at these children because they can't sit still or listen the first time.They know that the children are diagnosed with the disorder but they don't fully understand. Another problem that children mainly tend to have with ADD is that they move constantly and are impulsive. They don't have the control to stop and think before they act. This interferes with the child's ability to function at school and home. Even though kids that don't have ADD sometimes have learning and behavioral disabilities, these symptoms are more prominent in a child with the disorder. Adults with ADD don't have the exact same symptoms as a child with the disorder. They may have difficulty with time management, organizational skills, goal setting, and employment. † The problems they face aren't all dealing with work and profession. Adults might also face problems with personal subjects like relationships, self-esteem, and addictions. The symptoms of children with ADD are normally categorized into three groups: inattention, hyperactivity, and impulsiveness. Inattention has to deal with when the child gets easily distracted or has difficulty following directions. When someone is talking they don't seem to be listening.Hyperactivity symptoms are like when he or she can't sit still. They squirm or fidget constantly and talk excessively. Lastly, impulsively says it in its name. The children don't have control basically. It's hard for them to wait their turn and constantly interrupt others (WebMD). I can understand how dealing with children with ADD can be difficult and frustrating but I think if more people were aware of what the hillier are going through, they could be more understanding. How ADD is caused There is no specific scientific explanation for how ADD is caused.

Redi: Scientific Method and Heather Ramirez Page

1. State a possible hypothesis for Redi’s experiment. -Hypothesis for Redi’s experiment is that maggots come from larva of flies and that the meats only serve as food for the developing insects. 2. Which of the three jars in Redi’s experiment would be considered the control and why? -The jar that was left uncovered in the experiment would be considered the control because this jar represented the meat as it would normally be found with the maggots attached. 3. Give a brief explanation of Redi’s experimental procedure. Redi preformed an experiment to prove where maggots came from. He took three jars and put a piece of meat in each jar. Jar 1 was left uncovered, jar 2 was covered with netting (gauze), and jar 3 was sealed from the outside. In jar 1, maggots were found on the meat and there were flies flying around that had laid eggs on the meat. Jar 2 was found to have maggots on the netting of the jar, because the flies had begun to lay their eggs. Jar 3 ha d not developed any maggots on the meat, which proved that living things are not spontaneously generated. Heather Ramirez Page 2 4. Why would the experiments run by Redi, Spallanzani, and Pasteur be considered as a possible basis for a theory? -Redi, Spallanzani, and Pasteur all used similar experiments to prove that living things are not spontaneously generated and through their experiments they were able to support their hypothesis with scientific reasoning. The experiments preformed were considered valid because of the reproducible outcome in each study. 5-6. What were the possible conclusions reached from Spallanzani’s experiment? Why were his conclusions not accepted? -After boiling the broths no bacteria was present. Although his experiment was successful, his conclusions were not accepted because he had deprived the sealed flasks of air by melting their glass necks and it was thought that air was necessary for spontaneous generation to occur. The experiment was also contradicting because, if the flasks neck became cracked the broth would then obtain a rapid growth of microorganisms. 7. Why would Aristotle’s thoughts on spontaneous generation be considered nonscientific reasoning? -Aristotle believed that living things arose and always had arisen from lifeless matter. This would be considered nonscientific reasoning because these were just his thoughts and beliefs, not something that was scientifically tested. For something to be classified as scientific reasoning it would require an actual scientific research method, such as an Heather Ramirez Page 3 xperiment to first predict and then test the hypothesis to ultimately come to a conclusion based on the results from the experiment. 8. How did Pasteur modify Spallanzani’s experiment in order to provide further experimentation on spontaneous generation? -Pasteur used swan-necked flasks which allowed air into the flasks but the route was so convoluted that any particles drifting in from the air would settle out in the folds of the glass before reaching the broth. His flasks were open to the air but did no t support bacterial growth like Spallanzani’s flasks did. This method had rejected the possibility of spontaneous generation because the broth in the swan-necked flasks remained clear which concluded the previous tests done by Spallazani and Needham were not accurate. The normal flasks allowed bacteria to drift into the broth causing cloudy bacterial soups and had thickened the rich nutrients due to the bacteria multiplying. 9-10. In Order for experimental results to be accepted, the results must be reproducible. Why did Tyndall have problems reproducing Pasteur’s work and how did he solve the problem? Pasteur and others scientist were using different types of broths. (Pasteur only used broths made with sugar or yeast extract, and the other scientist were using broths made from hay) As a result, Tyndall found that these different types of broths required different boiling times to be sterilized. He found that certain microorganisms can exist in heat- Heather Ramirez Page 4 resistant forms, which are called endospores. Once this confl icting data was brought to light Tyndall was able to reproduce Pasteur’s experiment and prove him to be correct.

