Essay about The Vaccine that Made Me Want to Become a Doctor

As a kid all I cared about was playing with the latest toys and being truly mischievous, although those habits soon changed around the first time I ever learned about medicine. Around my tenth birthday, I went to receive an injection at a local clinic in my home town I was so frightened of needles and at the time I acutely hated doctors as a result of that. When the doctor was about to administrate the shot he said, â€Å"Look the other way, it will hurt less.† In that act of kindness I knew that doctor cared about his patients and that they do not just inject one for fun they do it to help you. After the shot had been carried out I asked the doctor what that syringe contained. He went on to tell me that in the shot there was a vaccine,†¦show more content†¦Inoculation may also have been practiced by scratching substances from a smallpox sore into the skin (Bazin, 2000). Inoculation of diseases in that way was not always effective. More than half of the people who performed that process died. Inoculation was all they had back then, but it came with a cost the small amount of people who were inoculated and lived ended up spread the diseases rapidly because they were not quarantined properly. However a man by the name of Dr. Edward Jenner in 1798 took the next step by introducing inoculation with scabs not from small pox but from something similar. He was the one responsible for creating the vaccine for smallpox (Glynn, 2004). Dr. Jenner noticed that the girls or women employed to milk dairy cows who had previously caught cowpox did not later contract smallpox. He then created an experiment where he chose a boy by the name of James Phipps who was just eight at the time as his subject and infected him with cowpox. The child was sick for a while, but then he was perfectly healthy. Jenner then inoculated the boy again with fresh scabs from a smallpox infe cted human. Later the boy did not contract the disease (Bazin, 2000). This led to the creation of the vaccine, which over time ended up eradicating the disease Apparently, the term vaccine actually came from the smallpox epidemic. It was first used by Jenners friend, Richard Dunning in 1800. The term vaccine/vaccination referred only toShow MoreRelatedWill You Take The Flu Vaccine? Essay1466 Words   |  6 PagesTake the Flu Vaccine? Do you really know what’s going into your body when you go to the local pharmacy and get your yearly flu vaccine? An analysis of the flu vaccine process reveals multiple worries concerning the terminology used by doctors to describe vaccines and their symptoms; however, can these disadvantages keep you from getting the flu vaccine, which will increase your risk of becoming infected with influenza. American citizens are worried about getting their flu vaccines this year dueRead MoreVaccination Of Vaccinations For Vaccinations1371 Words   |  6 Pagesmust be made by the individual. There is no one that knows you or your kids better than you and typically your doctor has a protocol that they must follow by law, so if you think that your doctors always have your best interest at heart think again. Thats why I would never want anyone to make a decision regarding their health without first doing their own research on the subject. That being said this is a persuasive paper and I will provide my own opinion and some information that helps me make decisionsRead MoreHuman Papillomavirus ( Hpv ) Vaccine Essay1229 Words   |  5 PagesHuman Papillomavirus (HPV) Vaccine My niece is 11 years old and my sister-in-law is being pressured from doctors, friends, and even the news media to give her a certain type of vaccination called HPV, Gardasil being the most common. At the end of our conversation, she mentions that at least she has a choice and turned to me, saying you may not have a choice when your kids are that age. I was stunned and she goes on to tell me how the government is trying very hard to make this particular vaccinationRead MoreVaccines Are Safe And Effective1361 Words   |  6 PagesIntroduction: Vaccines are attributed to saving millions of lives in the United States, yet many parents refuse to protect their child from potentially dangerous diseases. With the accessibility of technology, it is easy to see how the anti-vaccine movement can persuade parents, but many find out the hard way the lack of evidence to support this trend. By understanding the sole purpose and statistical evidence supporting the effectiveness of vaccines, one can conclude our world is a much better placeRead MoreThe Human Papillomavirus ( Hpv )1266 Words   |  6 Pagesmandatory. Although the vaccine is new, it has been proven effective in preventing HPV and numerous types of cancer caused by HPV; therefore, it should be mandatory in order to protect today’s youth from HPV. Although most HPV cases are not life threating, many believe it is best to get the vaccination. The HPV vaccination has been proven to prevent multiple types of cancer and other effects of the disease. It is recommended that young girls between the ages 11 and 12 receive the vaccine. The vaccinationRead MorePersuasive-Flu Shot Essay1251 Words   |  6 PagesFlu vaccination. I recently got a job working at Walgreens Pharmacy. Every day that I work I see people coming in to pick up their prescriptions that don’t look like the feel very great, with a tissue in one hand and their money in the other. No one wants to be sick, it’s not fun and it makes you feel like crap and you get absolutely nothing done. So it would only make sense if everyone was taking the precautionary measure in getting a flu shot. People should be lining up to get their vaccinations inRead MorePreventing Immunization Rates And Reduce Preventable Infectious Diseases1341 Words   |  6 Pagesexpectanc y during the 20th century is largely due to improvements in child survival; this increase is associated with reductions in infectious disease mortality, largely to immunization. (Healthy People 2020). Nation’s attempt to control diseases, Vaccines are one of the most cost-effective clinical preventive services and are a core component of any preventive services of infectious diseases(Healthy People 2010)because diseases do not stop at geopolitical borders or exclusive only to third worldRead MoreIs It Really Worth The Shot?1971 Words   |  8 Pagesadverse reactions from the vaccines? Today, there are many vaccines, they are in such high demand that even a simple flu has a vaccine. Vaccines are created to protect us. The main function of vaccines, it to build our immune system and fight against many bacteria. However, adverse reactions have become severe over the last couple of years, leaving some parents with no child. Therefore, parents shouldn’t be punished for no t vaccinating their children because, vaccines can cause many adverse reactionsRead MoreVaccinations And How Vaccines Protect Us All By Harrison Wein And Beliefs About Childhood Vaccinations1428 Words   |  6 Pagesto remain healthy. I know when I was younger I hated to get a shot, but when I think about it today I am glad my parents made me get them. My mother was a nurse, so she knew the importance of vaccinations. Unfortunately, in todays’ society some parents think vaccinations can be more harmful then helpful, therefore refusing to vaccinate their children. The articles â€Å"How Vaccines Protect Us All† by Harrison Wein and â€Å"Beliefs About Childhood Vaccinations is the United States: Political Ideology, FalseRead MoreNegative Effects Of Corporal Punishment1459 Words   |  6 Pagespunishment, using my experience in Nigeria as a case study. I think the essay is tightly focused as I specifically talked about how corporal punishment negatively impacts peopl e’s pain coping mechanisms. The theme I developed was corporal punishment as a vaccine for pain. There is a clear shape to my essay beginning, middle and end. The first paragraph serves as an introduction/thesis statement, the second paragraph a little bit of context and background reading, the third paragraph an illustration and the

Studying the Internal and External Environment of an...

Abstract There are two dimensions of studying the environment of an organization. The first one is the internal environment and the second one is the external environment of an organization. The forces of the external environment are beyond the control of the management, and all that the management can do in response to changes in external environment is the strategy management in a way that the organizations sets in a least affected position to the environmental fluctuation. The culture and history of the organization together forms the internal environment of an organization. Fluctuations are seldom observed in the internal environment because the environment is in direct control of the top management. This environment plays a subtle role in the organizational development and development of individual managers and the management, as they get a chance flourishes their abilities within the domain of the organization they work in. but irrespective of the measures an organizations take to strik e a balance between the internal and external environment the enterprise risk management remains the point of contention. The achievement of business and functional strategies remains the key issues as discussed in the following case paper. 1: Introduction The organizational specifications of the TPG mentioned by the case study emphasize the needs of establishing an organizational culture that can foster the strategic implications organization wide. The need of enterprise wideShow MoreRelatedEssay On Opportunity Cost888 Words   |  4 Pagesoverall opportunity cost when deciding to become a business owner. 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The most important external factors include economic, legal, political, social and technological factors Business environment is classified as follows:- (a) Internal Environment: These are the environmental factors whichRead MoreOrganizational Theories Of Change Within Human Organizations1320 Words   |  6 PagesIntroduction An Organizations ability to survive and manage change has become increasingly important in an environment where globalization and competition are more intensifying. In the mid-20th century there has been increased attempts that apply to an organizational’s theories of change within human organizations. The first theory is concerned only with stability and equilibrium and the control of negativity or feedback. Cao and Mchugh’s (2005) system views many organizations as interacting withinRead MoreThe Sweet Dream Motel976 Words   |  4 Pagesgives managers a chance to examine the external environment within which the organization operates and the internal state of the organization. SWOT stands for Strengths, Weaknesses, opportunities and threats. Strengths and weaknesses are factors which are specific to the firm while opportunities and threats arise from the external environment. First, Strengths in one of the internal factors. To know what are these strengths is to state what the organization is best at or what intellectual propertyRead MoreFinancial Performance And Evaluating The Performance Of An Organization848 Words   |  4 Pagesstatement of an organization to evaluate the overall performance of an organization so that the stakeholders have a clear idea of what they are investing in. Two significant methods of assessing an organization for analysis are evaluating its financial performance and evaluating the environment the entity operates in. Studying the environment the business operates in helps us understand the financial performance of the business in more depth and make sense of the results. The business environment and theRead MoreThe Need and Importance of Human Resource Planning for Cathay Pacific Airlines1466 Words   |  6 PagesAbstract The contemporary organizations across the world are well versed with the importance of the fact that human power is among the most critical assets cherished by the organizations. The subject related content of human resources has particularly gained significant importance in the prevailing era on account of its importance in the organizational context. Work force planning is in fact a systematic approach that is used for identifying and addressing calculated gaps or discrepancies of theRead MoreConcept Of An Advancing Leadership Style1660 Words   |  7 Pagesthe characteristics of a leader, and the external and internal environments that would play a part in any leadership style. Additionally, I will demonstrate how this leadership model assists in moving the organization forward in the direction of the mission or goal and assist in defining the organizational culture. Finally, I will show how this model is useful to the leader and followers by comparing other leadership models and their effects on the organization and followers. The Advancing leadershipRead MoreChanging Market Environment1642 Words   |  7 PagesChanges in the Marketing Environment and its Implications The word â€Å"Marketing† refers to an activity that is strategically concerned with the management of relationship among an organization and environment. Environment could be described as an internal and external condition to an organization. Internal Environment consists of situational factors that are present within the organizational boundaries whereas external environment consists of any factors or conditions that are not under the controlRead More managing global Essay1514 Words   |  7 Pagesmanagers to pay close attention to factors in the external environment, which may affect an organisations success. It may be, however, that factors in the internal environment will also influence success in a global environment. It is important for global managers to be familiar with the factors of the external environment and pay close attention to the management of the internal environment because factors from both the internal and external environments will most certainly influ ence the success ofRead MoreSummary Chapter 1 Johnson, Whittington Scholes993 Words   |  4 PagesJohnson, Scholes amp; Whittington – Exploring Strategy, text and cases Chapter 1 – Introducing Strategy Defining strategy - Strategy is about the key issues for the future of organizations, or in other words, the long term direction for an organization. The description of strategy in the book has two advantages: 1. It can include deliberate, logical strategy and incremental, emergent patterns of strategy; 2. It can lay the focus on differences and competition as well as on recognizing the

