Negotiating Skills

Negotiation refers to the process of reaching an agreement that is acceptable to all parties. Thus, it necessarily requires the recognition and analysis of the interests of all parties. Successful negotiation requires careful understanding of the perceptions and interests of each party and the utilization of surefire techniques of negotiation (Management Sciences for Health and United Nations Children’s Fund 1998). It is suggested by many that the hardest part in any negotiation occurs before the parties sit down at the negotiation table. This means that a lot of the success in negotiation may be attributed to adequate preparation prior to the actual negotiation process itself (Management Sciences for Health and United Nations Children’s Fund 1998). Preparation to negotiation involves planning and intelligence gathering. One of the important things that a negotiator must learn include the interests and expectations of the parties, the non negotiable and negotiable terms, different negotiation strategies, and possible concessions and other alternatives. Preparing adequately for negotiation would enable the negotiator to anticipate issues and problems and plan strategies in advance, placing him at an advantage (Dolan 2004). Negotiators must act ethically in any given situation. It should be kept in mind that the goal of negotiation is the resolution of conflict and reaching an agreement mutually acceptable to parties. Therefore, both parties must treat each other with respect, transparency and honesty so that the process remains a viable option in case of conflicts of interest (Cohen 2004). Finally, negotiators must know how to act when actions get stalled. There may be no hard and fast rules in such kinds of situations; the ultimate guide to any negotiator lies in the nature of the negotiation process itself, which is a tool for reaching an agreement. Thus, when actions get stalled, parties must exert effort to choose alternative courses of action that could still benefit all stakeholders (Management Sciences for Health and United Nations Children’s Fund 1998). References Cohen, S. P. 2004, â€Å"Negotiation Ethics: A Matter of Common Sense.† The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Negotiator Magazine [Online], Available at    http://www.negotiatormagazine.com/article217_1.html Dolan, J. P. 2004, ‘Six Steps For Negotiation Preparation,’ Available at Management Sciences for Health and United Nations Children’s Fund. 1998, ‘Negotiation Techniques,’ Available at http://erc.msh.org/quality/ittools/itnegot2.cfm

Molecular Mass by Freezing Point Depression Essay

Analysis: 1.)Determine ___ for the solution of cetyl alcohol and of the unknown substance in BHT. 2.)Calculate the molality of the cetyl alcohol solution and use it to calculate the value of the freezing point depression constant,____, for BHT. 3.)Use the calculated value of ___ to find the molecular mass of the unknown solute. Discussion: 1.Give a definition of colligative properties. 2.Draw a phase diagram of a pure substance, and show how addition of a solute affects this diagram. 3.What is the least precise measurement? How does this limit your significant digits? 4.Why is it advantageous to choose a solvent that has a large value for ____? 5.Explain why the pure solvent shows a level horizontal curve as solidification occurs, but the curve for the solution slopes downward slightly. Conclusion: I answered the objective because I was able to determine the molecular mass of the unknown substance by finding the change in freezing point of BHT when the unknown substance was dissolved in it. I learned how to apply __fp and molality. Two errors that could’ve occurred were timing the freezing point  correctly and we might not have had one centimeter in the capillary tube. We didn’t know that we were supposed to stop timing after it started to become transparent, so our timings were all from when the whole centimeter of solution was transparent (except for trial 2). This would have affected our results by making our melting point temperature higher than it really should be. Since we didn’t have exactly one centimeter, the reader could have not seen when it first started. Thus, our time would’ve been higher than it should be too. Two improvements would be making sure we have exactly one centimeter or more in our capillary tubes and possibly just timing our results for a more

Causes of homelessness Essay

This essay will focus on two causes of homelessness, financial problems and family issues and illustrate some effects. In the first place, one of the main reasons that people become homeless is financial problems. As a result their physical condition will be very vulnerable. The personal bankruptcy causes their house to be repossessed, forcing them leave home and sleep anywhere they can find. No permanent house to live, no shelter, no bed, leaving them with a poor and unpredictable life. It will be a great danger especially in winter when many homeless people can sometimes freeze to death. Another thing that can affect homeless people’s health is lack of food. Their financial problems mean that they only have little money to live on. They do not even have enough money to buy basic food, not to mention high quality nutritious food. Only the cheapest food can be afforded which usually has very low nutrition and is bad quality. According to the scientific research we know long term insufficient intake of nutritious food can cause people to have a low immune system which makes them vulnerable to disease and that can lead them to another serious problem which is they do not have enough money to see doctor. Due to the financial problem they have to ignore the disease no matter how badly they are suffering. This kind behavior can cause many serious consequences because without medical care even a disease like a cold can be deadly. Although financial difficulty is a common reason for homelessness and has a serious influence on their physical health, family issues, like divorce or domestic violence, is also a significant factor that can lead to homelessness, especially among adolescents. Because teenagers have not developed maturity, in this period they need their parents’ company and guidance to develop psychological health like self-esteem, but homelessness forces them to go out into society when their m ental state is still very fragile. Since human beings have evolved into intelligent and emotional beings, self-esteem has always played a very important role in sustaining people’s mental health. Because homeless people’s living condition is very poor, they always look sloppy and that causes other people to be unwilling to talk to them. As a result the homeless people feel alienated by other people and feel no one cares about them anymore. At first they may become very angry, then they fell frustrated, and finally they quit on themselves and cannot feel their value to this society hence they start to see themselves as a burden to the  society. In this process their self-esteem becomes lower and lower and finally they may suffer severe mental damage.

Fukushima Nuclear Plant Explosion Essay Example | Topics and Well Written Essays - 250 words - 2

Fukushima Nuclear Plant Explosion - Essay Example After the earthquake and the subsequent Fukushima accident the nuclear system went offline. This led to a shortage of electricity across the nation. A lot people suffered because business activity seized without electricity which caused the shutdown of operations of many corporations. The Fukushima nuclear accident had horrible repercussions for the Japanese people. The managers running the plant had to make some tough ethical decisions. Crews of workers were send in into the plant knowing fully they would be exposed to radiation levels above the level any human can endured. These courageous workers sacrificed their well being to protect the Japanese community. The government used a lot of disinformation tactics to hide the truth about the long term consequences of the Fukushima accident. A study performed on the situation revealed that out of 7.8 billion people living within 200 kilometers of Fukushima 400,000 people will develop cancer due to the radiation that was released after the accident

Social Classes Essay Example | Topics and Well Written Essays - 1000 words

Social Classes - Essay Example For example great sociologist Dennis Wrong determines class in two ways - realist and nominalist. The realist definition relies on clear class boundaries to which people adhere in order to create social groupings. They identify themselves with a particular class and interact mainly with people in this class. The nominalist definition of class focuses on the characteristics that people share in a given class - education, occupation, etc. Class is therefore determined not by the group in which you place yourself or the people you interact with, but rather by these common characteristics (Kerbo, 1996, p. 56). The most important class distinction between the two groups is power. The powerful attempt to cement their own positions in society and maintain their ranking above the powerless. In societies where classes exist, one's class is defined largely by occupation, education and qualifications, income, wealth, including the ownership of land, property, means of production, et cetera; family background and aspirations. Such fluid notion as race can have widely varying degrees of influence on class standing. Having characteristics of a particular ethnic group may improve one's class status in many societies. However, what is considered "racially superior" in one society can often be exactly the opposite in another. In situations where such factors are an issue, a minority ethnicity has often been hidden, or discreetly ignored if the person in question has otherwise attained the requirements to be of a higher class. Ethnicity is still often the single most overarching issue of class status in some societies. Also we should make a distinction between causation and correlation when it comes to race and class. Many societies have a high correlation between particular classes and race, but this is not necessarily an indication that race is a factor in the determination of class. So the term race can be refered to the concept of dividing people into populations or groups on the basis of various sets of c haracteristics. Such visible traits as skin color, cranial or facial features and hair texture are the basis for the most widely used human racial categories (Kerbo, 1996, p. 69). Conceptions of race, as well as specific ways of grouping races, vary by culture and over time, and are often controversial for scientific as well as social and political reasons. Some scientists argue that although "race" is a valid taxonomic concept in other species, it cannot be applied to humans. Many scientists have argued that race definitions are imprecise, arbitrary, derived from custom, have many exceptions, have many gradations, and that the numbers of races delineated vary according to the culture making the racial distinctions; thus they reject the notion that any definition of race pertaining to humans can have taxonomic rigour and validity. Today most scientists study human genotypic and phenotypic variation using concepts such as "population" and "clinal gradation". Many contend that while racial categorizations may be marked by phenotypic or genotypic traits, the idea of race itself, and actual divisions of persons into races, are social constructs. Speaking about the social structure of the United States we can take as an example the model of contemporary American society: Upper class: Those with great influence, wealth and prestige. This class makes up about 1% of the population and owns about a third of private wealth. Upper middle class: The