Child in the Preoperational Stage Essay

A study was carried out by two third year psychology students to investigate Piaget’s stage theory. A 4 years old female child was tested in task of comprehension of more and less, followed standard and modified versions of conservation and class inclusion tasks. Results indicated that child exhibited difficulties in both modified conservation and class inclusion tasks despite the removal of some confounds in standard tasks. This infers that children of pre-operational stage do lack the ability to conserve and categorize objects, as predicted by Piaget. Further research need to address children’s numerical abilities, as well as attending to perceptive seductions. This research needs to compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task so that perceptive seduction cannot take place. Child in the preoperational stageMany researchers have been interested in various confounds which are present in Jean Piaget’s stage theories. His studies have postulated that children in the pre-operational stage lack the ability to perform conservation and class inclusion tasks (White, Hayes, Livsey, 2005). The methodologies of the study however, have been criticized by many researchers. Flaws and alternatives found in the standard Piagetian tasks include conversational confusions, perceptual seduction, and linguistic misunderstandings (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). These issues have been addressed with modifications to the standard tasks. Majority of the research have found modified tasks to be better predictors of child’s abilities in conservation and class inclusion tasks. (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). According to Piaget’s stage theory, children in the pre-operational stage are non-conservers (White et al, 2005). Their tendency of centration causes them to focus on only one aspect of the problem at a time (White et al, 2005). This implies that they are unable to comprehend that quantitative properties of certain objects remain unchanged despite changes in its appearance (White et al, 2005). For example, pre-operational children typically judge water of the same volume to be more, after the transformation in standard liquid conservation tasks (Siegal, 2003). A problem in this procedure however, lies within the confusion caused by children’s conversational experience (Siegal,  2003). This theory proposes that rather than actually responding to the logic behind the transformations of the liquid, children misinterprets the repetition of the same question as a cue to switch their answer in order to please the adult experimenter (Siegel, 2003). To address conversational confusion, liquid conservation tasks had been modified by the means of incidental transformation (Light, 1986). The intention of this modification is to contextualize the intentions of adults in repeating the same question. Light (1986) administered the standard Piagetian conservation procedure up to the point when both beakers of the same size and volume. However, during the transformation, the experimenter â€Å"incidentally† noticed that one of the beakers was chipped, and found a taller and thinner beaker as the replacement container for the original content. The result found that only 5 percent of children correctly responded to the conservation task in the standard condition, while 70 percent correctly responded to the incidental condition (Light, 1986). An alternative to Piaget’s theory of conservation is that non-conservers may actually be perceptually seduced (Siegel, 2003). This theory postulates that children pay more attention to the post-transformation state and disregards the pre-transformation state(Siegel, 2003). They fail the question about conservation because all of their attention are diverted into the new state and they perceive it as different from the old state (Siegel, 2003). Research had shown that children who do not witness the process of transformation are much more likely to conserve than children who sees the transformation taking place (Siegel, 2003). Another difficulty that Piaget found in pre-operational children is their ability to attend to class inclusion tasks (Siegel, 2003). In a study, pre-operational children were presented with a set of 6 cars and 4 trucks. When asked the question â€Å"are there more trucks or vehicles†, children will typically answer cars (White et al, 2005). Explanation for this result as proposed by Piaget is that children are unable to conceptualize cars as a more inclusive category of the hierarchy (White et al, 2005). Limitations however, were found in this theory in terms of children’s linguistic misunderstandings. A study by Sigel (1978) compared the performance of 4 year old children who were asked whether they would like to eat candy with those asked if there were more candy in the array. Results found that significantly more children passed the eat-candy task (50%) as opposed to 26% in the more-candy task. This