Carl Rogers and His Theory of Personality free essay sample

Mainly covering topics such as his philosophy of theory, his theory of personality, how we acquire dysfunction and how we treat dysfunction. Carl Rogers’ approach has often been called the ‘Third Force’ in psychology (Casemore, 2011). The development of his theory stemmed from Rogers’ own experience of being a client, and his experience of working as a therapist. This gave rise to the views he developed about Behaviourism and the Psychoanalytical approach to therapy. These approaches are viewed as the other two forces in psychology; the first force to psychology being Freud and his psychoanalysis and the second being the Behaviourists such as Pavlov, Skinner and Watson. Rogers strongly challenged these two views of human nature as he believed that Behaviourists seemed to take the view that all human beings are organisms that only react to stimuli and that they develop habits learned from experience. Behavioural theorists also maintain that humans are helpless and are not responsible for their own behaviour (Casemore, 2011). Rogers also thought that Freud and his psychoanalytical approach had shortcomings due to the belief that human beings are never free from primitive passions orienting in their childhood fixations and that they are solely the product of powerful biological drives. The psychoanalysts emphasised a ‘dark side of human nature’ (Casemore, 2011:5) to which humans seemed to have no control over. Both of these theories have commonalities in that they are deterministic in nature and do not believe that humans have free will (Thorne, 2003). Rogers disagreed with these two theories and developed his own theory which is non-deterministic and views humans as has having free will. This approach is called the person centred approach. The person centred approach was developed from three philosophical beliefs, phenomenology, existentialism and humanism. Phenomenology refers to the way in which individual’s perceive and interpret their own individual events (Merry, 2002). It is not the actual event which causes people to behave in a certain ways it is the way in which people uniquely perceive themselves that determine their responses (Casemore, 2011). This concept in person centred theory is called the internal frame of reference; this is also a main theory of humanism. Rogers had said that only individuals themselves can really know what is going on it their own subjective world (Dryden and Mytton, (1999). A main existentialist concept is that every person has the right to make their own choices based on experiences, beliefs and biases, and that these choices are unique to us. Existentialists believe that there are no guidelines for most decisions and that there are no rules to which we have to live by (Casemore, 2011). The underlying concepts of existentialism are that humankind has free will, life is a series of choices creating stress, few decisions are without negative consequences and that some things are irrational with no explanation as to why (Merry, 2002). Humanistic philosophy is based on the concept that people are rational beings who possess within themselves the capacity of truth and goodness. Humanist approaches also emphasises the dignity and worth of each individual and that individual growth is based on the person striving to create, achieve or become (Casemore, 2011). The need for self- actualisation is a concept in humanist theories and is regarded as a fundamental human drive. Self-actualisation is a key concept in the work of Maslow and his hierarchy of needs model. The hierarchy of need model identifies five basic human needs. The first of these is the physiological need, those basic needs for continuing life, for example, water, oxygen, bodily elimination, avoidance of pain and sexual expression. The second is safety and security, the third is love and belonging, the forth is self-esteem and the fifth is to self-actualise (Hough, 2010). In developing his person centred approach Rogers was highly influenced by Maslow and the concept of Self-actualisation. Self-actualisation is a person’s basic desire is to be all that they are capable of becoming. The actualising tendency is the term which Rogers used to describe this human urge to grow, to develop and to reach maximum potential (Kirshenbaum, 1989). In the words of Dryden and Mytton (1999:67), ‘Plants have an innate tendency to grow from a seed towards their full potential, flowering and bearing fruit’. Rogers believed that the same is true for all human beings. He believed that the actualising tendency is a positive, formative, instinctual and developmental tendency inherent in all human beings, and other organisms, from birth onwards. An infant knows what good and bad experiences are, they embrace positive experiences and avoid experiences in which are bad for them. Rogers also believed that the actualising tendency in humans can be supressed and twisted by our experiences, although if given the right conditions and the right opportunities the infant will stride towards autonomy and self-direction (Rogers, 1961). The actualising tendency, despite every kind of opposition or hindrance, will insure that individuals will continuously try to grow towards their maximum potential (Mearns and Thorne, 2007). Individuals who are blessed with a loving and supporting environment throughout their childhood will receive the necessary reinforcement to guarantee the nourishment of their actualising tendency. If this ideal environment were present, the individuals organismic valuing process would be in good order, this would be enable them to ‘move through life with a sense of satisfaction and fulfilment’ (Mearns and Thorne, 2007:12). The individual would be on their way to becoming a fully functioning, or a fully actualised person. The development of the self and the self-concept plays a big part in Rogers’ actualising tendency. Rogers states that as the infant develops, they begin to recognize a portion of their private world as ‘I’ ‘Me’ ‘Myself’. These elements that the infant controls from their experiences are part of the self. If they don’t control these experiences they become less part of the self (Simanowitz, 2003), the ‘self’ is said to be the ‘real inner life of a person’ the organismic self (Dryden and Mytton, 1999:71). As children develop, a self-concept emerges that is often different from the ‘real’ organismic inner self. The self-concept is the individual’s personal construction of themselves, which has developed in response to significant others (Simanowitz, 2003). As parents, carers and teachers praise or blame, show warmth or repress and criticize, the child begins to believe these evaluative messages and they start to accept them as an integral part of themselves (Dryden and Mytton, 2007). The organismic valuing process is a concept which is of great importance to Rogers’ person centred theory, and as well as the actualisation tendency it s on-going throughout an individual’s life. It is a biologically driven valuing process to which each of us have to assess our own experiences of which are enhancing or/and maintaining our organismic needs. For example it is a biological human drive to crave food when hungry and water when thirsty, when we feel theses sensa tions we are motivated to feel and satisfy the sensations by seeking food and water (Gillon, 2007). As the individual grows older they value their experiences as to whether they are going to pleasure or provide for them (Merry, 2002). If the individual is getting positive outcomes such as maintenance or enhancement from their experiences, they are going to view them positively. If the individual feels as though their development is being threatened then they will view this experience as being negative (Merry, 2002). With regards to the organismic valuing tendency and weighing up positive or negative experiences Dryden and Mytton (2007:69) had the following to say: In order to satisfy the actualising tendency (the drive to grow physically and psychologically), we need to know what is of value to that growth. Person centred theory calls this ability to weigh up and value experiences positively or negatively, the organismic valuing process. The individuals own organismic valuing process becomes distorted when they start to value expressions of positive regard towards them from somebody significant in their lives. Infants will begin to believe that they are only accepted as long as they feel, think and behave in ways which are positively valued by significant others (Merry, 2002). Rogers had said this need was ‘persuasive and persistent’ (Rogers, 1959:223). The individual is in conflict as their own actualising tendency prompts them to be open to all experiencing, but their need to retain positive regard from others makes them absorb values which conflict the actualising tendency into their ‘self-concept’. This process happens without the individual being aware of it (Merry, 2002). Infants begin to evaluate these negative experiences from others accordingly, and because they need to retain positive regard they acquire conditions of worth (Gillon, 2007). Children may sometimes only receive positive regard from significant people, notably their parents when they meet certain conditions. For example, a child may feel that he is loved when hes told that he is being a ‘good boy’ but not when he has misbehaved. This creates conditions of worth, where the child feels that he becomes worthy of love only when his actions are consistent with what is expected of him (Merry, 2002). If an individual only receives unconditional positive regard they would develop no conditions of worth. Their need for positive regard from others and their need for positive self-regard would not ‘come into conflict’ (Merry, 2002). Tony Merry in his book ‘learning and being in person centred counselling’, states that this situation is only ‘hypothetically possible, and never occurs in reality’ (2002:27). Humans will always acquire conditions of worth in their lives at some stage, whether it is because they want to feel good about themselves, want to be loved, or are seeking approval for something (Thorne, 2003). If hypothetically the individual should not develop any conditions of worth the self-concept would not distort or reject any of the experiences that the individual has had, they would be their ‘authentic self’ (Merry, 2002). They would then be on their way to becoming a fully functioning person, the ‘real’ unconditioned self. Rogers described a fully functioning person as someone who is open to experiences which in the past have been too threatening. They also trust in their own organism because they can deal with the consequences of their decisions, and if the wrong decision is made they are able to correct it. They also express feelings freely, act independently, are creative and live a richer life, these concepts are described as ‘the good life’ (Rogers, 1961:184). Rogers had said that the fully functioning process is on-going and does not indicate an end point of an individual’s development (Merry, 2002). As it is only a hypothetical theory that a child could develop no conditions of worth, a question could be asked about, what happens when the imposition of conditions of worth does happen? Merry (2002) described this as the child not being their true or organismic self, but instead being a ‘false’ or ‘conditioned’ self. As said in a previous paragraph the child is conditioned to feel and behave the way in which they think others want them to behave, this can then lead to an introjection of values. An introjection of values can occur when the values and beliefs of an over powering significant other bear nothing in comparison to that of an individual’s organismic self (Thorne, 2003). It is a constant struggle for the individual to gain positive regard from their significant other, due to the apposed values, and due to a total lack of self-regard the organismic roots in which the individual started life with become further away. The introjections lead to conditions of worth which make it almost impossible for them find their authentic self (Merry, 2002). Rogers had said that if an individual has lost touch with their actualising tendency because they have been with little positive regard or high conditions they will have a weak or external ‘locus of evaluation’ (Simanowitz, 2003). People with a weak or external frame of reference will not have faith in their opinions or decisions, individuals will no longer trust their inherent conditions of worth. They will also have a low esteem and will find it hard to make their own decisions (Thorne, 2003). Due to a continuous and persistent need for positive regard an incongruity emerges over a period of time between the self which is conditioned and the authentic organismic self (Thorne, 2003). This incongruity makes the individual vulnerable, which in time will lead to them feeling anxious and confused as they are uncertain as to whether certain experiences are incongruent with their self- concept. If the individual feels their self- concept is under threat defence mechanisms of denial or distortion will take place. An individual’s defence mechanisms will protect them from the anxiety and confusion that they feel. They will deny their learnt conditions of worth into their awareness and only let in experiences that are ‘consistent with their self-concept’ (Merry, 2002:28), they will confront experiences that do not make sense in terms of their self-concept. This process of internalising conditions of worth by using defence mechanisms can result in what Rogers (1951:248) terms a ‘state of disorganisation’ within the self. The above paragraphs have focused on how individuals acquire dysfunction through not receiving unconditional positive regard. Subsequent sections will focus on how Rogers viewed how these dysfunctions should be treated. In 1957 Rogers accepted an appointment at the University of Wisconsin and published a paper called ‘The Necessary and Sufficient Conditions of Therapeutic Personality Change’. In this paper he proposed that there were six necessary and sufficient conditions which need to be present in order for his clients to experience a positive psychological change (Gillon, 2007). These conditions are (Rogers, 1957:96): 1. Two persons are in psychological contact. 2. The first, whom we shall term the client, is in a state of incongruence, being vulnerable or anxious. 3. The second person, whom we shall term the therapist, is congruent or integrated in the relationship. 4. The therapist experiences unconditional positive regard for the client. 5. The therapist experiences an empathic understanding of the client’s internal frame of reference and endeavours to communicate this experience to the client. 6. The communication to the client of the therapist’s empathic understanding and unconditional positive regard is to a minimal degree achieved. Rogers stated that as long as these six conditions exist in the relationship throughout a period of time then the process of ‘constructive personality change will follow’ (Rogers, 1957:96). It was during his time as Wisconsin that Rogers had his chance to lead a project and see if his hypothesis about the necessary and sufficient conditions of personality change would work (Thorne, 2003). The clients in whom he would help during this project were mainly suffering from schizophrenia, and the results from the project were not very satisfactory. Rogers had described this as ‘without doubt the most painful and anguished experience of my whole professional life’ (1972:62). After the disappointment of the Wisconsin project Rogers realised that one of the major limitation of the study was that in order for there to be a constructive personality change the client must be able to perceive the therapists’ attitudes; these attitudes would not have been perceived by a schizophrenic client due to the very nature of the mental health condition. If the necessary and sufficient conditions exist in the therapeutic relationship then the client will be on their way to dissolving there conditions of worth, which will lead them towards being a fully functioning person. The psychological environment is also important for there to be personality change. If the psychological environment is right then then clients will ‘discover for themselves, the resources they need for change and growth’ (Merry, 2002:56). Rogers believes that the therapist should be non-judgemental, accepting and empathetic, these attitudes must be firmly rooted and not just adopted. If these three conditions are apparent in the relationship then the client will experience unconditional positive regard (UPR). The client has their conditions of worth because they had not experienced UPR from their significant other. If they receive UPR from the therapist then this will be a ‘corrective experience’, this will in time help the client develop an increase in positive self-regard (Merry, 2002). If UPR is present the client will feel they can be truthful and feel safe when exploring sensitive issues. Empathy is also a fundamental therapeutic condition in the treatment of dysfunction. Empathy has been described as ‘a fearless exploration of another’s inner world’ (Tolan, 2003:18). In order to be empathetic and to see the world from the clients ‘frame of reference’, the therapist should adopt the frame of reference of the client. They should experience their client’s inner world by experiencing the client’s events from their frame of reference; they can sense how the client is feeling about the events in which they talk about (Mearns and Thorne, 2007). The therapist should do this without getting lost in their clients world; this is called maintaining the ‘as if’ factor. Empathy is important as it shows that the therapist fully understands what the client is experiencing. Congruence is another important aspect to the clients personality change. Congruence can also be described as genuineness (Tolan, 2003). Rogers believed that all therapists should possess the qualities of sincerity, authenticity and honesty. The counsellor has to be themselves in the relationship by not putting on any pretences or facades. The therapist should be a ‘whole’ person; they must be self-aware and comfortable with their own experiences. Without congruence it would not be possible to form attitudes of openness and honesty in relation to the clients. Rogers said that it is important for the therapist to not convey false images because then the client will not have any miss conceptions of the therapist being superior and having the answers (Mearns and Thorne, 2007). This essay has discussed how Rogers derived his theory from three philosophical beliefs. These are Phenomenology, Existentialism and Humanism. Rogers was highly influence by Maslow and his concept of self- actualisation, a person’s basic desire to be all that they are capable of becoming. From this Rogers developed his theory of the actualising tendency, which is that all humans strive to reach maximum potential. The self and the self-concept are two important aspects of Rogers’ theory, the self being the real authentic self. The self-concept develops throughout a child’s life; it is their own personal construction of themselves which develops in response to significant others. The organismic process is also important to Rogers’s theory. It is a biologically driven valuing process in which we weigh up experiences positively or negatively depending on whether the experiences enhance or maintain us. This can be distorted by significant other due to our need for positive regard which in turn can lead to conditions of worth. Rogers believed that if hypothetically no conditions of worth were present then the individual would be on their way to being a fully functioning person. If the individual does have conditions of worth it can lead to an introjection of values, a low locus of evaluation and they will become vulnerable. The vulnerability will make the individual feel anxious or confused and they will develop defence mechanisms such as denial or distortion. It can be said that if the individual has the above conditions that this will lead to dysfunction. Rogers said that in order for dysfunction to be treated there must be six necessary and sufficient conditions involved in the therapeutic relationship. He said that in order for there to be personality change the counsellor must be congruent, empathetic and that the client must receive unconditional positive regard. If all of the above are conditions exist in the relationship then the clients conditions of worth can start dissolve and in time the client will be on their way to becoming a fully functioning person.