Power and Privilege Socialization and Career Essay

Power and Privilege Socialization and Career - Essay Example The presence of gender bias, whichever direction it cuts, impacts the use of power and privilege to an unfair degree. Gender bias in schools. It has long been believed that one reason there is a gender-based social bias in our country is founded in the different gender expectations placed on children. For example, little boys are given guns and trucks as toys and told not to cry. Conversely, girls are presented with dolls and allowed to express emotions more readily. In schools, there tends to be a preference given to boys, sending a message of higher worth and power. "Giving the boys more time and attention is not uncommon according to research on gender bias in classrooms and it has been documented that this behavior sends a message to both boys and girls that one sex is more worthy of teachers' time and attention" (Wellhousen and Yin 38). This type of early socialization can negatively impact the self-image and choices made by girls, as well as diminish their interests in certain career fields. In fact, teachers themselves have been conditioned to project, even in very subtle ways, particular ca reer preferences based on gender. "From parents and counselors, books and television, and myriad societal institutions, teachers have been taught that one set of jobs and behaviors is appropriate for girls and another, different, set is appropriate for boys" (Erekson, et al. 67). It is unconscionable that a teacher would intentionally foist a stereotype on his classroom, but the understated message of gender inequality-or at least predisposition for one career field over another-still gets absorbed by young minds. This connotes that power and privilege both travel along the lines of gender expectations, and girls are disadvantaged from the start. That said, the notion of career-oriented gender bias is not exclusively applied to women; men have felt the disadvantage of role expectations as well. Gender bias is always unfair. In the case of Mississippi University for Women v. Hogan, there was a non-typical application of career stereotyping where women were in the place of power and given a gender-biased privilege. In that case, Mr. Hogan applied to the university's nursing program and, though he was qualified in every way, was denied admission. The stated reason was because he was not a woman and the university was open exclusively to women. The practice of admitting only women was defended by the organization as a method of educational affirmative action, an argument the court refused. This illustrates the fundamental unfairness of gender bias, regardless of the direction in which it is applied, and gives support to negative gender stereotypes. Nursing is not a profession designed exclusively for women, just as being a doctor is not an occupation solely for men. Yet, even as children, these gender roles are most often assumed during play time; reinforcing an inappropriate a ttitude towards both individuals and career choices. When an otherwise qualified candidate is refused the opportunity to participate in any opportunity, program, or career solely on the basis of gender, it is a flagrant exercise of the abuse of power by those privileged to have it. Unfortunately, this unfairness is a learned behavior that stems

The Code of Journalistic Ethics Essay Example | Topics and Well Written Essays - 1250 words

The Code of Journalistic Ethics - Essay Example If he does then it amounts to misrepresentation and is an unethical exercise. This stands valid for those cases where the journalist is aware that misrepresenting himself will get him the desired information he needs, however, he shall not disobey the code of ethics. According to the writer’s opinion, this ethic of misrepresentation is absolutely fine and necessary to keep the journalists in check and to make sure that they don’t cross their boundaries as journalists. Protecting Sources of Information: This code of ethics propounds the theory that a journalist shall never divulge the source of his information under any circumstances to any person who has asked for it. It all depends if the source wants him to divulge the information or not. According to the writer, this code of ethic is absolutely sufficient an imperative for the journalist ot do his duty in the most honest fashion to his profession. A journalist should never divulge the information to anyone if the sou rce has refused him to do so, even if that amounts to going to the jail. This way the journalist is showing solidarity and a faith of trust not only towards his source but also towards his profession. Objectivity and Fairness: A journalist should be fair and objective, but this code of ethic cannot be implemented for various reasons. ... Only in those circumstances the journalist is consciously avoiding to divert opinion, but nevertheless it happens all the time. The need of the hour is to come to grips with it and implement it consciously so that the effect would be greater than what it is right now. Conflict of Interest: This code of ethic talks about the fact that there shall be no conflict of interest while a journalist is reporting to his story. I completely agree to this code of ethic and believe that there is no room for submersing the news for the sake of any relative or loved ones. A journalist should always be free and fair in his reporting and therefore it is imperative to follow this code of ethic Economic Pressure: The theory of the code of not yielding to economic pressure says that a journalist should not write a story praising an organization in return of financial advantage. However, there are certain loopholes in this code of ethic, as a journalist needs money to finance himself and his family. It i s imperative for the survival of the journalist that he is able to afford a living, as the readers who are reading his article never understand the financial plight, which the journalist might be going through. Therefore, if there are times when a journalist needs to write a story for remuneration or advertise a story then he should be able to do it without having a feeling of guilt. Privacy vs. Public’s right to know: In the writer’s opinion there is no room for investigative journalism. A journalist should never cross his boundaries when trying to unearth the information. A public celebrity is a celebrity is public and does not live in the public scheme of things. Therefore, journalists should avoid

Causes of World War I Research Paper Example | Topics and Well Written Essays - 1000 words

Causes of World War I - Research Paper Example The second industrial revolution also resulted in unprecedented horrors of war just because this was an industrial war that saw for the first time weapons like machine gun, barbed wire, heavy artillery, tanks, airplanes and zeppelins, bombs and grenades, poisonous gas, submarines and gunboats (Junger, 1920). The   steam   engine   and development of rail lines meant   that   more   artillery   could   be   deployed   to   the   armies, and   the   armies   could   be   kept   clothed, fed, and   armed   indefinitely   (Junger, 1920; Best et al., 2004). The result was unprecedented volume of casualties. For example, in 1916 alone, the Germans lost 850,000 men, French lost 700,000 and the British lost 400,000 men (Merriman, ---year, 907).  Q2: The   nature   of   the   â€Å"The   Great   War†.  The   nature   of   WWI   was   grim and not even closer to what was anticipated   by   the   countries   when    they   decided   to   stage   it. Two of the elements that made it really grim were that it was a â€Å"total war† and also an industrial war. A â€Å"total war† in this context means that it was a global war involving nations across the world, secondly, it was a war in which the nations were totally equipped in terms of weapons and technology to wage an unprecedented war, and thirdly, it actually brought into the battle field, all the social, political and economical resources available for all nations involved. It could be called a global war just because the European states collected the resources needed for war from its Asian and African colonies, and troupes and laborers were imported into Britain and France from these colonies. The Middle East, Japan and the USA were also participants in the war in one way or other. The role of industrialization in deciding the nature of the war was also manifold. As â€Å"mechanized production† replaced the à ¢â‚¬Å"primacy of agriculture†, international trade grew resulting in the emergence of a more influential public (Best et al., 2004).5 Another consequence of this was that the public â€Å"

Abortion of Fetus with Down Syndrome Essay Example | Topics and Well Written Essays - 1000 words

Abortion of Fetus with Down Syndrome - Essay Example For instance, these proponents have argued that for a fetus with Down syndrome, it is permissible to carry out abortion. Down syndrome (DS) is a health condition in which superfluous genetic material leads to delays in the mental and physical development. This paper holds that it is morally permissible to abort a fetus with Down syndrome due to various reasons. Apparently, aborting this fetus will save it future pain and suffering once born. In addition, the fetus lacks capacity for making its own decision and does not have the capacity to desire for the continuation of its existence. Moreover, the fetus lacks more developed person-like features and it lacks fully developed rights to life (Warren, 2004). Moral issues surrounding abortion. The issue of terminal conditions and abortion accrues from the idea of active euthanasia. Marquis (1989) indicates that the overall issue of killing a person who is terminally ill to save him or her from pain is sometimes not justifiable. This accrues from the premise that death is more painful that all other forms of physical pain. On the other hand, he claims that it is not generally wrong to kill the person who would die anyway. Under this premise, it is then not morally wrong to abort or terminate a fetus suffering from a terminal condition such as Down syndrome. This raises the proposition that aborting might be illegal but considering the moral responsibility concerning terminal conditions, it becomes morally justifiable. ... He adds that the parents of these children undergoes through hard financial strains while trying to provide adequate treatment to them. It is under this notion that it becomes morally permissible to abort a fetus that will probably bring about these problems once born. This premise asserts that it is not morally wrong to terminate a life that would otherwise go through pain and bring strain. He adds that there is a difference between terminally ill adult individuals and a fetus with a severe condition. This is in the sense that the adult individual can make a decision for himself or herself while the fetus does tot have the capacity to make its own decision. This therefore supports the claim that it is vital to make the decision on behalf of the fetus, thus becoming morally acceptable to abort it. On the other hand, Marquis (1989) indicates that some opponents of this issue would claim that it is not right to kill a terminally ill person due to his or her future value. Under this pre mise, the opponents would argue that this should be the same in the case of a fetus with Down syndrome. However, this assertion fails in the sense that a fetus is not fully ripe to realize its value in the future. Though there might be some innate value in the baby, there is no justification that it would add value in the future. This premise rests entirely in the public opinion but not in the reality of the issue. Another strong view in proposing the issue of aborting a 16 week- fetus with Down syndrome rests in the incompleteness of the person-like feature of the fetus. It is very evident that even though opponents of abortion argue that the fetus is a human being, it lacks unquestionable features to make it person-like. For instance, Warren (2004)

By closely reading and analyzing the twoworks by the same author, Essay

By closely reading and analyzing the twoworks by the same author, discuss what lterary devises. e.g metaphor, imagery, symbolism - Essay Example Marriage brought with it the name ‘Kate Chopin,’ which is how she is popularly known among people all over the world. It is true that she used her stories as a medium to communicate her feelings and thoughts like other writers, however, her writings were also a way for her to vent out her depression, which she suffered as a result of loss of her family members, especially the death of her mother and husband. Thus, the nineteenth century feminist author, Kate Chopin, uses various literary devices such as imagery, irony, metaphor, simile, symbolism etc in her works ‘The Storm’ and ‘The Story of an Hour,’ in order to achieve a perfection in the art of her storytelling as well as to guide her readers into the world of her fictional characters, and on a deeper level, to convey to the mass audience the internal strife and struggles in the minds of the women kept suppressed by themselves in the patriarchal society they lived in. The Storm and The Story of an Hour are two of Kate Chopin’s best short stories, where the former portrays the central female character Calixta taking on a ‘supposedly’ immoral role of nurturing an extra marital affair with an old friend, and the latter depicts the protagonist Mrs. Mallard’s â€Å"dramatic hour of awakening into selfhood† (Jamil 215). ... In the beginning of the story, Chopin starts with throwing a clue to the readers about her protagonist, Mrs. Mallard, suffering from â€Å"heart trouble,† which depicts the technique of foreshadowing (Evans). Had not Chopin mentioned the heart problem of Mrs. Mallard before, the story would crumble apart without any real connection and the protagonist’s death at the end cannot be justified at all. Thus, with the help of foreshadowing, the author hints her readers of an even that may happen further on in the story, as with people who suffer from heart problems, it is really difficult to say when they would get a stroke. Although Mrs. Mallard feels upset and cries at the news of her husband’s death, she soon goes to her room and locks herself up. While her sister, Josephine, thinks she is trying to make herself ill, the protagonist is actually under the trance of her new found freedom, one where she is no longer under the control of her husband. Thus, with the use of irony by way of Josephine’s concern for Louise Mallard, Chopin emphasizes more on profound joy and sense of relief that Louise now feels at the terrible news. It is this sense of freedom which enables Louise to drink a â€Å"very elixir of life† at the time, whereas both her sister and her husband’s friend, Richard, think she is in total despair and is drowned in misery due to her husband’s death (Deneau 210). So the readers first see that contrary to women’s usual reaction to their husband’s deaths, Louise does not go into denial or, as the author states, a â€Å"paralyzed inability to accept its signi?cance,† rather, she accepts it and starts

