Madonna and child Research Paper Example | Topics and Well Written Essays - 250 words

Madonna and child - Research Paper Example hild Jesus – the main characters in â€Å"Madonna and Child.† Except for Jesus, son of God the Father by Christian faith, there are no other gods and goddesses in the image. The scenery of Madonna, which translates to ‘Our Lady’, and her Christ Child provides relation to Catholic worship of Mary as a Virgin Mother or a woman handpicked by the Divine to conceive for a Holy Child, out of purity. Each of the persons in this biblical theme of Duccio’s work – identified as Mary and Jesus, are dressed in what appears to be a black silken garment and a customary tunic in peach and brown, respectively. Mary and Jesus are in a position where Mary, looking out as though to make contact with audience’s point of sight in calm sacred radiance, holds Jesus close to her bosom while Jesus warmly and innocently gazes at her with an iconic holy sign in the fingers of his right hand. The Metropolitan Museum of Art. â€Å"Madonna and Child – Duccio di Buoninsegna.† The Collection Online. 2000 – 2014. Web. 10 Nov 2014.

John Locke Essay Essay Example for Free

John Locke Essay Essay Our Earth has been the home to a multitude of great thinkers. These thinkers were scattered throughout the generations from the Romans all the way to the 20th century; however, the time period with the most philosophers was the Enlightenment Age. During this time there were many thinkers such as Voltaire and Thomas Hobbes. One thinker in particular who contributed a great deal to history was John Locke. His work is still influencing the lives of people across the world 300 years later. He rethought the moral role of government, created a new theory of knowledge, introduced the use of reason, and reminded people of their natural rights. The combination of these four things made him the single most influential philosopher during the Enlightenment Age, and even in history. During the 1600s-1700s, John Locke lived on this earth, observing how society functioned. He saw thinks very differently than the average person. Unlike many others, he used logic and reason in order to see the flaws of government. The government at the time was incredibly corrupt and unfair to the people. Taxes made the lives of 98% of the population miserable and insufferable. Locke could even be considered a humanist for his actions. He felt the people deserved a fair government that served them as appose to the people serving the government. According to Locke, â€Å"political power is the natural power of each man collectively given up into the hands of a designated body†1. In a more general sense, he created the social contract. Most people recognize this theory as the social contract because it is an agreement between government and its people. All people are born with their natural rights. The idea of the social contract is a community surrenders some degree of its natural rights in favor of government, which is better able to protect those rights than any man could alone. Protection is one of the greatest services any government can provide. People will enjoy living under a certain ruler if he or she can keep them safe. The quality of life is generally much higher when there is no constant fear of attack from a neighbor. The idea of the government providing protection had been around before, but Locke included the idea that government exists solely for the well being of the community. He stressed to the people that any government that breaks the contract can and should be replaced. Gradually, people began to process this idea and realized that Locke was right. They were the ones that should have the power, not the government. The people were unhappy with the way they were being treated, but they did not know what to do about it so they continued suffering. Locke gave them an instruction manual by saying, â€Å"the community has a moral obligation to revolt against or otherwise replace any government that forgets that it exists only for the people’s benefit†2. This struck true to many people because they were unhappy. It also gave reason for the government to be reasonable and not do anything outrageous. More power was given to the people and the days of absolute rule would no longer exist. One of Locke’s other contributions that was considered revolutionary was creating a new way theory of knowledge. Locke believed that knowledge was only gained through worldliness. He told people that experiences caused them to learn. One famous this he argued is that, â€Å"at birth the mind is a tabula rasa†3. Tabula rasa translates to â€Å"clean slate†. Essentially, everyone is born without knowledge and over time they become wiser and smarter. This was revolutionary because previously no one had every stopped to think about how knowledge was gained other than schooling. Locke was the first to think that people were born without any knowledge. He emphasized the five senses as well. Humans fill their clean slate with ideas and experience in the world through their five senses. There are many varying definitions of knowledge, but John Locke is the most accurate. Locke defines knowledge as â€Å"the connection and agreement, or disagreement and repugnancy, of the ideas humans form†4. Since our knowledge is derived from our experiences, it means our knowledge is limited. Not everyone can know everything since not one single person can experience everything this earth has to offer in one lifetime. This also means that everyone’s knowledge varies and no two people have the same exact knowledge since everyone’s experiences are different. Locke also notes that there is a great deal of unknown on this world and there always will be. This observation still is true today because there is a great deal of uncertainty in today’s society. He is also still influential because he taught us to question those uncertain areas. As a continuation, he agrees that there are certain things that we are certain of. One example that Locke uses is the certainty of our own existence and the existence of God even tough we may not fully comprehend who or what he was5. Another very complex theory that he had relating to the idea of knowledge was our ideas are related to reality. He said that, â€Å"our ideas correspond to external realities because the mind cannot invent such things without experience†6. The idea of knowledge was vague but Locke defined it in a very detailed and simple way for the average person to comprehend. This idea that our ideas are relates to reality because our mind cannot invent things without experience caused people a greater understanding of how their mind worked and encouraged them to experience more in their lives. John Locke is known for many contributions to society but one of his most influential was his inception of reason. He thought that every person had a purpose in life and that was to find truth. In believing this he encouraged people that God gave us our capacity for reason to aid us in the search for truth. Since Lock believed in a clean mind at birth, he also believed that people were born innocent. Innocence in his mind is eventually inevitably lost trough experience. That innocence disappears and creates knowledge. Locke wanted people to understand and think for themselves rather than follow their leaders blindly. He also considered truthful that, â€Å"each person has a duty to preserve other people as well as himself †¦ recognizing the responsibility to preserve the rights of all humankind naturally leads to tolerance†7. This idea directly leads to his idea of separation of church and state. To him, government had absolutely no right to impose itself people. The fact of the matter was that the government and state were one body. This gave them significant power to do anything they pleased. Locke was one of the very first to question governments over oppression. All men control their bodies and their minds so no other individual should try and control it. Also how â€Å"men naturally exist in a state of nature and so he needs to answer only to the laws of nature†8. The majority of leaders at the time were extremely unhappy with how Locke was influencing the general public. Ironically, now many leaders such as the president of the United States follow many of his beliefs. Locke also influenced the American Constitution when his ideas reached over seas. Early Americans saw the power of his theories such as the social contract and more importantly using reason. People wanted to be granted the same friends and eventually received them. Henry Ford once said, â€Å"thinking is the hardest work there is and that is why so few engage in it†. This quote is why John Locke is the greatest thinker and philosopher of all time. He devoted his life to changing not only the way people thought, but how they viewed life forever. No man has had a greater impact that him. Locke rethought the moral role of government, created a new way theory of knowledge, introduced the use of reason, and reminded people of their natural rights. The combination of these four things is simply what made him such an indelible man. Sources 1. Uzgalis, William, Uzgalis,. John Locke. Stanford University. Stanford University, 02 Sept. 2001. Web. 08 Jan. 2014. 2. Locke, John. The Second Treatise on Civil Government. Amherst, NY: Prometheus, 1986. Print. 3. Aaron, Richard I. John Locke. Oxford: Clarendon, 1971. Print. 4. Berlin, Isaiah. The Age of Enlightenment. Oxford: Oxford UP, 1979. Print. 5. Locke, John, and John Locke. The Second Treatise of Government; And, A Letter concerning Toleration. Mineola, NY: Dover Publications, 2002. Print.