Leadership and Self Doubt free essay sample

The leadership dimension I’ve identified as a weakness and area I’d like to improve upon is â€Å"Self-Knowledge and Openness to Learning†. When it comes to understanding what my limits are based on my own strengths and weaknesses, I fall short. I sometimes overestimate my own ability to perform and overextend myself, which can lead to me not meeting commitments. I have chosen to work on my knowledge of self because it ties in to so many of the other defined leadership dimensions. Understanding who you are as a person is the foundation for any leadership action that is taken. In my post graduate career, I would like to become a serial entrepreneur. Successful entrepreneurs understand what their competencies are and find people that strengthen their weaknesses. A lack of understanding of my strengths and weaknesses may inhibit my success because I won’t understand the composition of competencies needed on my management team to get the job done. We will write a custom essay sample on Leadership and Self Doubt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I found two articles that offer me insight in what may be affecting my misperception. In my mind I am an â€Å"impostor† who finds himself. I feel like those individuals are making an upward comparison to me, which makes me feel anxiety. The external perception that I am capable and an achiever comes into direct conflict with my own perception of me being less than capable and â€Å"just making it. † This leads me to try to take on more than I can handle; I feel that completing everything I’ve committed to in the unrealistic timelines I allow myself will make an achiever, thereby resolving the conflict I have between the internal and external perceptions mentioned before. When I fall short, it validates my own feeling that I’m not capable, until someone again mentions that I am capable and the cycle begins again. In order to deal with the feelings of being an â€Å"impostor,† I need to seek 360-Feedback and find people whom I can trust to be candid with their evaluations of my ability. The feedback exercises with my learning team planned for the year and frequent conversations with my mentors will help address this need. My â€Å"STUCC† feeling stems in part from my concern for relationships with others and my perception that they may feel alienated by my continued achievement. By receiving feedback that helps me to understand my competencies, I will become more comfortable with my accomplishments and understanding what my strengths, weaknesses and limitations are. This should minimize the anxiety I feel with success by enabling me to accept that I’ve earned it, which will allow me to better handle situations of feeling â€Å"STUCC;† the humorous self-deprecation will lighten the mood of the interaction for me, not cause me to overextend myself as it had before, thus breaking the cycle. There are no real numeric measures of my own self-knowledge. Evidence of improvement will be seen in how I interact with my team, set goals and accomplish them, and the feeling I get in interactions with others who may offer compliments because of my success. The biggest indicator will be how I feel- if I can become less anxious and comfortable with myself, I’ll know it inside, which is where most of this cycle takes place. Accomplishing this is the cornerstone of my future success as a business leader.