The Ku Klux Klan Term Paper Example | Topics and Well Written Essays - 1000 words

The Ku Klux Klan - Term Paper Example According to Newton (202); however, the activities were surpassed by growing neo – Nazi organizations in the United States in the 1990s and in the early 2000s. The Ku Klux Klan was basically based in the Southern states of America where they targeted the African Americans set free after the American Civil War. The Klan had never considered the former slaves as being free and they terrorized the African Americans to maintain their supremacy as well as to express their anger at the freedoms granted to these former slaves. The root cause for their actions was that although America experienced great economic prosperity after the Civil War, not much of the wealth generated filtered to the South and it was the racism, mixed with anger at their economic plight that inspired the activities of the Ku Klux Klan. The Klan was a violent organization and they burnt the churches of the African American population, murdered, raped and castrated those who they targeted and they were rarely ca ught because most senior law enforcers in the South were also high ranking Klan members or were sympathetic to its aims. According to Bullard (9), the earliest branch of the Ku Klux Klan was created in Pulaski, Tennessee in 1866 and most of its leaders had been previous members of the Confederate army in the Civil War. During the next two years after its founding, they tortured and killed African – Americans and those whites who were sympathetic to them. Immigrants, who the Klan blamed for the election of radical Republicans, were also targeted and between 1868 and 1870, the Ku Klux Klan was instrumental in the restoration of white rule in the states of North Carolina, Tennessee, and Georgia. West (110) states that the original objective of the Ku Klux Klan was to stop the African American people from voting so that white domination of the Southern states would be maintained. After all-white governments had been established in the South, this group continued to undermine the power of African Americans by attacking successful black businessmen and by stifling any attempt to form black protection groups such as trade unions. Since the Ku Klux Klan had achieved its main objective in the Southern states, by the end of 1871, the organization had practically disappeared. In addition, after its formation, the Klan quickly became a terrorist organization in the service of the Democratic Party and white supremacists and that its main goal was to destroy Congressional Reconstruction by either murdering blacks and some whites who were in active Republican politics or educating black children Gitlin (133). They burned churches and schools and drove thousands of people out of their homes and because local law enforcement representatives were incapable or reluctant to stop them, Congress approved the Force Bill in 1871 giving the Federal government the authority to take legal action against the Klan. Dedicated prosecutors managed to win convictions and break up Klan activity and although relatively few people were punished, federal action did put an end to Klan activities, at least for a while. Maclean (23) states that the Ku Klux Klan was reorganized in 1915 by William Simmons, a preacher who had been influenced by the book The Ku Klux Klan written in 1905 by Thomas Dixon and a film version of the book,