Life of Martin Luther :: essays research papers

The Life of Martin Luther   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther lived in a period that had a wide spread desire for reformation of the Christan Churhc and played the role in the development of Protestantism. Luther was born at Eislebenin Saxony. Since his father was a miner, it was a great distress on him to send Martin to school and then to the University of Erfurt. That is where he earned his master’s degree at the young age of twenty-one(Erikson, 39). Although his father wished him to study law, Martin, after being terribly frightened in a thunderstorm, vowed to become a Friar. He entered the monastery of the Augustinian friars at Erfurt and was ordained a priest(Erikson, 167). He eventually earned a doctorate of theology. He grew disburbed by the growing abouve of indulgences. The cetrificate granted by the people in return for the payment of a fee to the church. It stated that the sould of a dead relative or a friend of the purchaser would have his time in purgatory reduced by many year’s or cancelled together. Also the person had to by an indulgence. This would allow them to receive their earthly penance, since no one knows that God’s ultimate punishment will be. The Catholic Church faith now has a doctrine to back the three principles of indulgences(Neil 18) (Underwood 345). the principles of indulgences first one that God mericful, but he also just. Next, Chrust and hte saints, through their inifnite virtue, established a treasury of merits on which the church, through its special relationship with Christ and the saints, can draw. Third, the Church has the authority to grant sinners the spiritual benefits of those meirts(Underwood, 345). Luther idea spread began writing the Ninty-five Theses or arguments against indulgences. That he began posting them on the Wittenberg where he preached. He wanted the public to know that he was debating against important issue. The Theses stated the simple folk believed that when they have bought the indulgence they have secured their salvation. They also, believed that if the money jingles in the box, souls are delievered from pungatory and all the sins will be foreign through a letter of indulgence(Neil, 21). Luther fears that urging people to seek escape from divine punishment through indulgences would lead them away from true sorrow for their sins and into a dangerous sense of false security(Judith,21). Luther defined Protestantism as a theological issues. At first was to salvation. The Catholic called salvation as attained through faith and good works. He said that salvation by the faith.

Responsibilities and Relationships in Education and Training Essay

The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey & Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart & Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation & Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.