Helping Todays Youth Essays - Criminology, Criminal Law, Probation

Helping Today's Youth In today's society, a troubled teenager or mischievous adolescent is labeled a juvenile delinquent. Yet the current definition of a juvenile is based solely upon, most of the times, on stereotypes. A delinquent may be a troublesome teenager with complicated problems at home, school, or with friends. He may have extreme physical and/or emotional needs, or he may just be a child who committed a simple mistake. ?Was he unlucky to get caught doing something foolish? Did he run away from home because of family troubles or to demonstrate independence? What kind of help does he need and exactly how much (Erickson 126-127). At this point, a probation officer helps in making decisions that have an important and beneficial impact on the lives of those called ?delinquents? (Erickson 7). Probation can be defined in two different ways: as an organization or a process. As an organization, probation is ?a service agency designed to assist the court and execute certain services in the administration of criminal justice.? As a process, probation is ?an investigation for the court and the supervision of persons in the community? (Carter and Wilkins 77). Considering the diverse definitions on the subject of probation, the myths and truths about the juvenile justice system can also be found. Although juvenile crime is a serious national problem, Marcia Satterthwaite, a social worker, criticizes the effectiveness of the legal system as a whole. She claims that the system has been losing its confidentiality between the officer and the client, that it does not discourage crime effectively, that punishment should be more stringent, and that there is a ?lack of focus? on the need to protect society from the juvenile (61-63). According to Satterthwaite, dangerous children are released to commit even more acts of crime. Ron Boostrom, a probation officer working for the city of Los Angeles, agrees that in the end, ?the delinquent is dumped back into the same family, the same community, and the same problems that existed before the ?rehabilitation'? (246). Boostrom believes that the juvenile system teaches these youngsters the trade of crime, to hate, and even become dedicated to getting even with the society that excluded them in the first place (238). The truth is that the major cause of low self-esteem is due to the juvenile's surroundings. In most cases, discipline, supervision, and affection tend to be missing in the home itself (Satterthwaite 180). If probation officers would not be able to communicate to others about the juvenile, the officer would have no sources of information and would be left without an idea as to how to approach a goal for the child. If punishment were to be harsher and juveniles were to be treated and sentenced as adults, taxpayers' expenses would increase. Longer sentences for juveniles cost taxpayers more but do not necessarily give better results, while prevention programs work more efficiently than imprisonment and cost much less. To keep a teenager locked up for a year cost more than $30,000. According to Mike Males, this amount of money is able to cover ten adolescents' part-time jobs, a probation officer to work with twenty-five juveniles, tutor one hundred children falling behind in their studies, or provide ?recreational alternatives? for two hundred children with nothing to do after school (1). Delinquents are children who ?have been pushed beyond the limits of their abilities, desires, and expectations? (Erickson 127-129). Usually, they seem to want and need discipline and direction and commit the crime either for attention, curiosity, excitement, revenge, or peer pressure and acceptance (137). Over time, these juveniles tend to mature and grow out of their delinquent phase to be able to get away from a life of crime (140). Although probation can be exciting and fulfilling for the probation officer, Erickson states that it can also be very frustrating and discouraging because of the clients and the system (vii). At the beginning of the job, officers are committed and very dedicated to helping troubled children become successful adults. They visit the offender's family, they interview and communicate with school administrators, and they become extremely involved in the everyday lives of those juveniles (Satterthwaite 53). With one client, officers have a great amount of work to take care of, but when the probation departments assign an average caseload of about forty juveniles per officer, it becomes more difficult to devote a sufficient amount of attention to each individual child. ?While most probation officers have master's degrees and can provide both family and group therapy... probation

5 Essential Aspects of a History Personal Statement What Do Admission Officers Expect

5 Essential Aspects of a History Personal Statement What Do Admission Officers Expect 5 Essential Aspects of a History Personal Statement: What Do Admission Officers Expect? What do you think a journalist, Louis Theroux, a TV presenter, Jonathan Ross, and the Prince Charles have in common? Just looking at the article’s title, you’ll ask all of them, like me, need to write a personal statement on History? To some extent, you’re right. But it is unknown whether they had to write personal statements, especially Prince Charles. In fact, these famous people have a History degree as it is mentioned in the list of Top 10 Celebrities with History Degrees. So, how to become an outstanding historian? For a start, write a successful admission essay to start studying at the top universities in the world that are presented by the World University Rankings. According to the Telegraph, History is the 10th popular subject. This fact creates fierce competition between students. As such, when you apply to university, devote all the efforts to your personal statement, besides GPA that is not less important as well. Keep in mind that you only have one chance to impress the admission committee. As a rule, a mediocre piece of writing ruins the entire application. 1.   Reasons for Studying History Much like any other subject, your History statement has to clearly highlight your reasons why you choose History. It is advised to list current sources of inspiration and to avoid telling trivial past tales that don’t accurately represent your interest in the subject. 2.   Engagement with History In your personal statement show how you love the subject. For example, you can include one or two historical topics that you find interesting. If you conducted your own research on these topics, you could be of great value. Besides, think of history books you most enjoy reading or what historical sites you visit often. 3.   Crucial Experience that Led to Your Choice This goes beyond stating that you passed History at school. What is your personal experience that connected you with History? Whether it is a life-changing visit to a museum or extensive reading, you need to not only describe your experience in as much detail as possible but you also need to explain how it influenced. 4.   Individuality A personal statement is supposed to reveal an author who wrote it. Think of the qualities that would make you different from other applicants. You should convince an admission officer that you are the most appropriate student. Dr Alice Taylor, an admissions tutor, explains what qualities are expected from a potential History student fluency in writing, an interest in reading and curiosity. You can recollect your childhood moments when you asked questions about how and why things happened. If you were such a child and continue to explore this world as before, tell it in your personal statement. 5.   Originality It means you shouldn’t use the standard phrase library in your personal statement, a kind of â€Å"I have passion for history†. Imagine how many hundreds of essays are read by admission officers where a student asserts he or she has a passion for history. Instead, describe what you’re going to do with a History degree in the future in such a way as to show your passion for what you will do. At American Historical Association, you can observe what careers you can pursue. Overall, a History personal statement serves as more than a description of your interest in the subject but as a gateway into your promising future. After you gained an insight into the keys of writing an admission essay, your chances to be enrolled to a university have increased. Moreover, our experienced specialists, who have professional skills in writing History personal statements, can maximize your chances of success by providing you with the best personal statement samples.

The historical and literary significance of the relationship Essay

The historical and literary significance of the relationship concerning Emperor Xuanzong, An Lushan, and Yang Guifei - Essay Example Emperor Xuanzong, though, was held responsible for over-trusting An Lushan, Li Linfu andYang Guozhong during his late time in power, with Tang's golden era ending in the Anshi Rebellion. This was clear beginning of the Tang Dynasty's decline (Skaff 223). The An Shi Rebellion (755-763) was a whirling end in the Tang Dynasty’s recognition of foreigners. Subsequent to the Rebellion, it was narrow-minded that culture and rising persecution of foreign and religious communities. For this reason, cultural historians of the Tang allege that this attitudinal change was a reaction to the uprising. In current history, the Rebellion is at all times seen as a demonstration of the threat of the outsider (West 108). The attitudinal move of the Tang is thus seen, as a result, to this sudden manifested unfamiliar threat. This conventional explanation places the social and political as a reason, and assumes that the attitudinal shift was a natural outcome of the disastrous foreigner-led revolut ion. It has been found that the opposite is true. As is detailed above, the Rebellion was in no way strained along tribal lines, with both sides deeply associated with foreign control in China. The classification of the rebels as representative of the threat of the alien did not come up sensibly out of the actual situation. However, this clarity was produced by a cultural background that defined all the Tang Empire’s conflicts as a war stuck between the barbarians’ people and the Han. The attitudinal move away from cosmopolitanism and towards elimination of the foreigner pre-dated and defined the uprising (West 108). Through research, the development of this artistic shift in popular literature and politics was before the Rebellion. It is evident that the shift towards the elimination of the foreigner began at least three decades earlier to the Rebellion. In paragraph one sentence two the evidence of this shift, demonstrate how this cultural context affected the Tang e lites’ perceptive of the Rebellion as it occurred. Both in paragraph one and two support the thesis that the identification of the Rebellion as a foreign incursion was primarily caused by pre-Rebellion cultural shifts relatively to the actual events of the Rebellion. The An Shi Rebellion is named after the two rebel leaders (703-757). Turco-Sogdian frontier general named An Lushan, who revoked Tang and established his own rule in the central and northeastern regions of China (Ye 71). Guifei was born in 719 during the Dynasty of Tang, early in the sovereignty of Emperor Xuanzong. Almost immediately into his reign as rebel emperor, An Lushan was assassinated by his officers and own staff (West 108). The throne was passed to his son whose ruling was marked by military struggles that lead to rescue of west-central china by Tang. One of the generals seized the rebel state until his assassination in 762, where his son could not lead and was defeated by Tang forces and committed sui cide. This marked the end of the rebellion. Regardless of the overseas heritage of the two royal families of the radical state, the actual ethnic identity of equal sides was extremely complex. The rebel state had ties with Han Hebei separatists and engaged thousands of Han officials and generals, even as the Tang administration during the Rebellion functioned as a Uyghur vassal. The Tang surrender to foreigners would substantially outlive the Rebellion (Ye 323). The relationship of the three leader’

Literature Review of Value at Risk Essay Example | Topics and Well Written Essays - 750 words