The Mayor of Casterbridge Essay Example for Free

The Mayor of Casterbridge Essay This essay will demonstrate and analyse how Thomas Hardy uses the first two chapters of this book as a prologue to the rest of the novel. To establish this, this essay will include Hardys style and use of language. This sort of style is quite unique, which is probably why he used it. Other important elements are the setting and how they are linked to Hardy himself, the themes and the way he exemplifies characters. The main character, Michael Henchard, is said to be of fine figure and swarthy. He wore a short, brown corduroy jacket, a fustian waistcoat, tanned leggings, white horn buttons and white breeches. Also, he wore a straw hat. At the beginning of the narrative, Michael is holding a tool-bag. This shows that Michael is a man of the trade. This flows with what Hardy says about Henchard being a skilled countryman. Michaels entrance to the story is palpable, but until later on in the novel, we dont actually know his name. Until the 6th page, 3rd paragraph, Michael is referred to as, amongst other things, the man. This gives a bit of suspense as the reader wishes to read further to find out who this person is and what his name. The reader discovers that he is indeed the husband of Susan; the woman he is accompanying. He doesnt play the role of a husband or a father at all (we also find out that he and Susan have a baby called Elizabeth-Jane. He remains using similar behaviour until chapter two. The first time he actually opened his mouth to talk, was, when addressing a worker around Weydon-Priors. The second time, one page later, was when he briefly replied to Susan in pg 4/5, when Susan is telling him to go to the Good Furmity Sold Here tent at the fair, instead of the Good Home-brewed Beer, Ale and Cyder tent. His disinclination to go to the furmity tent is shown when he says, Ive never tasted it. At this point, he finally shows some responsibility as he gave way to he representations ; the her being Susan. His carelessness is again shown on page six, where he gets drunk from the excessive rum in his furmity. He then goes on further, when he states how he got married too young. Michael puts himself and Susan in great shame when he auctions her. At this point, we dont know whether its the drink talking, or if he really feels this way. We are persuaded that Michael really wants to rid of his wife, when, on pages 8/9/10, he pursues his selling, until finally a bidder puts the money on the table and the exchange is made. Hardy shows that Henchard really is a malicious man, without any thought to his responsibility. We know this by the language used; he talks badly of Susan; I married at 18, like the fool that I was; and this is the consequence ot. We finally see the back of Susan, telling us that the exchange was true and complete. Overall, we see that Michael is a man who doesnt see his responsibilities and likes to live a single persons life. He is careless in most of actions and is easily taken under the influence of drink; the reason why he auctioned his wife. In Chapter Two, however, we discover, that Michael didnt have the slightest clue of what he did the previous night. This is shown as he thinks back of what he had done, and showed great regret. We know this as he travels around the fair in search of his wife and later takes a serious oath, for such an alcoholic as Henchard especially. Michael then travels around the Fair in search of Susan. Later, around page 17, we discover Henchard to be making a vow as to not drink spirits for 21 years, as spirit was the reason why he lost his ex-wife; I, Michael Henchard, on this morning of the 16th of September, do take an oath before God here in this solemn place that I will avoid all strong liquors for the space of 21 years. His pledge is significant to the play because it changes his outlook; he becomes a less rowdy person; a Mayor. This also allows him to find Susan, as his perspective is broadened; he can sort out his priorities. Susan is first introduced at the same time as Michael. Shes described as being pretty and having a half-apathetic expression. Michael and Susan have a declining relationship. Susan doesnt converse with Michael and just saunters along with him silently. As with Michael, we dont discover Susans name at first. This is probably because Thomas wants to set the scene first, then the characters, etc. Although we dont know that Susan and Michael are in wedlock, we o know that Susan is the mother of young Elizabeth-Jane. She and Michael dont converse until the dialogue where Susan encourages Michael to go the furmity rent, instead of the alcoholic tent; page 4. This proves that Susan is the most sensible out of the two. Although Susan may have made the most sensible choice, she still didnt escape shame and pain. She discovers Michaels bad side, as he has too much rum in his furmity. We know that this isnt the first time, Henchard has behaved this way previously, as Hardy writes, The young woman his wife, who seemed accustomed to such remarks She isnt mentioned much, until the auction scene, when she tells Michael how his behaviours is inappropriate and irresponsible and is just making a fool of himself. Later on in page eight, Susan gets more serious, realising the great significance of Michaels actions; Come, come, it is getting dark, and this nonsense wont do. If you dont come along, I shall go without you. Come! The repetition shows her concern and desperation to avoid the situation. Susan tries to maintain her dignity and pride by agreeing to all of the selling, probably to rid herself of such humiliation and torture. We know instantly that Susan regrets the whole ordeal as she went out of the tent sobbing bitterly. Although the furmity lady, only has a brief part to play in the story, she is still quite important. She is first mentioned in page five. She is described as haggish and is said to be of fifty years of age. She was wearing a white apron, reaching almost all the way around her waist. Her only actions were to stir the large pot of furmity, which consists of grain, flour, milk, raisins, currants, etc. She seems to be just a furmity lady, but Hardys crone-like description of her fits nicely with her slyness as she laces the furmity with quite a lot of rum. She appears again at the bottom of the page when she served Michael and Susan a bowl of furmity. She has a quite a persuasive character as she convinces Michael to have some rum. This meant more profit for her. Apart from the above, her last appearance was when the auction was maturing; she told Susan that it was the drink talking and that Michael didnt mean what he was saying. The furmity lady represents the working-class of Weydon-Priors. Especially as she is part of the fair, she seems to have a nomadic life; always moving around to different locations. As she is reacquainted with Susan later on, Hardy skilfully relates the furmity lady to the downfall of rural life, The turnip-hoer first had an appearance on page 3. He told Michael about the type of work available in Weydon-Priors. The turnip-hoer had a very brief appearance in the novel indeed. He did have quite a significant part, as the reader discovers that there was a lack of work for the working-class and that Weydon-Priors was a changing area, good for some, bad for most. He represents the economic state of the village and is a typical countryman. The mention of the Fair almost automatically implies that it has some connotation in the anecdote. He had a hoe on one shoulder and a dinner-bag suspended from it as well. Hardy describes the turnip-hoer as being a pessimist. This shows that he just saw things from the bad side and didnt really look for any good in anything. He probably used that word as he replied negatively to anything Henchard asked. Then, he mentions the Fair Day; the only way of getting any money in most cases. We learn quite a lot about Wessex and the way of life there in the first few pages of Chapter One. This is due mainly to the turnip-hoer. From him, we learn that there is a shortage of jobs. Due to the time setting, it is quite obvious to those with knowledge of history, that it is the time of the Industrial Revolution. The chronicle fits in efficiently with the time setting, before the nineteenth century had reached one-third of its span ; this was during the pinnacle of the Industrial Revolution 1709 to 1853. We then discover that homes are being knocked down to make way for the industrial buildings. Therefore, life must be quite hard for the working-class. This is shown by the turnip-hoer saying how there is a lack of employment; lack of money. We know this because, Weydon-Priors is at the threshold of being an industrial city. The only way of making money outside the industrial side, it seems, is to work in the Fair or sell horses. The Fair is packed with people and full of life. Different activities and different fairs to visit, for example, toy-stands, waxworks, medicine men, and so forth. Hardy uses a varied form of vocabulary in this text, but most of the book uses a sophisticated range of vocabulary. Examples of sophisticated choices include: Hardy uses this wide range of lexis effectively to make an effective description of an object or person. By using efficient language, Hardy creates a good picture in the mind of the reader. He does this by describing something with great detail. For example, when he first introduced Michael, he used great detail in order to produce sufficient imagery. The man was of fine figure, swarthy, and stern in aspect; and he showed in profile a facial angle so slightly inclined as to be almost perpendicular. He goes on to use analogous detail in describing his attire. It is quite obvious that Hardy likes to use detail in his descriptions. This is required to produce a vivid image for the reader. The result of this is a strong and almost exact picture of the object or person in question created in the mind. This can help the reader understand further things mentioned in the story and the relevance and significance of things mentioned. The structure of Hardy sentences varies occasionally, but the overall lengths of the sentences are long. This is typical of the time period; early 1900s This provides a neutral atmosphere, as shorter sentences or pauses give a tenser ambience. A good example of the use of shorter sentences, is during the auctioning of Susan, The sailor hesitated a moment, looked anew at the woman, came in, unfolded five crisp pieces of paper The lengths of the paragraphs also vary, but most of them are long, which is typical of the time period. When a more important scene is written in The Mayor Of Casterbridge, Hardy uses very long paragraphs to create a significant flow in the action. Apart from the narrators language, there is the language used by the characters. The characters language varies from their class, but is quite similar. They use northern dialect and they dont pronounce all of the letters; this emphasises the setting of the novel. This presents the way northerners speak. An example of this vernacular is, and this is the consequence ot. There isnt much dialogue until the auction scene. This creates quite a tense atmosphere with some suspense. A very significant factor of language, is the relationship between Michael and Susan. They dont speak habitually at all. They converse a small amount at the Fair, only to talk about things like lodging. This is imperative as it clearly depicts the relationship between the two Henchards; they dont have a close affiliation and only communicate when necessary. Most of the early chapters are based on the theme of marriage. This is because, Michael and Susan were married and Michael sold Susan because he was saying how fed up he was with marriage. The further actions made by Henchard were reflections to what he had done; he swore to give up spirits for twenty-one years, he went in search for Susan due to marriage and possibly love. At the scene of the auction, the only people who seem to have some reverence for the sacred bond of matrimony, are Susan and the furmity lady. Susan is the only person who tries to put the whole state of affairs to a halt, Mike, Mike, this is getting serious. O! too serious! The repetition shows her concern. The furmity tries to reassure Susan that Michael is just under the influence of drink, Others just encourage Michael, Theres them that would do that, this shows that they find such an offer common. For the rest of the customers in the tent, it appeared to be a sort of entertainment. The economy plays quite an important part in the tale as well. This is because Michael and Susan first went towards Weydon-Priors, because Henchard was in search of employment. Change is evident in the area of Weydon-Priors as the turnip-hoer told Michael of the knocking down of the houses, lack of vocation. The quality and style of life will obviously be changed by this new revolution. By mentioning or hinting the industrial revolution, Hardy sets the time and setting of the anecdote well, making it more realistic. Hardy uses the theme of nature in The Mayor Of Casterbridge, but only occasionally in the first two chapters. An example of Hardy doing this, is on page two, half-apathetic expression of on who deems anything possible at the hands of Time and Chance except, perhaps, fair play. The first phase was that work of Nature As you may notice, Hardy used capital letters for the beginning of the three words Time, Chance and Nature. He might have done this to make the three words stand out and allow the reader to see their significance. Time and Chance seem to control occurrences. Time; things are going to happen, its just a matter of time when. Chance; sometimes. People can be lucky and have chance on their side. Nature; the contrasts between man and nature. Fate seems to play a small, but quite important role in the anecdote. Hardy uses this element skilfully. It assists the auction scene with the entrance of the sailor. It would have been quite hard for the sailor to hear the auctioneers voice from outside; he was destined to meet and purchase Susan and Elizabeth-Jane. Hardy shows how Henchard develops quite quickly in the prologue. He begins as a man who seems to be oblivious of his duties to his wife and infant. The main event which convinces Michael he has to revolutionize his conduct. After getting under the influence of spirits, he humiliates his wife and then puts her on the market. When he becomes abstemious, he realises his faux pas and falls in to a state of remorse. The next day, he starts to search for his spouse. After failing to locate Susan in the Fair, he makes an oath to avoid all strong liquors for the space of twenty-one years This shows that he has realised that the main cause of the whole dilemma was the alcohol. Another example of him following a new route, is the narrators text, seemed relieved at having made a start in a new direction. This is a sort of quest for Michael; to give up alcohol and to find his lost partner. The type of narration used is third person narrative. The reader is only given limited information as to whats happening. The conscious narrator decides what and how information is revealed. An example of this is the concealing of Henchards name. We dont have full knowledge that Susan and Henchard are married; their relationship together. This makes the reader want to continue reading to discover the role and significance of the character. Hardy uses language effectively to get the appropriate mood and atmosphere. He uses sufficient imagery when he wants to give the reader a detailed description of the scene. He uses symbolism to assist this, e. g. at the Fair, Hardy refers to the horses to represent Susan, as the horses are also being sold. He uses varied sentence structure to achieve tension. Although most other writers would use shorter sentences to create anxiety, Thomas uses commas as well. An example of this, is at the end of CH 1. Hardy uses prolonged sentences, but with commas to create a depressing atmosphere. The whole of the story after the auctioning of Susan, is founded on that very act. The main outline of the first two chapters is quite simple. Firstly, the couple enter Weydon-Priors. Then, they visit the Fair and go to a furmity tent. Michael gets drunk and offers to sell his wife, Susan. After much pondering, a sailor approaches Henchard and purchases Susan, who is accompanied by Elizabeth-Jane. Michael, the next morning, realises what he did in his drunken rage. He makes a vow to never touch any spirits for 21 years. Michael finds that he has lost Susan forever, or so he thinks After the selling of Susan, all of Michaels actions were based on that event. Before CH. 3 continues, a lot time passes; Hardy likes to use time in his writing. As you can see in the brief plot of the story above, all of the actions made reverberated the auction. Michael made a vow due to the auction, he went in search of Susan because of the sale, etc. Hardy cleverly makes an impression in the readers mind at the beginning of the story. This makes the reader want to read further to discover the following events. From this essay, I have learnt about Hardys style, his use of things like Nature, Time and so on. I have learnt of Thomas lexis and structure. The overall language he uses is different to other authors in the sense that he uses very sophisticated expression and refers to seemingly irrelevant things to achieve sufficient effects; symbolising. Also, we learn how Hardy develops characters and their identity, e. g. Michael. His description also fluctuates to other publishments, as he refers to things like nature, chance and time; he uses elements that might be relevant to him. Hes a unique author.

