Written Analysis of Acid in the Environment Lessons Learned and Future Prospects

Chapter three of the book Acid in the Environment: Lessons Learned and Future Prospects was written by Kathy Fallon Lambert, Charles T. Driscoll, and Limin Chen (2007) and it is titled â€Å"Acidic Deposition: Sources and Ecological Effects†. This chapter together with the article â€Å"Acid rain and its ecological consequences† written by Madhoolika Agrawal and Anita Singh and which appeared in the 29th volume of the Journal of Environmental Biology describe the formation of acid rain and its consequences on the environment. These two sources of literature are very relevant to my research question: How does acid rain affect soil PH?Advertising We will write a custom assessment sample on Written Analysis of Acid in the Environment: Lessons Learned and Future Prospects specifically for you for only $16.05 $11/page Learn More The three authors of chapter 3 in the book described above are professionals with impeccable records in Environmental Engineering. Kathy Fallon Lambert has done a lot of work relating to ecosystem science, both as the founder of Ecologic: Analysis Communications and during her tenure as the executive director of Hubbard Brook Research Foundation. As a result of her good work, she received the US EPA Environmental Merit Award. Besides, she is a Leopold scholar and a Switzer fellow. On his part, Charles T. Driscoll, an Environmental Systems Engineering Professor, teaches at the Syracuse University where he doubles up as the Director of the Centre for Environmental Systems Engineering. Limin Chen is employed at Systech Engineering, Inc., as a Water Resources and Environmental engineer and she has done a lot of work on forest ecosystems. All the three authors are PhD holders in their respective fields and they have done a lot of research studies on environmental engineering projects. Madhoolika Agrawal and Anita Singh, the authors of the journal article, are distinguished researchers and scholars work ing at the Ecology Research Laboratory in the Department of Botany, Baà ±aras Hindu University, India. The two scholars have done a lot of research on Environmental Engineering projects and they are widely published. The third chapter in the book Acid in the Environment: Lessons Learned and Future Prospects selected for this study is divided into four major sub-topics, namely: 1) Acidic deposition, 2) Effects of acidic deposition on ecosystems, 3) Ecosystem recovery, and 4) Recovery of acid-sensitive ecosystems with future decreases in emissions. On the other hand, the journal article has several subtopics running in an essay format on ten pages. I will endeavor to read through the two literatures with the aim of gathering information on the effects of acid rain on soil pH. Specific emphasis will be given to subtopic 2: Effects of acidic deposition on ecosystems in the book and another one titled Effects of acid rain on soil in the journal article. Driscoll et al. (2007, pp. 34) ac knowledge that acidification of soil has a negative impact on the soil’s ability to neutralize any further deposition of acids. Acidified soils are incapable of supporting the growth of plants because this process deprives the soil of the nutrient cations, such as, potassium, calcium, and magnesium.Advertising Looking for assessment on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, the soil is invaded with sulfur and nitrogen, not forgetting the accumulation of dissolved inorganic aluminum. Driscoll et al. (2007, pp 37) noted that the soil acquires nutrient cations by weathering of the rocks and minerals, and to some extent, atmospheric deposition. In circumstance of low weathering rates, the forest ecosystems are normally vulnerable to acidic deposition because of low content of base cations. Since acidification of soil accelerates dissociation of nutrient cations from their compounds and thereafte r subjects them to leaching, the quality of the soil can be maintained only if there is equal replenishing of these cations by weathering of rocks and mineral (Driscoll et al. 2007, pp. 38). On their part, Singh and Agrawal (2008, pp. 16) state that rain is considered acidic if its pH value is below 5.6 and the level of concentration of hydrogen ions (H) is above 2.5. Furthermore, the authors agree that Sulphur dioxide (SO), ozone (O), and oxides of nitrogen are some of the major components that are involved in the formation of acid rain. With the help of sunlight and vapors, SO and NO interact and react to form sulphuric acid and nitric acid mists, which when condensed become aerosol droplets. Singh and Agrawal (2008, pp. 18) concede that the increased exchange between nutrient cations and hydrogen ion is as a result of the presence of acids in the soil. This exchange is responsible for the liberation of the (magnesium, potassium, and calcium) cations in the soil, which become vuln erable to leaching. The freed cations and the acid-generated sulphates are easily leached out in soil solutions. Nutrient cycling and poor decomposition are also as a result of soil acidification. Various research studies have indicated that the decomposition of litter generated from cellulose-rich plants, such as, birch, spruce, and spine, is adversely slowed by generous acidification. It has also been demonstrated that the structural diversity of Boreal forest ecosystems is highly dependant on the quality of soil and therefore acidification can destroy these forest ecosystems (Singh Agrawal 2008, pp. 18) References Driscoll, C. T., Lambert, F. K. Chen, L. 2007, â€Å"Acidic Deposition: Sources andAdvertising We will write a custom assessment sample on Written Analysis of Acid in the Environment: Lessons Learned and Future Prospects specifically for you for only $16.05 $11/page Learn More Ecological Effects†, in G R Visgilio D M Whitelaw (eds ), Acid in the Environment: Lessons Learned and Future Prospects, Springer, New York, pp. 27–58. Singh, A. Agrawal, M. 2008, â€Å"Acid rain and its ecological consequences†, Journal of  Environmental Biology, vol. 29 no. 1, pp. 15–24. This assessment on Written Analysis of Acid in the Environment: Lessons Learned and Future Prospects was written and submitted by user Raphael Nash to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Educating The Educators Professor Ramos Blog