Literature Review of Value at Risk - Essay Example Modern financial institutions are careful to estimate the risk in relation to the magnitude of the asset and are careful to assess the levels of risk apparent from the credit quality of the company and the risk caused by the particular product. ( Hsaio 2008) . Modern Credit Risks are no longer defined by outright exposure and are currently calculated by a popular method of the Value at Risk (VaR)This method estimates the maximum amount of loss possible in a portfolio subject to certain periodic intervals and has its advantage of being comparative in nature, i.e it will allow the financial institutions in question to allocate capital more efficiently.(Chance 1979).These methods employ the risk level models of capital , which are used to estimate the profitability of capital, like the risk-adjusted capital (RORAC) or risk-adjusted return on capital (RAROC) and such models today play a pivotal rile in the management of risks inherent in the management of financial institutions. In credit risk calculation VaR or Value at risk is a single numerical estimate which is an indicator of the possible maximum loss of a portfolio over a given time horizon at a certain confidence level.This methodology developed as a response to the financial disasters in the decade of the 1990s and have obtained an increasingly important role in risk management (market, credit and operational).The attraction of using VaR for credit risk assessment thus lies in the fact that it is able to provide a single quantity that states the overall market risks faced by an institution. The criticisms have however stemmed from a recognized lack of coherence in the VaR methods and its failure to account for losses beyond a certain level and does not give due credit to the advantages of diversification by not taking into account sub-additivity. Various VaR models currently dominate the literature.These include the historical or (empirical) approach (see Van Der Vaart 1998),the Gaussian approach, the extreme value theory approach (which through the block maxima method (BMM) and the peak over threshold (POT), focuses on variables above a given threshold Also relevant here are the interest rate risks which are related to the relative value of an interest-bearing asset diminishing due to a rise in the interest rate. It can be calculated by a variety of ways to give an estimate as to how changing interest rates are impacting upon a bank's portfolioThese include the "market value of portfolio equity" method which uses market value of the assets,analysis of the shifts within the Yield curve ,the Value at Risk method, and measuring irregularities within the interest sensitivity gap of assets and liabilities. (Bower 1984). There are many main models for measuring credit risk and differ by the period at which they were used .Value at Risk (VaR) is one of the most modern methods of measuring credit rate risk and is an integral part of the modern market risk measurement framework and it aims at expressing the total market risk as a single number, i.e. to summarize the expected maximum loss over a target horizon within a given confidence interval.

Annotated Bibliographies Essay Example | Topics and Well Written Essays - 750 words - 1

Annotated Bibliographies - Essay Example Onjira and Gilbert (2009) illustrate the affordances of machine-processable competency modeling. They argue that machine processing is invaluable in e-learning and assessment. They emphasize its effectiveness in e-learning. In addition, Onjira and Gilbert (2009) present the competency model’s affordances in generating questions, distractors, and adaptive query sequences. In the article, they conclude that using machine-processable competency overcomes many limitations in interoperability, reusability, and portability. They illustrate that printing of non-English characters, deploying computers in language classrooms and developing language software are now possible because of advanced technology. The article by Fischer elaborated the role of technology in language learning. Smith and Schulze (2013) discuss replication while highlighting its benefits and possible causes of misunderstanding. They argue that not all studies can be replicated, but the existence of replication connotes maturity of the field. Rabuzzi illustrates that dismissal state of STEM (science, technology, engineering, math) education is reported every week in the U.S. according to him, the risks in STEM subjects are because of the post-Cold War economic competition (Rabuzzi, 2014). Rabuzzi argues that improving STEM performance will foster talents of citizens as well as retain their world standing. He also argues that erasing the false divide that exists between scientific inquiry as well as humanistic learning will boost science education. Hughes, J. (2013). Descriptive Indicators of Future Teachers’ Technology Integration in the PK- 12 Classroom: Trends from a Laptop-Infused Teacher Education Program. J. Educational Computing Research, 48(4) 491-516. Hughes claims that integration of mobile technologies with professional teacher preparation will advance learning from one discipline approach to integrated learning approach. In connection with this claim, Hughes

Examining Intergroup Relations from different angles

Examining Intergroup Relations from different angles Intergroup relations started to take form in understanding individual characteristics from the beginning of the twentieth century. The theory of intergroup relations for individual, group, intergroup, and organizational relations defines boundaries, power, cognition, and leadership behaviors. Intergroup relations can be examined from so many different angles. There is even a wide variety of areas of study that have theories into a multitude of issues concerning intergroup relations. However, with the array of research into intergroup relations, narrowing down the topic of research to social psychology, and studying the characteristic, and behavior will be sufficient enough to have a wide range of understanding into group and individual behavior. Certain perceptions can be developed toward a group member or members  involving negative or positive intergroup relations, such as: social categorization, stereotypes, intergroup bias, motivations, prejudices, and the functional relationsh ip process within a group. INTRODUCTION TO INTERGROUP RELATIONS What is the meaning behind intergroup relations? Why is it so widely studied in social psychology? These are questions that are asked when analyzing the meaning of intergroup relations. To better understand intergroup relations you first have to dive into where it all began and how the term was discovered. In the 1960s and 1970s social psychologists began studying individuals and social interaction. The study of group dynamics proved to be unsuccessful and expensive, so they decided to research the dynamic on a smaller scale by breaking down individuals rather than placing them in larger social structures for their research. However, this setting failed and the setting became inaccurate. As time went on though, investigation of group dynamics was not a dead topic. The research into intergroup relations was yet again opened up for study in the 1980s and 1990s, but this time investigation into human behavior in a group setting (Johnson Johnson, 2009). The numbers of issues found were: cooperation, conflict resolution, distributive justice, intergroup relations, and cross cultural interactions. This was a major step in research for group and individual behavior among a group setting. It was then a doorway to other fields for research that ultimately became one of the most dominated areas of study on group dynamics. Intergroup relations in simpler terms can be described as feelings, evaluations, beliefs and behaviors that groups and members may have toward one another. It can have both positive and negative impacts among those individuals that are among the group or outside their group. The psychological process that is associated with intergroup relations among many is social categorization. This can be described as the personalities, motivations of group members, observations, and the practical relationship between groups and those outside groups. SOCIAL CATEGORIZATION Social Categorization is a fundamental part of intergroup relations. It involves identifying people that are within your group and those that our outside of your group members. The theory behind social categorization arises from the earlier work of Tajfel of social identity theory. By evaluating an individuals self-image for which they perceive him or herself; these aspects can also contribute positively or negatively as well when defining their group identity with we or us as one would with me or I. Social categorization is social perception that involves relating to those within your group and discriminating against those that are not in your group. This can cause conflict when one relates with their individual self image to their own group and then having to work with others that are outside of your group members. When relating yourself characteristic and building a trusting relationship with those within your group, members tend to view others more negatively when others from the outside are brought into your group; even if those from the outside have similar characteristics of your own. Once group membership has been established people distinguish individuals who are members as the in-group and those who are members of other group as the out-group (Dovidio, April 21, 1990). When intergroup boundaries between out-group and in-group have been pronounced people tend to discriminate against the out-group than those in their in-group. People then attribute more strongly to their in-group, and then in turn favor and contribute more toward their group. This is because ones self-esteem is more enhanced in their own group than in different group memberships. When different groups are not interdependent and group memberships are thrown together; intergroup biases are produced. INTERGROUP BIAS Intergroup bias generally defines the members (the in-group) to be more favorable to their own group than to the non-members (the out-group). Bias can cause such behavior such as: discrimination, stereo-typing, and prejudice. This essentially means that trust is turned over to the in-group and not given to the out-group. Individuals tend to give more to their own group than relinquishing those rewards to members of other groups. When social identity is developed among members in a group, it is hard for those members to be able to reach out and identify with outside group members. Once a trust line has been established it is difficult to create non derogation towards the out-group (Dovidio, April 21, 1990). In order to decrease intergroup bias is to make group members aware of the consequences that surround this behavior. Or by placing groups with other groups on more of a daily basis in order to establish less competition and less trust issues among others. By taking out the element that can cause intergroup bias can help those participating in a group environment to see that each member, whether in their group or others, are key factors to being successful. Being able to observe others culture, style and individual character without discriminating from the beginning will help each member find balance in their group and others they become involved in. No one group is better than the other. Each has separate tools that can make the ease of intergroup relations work victoriously. GROUP CULTURE When evaluating group dynamics in intergroup relations one benefit, as stated, is the culture and style that each individual will bring such as: the history and common ancestry, as well as cultural characteristics. But when viewing culture as it relates to intergroup bias, groups that are involved in intercultural encounters tend to run into conflicts due to sociocultural adaptation. The more different the languages, family structures, religion, standard of living and values of the two groups, the more cultural distance there will be between these groups. With these cultural characteristics and cultural distance that is placed in groups it can have a tendency to take shape as ethnocentrism where one ethnic group views their culture as better than another. When ethnocentrism is present we measure our culture based on others of different ethnicity. This is derived from the cultural conditioning that each individual has encountered as children. Children are typically raised to fit into particular cultures and sometimes when individuals are conditioned we see others ethnic background in a more negative light than positive (Messick Mackie, 1989). Groups tend to place distance between those that are of different in cultural background because they perceive them with dissimilarity to their own culture. Sometimes, it is difficult for groups to adapt to those with greater cultural dissimilarities. It is important for those placed in groups to be able to learn more about each individuals own interaction styles, and be able to set structure within those group to have a higher success rate in their groups. When structuring a groups interaction styles and applying everyones cultural differences; you can take those differences and use them to benefit a higher success rate. Being able to learn and understand others cultural beliefs and backgrounds can truly add benefit to each group established (Spielberger, 2004). GROUP BEHAVIOR AND MEMBERSHIP A group is a social system that involves interaction among members and a common group identity. When discussing group dynamics and how it correlates with intergroup relations, evaluating the conflicts, social categorization, and cultural differences; it is also important to evaluate the fundamental behaviors of group processes as a whole. Groups have a sense of we-ness that helps them to identify themselves as belonging to a certain entity. A group is an important part of sociological concept since it plays such a complex part in everyday life. Group membership is part of an individuals social identity. It is a key element of social control over individuals social pressures towards having to conform. Especially when they can deviate risking their membership as a result of that risk. However, social consequences help establish an important understanding of social life as a whole. We live in a very physical and cognitive world and when discussing group membership and the social pressures, understanding the social influence and group behavior in group memberships is one of the most important keys to everyday life (Messick Mackie, 1989). There are several types of group environments that we encounter in a life time; from sports, school, work, family and peers. Every type of group contact comes with social influence and behaviors from each individual involved in the group setting. Individuals affect one another in several different ways depending on their experiences. Experiences that each individual has encountered in their lifetime; is the key tool in intergroup relations. It is what makes group behavior an important asset when discussing the theory behind intergroup contact and how they all in the end relate to one another. Ultimately, the individuals experiences, needs, social influences and relationships are what make up how individuals approach group membership. SUMMARY Intergroup relations are essentially determined by how people relate to one another as well as how they categorize others. Perceptions is what shapes individuals personal needs and values, and by the behavior between groups. This process intermingles and works in sync with each other. With this categorization of people in groups it can sometimes cause the intergroup bias and conflict among the group members or members outside of the group (Dovidio, April 21, 1990). However, with conflict and social categorization come goals to help implement positive group membership. Different groups and culture can help organize and produce efforts to achieve a mutually desired outcome; as long as conditions and discipline is applied. Being able to work together and understand everyones individual needs and goals will help establish a positive intergroup dynamic. Certain perceptions are developed toward a group member or members that are  involved in a negative or positive intergroup relation. Social categorization, stereotypes, intergroup bias, motivations, prejudices, and the functional relationship process within a group. These basic processes are the fundamental interpretations of intergroup relations and the dynamics that in turn produce a group membership that can successfully be achieved with hard work, understanding and the basic desires to work as a group and overcome the biasness that can take place.