Psychology Essay

Operant conditioning is a form of learning that is environmentally gathered. Learn the skill, practice the skill, then step back and examine the results. Observational learning also called social learning. A person behavior is influenced by what happens to other people when ten bases they behave certain ways. The person who is learning does so by seeing responses are elicited by other behaviors. The person then bases their behavior on the lessons learned by watching what happens to the other people. Social learning is in social context and can occur purely through observation or direct instruction. The different kinds of learning can be utilized in the workplace: Operant conditioning: One of my coworkers is having trouble with understanding the job. So I voluntarily helped them out. That increases my reputation at work. After that I will get positive feedback from coworkers. Observational learning: At the workplace, it is forbidden to do something which you’ve never done before. That’s why, before you start working on something new; ask someone about that job to show you how to do it. So you can learn and be able to do it. Social learning: Advertisements, TV, internet shows because we observe them, then copy them. How is prejudice developed and nurtured through classical and operant conditioning? Give specific examples that demonstrate each kind of learning. Prejudice is a learned, generally negative attitude directed toward specific people solely because of their membership in an identified group. Prejudice is developed and nurtured through classical and operant conditioning from three elements. Affective (emotions about the group), behavioral (negative action toward members of the group) and cognitive (stereotypical beliefs about team members). People learn prejudice the same way they learn all attitudes through classical and operant conditioning. For example, repeated exposure to stereotypical portrayals of minorities and women on TV, in movies and in magazines teach children that such images are correct. Similarly hearing parents, friends and teachers express their prejudices also reinforce prejudice. 3. ) You are scheduled to present the result of your work on creating a new software program for your company. What memory techniques will you use in order to be free of too much dependence on notes and power point slides? Be specific as to how you will relate the technique to the content of the presentation Long –term memory: Encoding because it is elaborative rehearsal, the processing is more than visual. The three R’s registration, retention and retrieval. 4. ) Name and describe the three qualities of emotional intelligence according to Goleman. If you were interviewing applicants for a position in your company and wanted to know whether they had emotional intelligence, how would you go about discovering that? Would you do that in an interview or some other means? Posses self control of emotions such as anger, impulsiveness and anxiety. The ability to understand what others feel such as empathy. The ability to motivate oneself. I feel you can find a person emotional intelligence in an interview because a person can manage their emotions. They don’t get angry in stressful situations. They have the ability to look at a problem calmly and find a solution. I would go about discovering by asking questions or just observing how the questions are answered and giving different scenarios of a situations and pay attention to responses.

Hama Rules - Syrian Massacre of Muslim Brotherhood

Hama Rules - Syrian Massacre of Muslim Brotherhood Hama is Syrias fourth largest city after Aleppo, Damascus, and Homs. It is located in the northwestern part of the country. In the early 1980s, it was a stronghold of the Syrian Muslim Brotherhood, which was working to topple the minority, Alawite regime of then-Syrian President Hafez el Assad. In February 1982, Assad ordered his military to demolish the city. New York Times reporter Thomas Friedman called the tactic Hama Rules. Answer Syrian President Hafez el Assad took power in a military coup on November 16, 1970, when he was the minister of defense. Assad was an Alawite, a splinter Islamic sect that makes up about 6 percent of the Syrian population, which is predominantly Sunni Muslim, with Shiites, Kurds and Christians forming other minorities. Sunnis make up more than 70 percent of the population. As soon as Assad took over, the Syrian branch of the Muslim Brotherhood began to plan for his overthrow. By the late 1970s, a slow-simmer, but persistently violent guerilla war was being waged against Assads regime as bombs went off outside Syrian government buildings or Soviet advisers or members of Assads ruling Baath Party were shot in frequent attacks or taken hostage. Assads regime responded with abductions and assassinations of its own. Assad himself was the target of an assassination attempt on June 26, 1980, when Muslim Brotherhood threw two hand grenades at him and opened fire when Assad was hosting the Mali head of state. Assad survived with a foot injury: hed kicked away one of the grenades.​ Within hours of the assassination attempt, Rifaat Assad, Hafezs brother, who controlled the states Defense Companies, sent 80 members of those forces to Palmyra Prison, where hundreds of Muslim Brotherhood members were being held. According to Amnesty International, the soldiers were divided into groups of 10 and, once inside the prison, were ordered to kill the prisoners in their cells and dormitories. Some 600 to 1,000 prisoners are reported to have been killed. ... After the massacre, the bodies were removed and buried in a large common grave outside the prison. That was just a warm-up for what was to come later, as surprise searches of Muslim Brotherhood households became frequent, as did curbside executions in Hama, as well as torture. The Muslim Brotherhood stepped up its attacks, murdering dozens of innocent people. In February 1982, Friedman wrote in his book, From Beirut to Jerusalem, President Assad decided to end his Hama problem once and for all. With his sad eyes and ironic grin, Assad always looked to me like a man who had long ago been stripped of any illusions about human nature. Since fully taking power in 1970, he has managed to rule Syria longer than any man in the post-World War II era. He has done so by always playing by his own rules. His own rules, I discovered, were Hama Rules. On Tuesday, Feb. 2, at 1 a.m., the assault on Hama, a Muslim Brotherhood stronghold, began. It was a cold, drizzly night. The city turned into a scene of civil war as Muslim Brotherhood gunmen immediately responded to the attack. When close-quarter combat looked to disadvantage the Syrian forces of Rifaat Assad, he turned tanks loose on Hama, and over the next several weeks, large parts of the city were demolished and thousands executed or killed in the battles. When I drove into Hama at the end of May, Friedman wrote, I found three areas of the city that had been totally flattenedeach the size of four football fields and covered with the yellowish tint of crushed concrete. Some 20,000 people were killed at Assads orders. That is Hama Rules.