Educating The Educators â€Å"For too long, our society has shrugged off bullying by labeling it a ‘rite of passage’ and by asking students to simply ‘get over it.’ Those attitudes need to change. Every day, students are bullied into silence and are afraid to speak up. Lets break this silence and end school bullying.† (Linda Sanchez) Bullying has been happening for an extremely long time, is there really a solution that can put an end to it? The answer is yes and we would do so by educating those around us, the community. Merriam-Webster’s dictionary definitions bullying as â€Å"abuse and mistreatment of someone vulnerable by someone stronger, more powerful, etc.† (webster) There are four main types of bullying which include verbal bullying done by: name calling, threatening and disrespectful comments, Physical bullying such as: hitting, kicking, pushing, Relational bullying which involves deliberately making someone feel left out by not letting them be involved in whatever you’re doing, and lastly cyber bullying which is done by spreading false information about someone else via: email, text and/or social media. Bullying has become such a huge problem that the National Institute of child health and human development did a study and found that â€Å"one in five children from grades 6 to 10 reported that they had traditionally bullied their classmates with 10% admitting they do it sometimes and 9% admitting to bullying at least once a week† (Cole et al., 2006). So why are so many kids bullying? Many kids find at this age it is crucial to fit in and believe by doing so is key, also helps ensure that they arent the victims of bullying. Another reason includes a childrens home situation. If things arent going well at home, or they themselves are victims of bullying by someone at home then they are more likely to do it to others, â€Å" it has been found with families that enforce rules which encourage aggressive behaviour† (Riclan, Klicperrova, Koucka, 1993). There are many long term and short term effects on bullying it was found that children who were victims of bullying have a higher risk for â€Å"common somatic problems such as colds, or psychosomatic problems such as or thinking about suicide.† (Wolke and Lereya) If a child is bullied in middle childhood by the age of 18-50 years old they are more likely to have anxiety or depression and attempts of suicide. It can physically affect someone to by â€Å"bodily pain, headaches and slower recovery from illnesses† (Wolke and Lereya) Being a victim of bullying can push someone to the edge so how do we end it and prevent it from happening again? I believe the main solution to this ongoing problem is to educate. Better educating teachers, parents and children on what happens to victims of bullying, the outcomes and giving them the proper tools to handle situations can really be the change we need. Back in 1983 the norwegian ministry of education came up with Olweus Bullying Prevention Program (OBPP) the goal was to end bullying in schools with four principles which were to â€Å"have adults at school to show a positive interest and be involved in students lives, set firm limits, use non hostile negative consequences when rules are broken, function as authorities and positive role models.† (Olweus, 1993a, 2001a; Olweus et al., 2007). Teachers are the main focus and having them encourage good behavior and forming a trust with your students. Giving them a positive role model can start a change with how bullying is happening in school. Doing activities so that students can interact with each other and form bonds can actually lower bullying rates. This also creates a safe space for kids who get bullied outside of the classroom because their classmates can comfort them and give them a sense of community. Educating teachers on how to properly handle situations where a child i s potentially being bullied can play a huge part on ending bullying. Taking it further than inside the classroom and going district wide and having a code of conduct put into place by involving the community, children’s parents, etc. Being on the same page and setting a standard for children by enforcing the values of empathy, respect, and personal responsibility and setting clear consequences. Having school wide assemblies on bullying and bringing more awareness to the harm it can do to people will really open students eyes and make them think of if what they assume to be â€Å"just a joke† can do to another person. Doing this multiple times throughout a school year as well as a guest speaker or someone who can give a personal story involving bullying. Showing students a better way to handle their emotions rather than taking it out on other students by giving helpful, healthy and beneficial ways on resolving conflicts. This tool will help them in the long run not just with dealing with bullies but life skills that can help in work situa tions and so much more. Kids spend an average of eight hours in school so, how do we stop bullyings such as cyber bullying, which usually occurs when kids are at home. In this scenario parents/ guardians are key.   The first step for parents is being aware and knowing the warning signs that you’re kid is either being a bully, being bullied or witnessing it happening. This would be things such as sudden mood changes and behavioral changes. From the age you think it’s appropriate for your child to begin using technology, especially their own device,   Monitoring their online use by knowing exactly the reasons they are using the internet for. Children in adolescence often get carried away with technology, so limiting the use of it will overall help. Teaching your kids from the very beginning appropriate ways to use technology and the inappropriate uses can help them understand and give them guidelines to follow. By being open and communicating will allow a trust to be built and will make your child feel more comfortable coming to you if something is going on. A change needs to start, and we need to start with younger kids because they will continue to set examples for the new generations after them.We need informed and involved parents and teachers and the community to come together and end bullying. â€Å"But for bullying to stop completely, we need the kids who are growing up now to influence the generations to come. We need them to teach their kids and others positive messages so they will be able to affect this generational change.‘’ (Mendoza) Work cited Cole, J.C.M., Cornell, D.G., Sheras, P. (2006). Identification of school bullies by survey methods. Professional School Counselling, 9, 305-313. Mendoza. Toward a world without bullying. uOttawa. https://www.uottawa.ca/tabaret/en/content/toward-world-without-bullying Olweus, A useful evaluation design, and effects of olweus bullying prevention program. Psychology, crime law. Dec. 2005 https://www.researchgate.net/profile/Dan_Olweus/publication/282827799_The_olweus_bullying_prevention_programme_Design_and_implementation_issues_and_a_new_national_initiative_in_Norway/links/56f921e808ae38d710a2f8d2.pdf Sanchez. LBGT youth need our voices to stand up against bullying. April 2014 https://www.huffpost.com/entry/lgbt-youth-need-our-voice_b_5132800 Stop bullying. U.s Department of health and human service. Sep. 2017 https://www.stopbullying.gov/what-you-can-do/index.html Websters collegiate dictionary. 11th ed. 2003. https://www.merriam-webster.com/dictionary/bullying Wolke et al. Long Term effects of bullying. Open access. Feb. 2015. https://adc.bmj.com/content/archdischild/100/9/879.full.pdf