America Can Save Its Schools from Violence Essay -- Argumentative Pers

  Ã‚  Ã‚  Ã‚  Ã‚   The late 1990s brought some frightening headlines to the public consciousness. Deadly shootings were happening in our public schools (Columbine, Littleton). Unfortunately like all other events that appear for the first time, we went from being shocked and dismayed, to a feeling of numbness as they continued and continued. To understand why this is happening in American culture, we need to look at the last two decades of social evolution. We had a distortion of the classic family, an abundance of role conflict, and a move towards sensationalism in our media. We are constantly being bombarded by images of violence on the television and lyrics about acts or threats of violence on the radio. All members of society need to take an active part in a revolution of our priorities. The violence in our school systems will decrease when parents, teachers, peers, and role models start paying more attention to our students.    Breakdown of Traditional Family    Many correlations can be made between acts of violence and the breakdown of the traditional family. In a 1995 study conducted by the Council of Families in America, "50% of first marriages end in divorce"(A1). As result families have been forced to mutate. This often results in a household consisting of one parent (mom or dad) and the child/children. Typically the parent, who has custody, has a job to provide for the family. Oftentimes this leaves the child/children home alone or with some sort of caretaker (daycare, babysitter, nanny). This situation could lead to a wide array of problems. The child may not receive the attention they need from their parent that is proven to aid in the development of proper morals and values. Doctor John Gottman of the Marital an... ...ools can be curbed.    Works Cited Alexander, Kelly. "Is spanking Ever Okay?" Parent. May 2001 Vl. 76 #5: 94. Council of Families in America. "Low Marriage, High Divorce Rates Hits Kids Hard." Reuters. 4 Apr. 1995 <http://www.vix.com/pub/men/nofather/articles/usa-marriages.html: A1. Dominick, Joseph R. "Social Effects of Mass Communication." The Dynamics of Mass Communication. 6th Ed. 1999: child 1; B. Gottman, John. Marital and Family Research Institute. Pamphlet. Feb. 2001: A2. Kagan, Donald; Steven Ozment; Frank M. Turner. "The Age of Napoleon and the Triumph of Romanticism." The Western Heritage. 2001 Vl. C 7th Edition: 690. Kornblum, William. "Education and Communications Media" Sociology: In A Changing World. 2000 5th Edition: Hamburg 1992. Pearlman, Robert. "Cruelty of Culture." Time 27 Dec. 1999 Vl. 54 I. 25: 40.

Difference of Trademark Protection and Passing off Action Essay

Commerce cannot be denied to be an essential factor in the existence of one nation. This is so because commerce is considered as the backbone of economy. Being an indispensable aspect of economy, serious consideration has been taken to ensure the protection of those forming commerce. In the particular field of commerce, an existence of a business is considerably dependent on its name. A business name is a vital aspect of one business because it carries the reputation that has been built up by the business owner. A business name also has several values. Basically, it is used to distinguish a business from another. It will also ensure security and privacy as others cannot arbitrarily encroach or use it. Hence, businesses are required to be registered. The business name being registered is termed as trademark. In the world of commerce, where millions of business establishments evolve, trademark serves a vital role. With trademark, the goods of another are distinguished from that of another. Primarily, trademark serves as an identification of the origin and ownership of the product. Significantly, trademark will also protect the consumer from confusions as to the sources of the goods or services. Through time, some business owners were also established using the name of others. Some cases were deliberately done while other cases were unintentionally done. Due to acts of copying and using famous names, the other party suffered considerable damages. There were also case where famous trademarks or reputable names have been attached by other business owners in their products, goods or services primarily to attract or to deceive customers as to the origin of the goods or services. These situations have been considered as an impetus for the judicial actions of passing off and trademark infringement. Passing Off and Trademark Protection: Definition and Origin In distinguishing passing off and trademark protection, the two have a slim similarity in a way that both protect the business’ privacy. It has also similarity as both are purposely to prevent other business owners from thefts or unauthorized use of business names of others. In addition, both empower business owners to instigate an action in court in cases others have violated their rights to their business name or trademark. Nonetheless, passing off and trademark protection have various differences as to elements, principles, protection, among others. Basically, passing off has no definite definition. However, it has been commonly defined based on Lord Halsbury’s statement in one of cases he decided which states that, â€Å"nobody has any right to represent his goods as the goods of somebody else. † Contrarily, trade mark has been defined in Trademarks Act 1994 as â€Å"any sign capable of being represented graphically which is capable of distinguishing goods or services of one undertaking from those of other undertakings. † Furthermore, word, design, letter, numeral, or shape of the goods or packaging may constitute trademark. As to origin, Passing off have been recognized by the common law as early as16th century. Few cases tried under passing off includes, Southern v. How and Dean v. Steel . After a century, another passing off case was tried by virtue of Blanchard v. Hill. Although, it was not at that time recognized as passing off, the principle laid down was severally used in many cases. Meanwhile, in Blanchard v. Hill, the plaintiff applied for an injunction to forbid the defendant from using the Great Mogul as a trade mark in the manufacture of the latter’s playing cards. However, Lord Hardwicke refused to grant injunction and reasoned out that the court has no basis to grant an injunction. Besides the court recognized the right of trader to bear a mark for his products or services but it stressed the absence of any instance that will support an injunction. Nevertheless, after several years, through the decision in Blanchard, it has been established that each proprietor has an exclusive right to the mark used in his goods or services offered for sale. In addition, it was interpreted that when the use of other’s mark was stained with fraud, injunction can be granted. In the following century, the term â€Å"pass off† was used in Perry v. Truefit, and it was further interpreted and applied to mean that, â€Å"A man is not to sell his own goods under the pretence that they are the goods of another man. † In the early days, intent was considered as an essential element for passing off. However, in the 20th century cases, the element of intent was abandoned. On the other hand, trademark protection has its recognition in 1863 through Lord Westbury in Edelsen v. Edelsen. In this particular case, the court stressed that there exist a right to property in trade names which is transmissible and enforceable even against innocent infringement. Formally, trade marks were permitted to be registered under the Trade Marks Registration Act 1875. According to this act, anyone was barred from instituting an infringement proceeding provided that the trade mark was earlier registered. The act was further amended by Trade Marks Act 1995. For a mark to serve as a trademark, it must be distinctive by meeting any of the categories namely; arbitrary or fanciful, suggestive, descriptive, and generic. A mark is said to be arbitrary of fanciful if it has no logical relationship with the product it represent. An example is the trademark â€Å"Nike† which does not have logical relationship with shoes. The mark is suggestive if marks evoke or suggest the characteristic of the product like â€Å"Coppertone† which is suggestive of sun tan lotion. A mark is descriptive if the consumers would associate it to the producer rather than on product or services such as â€Å"Holiday Inn†. Lastly, a mark constitutes to be generic if it describes a general category, like â€Å"computers†. Difference Between Passing Off and Trademark Protection Fundamentally, the differences between the two lies on the protection it affords. In passing off, there is no property in the name or design of the business, while in trademark, the registered name or mark is the property being protected. In passing off, the law protects the ownership over the goodwill or reputation of one person which may be destructed by misrepresentation of other people regardless of intention. However, in trade mark protection, the law particularly protects the mark, name, or get- up which has been registered by a business owner. In other words, the property in passing off is the goodwill or reputation while the property in trademark is the trademark itself. Notably, there are three purposes for requiring marks to be registered. One is to guarantee to the consumers of the origin of the marked products or services to avoid the possibility of confusions and serves as a distinction of the goods of one from another having another origin. Second is to protect the customers from deception by other traders. Last purpose is to notify other traders or rival engaged in the same product or services from using the trademarks of another. Having the mark registered, the owner will draw various benefits. One of which is to put off people from using the trademark without permission. The owner can also initiate an action against unauthorized use. Finally, being a property of the owner, he has the discretion whether to sell or have it licensed by other people for a price. As to the acquisition of right, rights to property or goodwill in passing off are acquired in a gradual way because the business owner only builds his business reputation after a long period of time. This is so because a reputation or goodwill is dependent upon consumers, quality and service which necessitate handwork and persistence. Goodwill can also be established on the nature of the mark, degree of distinctiveness, figures of sales, expenses for promotions, marketing of the products and period of use. On the contrary, property right over the trademark and protection of such mark is acquired immediately upon registration. Moreover, goodwill cannot exist independently from the business which has created it even if such can be transferred or assigned to another. On the other hand, trademarks can be licensed or assigned separately from the business by the proprietor provided that such is not spurious or deceiving to the consumers. Furthermore, the two are distinct as to the remedy available in case of unauthorized use of the name or mark. In passing off, the claimant may institute a passing off action while trademark infringement is available in trademark protection. More specifically, a passing off action has been defined as a â€Å"remedy for the invasion of a right of property not in the mark, name or get-up improperly used, but in the goodwill likely to be injured by the misrepresentation made in passing off one person’s goods as the goods of another. † The former is a common law remedy while the latter is a statutory one. It is said to be a common law because it has its genesis from an unwritten law or fundamental practice in the olden days. On the other hand, trademark is statutory because the relief has been created by law or legislations by virtue of Trade Marks Registration Acts. Passing off and trademark protection also differ as to the elements that needed to be proven in seeking judicial intervention. Three elements are required to be satisfied in passing off action while trademark infringement only requires one. In passing off action, the claimant must prove the existence of claimant’s goodwill, the misrepresentation by the defendant, and the damage caused to the plaintiff’s goodwill or reputation. To explicate further, goodwill is the whole benefit derived from a reputation and connection of a firm which has been built up operating honestly and lavishly expending money for a considerable year or period. Likewise, reputation is the public’s opinion on the product that may be associated with the symbol or name under which the product is being marketed. It is considered as a private personal property which is being sold to customer. Through goodwill or reputation, the inherent worth of the product is recognized and the loyalty of the customers to the product is developed. The second element which is misrepresentation must be material one and actionable that is capable of creating real or tangible damage to the plaintiff. Moreover, misrepresentation need not be intentional in order to succeed in a passing off action and any defense of innocence, negligence, or recklessness is not acceptable. Even fraud or malice cannot affect the action but will have effect on the penalty to be imposed. Under misrepresentation, it is necessary for the plaintiff to prove that the public is deceived or is made to believe that the defendant’s goods or business have been authorized or licensed by the plaintiff. The plaintiff must further prove that the customers, actual or prospective, are influenced by the misrepresentation. Since passing off safeguards the good will of the plaintiff, it is important that the misrepresentation being alleged is or had caused material damage to such property. Absence of a clear damage may result in the failure of the action. The damages, tangible or intangible, may be in the form of loss of sales due to confusion or dilution of the reputation. It may be observed that proving damages is difficult, but plaintiff may employ surveys and other statistical methods to show reliable evidence of damages. On the contrary, a claimant in a trademark infringement needs only to establish that the mark alleged to be infringing is deceptive as it is identical or similar with that of the plaintiff’s trademark. The issue involved in passing off is â€Å"whether the use concerned is likely to affect adversely the goodwill of the business. † While injury or damage is necessary in passing off action, the defendant need not cause injury or damage in the case of infringement. It is only necessary that trademark is identically deceptive. This is because the trader considers the trademark as a property and is the only means whereby the manufacturer retains or invites the confidence of the public as to the quality and integrity of the product. From the given elements, it can be observed that it passing off protects the business as a whole which encompasses the name, get- up, style, mode, etc. of the business. However, in trademark infringement only protects the name or symbol of the business.