The Role Of Queen Elizabeth 1 History Essay

The Role Of Queen Elizabeth 1 History Essay Queen Elizabeth I survived the hard reign and become the most famous leader in the history of British government. She was a courageous leader who applied every bit of her wisdom to overcome challenges which faced her leadership. However, Christopher Haigh in his book asks some questions about the famous queen Elizabeth I, with accordance to her leadership and gender. The first question Haigh is asking is about her skills in the application of powers in the leadership. He however answers his question by analyzing her role in both the Britain and in the running of the British government thus he develops the thesis the role of Queen Elizabeth 1 in the British government and nation. In addition, the second question that he is asking is about the relationship of her gender and leadership in the British government. The queen having been the only woman leader in the world at her time she must have faced social problems especially when relating with male counterparts in the leadership. However, Haigh answers the question by analyzing her reactions to the resistance of male leaders and also to the proposals of male leaders as well thus he develops the thesis her relationships with the statesmen of her time. More over, religion, parliament, royal court, and nobility also brought about challenges to the leadership of Queen Elizabeth 1 but to every challenge she applied her wisdom to contain the challenges. With accordance to these sources of challenges to her leadership, Haigh develops other thesis which are; her response to the religion, her response to parliamentary delegates about her marriage, her response to suitors, transformation of royal courts, Queen Elizabeth 1 and military actions between Britain and other states. Historically, at the period of the leadership of Queen Elizabeth 1, Britain had the best structured government in the world but rather one of the most complicated government systems in comparison with others. The governing system was a combination of monarchy government and democratic government structures. The government was divided into various groups so as to enable comprehensive leadership inn the country. First of all, there were national governments such as parliament and Privy Council which served the entire nation. Secondly, there were regional government bodies such as north and council of the marches and lastly there were minor government bodies which included county and community governments. The central government of England also known as the national government consisted of the monarch, Privy Council and the parliament all which fell under the monarch. Those three bodies worked together in ruling the nation, raising revenue, make laws and also dealt with national and international affairs. In most cases, the queen was always at the centre stage of any activity which was carried out by any governing system in Britain. She was the final decision maker to any bill or law that was passed by the governing structures since the apprehension of her signature was the final step into the passing of the laws and bills. The Privy Council acted as the administrative government body of England but it could not carryout its administrative role in the whole England and Wales thus it was assisted by both the council of north and marches. The council of the north resided in York and assisted in the administration of the northern England and council of marches resided in Wales thus it assisted in the administrative role in the southern England and also patrolled some counties of the English border. However, Queen Elizabeth 1 initiated the settling of the Privy Council in Ludlow, Wales which helped to centralize the role of the Privy Council which enabled it to take administrative charge in the whole of England. However, the councils of both, north and marches were also a part of the localized government since in the Tudor England local governments were necessary. However, the queen was the most senior person in England thus her commands and laws were to be observed and obeyed by everybody in England. In order to ensure that her laws were obeyed, she established royal representatives who were deployed in every county in the country. The most royal representatives were, the sheriffs, justices of the peace and later the lord lieutenants were also established. More also, she initiated the hierarchy of government systems in the cities end towns where various officials were to oversee maters related to the local governments but the most senior official was the mayor. However during the times of the queen Elizabeth 1, nobility and gently had much influence. British considered wealth which at the time was land as the greatest source of power. The few individuals, who possessed large tracts of land in the country, were considered to be wealthy and powerful thus they were masters to the tenants and laborers who worked on them. In addition, gentry and mobility was a position of high responsibility and served as the aids of the monarch at governing the lands on which they presided. On the other hand, tenants and laborers could present their grievances to their lords who were supposed to take action on them. However, incases where matter was complicated it was forwarded to the monarch for further considerations. More also, some lords took their work seriously and some served the nation by establishing heath, religion and education facilities. For instance, the Warwick hospital was established by lord Earl of Leicester. Tenants and laborers of those lands also owed loyalty to their lord and were expected to respond quickly to the calls of their lords. In addition, some lords had large number of subordinates who were loyal to them and it was a threat to the country because it was feared that emergence of rebellion by lords would have emerged to civil wars. However this is the reason to why Tudor monarch feared the defiant of the lords who had the ability to command loyalty of large proportion of the population. Queen Elizabeth took precaution when she was in power on the consequences of disagreements with the lords. In order to maintain peaceful ruling on the lords she applied her knowledge of the aristocratic political and religious views which influenced the views of tenants and laborers. Another important government structure during the times if Queen Elizabeth 1 was the courts structure in Britain. The Great Session or Assizes were the highest courts in England and were held twice each year. Also, there were Quarter Session Courts which were held four times in each year. Those courts handled the serious cases which could not have been handled by other low courts such as Petty Sessions, Manor Courts and in some cases Town Courts. However the individuals choice of courts depended on the individuals wealth. There were also special courts such as the Star Chamber which dealt with the highest ranked personalities in the country. However in most cases these courts dealt with cases which involved wealthy individuals and also consisted of privy councilors. There was also a court of chancery which had the ability to deal with criminal cases which could not have been handled at low courts. More over, there was also the court of the poor cases which was known as the court of requests. Religious affairs and other cases which were of moral justices were handled by the church courts. The role of queen in the court affairs was to approve the judges who appointed at the high courts and also dealt with the high treason which carried a death sentence. The queen used her wisdom to unite people who were of catholic and protestant faiths in England. Earlier during the reign of Mary 1, Roman Catholic faith was dominant in the country and the Catholics took the advantage to persecute and execute minority Protestants who were in the country. The actions of Catholics resulted to the displacement of their counterparts, Protestants from the country and settled in the neighboring countries. This ended after the death of Mary 1 and the coronation of Queen Elizabeth 1which triggered the coming back of earlier displaced Protestants into the country. However, the coming of the Protestants was viewed to be aimed at carrying out revenge attacks against those who belonged to the catholic faith. To combat the oncoming religious crisis in the country, Queen Elizabeth 1 was made the supreme head of the church in 1559. For a long time, she remained silent on the matters relating to the religious crisis. This resulted to some sort of automatic reconciliation whereby many Catholics converted to Protestants for fear of the attacks which made the population of Catholics to massively decline. She also did not insult the catholic faithful but made sure that they did not lose the positions that they held in the government. In 1569, she was faced by a hard test of her authority during the procession of revolts. Two catholic men who were under her authority were sworn into her government which resulted to public anger against her. However, the Catholics remained loyal to her though they were in a small number which she tolerated throughout her reign. Her action, not to take revenge against Catholics, earned her respect from the British which is memorable to many generations. It was her first test of courage on authority in which she emerged victorious. Also, her response to parliamentary delegates who insisted on her getting married portrayed her courage when she was a young woman. The parliamentarians wanted her to get married to a fellow Briton in order that she may give birth to a male child who could inherit the throne. Her response to them showed that she understood their petition against her to be facilitated by gender discrimination. At this time, there was no gender equality in the parliament and that was the reason to why parliamentarians were not royal to her throne. They wanted the head of the throne to be a man and thats why they dictated that the inheritance of the throne be taken by the male child. She however responded in a respectful manner in which she made them know that she was the head of the throne and marriage was a Gods given gift rather not a dictated thing to be done. Queen Elizabeth 1, like other male leaders in other states went into military action against other states. She was the head of state thus the commander in chief of the armed forces according to the constitution of England during her reign. In the year 1588, execution of Mary Stuart, the queen of Scots, prompted Spain into attempting to attack England. The invasion led to the engagement of the royal navy who won the battle and made England to emerge as the country with the most prominent naval force I the whole world. Also, the queen led to the starting of the trading culture between England and other states in the world. Industrialization took place with the establishment of the British East India Company which was inaugurated by the queen. Historically, the queen was coroneted at a time when the economy of Britain was performing poorly but the staring of industrialization marked the positive economic growth in the country. The queen had a charismatic character which enabled her to be tolerance and endurance as well. She maintained a good relationship between the fellow statesmen and her. She is believed to have always responded positively to every matter that she acted upon which made statesmen to trust her and remain loyal to her authority. Internationally, she is said to have had a bad relationship with her cousin, Queen Mary of Scotland but she tolerated the bad relationship wisely until when she was executed. Also, she also responded wisely to the foreign men who had proposed to her when she was a young lady who ensured that a good relationship was maintained between England and other states. In this book, Haigh attempted to show the kind of leadership which is desirable in todays world. He used the leadership of queen elizabeth1 as an exhibit of the worlds best leadership in history. Many leaders face challenges during their reigns which put them to the tests of leadership skills thus using the example of the leadership of Queen Elizabeth 1, he advises the leaders on the priorities to be considered when faced with challenges. He concludes by saying that Elizabeth 1 cannot only be considered as a leader of England abut also as a savior who resisted human conflicts from happening when she stood between the religious groups, Catholics and protestants.