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay Example for Free

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay There are numerous issues facing American veterans returning home from war, both past and present. They are taught how to transform themselves into different people who are better adept at performing under severe war-zone stressors. They are prepared physically and sometimes mentally for what they will be entering into on foreign territory but not often enough for the challenge of re-entering civilian life. Soldiers are falling through the cracks in our system upon returning home, shown through an increase in post-traumatic stress disorder (PTSD) and substance abuse among veterans. Two theories that I will be exploring in this paper are Conflict Theory and Phenomenology Theory. There is more conflict everyday over what our troops should be doing and why. Any doubt of following the path to become a soldier is critiqued as going against the protection of our country, yet once they come out the other end of this journey the supported soldier is gone and in its place is either the glorified hero or sympathized victim. The phenomena of PTSD can create confusion for everyone involved. There is rarely a great understanding of a soldier’s mind and how it interprets their experiences into reactions after war. These experiences have a real effect on their lives and how they care and handle themselves after war. The way society has constructed what a soldier should represent does not include asking for help and makes them appear weak when if they show vulnerability. This issue is important because even today with easier access to treatment, many veterans today won’t or can’t seek out help. To many it is easier to turn to substance abuse to self-medicate and erase confusion from past experiences. In the book Fields of Combat, stories are told of how soldiers are trained to kill and understand that to be a true soldier you must accept you own death. Author Erin Finley describes what it is like for soldiers who came home and developed PTSD, and puts their experiences into a social and cultural perspective. She paints a portrait of PTSD to reveal to readers that there is no comprehensive way to understand or experience it. â€Å"As an anthropologist, I find the web of tangled arguments over PTSD fascinating because these conflicts are in many ways about the nature of war-related suffering itself† (Finley, 2011). She describes how to understand PTSD, we must listen to the experience and concerns of the veterans before we can begin to help them. The Conflict Theory can be applied to many aspects of a veteran’s life, the individual, their families, communities, and organizations around them. These troops return home without knowing how to integrate back into society. The families who should be overjoyed about the safe return of one of their members are displaced without having proper resources to help their loved ones mental health. They are not given the same stress and trauma training the soldiers is given, nor do they know of the experiences causing change in the soldier. There is not often enough knowledge available to the family of what it will be like for the family to have a soldier return home and can be caught off guard by what the soldier will experience upon return. Communities are affected by having one of their members experiencing side effects of war form attempting to re-enter the work force to social events and even the death of such troops of veterans. There is much debate about how war is handled in t he United States. It is generally agreed upon that protection of American citizens is of importance, but from there on out there is little agreement among groups. When thinking about this debate I cannot help but recall driving up to an intersection in my hometown and seeing picketers on either side of the street. Pro-war protesters held signs on one hand that said â€Å"FREEDOM IS NOT FREE† while anti-war protesters fought back with signs that reminded drivers of the ever-growing death toll of soldiers and civilians. Each side questioning the motives behind the other, from wasting America’s resources to question one’s loyalty to America. While these groups have different interests about sending our troops off to war, they should be able to come together when the troops return in order to offer services to help return to a life as normal as possible. From a Marxist view, veterans can be seen as an exploitation of the government by using the troops to their advantage and profit. While the troops are deployed the government basically owns them, but when they return they must often fend for their own mental and physical well-being. Capitalism has created a class division in this case. The bourgeoisie of our government sit back passively and brush off the symptoms of PTSD as a common experience expected after war. The most common symptoms of PTSD for veterans are thoughts of suicide, domestic violence, substance abuse and panic attacks. These symptoms would cause concern from anyone else but they are brushed under the rug for veterans because it is simply assumed that war experiences will have these kid of severe affects on those exposed. To critique the theory that a small elite group is responsible for deploying troops, we must acknowledge that many groups with similar interests come together to enable war to take place. Propaganda is imposed among society from interest groups on either side of the fence on war. Troops do not simply decide to pack up and head overseas to kill people, nor are they currently forced into deployment; it is their choice to enlist. The people in higher government position who can declare war do not just wake up in that position, they are elected there by the people of this country knowing, for the most part, what views they stand behind. This theory is consistent with social works ethics because it represents the working class and wants to bring consciousness to those who hold power and how we can reduce conflict, ignorance, and inequality. In the book, David Grossman tells readers how soldiers killing patterns have changed over time. During previous wars years ago soldiers were more reluctant to kill and fired their weapons more as a warning instead of a kill shot. The Army has since taken steps to increase the percentage of shorts fired to be directed at the actually enemy. Since it was shown to have be easier to get soldiers to kill from a distance instead of up close, machines were provided to allow for distance physically and mentally. The soldiers are basically be dehumanized to be better weapons to the government. He refers to this as Acquired Violence Immune Deficiency, where people have such a fear of what they are experience that their brain reverts to classical and operant condition, which the government has replaced by weakening the part of the soldier that does not want to kill and inserting the actions they prefer. This action represents yet another way that higher ups are using soldiers as their own material resource, in context to the Conflict Theory. The exploitive subordination of soldiers allows the government to profit by actually influencing how the soldiers think. The government understands that changing the social behavior of a soldier will lead to more power over them and their actions. This theory would show clear winners being the government who benefits from soldiers subordination and the soldiers who suffer. In contrast, you cannot presume that every action the ruling government takes over soldiers is for their benefit alone. The actions, while not always moral, are taken to protect the entire country. Treatment is provided for returning soldiers, even if it is not know or easily accessible to all. The emphasis is not solely social control but consensus and conformity. To go to war is a decision made by different group, not only elites, and a general agreement must be reached before actions are taken with soldiers or deployment. Soldiers are not forced into employment; they conform to the position because their attitudes, beliefs and behaviors are similar to those around them in the Army. In the article by David Zucchino, it tells about a soldier who opened fire from his home without warning because he felt he was under attack. This event took place after he received inadequate treatment for PTSD after being diagnosed at â€Å"high risk† for the disease. He was sent to a prison that did not offer him any further treatment for PTSD since they were not affiliated with the military. He is one of the many veterans that has not being given proper treatment after being diagnosed to be at rick for PTSD and ending up in civilian prison where they cannot access further help. He is now left in prison where his symptoms and condition will only worsen. From the Phenomenology standpoint we would look at expectations of his experience to understand and describe this phenomena. Looking at what appears to be instead of reality, his subjective experiences show emotions he is not fully aware of. His actions, like those of other veterans, stem directly from past and present sensory experiences and cannot defined the same way for each person. The appearance of returning veterans is seen as this joyous moment where they step off a plane in to the loving arms of family and are then forgotten about by most of the culture. Families and communities are left to deal with the veteran’s actions without knowing the driving forces behind their appearance of their actions. The government sees what it wants to see and transfers that to the public. We are shown this ideal soldier who is deployed to protect us and comes home a hero, which our consciousness retained as a singular memory of a soldier. That is what society wants to believe about war because our consciousness does not want to identify killing, death, and destruction with our freedom or it would not be as easy to ship off members of our own community to their impending death. Once they return they are given a pat on the back for a job well done and turned over with the intention of re-entering a community as a normal member once again. We define the content of our consciousness as making this place, America, better by using an object, the soldier, to do so. â€Å"Central Prison has done a good job of treating Eisenhauer’s physical wounds† (Zucchino, 2012). We treat what we can see, but leave what we do not understand unattended. In this theory we can only see one side of the situation at a time, and we are stuck on this glorified soldier but cannot combine with him the vulnerability and confusion he returns home with. In critique to this theory, there are things outside of our memory and consciousness that do exist. Just because we cannot fully grasp what is happening to these veterans does not mean that it is not happening. They are sent essentially sent to another world to deal with hardships and are thrown back into reality without being reprogrammed. There are not always theoretical structures that will allow us to understand the phenomena of what the veterans will go through. References Carter, A. C., Capone , C., & Eaton Short, E. (2011). Co-occurring posttraumatic stress disorder and alcohol use disorders in veteran populations. Journal of Dual Diagnosis, 7(4), 285-299. Finley, E. P. (2011). Fields of combat: Understanding PTSD among veterans of Iraq and Afghanistan. Ithaca: Cornell University Press. Grossman, D. (2009). On killing: The psychological cost of learning to kill in war and society. New York: Back Bay Books. Levinson, N. (2012). What really happened to america’s soldier, The Nation. Retrieved November 20, 2012 from http://www.thenation.com/article/168652/what-has-really-happened-americas-soldiers# Litz, B., & Orsillo, S. M. (2010). Iraq war clinician guide . (pp. 21-32). Department of Veteran Affairs. Retrieved December 1, 2012 from http://www.ptsd.va.gov/professional/manuals/manual-pdf/iwcg/iraq_clinician_guide_ch_3.pdf Stecker, T. (2011). 5 Survivors: Personal stories of healing from PTSD and traumatic events. Center City: Hazelden Foundation. Zucchino, D. (2012, June 24). Accused soldier is a prisoner to ptsd; believing he was under attack by insurgents, he started firing from his home. Los Angeles Times. Retrieved on December 1, 2012 from http://search.proquest.com.ezproxy.uvm.edu/docview/1021854523/13AE8FF837D23A623BE/7?accountid=14679 An Investigation Into the Mental Health and Substance Abuse Among Veterans. (2017, Feb 13). We have essays on the following topics that may be of interest to you

Super Heterodyne Receiver Essay Example | Topics and Well Written Essays - 1000 words

Super Heterodyne Receiver - Essay Example All modern television and radio receivers virtually use the principle of super heterodyne. The super heterodyne receiver reduces to the same intermediate frequency value. In order to accomplish this, it requires that the super heterodyne receiver be able to vary incessantly the frequency that is being mixed into the signal in order to keep the same difference (Jerry 1172). This paper will discuss Super Heterodyne Receiver and its various aspects. History The history of Super Heterodyne Receiver can be traced back to 1905 when Reginald Fessenden, a Canadian inventor, described proposed method to produce an audible signal from an Alexanderson transmitter. However, Edwin Armstrong, a United States Major, devised the principle of super heterodyne receiver in 1918 during the First World War in France. Armstrong invented this device as a way to overcome the deficiencies of early vacuum tube triodes that were being used as high-frequency amplifiers particularly in radio (Drentea 38). These amplifiers were used in equipment for radio direction finding and Armstrong realized that if these receivers could be operated at a much higher frequency, they would be better and more effective. At that time, however, there were no practical short wave amplifiers because of the existing limitations of triodes. Before Armstrong’s invention, it had been noticed that if regenerative receivers were allowed to move into oscillation, it would be possible for other nearby receivers to start picking up stations on frequencies that were different from those that were actually being transmitted on by stations. Several years later, Armstrong deduced that this was as a result of a supersonic heterodyne that was between oscillator frequency and the carrier frequency of the station (Jerry 1173). Therefore, Armstrong realized that that super heterodyne was a potential solution to the amplification problem of short wave. For example, he realized that to monitor 1500 kHz frequency could requ ire setting up an oscillator at 1560 kHz, therefore producing a heterodyne difference of 60 kHz; such a frequency could then be amplified more conveniently by the day’s triodes (Tsui 79). Eventually, Armstrong sold his patent for super heterodyne to Westinghouse, who in turn sold to RCA. RCA later monopolized the super heterodyne receivers market until 1930. Super heterodyne receivers gained more prominence in the 1930s with vacuum tube technology improvements. This situation could also be attributed to the rapid increase in the number of broadcasting stations that created demand for higher-performance and cheaper receivers. Introduction of tubes particularly designed for operation of super heterodyne receivers, notably the pentagrid converter, significantly reduced the advantage that preceding receiver designs had. Commercial production of super heterodyne receivers by the mid-1930s largely replaced the production and use of preceding receivers designs specifically tuned rad io frequency receivers. Eventually, the principle of super heterodyne was virtually taken up for all commercial TV and radio designs (Drentea 102). Design and Operation Principle of Super Heterodyne Receiver The operation principle of super heterodyne receiver mainly relies on the use of frequency mixing or heterodyning. The signal from an antenna is adequately filtered to reject the image frequency (Tsui 90).