Free Essays on NYC Composite Index

In 1966, the New York Stock Exchange (NYSE) established the NYSE Composite Index to provide a comprehensive measure of the market trend for the benefit of many investors who are concerned with general stock market price movements. The indexes consist of a Composite Index of all common stocks listed on the NYSE and four subgroup indexes Industrial, Transportation, Utility, and Finance. The indexes are basically a measure of the changes in cumulative market value of NYSE common stocks, adjusted to eliminate the effects of capitalization changes, new listings and delistings. The market value of each stock is obtained by multiplying its price per share by the number of shares listed. The aggregate market value, which is the sum of the individual market values, is then expressed relative to a base point market value. The base value was set at 50.00 on December 31, 1965 because this figure was reasonably close to the actual average price of all common stocks at that time. Every measure of changes in stock prices - index or average - must frequently be adjusted to reflect only movements resulting from auction market activity and eliminate the influence of corporate actions. Any change in the capitalization of an individual issue or of all issues in aggregate is dealt with in this index by making a proportionate change in the market value of the base figure.... Free Essays on NYC Composite Index Free Essays on NYC Composite Index In 1966, the New York Stock Exchange (NYSE) established the NYSE Composite Index to provide a comprehensive measure of the market trend for the benefit of many investors who are concerned with general stock market price movements. The indexes consist of a Composite Index of all common stocks listed on the NYSE and four subgroup indexes Industrial, Transportation, Utility, and Finance. The indexes are basically a measure of the changes in cumulative market value of NYSE common stocks, adjusted to eliminate the effects of capitalization changes, new listings and delistings. The market value of each stock is obtained by multiplying its price per share by the number of shares listed. The aggregate market value, which is the sum of the individual market values, is then expressed relative to a base point market value. The base value was set at 50.00 on December 31, 1965 because this figure was reasonably close to the actual average price of all common stocks at that time. Every measure of changes in stock prices - index or average - must frequently be adjusted to reflect only movements resulting from auction market activity and eliminate the influence of corporate actions. Any change in the capitalization of an individual issue or of all issues in aggregate is dealt with in this index by making a proportionate change in the market value of the base figure....