Effect of Hormones on Aggressive Behaviour

Effect of Hormones on Aggressive Behaviour The role of hormones in mediating aggressive behaviour How hormones can trigger and influence aggression in animals and humans has interested many researchers in the last six decades (Brooks-Gunn, Graber, Paikoff, 1994). Scientists realised soon that aggressive behaviours has to be always set in a larger context. The larger context can never be neglected while investigating complex human behaviours. This applies especially when considering the hormonal contributions to aggressive behaviour since far more than one link seems to exist between hormones and aggression. For instance, the hormonal control of parental, sexual and reproductive behaviour crucially determines aggression in both humans and animals. Parents of many animal species are increasingly aggressive while experiencing hormonal changes, for example, during lactation and parturition as they strive to defend their offspring from enemies (Beach, 1979). The aim of this paper is to evaluate the study on hormones and aggressive behaviour in the evolutionary context. Nonetheless it is not intended to conceptualise this evolutionary context without relation to other domains such as the social or cognitive one as these domains are inextricably linked. â€Å"A developmental perspective of aggression thus is based on the assumption that aggressive behavior is multidetermined and dynamic over the life span, and a product of a complex continuous interaction of the multiple psycho-bio-social changes.† (Ramirez, 2003; p.622). Aggression The fact that multiple modulators for aggression seem to exist makes it more difficult to reach conclusions. An additional problem is that the usage of the word aggression is too broad and there is yet not consensus over how it can be actually defined (Kavoussi, Armstead, Coccaro, 1997). Aggression has been predominantly related to an emotional state that individuals frequently describe as involving a strong drive to inflict harm and emotions of disregard and hate. However, overt aggression comes, in contrast to the described inner feeling of hate, in different forms. Predatory aggression, for instance, refers to the feeding behaviour of animals and is represented by attacks directed at natural prey. It has been demonstrated that the majority of vertebrates display aggression between two males of the same species while only some animals display maternal aggression. Fear-induced aggression, on the other hand, appears when an animal is anxious and/or incapable to escape from a perceiv ed dangerous situation. Irritable aggression, however, comes frequently close to uncontrollable rage and is triggered by immense pain or frustration (Rosenzweig, Breedlove, Reiman, 2002). Nelson (1995) reported how male sex hormones play a significant role in various forms of aggressive behaviour like for example in within-species social interactions and encounters. As a consequence, aggressive behaviour between males increases on the verge to sexual maturity. Experiments with male mice have demonstrated that their aggressiveness levels rise significantly during puberty while immature mice display more violent behaviours against each other when they are treated with androgens (McKinney Desjardins, 1973). Puberty and Hormonal Change Given the dramatic changes that occur in endocrine physiology at puberty, it is not surprising that increases in testosterone are hypothesized to be related to increases in aggression. This explains why testosterone has been the most investigated hormone in its research. The wealth of evidence supporting the ability of testosterone to facilitate aggressive behaviour in a broad number of mammal species has led to wonder about its potential role in human aggression. Wingfield and colleagues (1987) were among those researches who successfully demonstrated that the amount of displayed aggression in many species is related to the amount of seasonal testosterone change. Yet experiments with youths experiencing puberty yielded equivocal results. Book and collaborators (2001) for instance conducted a meta-analysis on 45 independent studies and came to the conclusion that the mean weighted correlation of these studies was only weakly positive (r = 0.14). This finding was congruent with Archer’s (1991) meta-analyses as he had also found rather marginally significant positive relationships between testosterone levels in humans and aggression. Experiments investigating the on the effects of castration on subjects illustrated more convincingly how inextricably aggressive behaviour is linked to hormones. Conclusively, castrated males displayed less aggressive behaviour due to the decreased androgen production. If, in turn, testosterone is injected into these castrated species one can again observe an increase in inter-male violent behaviour. Females are less often studies by researchers with regard to hormonal affects on aggression. This is due to the fact that males engage significantly more often in aggressive behaviour than females (e.g. number of male murderers is five times higher in the United States). Thus the predominant viewpoint among scientists is that males of most species are the more aggressive and violent sex. Consistently, recent research has found more support for a link between androgens and aggressive affect for boys entering puberty (Olweus et al., 1988) but less strong associations for girls (Paikoff Br ooks-Gunn, 1990). Nevertheless some studies found that in some species like Hamsters the female sex is more aggressive. However, this was not anymore the case when the female Hamsters entered the estrus stage. As a matter of fact, not all studies have supported the notion that the amount of hormones, especially androgens, is negatively associated to aggression levels. Ehrenkranz and colleagues (1974) for example demonstrated that testosterone levels of humans were positively related to aggressiveness while Kreuz and Rose (1972) could not find a significant correlation between levels of testosterone and aggressiveness in prisoners. Nonetheless Dabbs and Morris (1990) maintained with the help of their study on military veterans that testosterone levels can be linked at least to violent antisocial behaviour. More recently Dabbs and Hargrove (1997) revealed that high testosterone levels are a remarkable characteristic and predictor of female prisoners who are convicted of self-initiated violent crimes. At least two confounding variables exist Research has also demonstrated the existence of at least two confounding variable which have a significant influence on the relationship between hormones and aggressive behaviour. Bernstein and Gordon (1971) showed that both monkeys and mice who come out as winners of an aggressive interaction display increased testosterone levels whereas the losers experience a decrease in androgens. Consequently, the winners become more aggressive while the losers are less prone to exhibiting aggressive behaviour towards their own and other species. One could conclude that it was more a consequence rather than a cause that the more aggressive prisoners in Dabbs and Hargroves (1997) experiment had higher testosterone levels. Surprisingly not only the winners of aggressive encounters but also the triumphant of sport competitions experience observable increases in their testosterone levels. It goes further that this increase is not only experienced by those who actively participate and win in the spor ting event but is even experienced by those who support and cheer up the winning side or individual (Bernhardt, 1997). As even chess players display after having lost chess matches lower levels and after having won higher levels of testosterone it was concluded that another confounding variable mediates between aggression and testosterone because chess players are hardly aggressive in their normal behaviour. Regardless of these confounding variables sexual assaulters, aggressors and criminals have been often castrated in the past in order to decrease both their sex and aggression drives. The results of these studies reported that criminals were less susceptible to aggressive behaviour after having experienced a decrease in sex hormones induced by their castration (Brain, 1994). Nowadays, however, ethical issues and concerns have become increasingly important and thus it is debatable and questionable whether these kind of forced surgical interventions are ethically justifiable and tenable. Serotonin and Aggressive Behaviour The synaptic transmitter serotonin seems to have as well a profound impact on aggressive behaviour in both humans and animals. In contrast to testosterone, however, a negative association between aggression and brain serotonin activity has been reported in past studies. Higley and collaborators (1992), for instance, investigated the activity of the neurotransmitter serotonin in around 30 monkeys in an observational study. The researchers ranked the monkeys according to their aggressive activities on the island where they were freely living and compared their ranks with the amount of serotonin brain activity. Their results demonstrated that serotonin levels are negatively correlated with aggression. Virkkunen and Linnoila (1993) supported these findings with their own study. They showed that individuals who consume alcohol excessively have comparatively lower serotonin metabolites concentrations (e.g. HIAA concentrations) in their cerebrospinal fluid. These applied also to animal tort uring children (Kruesi, 1979) and due to aggressive behaviour expelled American Marines (Brown et al., 1979). As a matter of fact, serotonin levels are affected by environmental context and stimuli. Dominant and high ranking primates for example who stand on the top of the hierarchical social status ladder display greater serotonin levels than primates who rank lower in the pecking order. If however the higher ranked primates loses his social status he analogously experiences a decrease in serotonin levels. Testosterone and Aggressive Behaviour Schaal and colleagues (1996) investigated more recently the association between physical violence and social dominance of pubescent male youths and their respective testosterone levels. It was shown that less socially dominant youths had lower levels of testosterone in comparison to socially more dominant peers who possess concurrently bigger amounts of testosterone amounts. Nevertheless, this finding could not be repeated with aggression levels as those pubescent youths who were perceived as more aggressively behaving had significantly lower testosterone concentrations than those males who had a low history of being physically aggressive and violent. Thus it was concluded that testosterone was related not so much to antisocial characteristics than to experienced social status. In other words, those who successfully achieve higher social dominance statuses experience an increase in testosterone while those who fail to gain high social status face a reduction in their testosterone pro duction. Experiments with younger children (e.g. 5-year-olds) it was found that boys with higher testosterone concentrations were more playfully aggressive in social interactions. However, this relationship could neither be established with girls nor in play contexts (Ahedo et al., 2002). This again implies that testosterone levels are not solely a modulator of aggressive behaviour but rather a mediator of any kind of social behaviour. Additionally, Ahedo and collaborators study demonstrated that sex differences in behaviour establish themselves already very early on in life. In another study (van Goozen et al., 1998) the androstenedione, testosterone, dehdroepiandrostenedione (DHEA) levels in prepubescent boys exhibiting antisocial conduct disorders was examined. Van Goozen and colleagues results revealed that antisocial conduct disordered infants’ aggressiveness was not significantly relatable to testosterone. However, the more antisocially behaving boys had significantly higher than average androstenedione levels and modestly higher than average DHEAS levels. Researchers like Ramirez (2003) believed that studies such as these have the power to shadow doubt on the validity of testosterone as a biological control system for aggressive behaviour in postnatal life. Even later on in life testosterone levels seem only to represent the consequence rather than a cause of aggression as testosterone does not immediately lead people to be physically aggressive but their aggression is solely a response to cognitive and social stimuli and triggers (Brain Su sman, 1996). Studies on observed changes in concentration levels of testosterone and cortisol during aggressive behaviour and social stress serve as support for those researchers maintaining that both the evolutionary and social contexts and experiences have an essential impact on hormonal levels in humans. Thus â€Å"gonadal hormones, besides being only one of the multiple processes -biological, social, and cognitive, to influence aggression in children and adolescents, might also be a signal of aggression, or even more precisely perhaps, of social success.† (Ramirez, 2003; p. 630). These findings about serotonin and testosterone are according to Ramirez (2003) of utmost importance as they demonstrate that that experiences made in life can alter both brain chemistry and hormonal production in fundamental ways. Thus it can be noted that social context and hormonal activities in the body and brain are inextricably linked. Past researches on abnormal (van Goozen et al., 2000) and normal (Nottelmann et al., 1987; Inoff-Germain et al., 1988) male and female children have revealed univocal associations between high hormone levels of adrenal origin like androstenedione or dehydroepiandrostenedione sulphate and aggression together with diverse other negative attributes such as antisocial behaviour, rebelliousness and anger. Furthermore, the fact that androstenedione which is a prevalent producer of androgens is linked to anger in females suggests that adrenal and not gonadal originated androgens play a fundamental part in determining the aggressive behaviour of the female sex. In addition to that, it has been found that serotonin is not the sole mediator of aggression but also noradrenergic, neuropeptides and GABA systems have been demonstrated to have an impact on aggressive behaviour. Additionally, estrogens, gonadotrophins, and prolactine have been identified as minor modulators. Thus, genetic and pharma cological experts have essentially extended the number of relevant hormones and neurotransmitters in the last couple of years (Nelson Chiavegatto, 2001). In conclusion, all the above findings fortify and support the currently predominant notion that aggression is not mediated by only one factor but by a network of many interplaying variables. References Ahedo, L., Cardas, J., Aizpiroz, A., Brain, P. F., Sanchez-Martin, J. R. (2002). Social behavior in male and female 5-year olds and its relation to salivary testosterone levels. The developmental origins of aggressive behavior (p. 53). Montreal: ISRA. Archer, J. (1991). The influence of testosterone on human aggression. British Journal of Psychology, 82, 1–28. Beach, F.A. (1979). Aggressive Behavior. Hormones and Aggression, 5(3), 313-316. Bernhardt, P. C. (1997). Influences of serotonin and testosterone in aggression and dominance: convergence with social psychology. Current Directions in Psychological Science, 2(6), 44-48. Bernstein, I. S., and Gordon, T. P. (1974). The function of aggression in primate societies. American Scientist, 62, 304-311. Book, A. S., Starzyk, K. B., Quinsey, V. L. (2001). The relationship between testosterone and aggression: A meta-analysis. Aggression and Violent Behavior, 6(6), 579–599. Brain, P. 1994. Hormonal aspects of aggression and violence. In A. Reiss, Jr., K. Miczek, and J. Roth (Eds.), Understanding and Preventing Violence, Volume 2., pp. 173-244 Washington DC: National Academy Press. Brain, P. F., Susman, E. J. (1996). Hormonal aspects of antisocial behavior and violence. In D. M. Stoff, J. Maser, J. Maser (Eds.), Handbook of antisocial behavior ( pp. 314–323). Hillsdale: Laurence Erlbaum. Brooks-Gunn, J. Graber, J.A., Paikoff R.L. (1994). Studying links between hormones and negative affect: models and measures. Journal of Research on Adolescence, 4(4), 469-486. Brown, G. L., Goodwin, F. K., Ballenger, J. C., Goyer, P. F., et al. (1979). Aggression in humans correlates with cerebrospinal fluid amine metabolites. Psychiatry Research, 1, 131-139. Dabbs, J. M., Jr., and Hargrove, M. F. (1997). Age, testosterone, and behaviour among female prison inmates. Psychosomatic Medicine, 59, 477-480. Dabbs, J. M., Jr., and Morris, R. (1990). Testosterone, social class and antisocial behavior in a sample of 4.462 men. Psychological Science, 1(3), 209-211. Ehrenkranz, J., Bliss, E., and Sheard, M. H. (1974). Plasma testosterone: correlation with aggressive behaviour and social dominance in man. Psychosomatic Medicine, 36, 469-475. Higley, J. D., Mehlman, P. T., Taub, D. M., Higley, S. B., et al. (1992). Cerebrospinal fluid monoamine and adrenal correlates of aggression in free-ranging rhesus monkey. Archives of General Psychiatry, 49, 436-441. Kavoussi, R., Armstead, P., Coccaro, E. (1997). The neurobiology of impulsive aggression. Psychiatry Clinic North America, 20(2), 395–403. Kreuz, L. E., Rose, R. M. (1972). Assessment of aggressive behaviour and plasma testosterone in a young criminal population. Psychosomatic Medicine, 34, 321-332. Kruesi, M. J. (1979). Cruelty to animals and CSF 5HIAA. Psychiatry Research, 28, 115-116. Inoff-Germain, G. E., Arnold, G. S., Nottelmann, E. D., Susman, E. J., Cutler, G. B., Chrousos, G. P. (1988). Relations between hormone levels and observational measures of aggressive behavior of early adolescents in family interactions. Developmental Psychology, 24, 129–139. McKinney, T.D., and Desjardins, C. (1973). Postnatal development of the testis, fighting behaviour, and fertility in house mice. Biology of reproduction, 9, 279-294. Nelson, R. J. (1995). Introduction to behavioural endocrinology. Sunderland MA: Sinauer Associates. Nelson, R. J., Chiavegatto, S. (2001). Molecular basis of aggression. Trends in Neurosciences, 24(12), 713–719. Nottelmann, E. D., Susman, E. J., Dorn, L. D., et al. (1987). Developmental processes in American early adolescents: Relationships between adolescent adjustment problems and chronological pubertal stage and puberty-related serum hormone levels. Journal of Pediatrics, 110, 473–480. Olweus, D., Mattsson, A., Schalling, D., Low, H. (1988). Circulating testosterone levels and aggression in adolescent males: a casual analysis. Psychosomatic Medicine, 50, 261-271. Paikoff, R.L., Brooks-Gunn, J., (1990). Associations between pubertal hormones and behavioural and affective expression. In C.S. Holmes (Ed.), Psychoneuroendoctrinology: brain, behaviour, and hormonal interactions (pp. 205-226). New York: Springer-Verlag. Ramirez, J.M. (2003). Hormones and aggression in childhood and adolescence. Aggression and Violent Behavior, 8, 621–644 Rosenzweig, M.R., Breedlove, S.M., Leiman, A.L. (2002). Biological Psychology. MA: Sinauer Associates. Schaal, B., Tremblay, R. E., Soussignan, R., Susman, E. J. (1996). Male testosterone linked to high social dominance but low physical aggression in early adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 35(10), 1322–1330. van Goozen, S. H., Matthys, W., Cohen-Kettenis, P. T., Gispen-de Wied, C., Wiegant, V. M., van Engeland, H. (1998). 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Leadership :: servant leadership