Free Essays on Poe Vs Hawthorne A Comparison Contrast Essay

Poe and Hawthorne Poe and Hawthorne were two American writers who have defined literature as we know it today. They greatly elevated the standards for short fictional stories (â€Å"Poe Defines the ‘Well Made Tale’†), and were the first to speak to the human heart and to convey truths that withstand the test of time (â€Å"Hawthorne Introduces the Concept of Romance†). Poe placed the emphasis of story writing on a single effect that he wanted to leave with the reader, and developed his stories around that effect or final emotion (â€Å"Poe Defines†). Hawthorne, on the other hand, placed importance on the actual representation of the author’s imagination and conception of the world around himself (â€Å"Hawthorne Introduces†). These innovative thoughts and experimentations in language have forever changed what we appreciate in writing. Poe and Hawthorne were vital in the development of American literature today because of their inventive uses of sym bolism, theme, language, characterization, and setting to embody the main purposes in their short stories, but we see distinctive differences in the way these are used to set the completely different moods required for romance writing and gothic writing. The most predominate feature Poe and Hawthorne consistently develop in their writing is the use of symbolism. In Poe’s â€Å"The Masque of the Red Death†, symbolism in both light and dark forms was represented. From the light patterns of the fires illuminating the rooms and the flames lively dancing across the walls, to the dark clock held within the black room that was ticking away the time the revelers had left to live, Poe strongly contrasts life (light) and death (dark) (â€Å"The Masque of the Red Death†). Hawthorne also uses light and dark imagery in his short story, â€Å"The Minister’s Black Veil†. The main dark symbol comes in the form of the black veil that Mr. Hooper wears to represent some form of sin. The compara... Free Essays on Poe Vs Hawthorne A Comparison Contrast Essay Free Essays on Poe Vs Hawthorne A Comparison Contrast Essay Poe and Hawthorne Poe and Hawthorne were two American writers who have defined literature as we know it today. They greatly elevated the standards for short fictional stories (â€Å"Poe Defines the ‘Well Made Tale’†), and were the first to speak to the human heart and to convey truths that withstand the test of time (â€Å"Hawthorne Introduces the Concept of Romance†). Poe placed the emphasis of story writing on a single effect that he wanted to leave with the reader, and developed his stories around that effect or final emotion (â€Å"Poe Defines†). Hawthorne, on the other hand, placed importance on the actual representation of the author’s imagination and conception of the world around himself (â€Å"Hawthorne Introduces†). These innovative thoughts and experimentations in language have forever changed what we appreciate in writing. Poe and Hawthorne were vital in the development of American literature today because of their inventive uses of sym bolism, theme, language, characterization, and setting to embody the main purposes in their short stories, but we see distinctive differences in the way these are used to set the completely different moods required for romance writing and gothic writing. The most predominate feature Poe and Hawthorne consistently develop in their writing is the use of symbolism. In Poe’s â€Å"The Masque of the Red Death†, symbolism in both light and dark forms was represented. From the light patterns of the fires illuminating the rooms and the flames lively dancing across the walls, to the dark clock held within the black room that was ticking away the time the revelers had left to live, Poe strongly contrasts life (light) and death (dark) (â€Å"The Masque of the Red Death†). Hawthorne also uses light and dark imagery in his short story, â€Å"The Minister’s Black Veil†. The main dark symbol comes in the form of the black veil that Mr. Hooper wears to represent some form of sin. The compara...