OVERHEAD COSTS Literature review Example | Topics and Well Written Essays - 1500 words

OVERHEAD COSTS - Literature review Example The cost of direct labor, direct material and manufacturing overhead must allocate to each and every unit produced. This is done to value the inventory and the costs of goods manufactured, and then report them according to the general accounting principles. Manufacturing overhead may include costs like electricity which is used to operate the factory equipment, depreciation of factory equipment, salary of indirect labor and all the cost related to production except direct labor and direct material. Nonmanufacturing overhead includes activities related to the selling and administration departments. These costs are not included in the cost of goods sold as they are taken directly in the income statement as expense. Nonmanufacturing overhead includes cost such as freight charges, property tax, maintenance of equipment and salary for employees of selling and administrative department etc. Although the nonmanufacturing overhead is not included in the cost of goods sold but they are actual ly the part of the combined cost incurred in the manufacturing of a product. LITERATURE REVIEW Don R. Hansen, M.M.M.L.G. (2009) Cost Management: Accounting & Control, Cengage Learning. Don Hansen defines overhead cost as all the production costs other than direct labor and direct material that are incurred during production process. ... The examples for overhead costs are depreciation on equipment and buildings, maintenance of equipment and supplies, taxes etc. Supplies are products that are used in the manufacturing of the product but are not the part of the final product or the services. Dishwasher detergents used in restaurants and oil lubricants used in production are the example of supplies. Direct material that is not the main or significant part of the final product is also included in the overhead costs under the category of indirect cost. An example of indirect material can be the glue used in the manufacturing of toys. The cost for the overtime for direct labor is also assigned to the overhead category. This is because no production has been identified that can be marked as the cause for overtime. Overtime cost is an indirect cost and therefore it is allocated to all the departments (DON R. HANSEN, 2009). Don Dayananda, R.I.S.H.J.H.P.R. (2002) Capital Budgeting: Financial Appraisal of Investment Projects, Cambridge University Press. Don Dayananda, Richard Irons, Steve Harrison, John Herbohn and Patrick Rowland in their book â€Å"Capital Budgeting: Financial Appraisal of Investment Projects† have stated two examples of overhead cost i.e. utilities (electricity, water and gas) and executive salaries. Cost accounting is all about allocating the overhead cost to their appropriate production units. In product evaluation the main issue is the identification of the incremental overhead cost rather than the allocation of overhead. On the basis of the overhead cost and the incremental overhead cost the firm decides to accept or reject proposals of any project. There are often times when there is not even a single project to which the overhead cost can be allocated. In

Heart of Darkness Essay Example for Free

Heart of Darkness Essay Kurtz is the man who Marlow searches for through the Congo. Marlows search develops into an obsession and when the search has ended, he only finds a shadow of a man that was once Kurtz. Kurtz was a man who had achieved great things in his life, inspiring each person he had come across and was expected to accomplish more. He came into the Congo with great plans for civilizing the natives, however he became greedy, which ended up being the subject of his own demise. I had immense plans I was on the threshold of great things. Kurtzs main characteristics were his ability to talk passionately to people and inspire them with his words. He had a charisma that made people feel that he was some kind of a genius. Kurtz was a very talented human being, gifted in many areas. He could not be pinned down to a specific talent. He was seen as a great musician to his cousin that Marlow visits, a brilliant politician and leader of men to the journalist and a genius and humanitarian to his intended. Marlow views him as a universal genius. Kurtz is a round character, who is explored deeply and at times, almost to deep. He is neither the protagonist nor the antagonist, but he is a complex main character within the novel. In places where Kurtz is described, there is imagery of darkness and foreboding evil. Kurtz was an exaggeration of the white people who had come to Africa for money. Kurtzs greed for ivory became extreme and even made him violent and aggressive. He was the idea of the self-made man that was the American dream. It was thought that any man could travel and be wealthy materially and spiritually. He was living that dream for a while, before it swallowed him whole. His ego inflated and he believed himself to be a superior being such as God. He let himself be worshipped among the natives and encircled himself with darkness and evil. Hence, his ideals had changed from his journey through Africa. And he soon became one of the natives. Releasing himself from civilization and restraint. When Marlow finally reached Kurtz, Kurtz had become hollow. Kurtz had reached insanity. He was no longer the great man he had once been. He was hollow at the core. Through conversing with the natives and immersing himself with them, Kurtz lost his restraint, which he had learned through civilization. By taking part in native ceremonial gatherings, he had lost his soul and he had succumbed to darkness. How many powers of darkness claimed him for their own. The reason for his behaviour was his greed for ivory. He gave up his soul only for the sole purpose of money and success. However, his actions are justified as Marlow expresses that leaving a man in a jungle with nothing but himself and the desire to make money, will make him go mad. Without restraint from his own culture, Kurtzs basic instincts were released. Kurtzs appearance had dramatically altered as well. He was extremely thin and had a baldhead; he had also lost the ability to walk. From being a God to the natives, he soon comes to despise them. He sees them as rebels, which is why he has stuck heads on sticks outside his hut. Exterminate the brutes In the end, Kurtz dies just after he has come to realize that he has become the heart of darkness. He is an embodiment of evil and he highlights this by saying, The horror! The horror! Kurtz was an imperialist who was a symbol of colonization, and a symbol of the jungle.

Cyberpunk Through Shadowrun :: Literature Science Fiction Writing Essays Papers

Cyberpunk Through Shadowrun Works Cited Missing Cyberpunk has suffered through many definitions during its growth, from author Bruce Sterling's original assessment in the preface to Mirrorshades to his latest appraisal of the movement in his article, "Cyberpunk in the Nineties." Throughout its evolution, some consistent points have been made that one can mold together to form a definition of cyberpunk: a sense of bleakness, technology's dominant effect on the world, and a tendency to showcase the illegal points within the culture. If these three traits truly define the cyberpunk genre, then the Shadowrun Role Playing System, created by FASA Corporation in 1989, exemplifies these elements of cyberpunk. Shadowrun and cyberpunk fiction are very similar in their view of the future world they present. As Sterling points out in "Cyberpunk in the Nineties," "There is much bleakness in cyberpunk, but it is an honest bleakness. There is ecstasy, but there is also dread"(Browning 6). An interesting point, but not one without merit. For indeed, cyberpunk does tend to forward the sentiment that the world spirals ever downward, to an end that no one can foresee. Tom Maddox's "Snake Eyes" embodies this point, with George's slow and continuous fall toward insanity as the machinery in his head attempts to control him. Shadowrun's chronology is very similar in this respect, from the physical plagues that rip through the world, thereby destroying over a third of the world population, to intense computer viruses that have the ability to kill people who access the data they protect. Many of the governments of the world have disbanded, including the United States -- who joins with Canada -- and Russia . Cities have become known as "sprawls" where only the strong survive, and even then it's a rough outing anytime you step out the door. The bleakness of the world plays into the hands of the shadowrunners, who live in the world of the `sinless,' those who are not registered in the world database. They find the world desolate and anarchistic, but still manage to find profit in it while keeping their skin in one piece. One quote from the Shadowrun sourcebook says, "If you did it and lived, then you probably did it right"(Shadowrun 54). One way that shadowrunners find profit through their activities and survive is through the use of technologically superior tools. Technology, according to Sterling, is also a powerful part of the cyberpunk genre. As he states in Mirrorshades, ". Cyberpunk Through Shadowrun :: Literature Science Fiction Writing Essays Papers Cyberpunk Through Shadowrun Works Cited Missing Cyberpunk has suffered through many definitions during its growth, from author Bruce Sterling's original assessment in the preface to Mirrorshades to his latest appraisal of the movement in his article, "Cyberpunk in the Nineties." Throughout its evolution, some consistent points have been made that one can mold together to form a definition of cyberpunk: a sense of bleakness, technology's dominant effect on the world, and a tendency to showcase the illegal points within the culture. If these three traits truly define the cyberpunk genre, then the Shadowrun Role Playing System, created by FASA Corporation in 1989, exemplifies these elements of cyberpunk. Shadowrun and cyberpunk fiction are very similar in their view of the future world they present. As Sterling points out in "Cyberpunk in the Nineties," "There is much bleakness in cyberpunk, but it is an honest bleakness. There is ecstasy, but there is also dread"(Browning 6). An interesting point, but not one without merit. For indeed, cyberpunk does tend to forward the sentiment that the world spirals ever downward, to an end that no one can foresee. Tom Maddox's "Snake Eyes" embodies this point, with George's slow and continuous fall toward insanity as the machinery in his head attempts to control him. Shadowrun's chronology is very similar in this respect, from the physical plagues that rip through the world, thereby destroying over a third of the world population, to intense computer viruses that have the ability to kill people who access the data they protect. Many of the governments of the world have disbanded, including the United States -- who joins with Canada -- and Russia . Cities have become known as "sprawls" where only the strong survive, and even then it's a rough outing anytime you step out the door. The bleakness of the world plays into the hands of the shadowrunners, who live in the world of the `sinless,' those who are not registered in the world database. They find the world desolate and anarchistic, but still manage to find profit in it while keeping their skin in one piece. One quote from the Shadowrun sourcebook says, "If you did it and lived, then you probably did it right"(Shadowrun 54). One way that shadowrunners find profit through their activities and survive is through the use of technologically superior tools. Technology, according to Sterling, is also a powerful part of the cyberpunk genre. As he states in Mirrorshades, ".