Honestly when I heard of YLI and signed up to go I was thinking 'what am I getting myself into?' 'I can't believe I paid good money to go to a boring leadership camp. I won't learn anything that I don't already know.' I can't tell you how wrong I was with those initial thoughts. The more I think about it, the more I realize that during those 5 days I learned from some very special people how to become a great leader and a great person, and I was also taught an essential concept that I will use throughout my life: the Rotary Club 4- Way Test. Picture this: you are going into your sophomore or junior year of high school. You love soccer and it has been your favorite sport since you were a little kid. The fall season has just ended and you are at the final meeting of the season. Your coach calls you over; he wants to talk to you. He tells you that you need to start taking steroids. He says it will help out the team and it will help you get a starting spot on the varsity team. As he says this, there is an implicit meaning in his words that, if you do not agree, there won't be a place on the team for you next year. What should you do? What can you do? Do you go along with him, or tell him you won't do it? This is where your true character is revealed. It's times like these when the rotary club 4-way test comes in very handy. To use the 4-way test in this situation ask yourself, 'Is it truth?' In this case it is not truth because steroids are illegal. 'Is it fair to all concerned?' Taking steroids is definitely not fair. It is not fair to your other teammates trying out for the team and it is not fair to the teams you play because you have an unfair advantage. 'Is it beneficial to all?' No, it is not, because steroids can be harmful to you and to those who are close to you. 'Will it build goodwill and better friendships?' There is no way steroids will build better friendships. In fact, the side effects will do the opposite. They will hurt those around you. It's a tough decision to make, but if you take the time to ask yourself these questions you will realize the right course of action. We all know that YLI is about

James Vance Marshall based his novel walkabout on this.In this novel Es

James Vance Marshall based his novel walkabout on this.In this novel Mary the eldest of the two children is a very complicated and interesting character Walkabout Two American Children were stranded in the middle of the Australian desert due to an airplane crash. The children were stranded all by themselves or so they thought. The only reason they survived is because they met an aborigine boy. James Vance Marshall based his novel walkabout on this. In this novel Mary the eldest of the two children is a very complicated and interesting character. Throughout the novel we have very different reactions towards her and is one to whom we respond with a variety of different emotions. Before Mary and Peter meet the bushboy, Mary is the leader. She decides where they are going and what they are doing. There is a lot of responsibility being passed on to Mary as at thirteen she has to look after young Peter. I admire her for willingly taking control of both their fates. I feel this way because they are marooned in the middle of nowhere. Mary and Peters luc...

Food reflection Essay

1. Have you ever kept a food journal before? If so, why? I have done a food once when I was in high school. It was my sophomore year in health class. My teacher wanted us to learn about what kind of food we eat. So she made us do it for one weekend. She wanted us to share what we ate and how everyone ate differently. Some people ate healthier and some did not. She made us look at how much we ate and what she should do to eat healthier. 2. Did this food record make you more aware of what you were eating? Did it make you change your eating habits? Why or why not? This food record does make me more aware of what I am eating. Like for that certain day I ate more than the weekdays. On weekdays I would not have time to eat as much as I did because the weekdays I am busy with schoolwork. That day I was with friends during lunch but during dinner I was alone. I don’t think it will make me change my habit on eating. For me, I like to eat different things each day. I do not like to eat the same thing everyday. I like to change things up so I wont get tired of eating the same thing. This is why I feel like I do not need to change my habit because I do change everyday. This also showed me to eat other things. Like it showed that my vegetable and whole grains are low. Which means that I need to eat more things that have them in it than other food. 3. Did your food/drink intake indicate anything about what was going on in your daily life? No I do not feel like it indicates anything about what is going on in my daily life. Like going to the gym to run or walking around the park with friends. Some days when I am lazy, I would sit around and eat food all day long while watching TV. Then other days I would be out with people working and doing activities. I think the only thing the food report shows is the amount of food that is intake but does not show the other activities I do. The food report does not show if I were working at a job. Whether I would be sitting or standing all day. 4. What surprised you about your intake, if anything? One thing that surprised me in the food I ate was the amount of calories that are in some food. I never realized how much could be in one cup or a couple ounces. Usually I do look at the box where it has the calories and the food in it. While looking back at it, it seems as if the calories was not that important, the important thing is to look at the type of food that is in it. Like if there is any grains or meat or vegetable. I looked at the food report and it showed that my vegetables intakes are low. I thought I was fine with the vegetable but I guess I am not. 5. Was your eating pattern for this day usual? Why or why not? This was normal for my weekends. Like I know I can relax and eat as much as I want over the weekend than on the weekdays. On weekdays I am in class and out of class from 8AM to 2PM. If I were not in class I would be at work. So I do not have as much time to eat whatever I want or as much as I want. On a usually weekday, I would get a snack for the morning and then eat at 2 after all my classes are finished. On weekends I would typically eat more. Having a small meal in the morning and two big meals for lunch and dinner. 6. What changes will you make, if any, to your eating patterns after this assignment? Some changes as I said in some of the other questions are to eat more whole grains, eat more vegetables, and take in less refined grains and meat. I need to cut back on some meat because I know if I eat too much I will start to gain weight. While cutting back some of the food, I also need to start to go to the gym more often.