implicates that pre-operational children performs better on tasks of class inclusion when linguistic cues were made salient with age-appropriate cues as opposed using comprehension of relational terminology such as â€Å"more† and â€Å"less† (Sigel, 1978). A modified class inclusion task was designed in the current experiment to address the linguistic issues associated with child’s performance. Previous studies have found that children experience confusion when similar words are used in each level of the hierarchy (e.g. black cows, cows) (White et al, 2003). They are however, more familiar with the relationships where each member makes up part of a whole (White et al, 2003). Hence, when children were taught, or are familiar with the superordinate class such as â€Å"family†, they are more likely to have certainty about its relation with the subordinates (e.g. three baby horses, two parent horses) (Meadows, 1998). The present study is aimed to investigate whether children in their pre-operational stage experience difficulties in conservation and class-inclusion tasks as predicted by Piaget. From the research examined, it was anticipated that the child’s performance on modified tasks will be better than the standard tasks. It was hypothesized that the child will perform poorly in standard conservation and class inclusion tasks. It was also hypothesized that the child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. MethodParticipantThe subject is a four year and old female who is living at home with both of her parents in Petersham. She currently attends the local pre-school. The test was conducted inside the child’s house with two experimenters. One of the experimenter, who is her aunty, was responsible for interviewing the child, while the other transcribes the events. MaterialsFor comprehension of more or less, a total of 11 blocks were used. 5 blue and 5 yellow blocks were used in the standard number conservation task. 2 bottles of the same size and a thinner and taller bottle were used in the standard liquid conservation task. A picture with 4 black horses and 2 white horses was used in the standard class inclusion task. In the modified liquid conservation task, 2 toy horses were used as characters for picnic. 2 bottles of the same size, with one missing the label was used in the pre-transformation stage. A taller, thinner bottle was used in the post-transformation stage. In the modified class inclusion task, 2 larger â€Å"parent† toy horses and 3 smaller â€Å"baby† toy horses were placed next to one another. ProcedureThe experiment was carried out in the order test of comprehension of more and less; standard number conservation; standard liquid conservation; standard class inclusion; modified liquid conservation; and modified class inclusion. In the comprehension of more and less task, the experimenter takes out 8 blocks, but separates them so there were 4 each side. There is also another basked with 3 spare blocks in it. The child is then asked to make one pile more than the other, followed by the prompt to make the now larger pile less than the other pile. In the standard number conservation task, the blue and yellow blocks were placed in 2 lines equidistant of each other. On post-transformation, spaces between the yellow blocks were enlarged by the experimenter. Please refer to the appendix for details on rest of the tasks. ResultsOutcome of the study shows that the child is able to comprehend when something is more, but was unable transform the pile that had more objects to be less than the smaller pile. Results have also shown that the child was able to correctly answer the pre-transformation questions of standard number and liquid conservation, as well as modified liquid tasks, but failed in post-transformation and justifications of these tasks. Finally, the results have shown that the child was unable to correctly answer any of the class inclusion tasks, even after concept of family was eventually introduced to her by the experimenter in the modified class inclusion task. For the full results, please refer to the results summary in Appendix A. Discussion Contrary to the anticipations, the child did not perform better in any of the modified tasks as compared to standard tasks. The results provide support for the hypothesis that child will perform poorly in standard conservation and class inclusion tasks. The child performed consistently poorly across all three standard Piagetian tasks. As a result, the child’s performance in the tests clearly places her in Piaget’s preoperational stage of development. The results are consistent with all critics in the current field, who found children of preoperational stage to perform poorly across standard tasks (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). Hence, the validity of the criticisms relies on the child’s performance on modified tasks. A notable aspect of the results indicates that child’s performance in the standard tasks may be hindered by her ability to correctly