Love and Everyday Life Theory Essay

Second, I focus on my first love experience and use the liquid love theory of Bauman to analyze, additional I will discuss why I have this relationship and how can I enjoy it from the theory of Beck, U. and Beck-Gernsheim, E. Third, I will demonstrate my recent real emotion situation and discuss the new forms of love with the theory of Batchelor, S. Fourth, I will integrally analyze the three external love and indicate the self-realisation what I get from the three love experiences also with the theory of Beck, U. and Beck-Gernsheim, E. Before I show the process of my first love relationship, I analyzed that the reason why I intended to start a relationship is that my everyday life was so repeating boring and I did not accept a belief like religion. In addition to it, which is most important, I had no feeling about connecting with other people from any communities. In senior high school, all of the thing I had to or I simply can do by studying in my everyday life. There are no clubs or activities in my senior high school in order to let students focus on studying so that students can get a high grade in the Gaokao. However, I had no interest in studying the boring and actually useless knowledge to deal with the Gaokao. Unfortunately, I was supervised to achieve the assignment like the exercises of universal gravitation commonplace life by teachers and my parents so that I had no chance and time to get a touch with new ideas and beliefs about life. Moreover, I got not so much touch with my classmates which are the most primary community I had because everyone is busy on their studying. Furthermore, I regarded the love as the hope and idealization due to copious propaganda from the media to a certain extent. According to Beck and Beck-Gernsheim (1995), the transition from pre-modern society to modern society accelerated the commodity and individualization process, change the relationship between people and cut people from their traditional ties, beliefs and social connection and religion which are lead by the enlightenment and the industrial revolution. However, with the vanish of our faith and free from the material which make people accept more education and think more about life, love is regarded as a succedaneum replacing the group, becoming the hope and idealization of people, and lead people to believe and devote themselves to it. Hence, it is proved that the reason why I chose to start a relationship with a girl is not naturally there emerged a girl I liked, but I had no value or beliefs or communities to guide my activities according to this theory. Coming from the opposite aspect, after a period time, I started to reduce the time on study, and found that there were other boys like me who are not interested in studying, so we built a group to do something together even cut a class. After that, I would not like starting a relationship imminently. Therefore, this change also supports the theory refers to why people choose to love from an opposite aspect. Nevertheless, it is stated by Beck and Beck-Gernsheim (1995), that divorce figures are extraordinary people who in love or marriage always complain that why living together is so difficult and why can’t keep a long and meaningful love. As for this phenomenon, the liquid love theory of Bauman may give an appropriate explanation for it. Finally, I believe that for modern young people, the desire they start a love experience is not only the effect of no beliefs and no communities, but also the propaganda effect of love of contemporary mass media. Combining my earliest love experience and the theory of liquid love, it is a typical liquid love. In the summer after the Gaokao, I went to a tourist attraction when I met my first girlfriend. I met her at an outdoor bar. We began by chatting and drinking, which are similar to the whole people to do in the bar. To a certain extent, this behavior for me may be influenced by the media about what happens in the bar and the environment around us. Then we kept touching with each other after that night. I stayed in that place for a month and before the night I left, we are agreed to start a â€Å"relationship†. The â€Å"relationship† here is not a general relationship in the dictionary because we both knew we were not in the same city, same college and she was two years older than me. However, we did not make a commitment that there is a responsibility between us. After that time and until we broke up, we did not see each other anymore. So the most vital thing is all the approaches we kept contact with are the Internet and the mobile phone. We sent messages and chat on video every day. The conversation content is stereotyped about everyday life in college, and it is irrelevant with commitment. This situation lasts two months and ends up on a meet which may lead us to break up. I went to her site and saw her on a holiday and it is confused that we can talk to each other fluently but at that day there were a obstruct separating our conversation. I think that the obstruct is afraid of responsibility. After that meet, we broke up. It is indicated that this kind of love is defined as the liquid love in the liquid modern society (Lee, 2003). To define liquid love, liquid society is supposed to be introduced. Liquid modernity is proposed by Bauman (2003) that all forms of social construction are rootless and all of the traditional notions are destroyed not to be durable owing to the commodity in liquid modernity society. And in this society some purportedly fixed and indestructible ties of family, class, religion, marriage and perhaps even love aren’t as reliable or as desirable as they were. Bauman quotes,† In a consumer culture like ours, which favours products ready for instant use, quick fixes, instantaneous satisfaction, results calling for no protracted effort, foolproof recipes, all-risk insurance and money-back guarantees†. It is summarized that the value and idea people own is influenced by the commercial purpose because except it social hierarchies do not form instantly other society power or beliefs especially in capitalist society which called †liquid life†. So when targeting consumers accepted the value designed by marketing strategies, the value is only effective for a short period, never extended term because the marketing strategies are transitory and always change. Everyday Life today is filled with elements of liquid, most people can’t reject its liquid characteristic. Take the place where I meet the girl, the marketing strategies in bar are encouraging people meet unexpectedly and developing the dubious connection. I was influenced by it and the environment so that I chose to chat with a girl not because I like her so much. Moreover, love is regarded as a consumer goods which are supposed to be yielding like any extra goods people consume. People give themselves the appropriate rights to consume love, something must be given consumers just like expectation from further purchases. That’s a factor why we break up. I expect my goods can be novel, various and disposable, If my love can’t satisfy my need for the factors when we pick up and utilize the goods, I will abandon this goods. In a word, the most fundamental elements like families, love and sex are obeying economic rules, In addition to the commodity of love, the most significant character distinguished from traditional love in liquid love is that people are afraid of assuming the responsibilities but they also enjoy the advantages of a relationships. The embody of steering of the responsibilities is not daring to make a binding commitment and use the †being connected† to replace the relationship. Although it is uncertain whether the communication technologies like the Internet and mobile phone facilitate the less responsibilities relationship and offer a approach for people who do not want to commit themselves to achieve a internet relationships or that emerges is benefited by communication technologies, It is sure that people are willing to accept to be a part of the communication technologies network to avoid the responsibilities. The only tools I used to keep touch with that girl is communication technologies which may offer me more imagination so that we can reduce the quality and quantity in our communication, after all it is not possible that I meet her everyday but just talk about the details in life and not refer to the future and responsibilities of our love. After the break-up, I can jabbered into mobile phones, addictively texted and leaped between kinds of chat room, deleted a date which wrote for my ex-girlfriend without pain. It is summarized that we immediately feel a sense of belonging, like purchasing, I picked her so she is belong to me. From psychology, Bauman (2003) concludes the duality of liquid love, that is, less responsibilities as a balance problem of freedom and security according to Freud. It also confirms the theory of Beck, U. and Beck-Gernsheim, E, I start a love because I want to find a security to make up the lack of communities, however, I chose the liquid love because I want to be free from a relationship. And at the end of this experience, I found he sign of break-up, so I increased the time of video chat and went to her site to see her in order to fix the relationship. Nevertheless, the opposite consequence indicated what Bauman writes. † attempts to tame the wayward and domesticate the riotous, to make the unknowable predictable and enchain the free-roaming – all such things sound the death knell to love†. Ultimately, it is related to a definition problem that is what is love, the courage to participate in the process or the process makes us beautiful. Take my experience as a example, My part motivation of being together with the girl is the girl is beautiful and smart so that after I can promote my image and level in love, I can show I have a experience of love and I know what love it is. Love makes me feel beautiful. This refers to a question that what is real love and that the highest form of love is. My decision is not to be the highest form of love, so I start a liquid love. And the question about the different types of love, I will use my second love experience and the four love theory of C. S. Lewis to analyze. According to Lewis (1960), my second love experience is a type of need-love. After the initial love experience, I was single for one year. I felt lonely sometimes especially when my roommates took their girlfriend outside of meal. So I decided to start my second love experience. When I firstly have a touch with this girl just because I thought she is pretty and I had no idea what characteristic this girl has. Afterward I made huge progress rapidly in just few days from chatting in the dinner time or the mobile phone. From we start a relationship to the break-up. It takes less than two months. At this period, the thing we did together every day can be concluded as three types of thing. First, we took the male together every day. Second, we sent good nights to each other every night from mobile phones. Third, she sent gifts or some daily stuff to me when I am busy. As for the break-up factor, I think there is no need-relationship existing for me. I felt bored about this mechanization love experience and we had no communication in sprit. It is typically need-love, what I need is a girl taking care of my life and pass time when I feel lonely, and what she needs may has two aspects. One aspect is someone is nice to her, the other aspect is to be a good girlfriend. She is a traditional girl and the highest standard of morality is being nice to her boyfriend so that it can satisfy her need of achieving value. Once the need is not there, the need-love vanished. According to Lewis (1960), the need love includes kinds of physically, emotionally, intellectually need like sex, avoid to loneliness. For me, it is hard to distinguish if these need is low or high or even all of them are desire. Except the need-love, Lewis (1960) similarly concludes the other two kinds love, that are, gifted-love and appreciate-love. Gift-love can take the love from parents to children for examples, and appreciate-love refer that people decide to continue to give their love to others even though they know they will never enjoy the result of their love. However, critically evaluate the theory of Lewis, there is a paradox. Take my experience for example, the need of this girl is to achieve her morality standard, but the practical way of achieving it is to give, Hence, how to make a differences between gift-love and need love or there is actually no differences between them? Additionally, the appreciate-love is described as higher than need-love and gift-love. Furthermore, the people who bestow appreciate-love may satisfy the need for achieving the value of the highest forms of love and get a self-atonement. Compared with my experience, what are the differences between these two kinds of need? In the final analysis, the need includes both physical and mental. So there is not pleasant to tell the boundary between different kinds of love. The concluding part of this project is to prove that all of these love is means to achieve self-realization and take all of my experience for examples. It is stated by Swartz (2001) that self-realization is an individualization process which free people from limitation by building the conditioned beliefs, opinions, fears, desires, and habits. Meanwhile, Beck, U. and Beck-Gernsheim, E. proposed that love is not equal with fulfilment or even require it, love is a process you can find your real identity. Before my first love experience, I dreamed of having a girlfriend like my elder sister because I have no sisters. Nevertheless I found a girl who is two years older than me. I labeled her as a smart, beautiful, sex independent elder sister, actually the imagination gave me more gratification than the fact. After that I realized that it is the question of myself. So I tried the succeeding love experience, the girl can represent the cute and virtuous types. After I find her some characteristics, I found she is not suitable for me. I realized that how a label can affect myself, I knew my habits generally, and I really knew accurately the need what can satisfy myself. Now, I am single, however, I always think what I need, reconsider my beliefs and conclude my habits. According to Batchelor (1983), being alone is a new form of love that can lead people find themselves into the world. So I can free me from labels and kinds of limitation to find my identity. However, critically evaluate this self-realization theory, it is absolute. If someone’ identity is to seek the hypocritical label as an approach to satisfy his need, how can he find his real self from love? That indicated that the real self has no standard to define. As a consequence of self-realization during this period, I had an affection for a girl. It is stated by Lewis (1960) that affection is a generalized love, which include the love between people and people, animal or objects, and the most primary feature of affection is familiar, like the child will love a crusty old gardener who is familiar with him rather than a visitor who is making every attempt to win its regard. For me, I know this girl for a long time, I am familiar with her, and I know she almost all advantages and disadvantages. However, I do not label her as which kinds of type any more, I can realize my authentic self from being with her, and I think that I can do a give-love to her. C. S. Lewis quotes,† Love, having become a god, becomes a demon. â€Å"It is can be concluded that this affection can let hate and love existing together, which I am willing to avoid. In conclusion, I show my three loves in this project and conclude them as the archetypal type with the theory of love. First is the liquid love, it has three characteristics: no commitment, commodity and duality. Second is a need-love, however, it is analytically evaluated that there is no strict boundary or differences between gift-love, need-love and appreciate-love.