Maths coursework 2001 Oliver Goddard Essays

Maths coursework 2001 Oliver Goddard Essays Maths coursework 2001 Oliver Goddard Essay Maths coursework 2001 Oliver Goddard Essay My hypothesis is to see if there is a difference between two ages estimating angle and length is different. I also think that people are better at estimating lengths than angles.Also to see if males are better than females at estimating the length and angle.And if playing sport helps at estimating lengths and angles.I think that the older people are better at estimating angles and the length because they have more experience at doing so from further education and more experience.I also think that the male sex will be better at estimating this better than the female sex because they play more sport and have to judge lengths and angles more of the time e.g. football, basketball, rugby.I have done a pre test to make sure that my main experiment will work by cheeking the method and data collection sheetFor all three of my experiments the length of the line and the degrees of the angle will be the same the length will be 4.5 centimetres and the degrees of the angle will be 36 degreesPlanI will collect data from year 7 and year 11 boys and girlsTo make sure it will be a fair test by making sure the subjects have the same amount of time to estimate the length of the line and the degrees of the angle. Making sure the angle and the line are all the same place on the paper and are the same colour and that the distance from it is not varied.The experiment will be consisting of an overall sample of 120 people divided into 30 male, 30 female, and 30 students in year 7 and 30 male and 30 female students in year 10 all these people will be extracted at break times during the school day and chosen at random. A scientific calculator does this.If I had a sample of 30 people 15 female and 15 male and I wanted to choose 8 of them 4 male 4 female I would use my calculator Ran# button on my calculator, this is how I did it I got hold of a sample of 30 people.Sample of 30 people:1F11M21F2M12F22M3M13F23F4F14M24M5M15M25M6M16F26F7F17M27F8M18F28M9F19F29M10F20M30FI then did this equation on my calculator:(The equation may vary form calculators)2ndF RAN X 30 =I pressed = symbol and my calculator came up with a random number between 1 and 30I rounded that number to the nearest 10 and underlined that number on my sample the first 8 went like this:1. 2ndF RAN X 30 =16.86 = 17 M2. 2ndF RAN X 30 =28.44 = 28 M the first 4 males Rad# chosen3. 2ndF RAN X 30 =24.12 = 24 M will be the ones that will be in the4. 2ndF RAN X 30 =14.91 = 15 M pre test.5. 2ndF RAN X 30 =13.56 = 14 M6. 2ndF RAN X 30 =12.39 = 12 F7. 2ndF RAN X 30 =15.33 = 15 M this one has been used once so we ignore it.8. 2ndF RAN X 30 =22.86 = 23 FI then underlined the ones that had been randomly chosen:1F11M21F2M12F22M3M13F23F4F14M24M5M15M25M6M16F26F7F17M27F8M18F28M9F19F29M10F20M30FI had to do this 5 more times to get 2 more F for the pre test1. 2ndF RAN X 30 =16.23 = 16 F2. 2ndF RAN X 30 =13.74 = 17 M3. 2ndF RAN X 30 =16.32 = 16 F this one has been used once so we ignore it.4. 2ndF RAN X 30 =15.75 = 16 F this one has been used once so we ignore it.5. 2ndF RAN X 30 =4.2 = 4 FThe first 4 females are the ones that will be put in to the pre test.You cannot have the same number twice because you would be asking the same sample twice so you would get the same result.The samples will be chosen out of the registration of each class. By using the random technique on the calculator. I will avoid bias by using somebody else to gather my result that does not know about my hypothesis or theory. This will get rid of subject bias and experimental bias.I could improve my sample by making it bigger and extending the variety.A small pre-testThe time chosen for the subjects was 10 seconds to look at both length and angleThis pre-test will consist of 8 people 4 male 4 femaleSexLengthAngleSportM3.530YesM530NoM4.840YesM530YesF530NoF420NoF540NoF535Yes-Mean = total of items / number of itemsMedian = middle valueMode =most commonRange =how far from the smallest to the biggestStem and leaf diagramsThese diagrams mak e it easier to find the mean median mode and range as you can arrange the numbers in order of size then you count to the middle number to find the median the mode is the most common median is all the numbers added together and divided by the amount of the numbers and the range is the space between the smallest number and the biggest number.Length354085000003.5+ 4+ 4.8+5+5+5+5+5=37.3Mean: 37.3 / 8 =4.6625Median: 5.5Mode: 5 over all most people are close to the lengthRange: 1.5Angle20030000054000Close to the angle over all20+30+30+30+30+35+40+40=225Mean: 225 % 8 = 28.125Median: 35Mode: 30 most people are close to the chosen angleRange: 20From these two stem and leaf diagramsCumulative frequency and Box and whisker graphsThis is how you compare the two difference using the graph you can place them on top of each other and compare the difference to the samples and see if one is different from the otherBox and whisker graphsThese graphs are the main comparing graphs from these you can te ll how big the range from the other opposing graph and also if the median results are closer to the real results.AngleFrequencycum.freq20 to 291130 to 395640 to 4928LengthFrequencycum.freq3 to 3.9114 to 4.9235 to 5.958Small conclusionThis test was to see if my methods would work I realise there is nothing to compare the grids to but it works on the graph and gives me the cumulative frequency. no I know that all of my theories work I can use them in the real tests and compare graphs and also I can see the base plan of what I have to do for each test. This pre test is the base for all my tests. Using this I can work my way around my coursework. In all the tests I have used Microsoft excel to do some of my calculations. To make this pre test better I could add something to compare my graphs to and also have more samples to work from.How I will evaluate if females are better than males are by the graphs that my results give and the stem and leaf, mean median and mode. The final conclusi ons will give a valid explanation why females/males are better at estimating length and angles and will also mark any mistakes I have made.End of pre-testTest 1Now I have 149 year 7 females and males and for my sample I am going to choose 30 females and 30 malesThe reason for doing this experiment is to determine if males are better than females at estimating length and angles. To get these samples I will use the Ran# technique until I get 30 females and 30 males in year 72ndF RAN X 149 =I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample the calculator technique is proven in the pre-testThese are the 149 children who were used to get 30 random males and 30 random females:THE ONES UNDERLINED WERE THE ONES CHOSEN FOR THE SAMPLE OF 60 BELOW:I did this calculation many times. And ended up with30 random males and 30 random females.If 1 or more of the 60 chosen were absent I chose the nearest female or male to my assistant (who asked the questions and made each of the 60 year 7 review the angle and the line for 10 seconds and collect the data). any one who is not present will be taken out of the test and replaced by the nearest male if the subject is a male or female if the subject is a female, taking the absent bodys place.The resultsSexAngleLengthSportSexAngleLengthSportF405Y1M605YF426N2M158NF635.4Y3M208YF205N4M2710YF295N5M325YF308N6M413YF345N7M818YF316Y8M284NF195N9M304NF284Y10M354NF405N11M394NF373N12M215YF284Y13M288NF645N14M327YF387N15M266YF156N16M348.4YF6110N17M635.5NF609N18M724YF308N19M3012YF307N20M429NF325Y21M384NF306Y22M196YF488N23M373NF564Y24M604NF724N25M612YF316N26M4016YF348Y27M488NF303Y28M379NF389N29M415NF424N30M305NTOTAL1152175.4TOTAL1167189.9I choose 30 males and 30 females for my sample because I think it is a right size sample to work from, as it will get me varied results.I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample from these results I can see from observing my chart that males play more sport than females.Stem and leafFemaleFemaleAngle10592008893000000112447884000228506600134702FemaleAngleMean 1152 / 30 = 38.4Median 34 the median is close to the original angle of 36Mode 30 this means that most females are closer to the original angleRange 57The median is close to the actual angleFemaleLength300400000500000000560000070080000900100LengthMean 175.4 / 30 = 5.846666667Median 5 close to 4.5 cmMode 5Range 70Most females are closer than the males to 4.5 cm plus one female estimated the angle to be 4.5 which was correctCumulative frequency and Box and whisker graphsAngleFrequencyCum.Freq10 to 192220 to 294630 to 39131940 to 4952450 to 5912560 to 6942970 to 79130LengthFrequencycum.freq3 to 3.9224 to 4.9575 to 5.99166 to 6.95217 to 7.92238 to 8.94279 to 9.922910 to 10.9130MaleStem and leafMaleAngle105920016788300022457789400112850600013702801This stem and leaf counts to 29 this is a mistake but dose not affect my resultsAng leMean 1167 / 30 = 38.9 (1167 / 29 = 40.24137931)Median 37Mode 37 the male majority are closer than the females on anglesRange 66The mode and the median are the same meaning that the 15th male was also in the medianMaleLength2030040000000500000560070800000490010011120131415160Huge range no males got the angle rightLengthMean 189.9 /30 = 6.33Median 5 very close to the original angle of 4.5 cmMode 4 the median is also the same as the females medianRange 14The range for the males is bigger than the females because there are a couple of males that estimated a lot higher than I would expectedCumulative frequency and Box and whisker graphsAngleFrequencyCum.freq10 to 192220 to 296830 to 39101840 to 4952350 to 5902360 to 6942770 to 7912880 to 89129LengthFrequencycum.freq2 to 2.9113 to 3.9234 to 4.97105 to 5.96166 to 6.92187 to 7.91198 to 8.96259 to 9.922710 to 10.912811 to 11.902812 to 12.912913 to 13.902914 to 14.902915 to 15.902916 to 16.9130ConclusionMales are better at estimating lent a s the box and whisker graphs prove though the males have a very big range most of the males have been close to the 4.5 cm chosenAn experiment to see if playing sport helps at estimating lengths and anglesThis is a test including only 10 people that play sport and 10 people that dontIn this test sex is not important as it is only comparing non-players against playersThe players and non-players have been chosen at random from a group of 60 people.Here are the results:AngleLengthAngleLength208Y1645N2710Y2387N325Y3156N413Y46110N508Y5609N352Y6308N405Y7304N327Y8354N266Y9394N348.4Y10305N33762.440262I could improve my sample by having a wider range of subjects to chose from and also have a bigger sample.Non-playersLength400050060708090100Mean 62 / 10 =6.2Median 5Mode 4Range 6You can see that the non-players haveAngle1052000058930405060014Mean 402 / 10 =40.2Median 25Mode 20Range 49Most of the non players have there angle marked betweenCumulative frequency and Box and whisker graphLengthFrequ encycum.freq4 to 4.9335 to 5.9256 to 6.9167 to 7.9178 to 8.9189 to 9.91910 to 10.9110AngleFrequencyCum.Freq10 to 191120 to 296730 to 390740 to 490750 to 590760 to 69310PlayersStem and leafLength20304500607080049100Mean 62.4 / 10 =6.24Median 6Mode 8Range 8The players are more spread out than the non-playersAngle10200673022454001500Mean 337 / 10 = 33.7Median 32Mode 32Range 30The angle seems to be .Cumulative frequency and Box and whisker graphsLengthFrequencycum.freq2 to 2.9113 to 3.9124 to 4.9025 to 5.9246 to 6.9157 to 7.9168 to 8.9399 to 9.90910 to 10.9110AngleFrequencyCum.Freq10 to 190020 to 293330 to 394740 to 492950 to 59110ConclusionI used Microsoft excel for some of my calculations as humans can make errors and that it is more accurate.Also I used this program to save time as it would have had taken longer for me to write the tables up. I can see from my graphsAn experiment to see if age makes a difference:Plan = an abbreviation of the main plan on page 11) I will work out the mean median mode and range of the results of the year 7 samples and the year 10 samples2) I will make stem and leaf diagrams3) I will make box and whisker diagrams4) I will make a conclusionMETHOD the same sort of method used on the first two experiments.I got a sample of 60 year 7 and a sample of 60 year 10s and used the random technique on the calculator to select 30 year 7 at random and 30 year 10s at random. I will avoid bias by using somebody else to gather my result that does not know about my hypothesis or theory. This will get rid of subject bias and experimental bias.I think that the older people are better at estimating angles and the length because they have more experience at doing so from further education and more experience.For this experiment I am using excel again as it its a time saving device and also Is a excellent calculator at fast speed if you know the formula to put in for this experiment and all of these experiments I have used the =SUM formula the most. Yea r 10s chosen underlined in red:Year 7Year 10AngleLengthAngleLength6051303.515823052083404.8271043053255404.541363058187204284840530493553541058539411454.5215124552881350432714455266152541561630461101745560918405308193063072030632521404.530622452.548823203564244537242545331626453.5348274543032845438929454424304041124186TOTAL1153130.8I could of hade made my sample bigger but that would had of taken more time and also a sample of 30 is easier to work with.Year 7Stem and leaf diagramsAnglesAngleYear 71055200167883000000122245894012850660001702801Mean 1124 / 30 = 37.5Median 32Mode 30Range 70The year 7s are closer to the angleLengthLength300400000005000060000700800000009001000Mean 186 / 30 = 6.2Median 6Mode 4/8 there are two even modes for this graph as four and eightRange 7 have the same amount on the graph so I put both of them downCumulative frequency and Box and whisker graphsYear 7AngleFrequencycum.freq10 to 192220 to 296830 to 39132140 to 4932450 to 5912560 to 6932870 to 7912980 to 89130LengthFrequencycum.freq3 to 3.9224 to 4.9795 to 5.94136 to 6.94177 to 7.92198 to 8.97269 to 9.922810 to 10.9230Year 10Stem and leaf diagramsAnglesAngleYear 1020005300000000540000000555555555555008Mean 1153 / 30 =38.4Median 40Mode 45Range 38LengthLength25300055400000000555850000000000600Mean 130.8 / 30 = 4.3Median 4.5Mode 5Range 3.5Cumulative frequency and Box and whisker graphsYear 10AngleFrequencycum.freq20 to 293330 to 3981140 to 49172850 to 59230LengthFrequencycum.freq2 to 2.9113 to 3.9564 to 4.912185 to 5.910286 to 6.9230Conclusion