comprehend the concept of more and less. The results did not support the hypothesis that child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. No support of conversational confusion was found in the present experiment whereby despite the removal of such confounds. The incidental transformation in the modified liquid conservation task did not produce better results compared to the standard tasks. This result did not support Light’s (1986) experiment where children in modified tasks performed significantly better than those doing the standard tasks. The reasons behind this result may be that the child does not have a correct grasp of the concept of more and less. Alternatively, the child, who is in  her preoperational stage, may genuinely lack the ability to conserve, as proposed by Piaget (White et al, 2005). A limitation behind this result may be attributed to the theory that the child may be perceptually seduced (Siegel, 2003). In essence, despite the transformation being â€Å"incidental†, the child still witnessed it taking place. Hence, child’s attention was diverted to the post-transformation state of the water â€Å"got bigger† in the taller, thinner bottle. Future research may incorporate the â€Å"incidental† transformation task that prevents the child from witnessing the process of transformation taking place. No evidence for linguistic misunderstanding was found in the current experiment. The child performed equally poorly in both standard and modified class inclusion tasks despite the removal of such confound. The result shows that even after introducing the concept of the family to the child with evidence of learning, she was still unable to comprehend that the â€Å"family† was a superordinate of class with subordinates of parent and baby horses. This finding does not support Meadow’s (1988) theory in that grasp of the relationship between superordinate and subordinates helps children perform better in class inclusion tasks. The child’s problem in all class inclusion tasks may be attributed to Piaget’s theory of centration whereby children in the preoperational stage are only able to attend to one aspect of the problem at a time (White et al, 2005). In this case, the child may be centrated on the old concept that there are more baby horses and disregard the new concept that the baby horses were a part of the â€Å"family†. Alternatively, the child’s performance may be hindered by their inability to comprehend more and less. A further limitation of the study was that results of the experiment were strongly hindered by the fact that the child was unable to comprehend when something is less. This confound creates ambiguity to the question whether child in the preoperational stage genuinely lack the ability in conservation and class inclusion tasks, or if the outcomes were attributed to their lack of logics with numbers. Future research could overcome this problem by comparing the results of preoperational children who are able, and unable to  correctly attend to the concept of more and less. An alternative way to overcome this problem is to employ age-specific linguistic cues in class inclusion tasks as opposed to using concepts of â€Å"more† and â€Å"less† (Siegel. 1978). Overall, the results of the study suggest that children in the preoperational stage do indeed lack the ability to correctly perform conservation and class inclusion tasks despite the removal of some confounds. However, the results were not clear cut to whether they were caused by child’s ability to comprehend to more and less or if they were perceptually seduced. Future research could compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task to remove the confound of perceptive seduction. References Light, P. C.(1986). Context, conservation and conversation. In M. Richards. & P. Light (Eds.) Children of social worlds : Development in a social context. Cambridge, U.K.: Polity Press. Meadows S (1988) Piaget’s contribution to understanding cognitive development. In K Richardson & S. Sheldon (Eds.) Cognitive Development to Adolescence. Hove: Lawrence Erlbaum. Siegel, L., McCabe A., Brand J, & Mathews J (1978) Evidence for understanding of class inclusion in preschool children: Linguistic factors and training effects. Child Development, 49, 688-693. Siegal, M. (2003). Cognitive development. In A. Slater & G. Bremner (Eds.) An introduction to developmental psychology. Malden, MA: Blackwell. Chapter 8White. F, Hayes. B, Livesey. D (2005). Evaluating Piaget’s claims: Preoperational period. Developmental Psychology: From infancy to adulthood .Pearson Prentice Hall. Chapter 5

Annual report about apple company Essay Example | Topics and Well Written Essays - 1000 words

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Sexuality Essay Example | Topics and Well Written Essays - 500 words

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Prescriptive Approach to Business Strategy Formulation Essay

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