Effects in Mass Media Essay

What was the major development in evolution of mass media in the 20th century The mass media included television, radio, newspaper and telephone. Before television, there was morse code, but later the telephone came in to play, people decided that it was much easier than waiting for a telegram. Before the invention of television there was the radio, this was considered the main form of entertainment for a family, the radio contained talk shows and advertisements read over the radio from different stores. Newspapers have been around for ages, they were pretty much the communication for cities, towns and small communities. Everything changed when television made an appearance in 1935. The first television set was black and white, mostly they were owned by people who were considered rich, later it became affordable for more families to own. The three major programs offered were ABC, CBS and NBC, later on the color television set was developed. Later on the computer was developed, they seemed too large for households, so most computers were used by the government, after that Apple developed a computer smaller for household use, more and more companies have developed better technology with the computer, television and the internet. How did each development influence America How did these influence America, The newspaper gave the news, it had no other purpose, but as it developed it was used for other purposes, today the newspaper is used for comments and criticism, this involves social, political and religion, this also vents grievances. The radio became very popular, it became the opportunity to speak to people in their homes, it changed the consumer marketing and was a link for entertainment information and product consumption, another use of radio was the war, they used for the detection of planes and ships which was called radar. By the 1950’s radio was lost to television. Television was the main source of entertainment, when kids came home from school, the first thing they do is turn on the television, people use television for a form of relaxation, especially after a long day at work. Today there are thousands if not millions of television stations, due to technological progress, today televisions stations are available in every part of the world, and has been a very influential part of culture. The telephone has made communication with people better and faster, you can contact anyone, anytime of the day. The first rotary phone was developed in 1923, later on the touch tone phone. A few years later the cordless phone came out, this was great, you could move around your home and still talk on the phone. Then later on a new technology was on the rise, the cell phone, now there was no more setting around waiting on a phone call, after that the internet, the phone had more of an impact than any other technology.

I Love School Essay

Sixteen years after a sixteen-year-old wrote this book, Francis Ford Coppola turned this novel into a movie. The book is a coming-of-age novel, but the movie focuses on the characters’ loss of innocence. The movie follows the story line very closely. The reader is only told that this story takes place in the southwest, but the movie places it in Tulsa, Oklahoma, in the year 1966. It also changes the conflict from the East Side versus the West side to the northside versus the southside. This minor directional change was probably made due to the relative time proximity to the musical West Side Story, which won the best picture Academy Award in l961. However, as with all movies, character insight that is critical to understanding the story is lost when the format goes from the written word to the screen. Ponyboy is telling us the story, the same as in the book, but the 91-minute film only glosses over many character relationships. With the exception of Ponyboy, the viewer misses out on knowing most of the novel’s characters. Darry and Soda are relatively minor characters in the movie, and the viewer is given little insight into their lives. The same is true for the rest of the gang, even Dally. Dally’s death loses much of its impact because viewers aren’t able to get to know him. Only the reader is aware of the fact that Dally’s gun is unloaded, and the symbolic death of Dally in the spotlight is gone. Johnny’s character is also weaker in the movie than the book. Viewers don’t see the growth in his character, because they don’t know Johnny. Johnny’s appreciation for life at the end of his own is barely noted, but it has great impact on Pony in the novel. The whole point of the telling of Ponyboy’s story is to give meaning to Johnny’s death. Johnny had wanted Ponyboy to tell Dally certain truths, and given that Dally is dead, Pony writes this story down for all of the Dallys in the world: â€Å"Someone should tell their side of the story, and maybe people would understand then and wouldn’t be so quick to judge a boy by the amount of hair oil he wore.† The movie and book do begin and end with the same lines, the difference being, only readers understand the meaning behind them.

Are Sports Beneficial or Detrimental to Youth?

Are sports beneficial or detrimental to youth? Why and how? When and where? A lot of questions have been asked either by parents or by other people who are doing this type of research. Although the physical exercise provided by sports is essential, there are many other benefits both immediate and long-term. Some state that it gives children an opportunity to play Sports and interact with other children and form social bonds and relationships but along with that it is beneficial but from the research I looked at and my own opinion essay writer cheap, I feel that most children drop out or do not play because of lack of interest or other reasons.It is beneficial because it gives children an opportunity to play â€Å"Sports and interact with other children and form social bonds and relationships. It shows them a sense of teamwork and sportsmanship and allows them to gain respect towards others† (â€Å"American Academy†). It also gives them the chance to learn to manage succ ess and disappointment. â€Å"It also allows them to have fun and to get exercise. Sport gives children the opportunity to build confidence and self-esteem† (â€Å"Pediatrics for Parents†). They play sports for the following 6 reasons which have been proven in the following years of sports.The reasons are to have fun, to improve skills and learn new ones, to be with friends and make new ones, for the â€Å"excitement of competition, to succeed and win, and to exercise and be fit† (â€Å"Pediatrics for Parents†). According to the American Academy of Child and Adolescent Psychiatry, â€Å"somewhere between 16 and 33 percent of American children are obese† (â€Å"American Academy†). â€Å"But children who play sports are far more likely to maintain a healthy weight and avoid the many health risks that come with being overweight† (â€Å"Family Resource†).It is beneficial but from the research I looked at and my own opinion, I feel that most children drop out or do not play because of lack of interest or other reasons. Those â€Å"risks multiply when a person becomes obese early in life†, so it's important to get your child involved in sports early (â€Å"ARE Competitive†). Another way sports are beneficial to kids is that it teaches them how to set goals and work to achieve them. As the kid works harder at his craft, his results will improve and he'll learn the value and results of goals and hard work.Many children are naturally shy or averse to immersing themselves in unfamiliar social settings. Sports encourage kids to interact with their peers, and through that osmosis they learn different techniques and realities involved in making friends and dealing with adversity. A study done by America Sports Data Inc. found that, in youth organized sports, 69% of all parents want their children to play only one sport. If the child is between six and eight years old, 79% of those parents want their chil d to play only one sport. Of all the sports organization in 2004, 44% of the children stated they only wanted to play one sport† (â€Å"Why Are†). â€Å"To avoid burnout Children should wait until high school before specializing in a sport. There is no doubt that youth sports have become a huge force in society† (â€Å"Family Resource†). Some state that it gives children an opportunity to play Sports and interact with other children and form social bonds and relationships but from the research I looked at and my own opinion; I feel that most children drop out or do not play because of lack of interest or other reasons.Are sports beneficial or detrimental to youth? Why and how? When and where? A lot of questions have been asked either by parents or by other people who are doing this type of research. Although the physical exercise provided by sports is essential, there are many other benefits both immediate and long-term. So playing sports is beneficial to youth at an early age to start interacting in the social society, so it is not detrimental towards youths these days. Work Cited Pediatrics for Parents†; the effects of video games on children: what parents need to know? Douglas A. Gentle; June 2004, Web, 20 Mar. 2013 â€Å"American Academy of Child and Adolescent Psychiatry: Obesity in Children and Teens†; May 2008, Web, 20 Mar. 2013 â€Å"Why Are Sports Beneficial to Kids? † Aug 9, 2010 | By JeffErmann, Web, 20 Mar. 2013 â€Å"Family Resource: Problems in Youth Sports†, James White and Gerald Masterson, Ph. D. , Web, 20 Mar. 2013 â€Å"Are Competitive Sports Bad for Kids? † Mar 31, 2011 | By Rachel Nelson, Web, 20 Mar. , 2013

Civil War Essay

The aftermath of the Civil War brought in major industrial expansion and significant economic growth for New England, the middle Atlantic states and the mid-west – more so with the completion of the transcontinental railroads years later. In contrast, the same Civil War brought in economic depression for the south. (Slavin, 2008) 3) The 1920s began with a brief depression which was completely forgotten between 1921 and 1929 when America enjoyed economic prosperity. The stock market crash in 1929, however, ended the abundant times and brought in the â€Å"Great Depression†. Similarly, there was a brief economic recession in the early part of the 1990s – it began in early 1992 and ended later that same year. With the end of such recession, the stock market soared and the years that followed witnessed economic expansion in America until the index reached its peak in March 2001 and then dove deep, signaling the end of the good, profitable days of the bourse. The economy worsened in September 2001 after the World Trade Center Tragedy. (Slavin, 2008) The opportunity cost of attending the concert using a free ticket is less time spent on studying. Having to leave for the concert venue earlier than planned and then getting home much later because of the miserable weather would further increase the opportunity cost of attending the concert, since it would mean more study time spent on something else. 5) Last summer, I incurred opportunity costs by cancelling plans to take a summer job and choosing, instead, to spend my summer bumming around with friends. Under no circumstances can we operate outside our production possibilities curve. It would mean generating an output that is more than what results from full employment and full production. Such a scenario is not attainable. (Slavin, 2008) 7) a) According to the Occupational Outlook Handbook, â€Å"economists study how society distributes resources, such as land, labor, raw materials, and machinery, to produce goods and services. They may conduct research, collect and analyze data, monitor economic trends, or develop forecasts. † (U. S. Department of Labor) b) According to the College Majors Handbook and as cited in the article, the top three types of jobs for economics graduates are as follows: â€Å"1) Top- and mid-level managers, executives, administrators; 2) Insurance, securities, real estate, business services; and, 3) Accountants, auditors, other financial specialists. † (Schwartz) WORKS CITED Slavin, Stephen L. Economics 8th Edition. McGraw-Hill Higher Education, 2008. U. S. Department of Labor. Occupational Outlook Handbook. (http://www. bls. gov/oco/ocos055. htm#nature) Schwartz, Shelly K. â€Å"Economics Grads Face Strong Job Market, but Higher Degrees Still Help. † CNNMoney Personal Finance. (http://money. cnn. com/2000/08/18/career/q_degreeeconomics/)