Syria Geography, Facts, and History

Syria Geography, Facts, and History Capital and Major Cities Capital: Damascus, population 1.7 million Major Cities: Aleppo, 4.6 million Homs, 1.7 million Hama, 1.5 million Idleb, 1.4 million al-Hasakeh, 1.4 million Dayr al-Zur, 1.1 million Latakia, 1 million Dara, 1 million Government of Syria The Syrian Arab Republic is nominally a republic, but in actuality, it is ruled by an authoritarian regime headed by President Bashar al-Assad and the Arab Socialist Baath Party. In the 2007 elections, Assad received 97.6% of the vote. From 1963 to 2011, Syria was under a State of Emergency that allowed the president extraordinary powers; although the State of Emergency has officially been lifted today, civil liberties remain curtailed. Along with the president, Syria has two vice presidents - one in charge of domestic policy and the other for foreign policy. The 250-seat legislature or Majlis al-Shaab is elected by popular vote for four-year terms. The president serves as the head of the Supreme Judicial Council in Syria. He also appoints the members of the Supreme Constitutional Court, which oversees elections and rules on the constitutionality of laws. There are secular appeals courts and courts of the first instance, as well as Personal Status Courts that use sharia law to rule on marriage and divorce cases. Languages The official language of Syria is Arabic, a Semitic language. Important minority languages include Kurdish, which is from the Indo-Iranian branch of Indo-European; Armenian, which is Indo-European on the Greek branch; Aramaic, another Semitic language; and Circassian, a Caucasian language. In addition to these mother tongues, many Syrians can speak French. France was the League of Nations mandatory power in Syria after World War I. English is also growing in popularity as a language of international discourse in Syria. Population The population of Syria is approximately 22.5 million (2012 estimate). Of those, about 90% are Arab, 9% are Kurds, and the remaining 1% is made up of small numbers of Armenians, Circassians, and Turkmens. In addition, there are about 18,000 Israeli settlers occupying the Golan Heights. Syrias population is growing quickly, with annual growth of 2.4%. The average life expectancy for men is 69.8 years, and for women 72.7 years. Religion in Syria Syria has a complex array of religions represented among its citizens. Approximately 74% of Syrians are Sunni Muslims. Another 12% (including the al-Assad family) are Alawis or Alawites, an off-shoot of the Twelver school within Shiism. Approximately 10% are Christians, mostly of the Antiochian Orthodox Church, but also including Armenian Orthodox, Greek Orthodox, and Assyrian Church of the East members. Approximately three percent of Syrians are Druze; this unique faith combines Shia beliefs of the Ismaili school with Greek philosophy and Gnosticism. Small numbers of Syrians are Jewish or Yazidist. Yazidism is a syncretic belief system mostly among ethnic Kurds that combines Zoroastrianism and Islamic Sufism. Geography Syria is situated on the eastern end of the Mediterranean Sea. It has a total area of 185,180 square kilometers (71,500 square miles), divided into fourteen administrative units. Syria shares land borders with Turkey to the north and west, Iraq to the east, Jordan and Israel to the south, and Lebanon to the southwest. Although much of Syria is desert, 28% of its land is arable, thanks in large part to irrigation water from the Euphrates River. The highest point in Syria is Mount Hermon, at 2,814 meters (9,232 feet). The lowest point is near the Sea of Galilee, at -200 meters from the sea (-656 feet). Climate Syrias climate is quite varied, with a relatively humid coast and a desert interior separated by a semiarid zone in between. While the coast averages only about 27 °C (81 °F) in August, temperatures in the desert regularly surpass 45 °C (113 °F). Similarly, rainfall along the Mediterranean averages 750 to 1,000 mm per year (30 to 40 inches), while the desert sees just 250 millimeters (10 inches). Economy Although it has risen into the middle ranks of nations in terms of the economy over recent decades, Syria faces economic uncertainty due to political unrest and international sanctions. It depends on agriculture and oil exports, both of which are declining. Corruption is also an issue.on agriculture and oil exports, both of which are declining. Corruption is also an issue. Approximately 17% of the Syrian workforce is in the agriculture sector, while 16% are in industry and 67% in services. The unemployment rate is 8.1%, and 11.9% of the population live below the poverty line. Syrias per capita GDP in 2011 was about $5,100 US. As of June 2012, 1 US dollar 63.75 Syrian pounds. History of Syria Syria was one of the early centers of Neolithic human culture 12,000 years ago. Important advances in agriculture, such as the development of domestic grain varieties and the taming of livestock, likely took place in the Levant, which includes Syria. By about 3000 BCE, the Syrian city-state of Ebla was the capital of a major Semitic empire that had trade relations with Sumer, Akkad and even Egypt. The invasions of the Sea Peoples interrupted this civilization during the second millennium BCE, however. Syria came under Persian control during the Achaemenid period (550-336 BCE)  and then fell to the Macedonians under Alexander the Great following Persias defeat in the Battle of Gaugamela (331 BCE). Over the next three centuries, Syria would be ruled by the Seleucids, the Romans, the Byzantines, and the Armenians. Finally, in 64 BCE it became a Roman province  and remained so until 636 CE. Syria rose to prominence after the founding of the Muslim Umayyad Empire in 636 CE, which named Damascus as its capital. When the Abbasid Empire displaced the Umayyads in 750, however, the new rulers moved the capital of the Islamic world to Baghdad. The Byzantine (Eastern Roman) sought to regain control over Syria, repeatedly attacking, capturing and then losing major Syrian cities between 960 and 1020 CE. Byzantine aspirations faded when the Seljuk Turks invaded Byzantium in the late 11th century, also conquering parts of Syria itself. At the same time, however, Christian Crusaders from Europe began establishing the small Crusader States along the Syrian coast. They were opposed by anti-Crusader warriors including, among others, the famous Saladin, who was the sultan of Syria and Egypt. Both the Muslims and the Crusaders in Syria faced an existential threat in the 13th century, in the form of the rapidly expanding Mongol Empire. The Ilkhanate Mongols invaded Syria  and met fierce resistance from opponents including the Egyptian Mamluk army, which defeated the Mongols soundly at the Battle of Ayn Jalut in 1260. The foes fought on until 1322, but in the meanwhile, the leaders of the Mongol army in the Middle East converted to Islam and became assimilated into the culture of the area. The Ilkhanate faded out of existence in the mid 14th century, and the Mamluk Sultanate solidified its grip on the area. In 1516, a new power took control of Syria. The Ottoman Empire, based in Turkey, would rule Syria and the rest of the Levant until 1918. Syria became a relatively little-regarded backwater in the vast Ottoman territories. The Ottoman sultan made the mistake of aligning himself with the Germans and Austro-Hungarians in World War I; when they lost the war, the Ottoman Empire, also known as the Sick Man of Europe, fell apart. Under supervision by the new League of Nations, Britain and France divided the former Ottoman lands in the Middle East between themselves. Syria and Lebanon became French mandates. An anti-colonial revolt in 1925 by a unified Syrian populace frightened the French so much that they resorted to brutal tactics to put down the rebellion. In a preview of French policies a few decades later in Vietnam, the French army drove tanks through the cities of Syria, knocking down houses, summarily executing suspected rebels, and even bombing civilians from the air. During World War II, the Free French government declared Syria independent from Vichy France, while reserving the right to veto any bill passed by the new Syrian legislature. The last French troops left Syria in April of 1946, and the country gained a measure of true independence. Throughout the 1950s and early 1960s, Syrian politics were bloody and chaotic. In 1963, a coup put the Baath Party into power; it remains in control to this day. Hafez al-Assad took over both the party and the country in a 1970 coup  and the presidency passed to his son Bashar al-Assad following Hafez al-Assads death in 2000. The younger Assad was seen as a potential reformer and modernizer, but his regime has proved corrupt and ruthless. Beginning in the spring of 2011, a Syrian Uprising sought to overthrow Assad as part of the Arab Spring movement.