Attributional pattern amongst men and women Essay

Attribution is the process by which male and females explain causes of events and behaviors. Men and women make different explanatory attributions so that they can understand the world and also seek to reasons for certain events. With the help of explanatory attribution, men and women make judgement based on causes of a certain event or action. They make judgement even if the event turns out that the proposed cause of the event is not related to that event or behavior. People make interpersonal attributions when their actions or their motives are questioned. They are required to explain reasons for their actions. Interpersonal attribution takes place when the cause of event or action takes place between two people. In most cases, one person will want to a positive image, in the interpersonal attribution. An example is given of a sibling who breaks their mothers tea pot. The sibling will most likely blame the other siblings that the blame is shifted from himself or herself (Shaver, 20 09).Various theories have been developed to help understand attributions. Naà ¯ve psychology theory states that people analyse, observe and explain actions or behaviors with explanations. Although people have different explanations to events, their explanations are categorized into two; internal or personal and external or situational attributions (Kowner, 2008). Internal attribution is always made whenever the cause of an event or behavior is assigned to a person’s characteristics as ability, mood, effort, attitudes, personality or dispositions. On the other hand, situational attribution is made when a cause of a particular action or event is assigned to the situation in which the action or event was seen such as other people, task or luck. The two types cause different perceptions of men and women engaging in a particular behavior or event. Correspondent inference theory argues that men and women make inferences about other people when their actions are chosen freely, result in a small number of effects that are desirable and are unexpected. They make inferences by considering the context in which a particular behavior took place. This theory illustrates how men and women figure out personal characteristics of a person from behavioral evidence. They make conclusions based on expectedness of behavior, effect on one’s behavior and on the degree of choice (Kowner, 2008). Covariance model is a theory that argues that people assign behaviors to factors that are present whenever a set behavior occurs. This means that people explanations in a logical, fashion, rational and they attribute the causes of behavior or event to factor that covaries closely with that event or behavior. This theory explores three types of information that make an attribution action of a person’s behavior (Shaver, 2009). The first information is census or the information on how others in the same situation and under the same stimulus behave. The second one is distinctive information or how people react to different stimuli. The third one is consistency information. It refers to the frequency of one behavior as observed under similar stimuli but in varied conditions. Three dimension model proposes that individuals have initial affective responses to several potential consequences of extrinsic and intrinsic motives. These motives in turn influences how one behaves in the future. According to the three dimension model one’s perception leads to a positive outcome and very high expectancy of future victory such as perceptions result to a greater willingness to follow the same activities in the future. The willingness is higher than perceptions that result to negative outcomes and low expectancy of future successes. This cognitive and effective assessment affects future actions when people are confr onted with similar circumstances (Stebbins,2010). I started the research with the understanding that men and women are motivated need to understand casual structures of their environment, to understand why a particular event took place and to the source such an event can be ascribed. I discovered it is important to evaluate several differences between men and women. I reviewed relevant literature to support my research. in a research study by Weiner, he argued that people interpret environment in a way that they maintain positive self image. He further argued that people attribute their success and failures to factors that enable them to feel good about themselves. I also reviewed an article by Westman. Westman(2011) argues that the casual attribution deals with how individuals understand causes of their failures and successes. He argues that attributions can be viewed from three dimensions: stable or unstable, controllable or uncontrollable and internal or external. Individuals who attribute their successes to stable, internal and controllable factors are said to be highly motivated and continue to succeed than people who attribute their failure to unstable, uncontrollable and external factors. His research indicates that men and women attribute their behaviors or actions to different sources.In this research, different methods of collecting information and data were used. Primary sources used were interviews and conversations while secondary sources used includes journals. Research shows that there are differences between men and women attributions in technical classrooms. Attributions that students make in schools explain how their failures and successes are being affected by future expectations, decisions and results. This can be used to explain the causes of underrepresentation of girls in the field of engineering and computer science. The study revealed that there is no big difference between boy’s and, and girl’s on how they assess their accomplishments, in their perceptions and attributions for success or failure. However, girls behaved differently than boys. This was evident from the fact that boys asked more questions related to the field of study while girls asked questions of teachers and made few statements of self assurance. Research revealed that girls earned 30% of bachelor’s degree in computer science and 22% of bachelors degree in Engineering. This shows that girls are underrepresented in technological fields. The explanation for this under representation in sciences, mathematics and technology careers, are interaction of factors. These factors link achievements, efforts and enrollment decisions to girls’ expectations for success. Their expectation of success is influenced by their past successes, self perceptions on abilities and attribution of job value and difficulties (Shaver, 2009). Research reveals that females are socialized in a way that they have low self esteem and motivation in â€Å"male’ fields. This was explored by evaluating reasons that girls give for their failures and successes. It was found that students attribute failures and successes to four makes: effort, task difficulty, experience and luck. The four causes can then be sentenced as being internal or external to a person. Research showed that girls have a higher external locus of control than boys. This makes them less motivated. On the other hand, males view their energy and internal abilities as the reasons for their successes and failures (Medcof, 2008).Research distinguished four types of attributions. Girls have an external bias in their failures hence end up blaming themselves. They also have an external bias to success such that they do not take credit for their success. Males were seen to behave differently. They have an external bias to failure and an internal bias to success. Closer examination of externalities and internalities indicate that there is no complete design for girls and boys in success and failure. Girls are reported to have greater attribution of success to luck and attribute failure to task difficulty while men attribute their success to use of skill and bad luck to failure. These resultss do not rule out the possibility that controllability and stability could be the determining factors rather than externality and internality. Stability refers to what matters. Attributing the success to stable factors of low ability or task difficulty causes one to have a helpless attitude. Research revealed that the motivation is promoted by attributing success to high ability. It was found that males tend to take mastery oriented approach (Shaver, 2009). The interview was carried out to determine the attribution pattern in boys and girls. In an interview, boys and girls attributed uniformly their remembered success in reading or mathematics test to the ability. They all had a hard time answering questions about failure because it was difficult for students to imagine that failure was taking place. Chi-square test was used to compare the occurrences of observed verbal behaviors in boys and girls. The test was categorized into two; questions about peers and teachers. The second category is comments such as assured or unsure, success or failure and independent or dependent. The question asked sought to explore the differences in behavior between boys and girls. A significant number of questions were asked of peers and teachers (Chi-square= 15.85, p=.00, df=10). Both sexes addressed same number of questions to peers. However, girls asked more questions than that expected of teachers. Girls did not seem to have more problem than boys in t ask. Teacher proximity was also examined as a possible reason for girls asking more questions. Teacher questions were classified in terms of proximity of teachers when questions were asked. the three classifications include assisting teachers working in the group, close teachers and far teachers. The chi-test was significant (Medcof, 2008).test Chi-square p-value Degree of freedom. Questions addressed to peers and teachers 15.568 0.000* 1 Questions to teachers about teacher proximity 31.458 0.000** 2 Assured or Unsure Comments 4.834 0.208 1 Success/Failure Comments 2.303 0.105 1 * p < 0.05 ** p < 0.001It was seen that girls tackled more questions of teachers