Critique of Professional Article - Education Essay

Critique of Professional Article - Education - Essay Example each students is different from the other. These differences should be studied and then they must be taught accordingly. If this is not taken into account it can create bias in the classroom. So it is imperative to interact with each student in the class to have a positive environment and all students should be given same care and respect then only the environment of a classroom can be respectful and in accordance with the principles. This interaction among teachers and students will not only facilitate the classrooms climate but this will also help in learning by sharing each other’s ideas and perceptions and will also help in development of student. 1.3 Environment of Learning and Excellence It is also important to identify that a classroom environment provides learning to the student and to do so it essential that teachers should communicate with the students the benefits of learning, making them understand what kind of work the educational institutions are expecting from t hem. So that students can become familiar of the learning procedures and will do all work in accordance to the set principles. It is necessary to communicate what teachers expects from the students because it helps them to know that educational institutions have high expectations from them in relation to institutions goals, activities, assessment procedures and related forms off classroom environment for the benefit of students learning. 1.4 Classroom procedures Procedures of classroom play a significant role in managing its environment. If procedures are not managed or followed accordingly then it can create hurdle in having a positive environment in class. Procedures or routine in class also affects learning of students. Therefore, teachers should create such routines in class which helps in organizing the learning of students and should follow these routines strictly and promptly. In order to facilitate efficiency and cooperation among students, they should be made to work in gro ups rather than on individual basis. Learning will be more beneficial if it is done in groups rather than on individual basis. In order to have effective classroom functions in relation to its procedures and routine time management is very important. Teachers should manage the class timings and all the activities accordingly in a way that it should be assistance in students learning. If there would be lack in time management, then things will not happen in accordance with the set procedures and routines and will affect the environment of class. Therefore all things should be managed in classroom according to the time and procedures as scheduled. 1.5 Students Behavior Classroom environment is positive only if students behave nicely in class. If the behavior of students is bad in class it may create disturbance in the daily activities. Teachers should use systematic techniques in order to manage student’s behavior in class. They should set behavior standards in the institutions and should communicate with the students their expectations in relations to student behavior i.e. making them clear about the difference in good and bad behavior. Students should be punished on misbehavior so that they are not inclined with same action again. Strict policies and regulation should be established and managed in classrooms in order to control student’s behavior. These policies should be revised on continuous

Socciological Reasearch Proposal- Violence and gun control Term Paper

Socciological Reasearch Proposal- Violence and gun control - Term Paper Example ops as â€Å"armed forces† and the importance of maintaining our firepower has been identified throughout the human history, which the firearm has helped to shape. The father of the nation have identified the necessity of arming the citizen to protect themselves and made it a part of the constitution for them to possess arms However, comparing to other countries United States have more fatalities due to fire arm violence. It is widely observed that the United States has basically higher rates of gun violence because its gun control measures are not as rigid as those found in Great Britain, Australia and Japan. The rate of gun related homicides in United States is more along with other fatalities involving gun. â€Å"President Bill Clinton initiated a $15 million program directed at lowering the number of guns in and around housing projects. When the people bring guns to local police stations they received fifty dollars on each weapon; these were then destroyed† (Squires 2001) Gun violence is an issue of major concern in America. US have a high gun murder rate as compared to England and other countries where Gun control rules are stricter. Gun control has been a controversial issue for years. A vast majority of citizens believe that, if gun control is strictly enforced it would quickly reduce the threat of crime. According to(La Follette 2001) â€Å" Based upon the production data from manufacturers of fire arms there around 300 million firearms owned by citizens in the United States as of 2010. Among them, about 100 million are handguns†. This shows the rate of guns owned by the citizens and risk of violence prevalent in the country. He suggests that 16,272 murders occurred in the United States in the year of 2008. About 10,886 or 67% were performed with firearms. It is very important to ensure the safety of the public by implementing a gun control system. If the children find gun at home they can use by not knowing the consequences of it. A much planned law and

Explain the process of market segmentation. Why is it thought Essay - 1

Explain the process of market segmentation. Why is it thought necessary for a firm to target specific segments of the market - Essay Example In this era, there is no such thing as a standardized product which is suitable for use by all people. Hence, no firm seeks to target the whole market at large and it is highly difficult to target a large potential market with the same product and the same marketing strategies. No products except maybe staple foods such as fruits, vegetables, bread, butter, and other important dietary supplements are aimed at targeting the whole population of consumers and are standardized products. All other products or services are differentiated and conformed to the needs and wants of various target groups (Greenberg and McDonald, 1989, pp. 95-96). Differentiation refers to adapting the characteristics and marketing of your product/service to fulfill the needs and wants of a particular target market. In order to select the target market for product/ service, a firm must indulge in the process of market segmentation (Greenberg and Mcdonald, 1989, pp. 110-112). Market segmentation is the process of dividing the larger potential market into smaller groups according to similar characteristics. The segmentation can be upon the basis of several variables depending upon the product/service the business is offering and how it plans to target its potential audience. Several advantages of market segmentation enable a business to perform more efficiently and make the business’s selling/ marketing strategies more effective. The first advantage of market segmentation is that segmenting the potential market allows the business to be more focused upon a certain group of customers. This prevents duplication of resources and enables the business to directly target the segment that is more likely to be interested in their product/service offering rather than wasting time and resources upon targeting a massive market that may not be interested in the product/service at all (Yankelovich, 1964, pg. 75-77). Market segmentation allows the business to see the

Active Listening Research Assignment Example | Topics and Well Written Essays - 500 words

Active Listening Research - Assignment Example Establishing trust was considered one of the most difficult aspects of being a mentor because such relationships take time and trust evolves as the relationship develops. Trust, agreed upon by both participants, is best built by role modeling with a strong vision of ethics and integrity. Through role modeling, mentees are more likely to have faith in the mentor’s abilities and adopt the same behaviors. This seemed to be aligned with behavior modeling which was deemed as being effective because it allows for routine questions to be asked, which removes uncertainty as to whether the mentor is actually grasping what is being discussed or illustrated. Both participants utilize active listening in their coach/mentor roles, something deemed quite important also for building trust. Paraphrasing the mentee’s own words were cited as part of active listening in their coaching/mentoring roles, which confirms that the mentor is hearing and comprehending what the mentee has proposed or discussed. Goals are established in this fashion, using active listening, as it provides opportunities the mentor and the mentee to fully understand what direction the relationship intends to progress. Overall, the basic participants’ expectations for what constitutes a quality mentor are staying motivated and committed to providing excellence for the mentee. In the mentee/mentor relationship, there are many frustrations and complications that can arise, which can be a de-motivator for the mentor. Therefore, one participant indicated that inspiring motivation means having regular self-talks where the mentor reminds herself that they can make a significant difference for the mentee in terms of building self-esteem and  and instilling a sense of pride in the mentee that has long-term implications for their quality of lifestyle.

Characterization of the Arabidopsis thaliana PM19 protein by Essay

Characterization of the Arabidopsis thaliana PM19 protein by functional complementation of yeast mutants - Essay Example This implies that PM19 compensated for the absence of trk1p, and thus it also acts as a high-affinity K+ transporter. In plants, since ABA, a hormone released in response to water desiccation, increases PM19 expression, the overproduction of the membrane protein allow the cells to imbibe the important K+ ion despite the low concentration in the environment. The DNA sequence of an organism remains constant throughout its life despite the multitude of processes it undergoes by preventing DNA mutations that might alter genetic information, and by ensuring the structural integrity of chromosomes and their orderly transmission to progeny cells. It is necessary to prevent alterations of DNA sequence that may change information encoded in genes because it may cause dysfunction of proteins that are important in the different physiologic activities of the organism. Proteins are the most significant class of molecules in biochemistry, although of course lipids and carbohydrates are also crucial for all living species whether eukaryotic or prokaryotic such as human, animal, plant and bacteria. Proteins organize and make the basics of life. They control of all actions in each known organisms, for example, the expression of the genetic code, transport of molecules, oxygen and minerals to in or out of the cells, therefore, proteins are responsible for controlling the machinery of cellular which is the phenotype of an organism (Lau, 2005). Moreover, the eukaryotic cell is surrounded by the membrane, which has the control for all substances that can enter in or out of the cell. Although the fundamental structure of membrane is made up by the lipid bilayer, the most particular functions of the plasma membrane are carried out by proteins and provides each sort of membrane a specific feature and characteristic, so under these circumstances the only part of cell that can

Finance Assignment Example | Topics and Well Written Essays - 1750 words

Finance - Assignment Example 2. A firm that uses RADR to evaluate investment projects would be most likely to apply the highest risk-adjusted discount rate to which of the following projects? a) The overhaul and repair of a large piece of machinery that it has been using for five years. b) An investment in a new piece of machinery to produce new products to be sold in China. c) An investment in a fleet of trucks to be used for delivery of its products. d) An investment in a new machine that will be used to improve the production process for one of its more successful products it has been producing for about 7 years. 3. A corporate bond with ten years to maturity pays $45 interest semi-annually. If the current market rate of interest on bonds in the same risk class is 9 percent; this bond will be selling for: a) Much less than $1000 b) Much more than $1000 c) Approximately $1000 d) There is not enough information here to be able to determine the answer to this question. 4. You have just calculated the NPV on an i nvestment. It is a negative ($3.33). The IRR on this investment is: a) Equal to the cost of capital b) Higher than the cost of capital c) Lower than the cost of capital d) There is not enough information here to be able to figure out the answer to this question. 5. A firm has daily remittances (collections) of two million dollars and can earn 9 percent on investments of surplus cash. The maximum this firm should pay for a cash management system that will reduce collection time by three days is: a) $5,400,000 b) $1,800,000 c) $540,000 d) $180,000 e) $3,000,000 6. Which of the following courses of action in regard to financing working capital would be taken by a firm, wishing to take moderate risk and earn a moderate profit? a) Long-term financing and a relatively low level of liquid current assets. b) Long-term financing and a relatively high level of liquid current assets. c) Short-term financing and a relatively low level of liquid current assets. d) None of the above represents a position of moderate risk and moderate profits. 7. A firm does not maintain a single, exact, debt/equity ratio at all times because: a) It will want to sell debt when interest rates are low and sell common stock when stock prices are high. b) It will want to take advantage of timing its fund rising in order to minimize the cost of capital over time. c) The â€Å"market† allows some leeway in the debt/equity ratio before it begins to penalize the firm with higher required rates of return. d) All of the above help explain why a firm does not maintain a single, exact debt/equity ratio at all times. 8. The relationship between the price of a bond and market interest rates: a) Is a positively correlated linear relationship b) Is an inverse relationship c) Cannot be determined d) Cannot be determined without more information than is presented here. 9. The closer the correlation coefficient between two investment projects is to (-1), the greater is the a) Risk of the â€Å"portfoli o† when the two projects are combined b) Risk reduction on the â€Å"portfolio† when the two projects are combined c) Return on the â€Å"portfolio† when the two projects are combined. d) Variation on the â€Å"portfolio† returns as compared to the returns on the individual projects. 10. When comparing three investment projects, if the expected cash flows from one project have a higher standard deviation than the cash flows of the other two, which of the follow