during the teachers during the teacher interaction with the group. Girls were also likely than expected to ask for teachers’ help even if it meant getting up and find a teacher. On the contrary, boys did not go to search for a teacher. It was also observed that girls asked more questions when teachers were close. The assured and unsure comments showed a statistically significant difference between male and female. Research found out that men and women can make mentally, motivating and realistic attributions. There are several factors that affect attribution. These factors include masculinity of the job, age of the participant, contrived versus authentic task, operational definition of failures and successes, operational definition of factors included, the relationship of attribution to expectations and beliefs. Differences between a man and a woman are strong when the job is considered to be performed better by men than women (Medcof, 2008). The field work was carried out to support the discussion of internal and external attributions.The field work was carried out with 20 participants (10 males and 10 females), and it aimed to find differences in attributional patterns between males and females. They were asked to read this paragraph: «One day John noticed that a neighbou, Bill, was planting some flowers in the garden. John had plenty of free time, so he helped Bill plant the flowers. Several weeks later, Bill, the man whom John had helped previously, noticed that John was painting a fence in his yard. Bill had plenty of free time, so he offered to help John paint his fence. »Afterwards, they were asked to say why they believed Bill helped John to see whether they would give reasons that suggest an internal attribution, for example,  «Because he likes to help » or an external attribution, for example «Because he owes him a favour. »The results were the following: Males: 6 gave reasons that suggested external attributions and 4 provided reasons that suggested internal ones. Females: 3 gave reasons that suggested external attributions and 7 provided reasons that suggested internal ones. Differences between men and women in internal attribution to effort and ability determines how one views his or her self worth. It was found that society placed high ability as a reason for this failure and men uses high ability as a reason for their successes. As people grow older, there is a direct relationship between ability and effort. Students can protect their self worth by preventing assessing their ability negatively such as attributing their failures to low effort (Stebbins, 2010). A survey of students in 4th and 6th grade before and immediately after taking a math or spelling exam found that there is sex differences in the way they attribute performance. Performance was different in the two genders because task was classified as either feminine or masculine. It was found out that men made stronger attributions to internal causes of success and external causes for failures in masculinity typed tasks. Similarly, women made stronger attributions for successes and more external attribution for failures in feminine typed tasks (Mcelroy, 2013). A research of the impact of age of participants on attribution showed that there is strong colleration . younger children are reported to attribute their effort to success than older children. As a child grows order, low achievers begin to determine their low ability and attribute it for failures. They start being less optimistic about their potential of efforts to success or to make them be smart. In attribution research, success is frequently operationally referred to as a minimum score. Success may also be defined by one’s self assessment (Mcelroy, 2013). Disturbing findings found out that girls view a certain level of score or accomplishment less favorable than boys with similar accomplishments. This research revealed that its individual’s perception about success that is important other than the objective grade. Attribution is found to have a relationship with beliefs, achievement behaviors and expectations. Meece(1982) established that if there is no linkage between students attribution to their beliefs and expectations, then there is no need of explaining sex differences in terms of persistence, performance and achievement behaviors of choice. Self derogatory attributions in girls result in low expectations for success in the future. Males have high confidence in their abilities which make them have high expectations of succeeding in the future. Females take less pride in their success because they attribute their success to unstable factors. Past failures and successes and attribution to such events leads to emotions of ha ppiness, guilt or shame. Unlike men, women may blame themselves when they are victimized sexually. Stereotypes and beliefs in various cultures blame females for sexual victimization. Supporting attitudes for sexual coercion include: female say, â€Å"no† when they mean â€Å"yes,† females who go to male houses means they are consenting to sex. Some cultures believe it is not bad to force a woman to have sex so long as they had engaged in a sexual relationship before, and that male cannot control their urge when aroused. Women are also blamed for sexual coercion for dressing provocatively. Women are encouraged in these cultures to â€Å"look at themselves† whenever they are victimized. Hence a woman attributes sexual coercion to herself. Self blame has been known to lead to depression symptoms, low self-esteem and trauma. Self blame and guilt refers to feelings that are unpleasant that accompany beliefs that one ought to have thought and acted differently with implications of insufficient justification and wrong doing. Self blame and guilt consist of distress, guilt feelings and internal attributions commonly referred to as a cognitive component. Research revealed further that women in abusive relationships blame themselves and have low self esteem. They make stronger internal attributions in sexual coercions than men. They also experience stronger guilt feelings than men (Stebbins, 2010). Conclusion                      It is clear that the socialization of females plays a important role in attribution. Girls are less likely than boys to take advantage of chances to get involved in â€Å"male† career like engineering and computer science. Girls who are considered successful in these courses and often attribute their success to performance exhibit a behavior that would be regarded as self depreciating. Such behaviors are learnt and internalized before an actual experience and before making attributions that are self depreciating. Teachers should provide positive technology experience for girls and also address cultural messages. They should also be aware of learning styles of girls and accommodate it. Attribution can be used to explain the difference between a man and a woman. From the research, attribution assumes that people are rational, systematic and logical thinkers. This is not true, and it has been criticized because it does not address social, historical and cultural factors that affect and shape attribution. References Bailey, R. C., & Stout, C. (2009). Congruency of Ability Attributions and Interpersonal Evaluation. The Journal of Social Psychology, 121(1), 151-152. Chadee, D. (2011). Theories in social psychology. Malden, MA: Wiley-Blackwell. Chandler, T. A. (2010, November 1). Self-esteem and causal attributions.. Genetic, Social, and General Psychology Monographs, 1, 7.External Attribution | Encyclopedia of Psychology. (n.d.). Psych Central.com. Retrieved March 15, 2014, from http://psychcentral.com/encyclopedia/2009/external-attribution/ FoÃÅ'ˆrsterling, F. (2009). Attribution: an introduction to theories, research, and applications. East Sussex, UK: Psychology Press ;. Graham, S. (2013). Implicit Theories as Conceptualized by an Attribution Researcher. Psychological Inquiry, 6(4), 294-297. Internal Attribution | Encyclopedia of Psychology. (n.d.). Psych Central.com. Retrieved March 15, 2014, from http://psychcentral.com/encyclopedia/2009/internal-attribution/ Jones, E. E. (1972). Attribution: perceiving the causes of behavior. Morristown, N.J.: General Learning Press. Kowner, R. (2008, June 22). The Perception and Attribution of Facial Asymmetry in Normal Adults. The Psychological Record, 1, 12.Kruglanski, A. W. (2012, May 2). Attribution; basic issues and implications.. Science, 2, 5.Mcelroy, J. C. (2013). Inside the Teaching Machine: Integrating Attribution and Reinforcement Theories. Journal of Management, 11(1), 123-133. Medcof, J. (2008). An integration of some attribution theories. Hamilton, Ont.: Faculty of Business, McMaster University. Savolainen, R. (2013). Approaching the motivators for information seeking: The viewpoint of attribution theories. Library & Information Science Research, 35(1), 63-68. Shaver, K. G. (2009). An introduction to attribution processes. Cambridge, Mass.: Winthrop Publishers. Stebbins, P., & Stone, G. L. (2010). Internal-external control and the attribution of responsibility under questionnaire and interview conditions.. Journal of Counseling Psychology, 24(2), 165-168.Voyles, M. W. (2009, September 22). Gender differences in attributions and behavior in a technology classroom.. Journal of Computers in Mathematics and Science Teaching, 2, 6.Weiten, W., & Upshaw, H. S. (2011). Attribution Theory: A Factor-Analytic Evaluation of Internal-External and Endogenous-Exogenous Partitions. Personality and Social Psychology Bulletin, 8(4), 699-705. Westman, A. S., & Canter, F. M. (2011). Relationship Between Internal-External Control Score And Trait-Situational Attribution. Psychological Reports, 40(2), 678-678.Wongà ¢Ã¢â€š ¬Ã‚ Onà ¢Ã¢â€š ¬Ã‚ Wing, B., & Lui, G. (2007). Culture, Implicit Theories, and the Attribution of Morality. Behavioral Research in Accounting, 19(1), 231-246. Stebbins, P., & Stone, G. L. (2011). Internal-external control and the attribution of responsibility under questionnaire and interview conditions.. Journal of Counseling Psychology, 24(2), 165-168. Source document

Free Essays on Contemporary Native American Community

The contemporary community reflects those who are finding new pride in their native heritage, and Native Americans who are newcomers to this area and who represent the pan-Indian community. The Native American community has struggled with oppression, imposed disruption, and insecurity since the arrival of European settlers. Individuals were being shipped away to Oklahoma reservations as late as the 1950s. As recently as 1964, it was illegal for a Native American to own property. In spite of these hardships, vestiges of communities survived and their heritage is re-emerging with renewed pride. There are numerous elders in the state who offer guidance for the community and are the bearers of older traditions, including traditional crafts and oral history. A strong reverence and protection of the elders is common among Native American communities. Numerous individuals in the Native American community are involved in outreach activities, including presentations at schools. These presentations usually include song, dance, and other Native Americans heritage traditions. One strong tradition in the Native American community is narrative or storytelling. Traditional arts and crafts are practiced widely in the Native American community, and numerous skills have direct links with the past through the older generations. A common understanding is that the traditions cannot be bought or sold; therefore, Native American craftspersons in general do not attempt to commercialize their work. Recent interest has brought a revival and widespread adoption of the traditional Navaho powwow. There are currently numerous powwows, which serve to bring the statewide community together with the nationwide community of Native Americans. In general, these events represent a pan-Indian community more so than a regional community. Distinct tribal traditions are maintained and presented at some regional powwows, and the local Native American community presence c... Free Essays on Contemporary Native American Community Free Essays on Contemporary Native American Community The contemporary community reflects those who are finding new pride in their native heritage, and Native Americans who are newcomers to this area and who represent the pan-Indian community. The Native American community has struggled with oppression, imposed disruption, and insecurity since the arrival of European settlers. Individuals were being shipped away to Oklahoma reservations as late as the 1950s. As recently as 1964, it was illegal for a Native American to own property. In spite of these hardships, vestiges of communities survived and their heritage is re-emerging with renewed pride. There are numerous elders in the state who offer guidance for the community and are the bearers of older traditions, including traditional crafts and oral history. A strong reverence and protection of the elders is common among Native American communities. Numerous individuals in the Native American community are involved in outreach activities, including presentations at schools. These presentations usually include song, dance, and other Native Americans heritage traditions. One strong tradition in the Native American community is narrative or storytelling. Traditional arts and crafts are practiced widely in the Native American community, and numerous skills have direct links with the past through the older generations. A common understanding is that the traditions cannot be bought or sold; therefore, Native American craftspersons in general do not attempt to commercialize their work. Recent interest has brought a revival and widespread adoption of the traditional Navaho powwow. There are currently numerous powwows, which serve to bring the statewide community together with the nationwide community of Native Americans. In general, these events represent a pan-Indian community more so than a regional community. Distinct tribal traditions are maintained and presented at some regional powwows, and the local Native American community presence c...

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