Characterization of the Arabidopsis thaliana PM19 protein by Essay

Characterization of the Arabidopsis thaliana PM19 protein by functional complementation of yeast mutants - Essay Example This implies that PM19 compensated for the absence of trk1p, and thus it also acts as a high-affinity K+ transporter. In plants, since ABA, a hormone released in response to water desiccation, increases PM19 expression, the overproduction of the membrane protein allow the cells to imbibe the important K+ ion despite the low concentration in the environment. The DNA sequence of an organism remains constant throughout its life despite the multitude of processes it undergoes by preventing DNA mutations that might alter genetic information, and by ensuring the structural integrity of chromosomes and their orderly transmission to progeny cells. It is necessary to prevent alterations of DNA sequence that may change information encoded in genes because it may cause dysfunction of proteins that are important in the different physiologic activities of the organism. Proteins are the most significant class of molecules in biochemistry, although of course lipids and carbohydrates are also crucial for all living species whether eukaryotic or prokaryotic such as human, animal, plant and bacteria. Proteins organize and make the basics of life. They control of all actions in each known organisms, for example, the expression of the genetic code, transport of molecules, oxygen and minerals to in or out of the cells, therefore, proteins are responsible for controlling the machinery of cellular which is the phenotype of an organism (Lau, 2005). Moreover, the eukaryotic cell is surrounded by the membrane, which has the control for all substances that can enter in or out of the cell. Although the fundamental structure of membrane is made up by the lipid bilayer, the most particular functions of the plasma membrane are carried out by proteins and provides each sort of membrane a specific feature and characteristic, so under these circumstances the only part of cell that can

Verizon Comunication Inc Research Proposal Example | Topics and Well Written Essays - 500 words

Verizon Comunication Inc - Research Proposal Example Whereas according to the RSI (Relative strength Index) the company share was over bought on 1st April 2008 and hence to maintain it normal level the share price came down. Fundamental: The Verizon Communication price share fell down by 23 cent to drop down at a level of US$35.73. The reason behind this downward movement is the investor concern over earnings of the telecommunication companies as well as the skyrocketing oil prices. Technical: The share fall due to correction in the market and it dropped to its support level of 10-day moving average. Also as we can see from the graph at (www.finance.yahoo.com) the 10 day moving average just cut down the 50 days moving average on 17 April, 2008 and forced the share price to come down accordingly. Fundamental: The Verizon Communication share price jumped 26 cent to the level of US$38.21. The reason behind this jump is the solid earning from the company for the first quarter, this solid earning control the investor worries towards slowing down economy. Technical: If we look at the graph we would be able to find out that the 10 days moving average crossed the 50 ay moving average in upward direction which is a sign of bullish pattern for the share. Also the higher volume on 28th April, 2008 pushed the share price up on 29th. Fundamental: The Verizon Communication share price dropped down by 1 cent. The reason behind this drop is the poor show by telecom companies, the quarterly earning of some low cost wireless carrier seen as a disappointment from the investor and resulted into 1 cent down for the

Law Case Digest Essay Example for Free

Law Case Digest Essay In 1977, four loans from Allied Banking Corporation which is enclosed by four promissory notes amounting P100, 000 each was acquired by Elias Q. Tan, then President of Lapu-lapu Foundation, Inc. The bank was inhibited to file with the Regional Trial Court of Cebu City, Branch 15, a protest in looking for payment by Tan and the foundation, jointly and solely, of the sum of P493, 566. 61 representing their attorney’s fees and costs, loan obligation, penalty charges, exclusive of interests. For the reason that as of January 23, 1979, Tan and the foundation were not able to pay the whole obligation with a total of P493, 566.61 and regardless of the demands made on them by the Bank. The foundation denied of acquiring the indebtedness from the Bank as their answer to the complaint. They said that the loans were obtained by Tan in his personal capacity, for his own use and benefit and on the strength of the personal information he provided the Bank. The Foundation upheld that it never gave Tan authorization to co-sign in his place as its President any promissory note and that the Bank is fully aware that the loans contracted were made in Tan’s personal capacity and for his own personal use and benefit and that the Foundation never benefitted, directly or indirectly in any way or manner, thereof. The Foundation then interjected a cross-claim against Tan declaring that he, going beyond his authority, should be solely liable for the said loans, and a counterclaim against the Bank for damages and attorney’s fees. For Tan’s part, he admitted that he committed the loans from the Bank in his personal capacity. The parties, however, agreed that the loans were to be paid from the proceeds of Tan’s shares of common stocks in the Lapu-Lapu Industries Corporation which is a real estate firm. The loans were covered by promissory notes which were automatically rekindled every year at an amount which includes the unpaid interest, until the time that Tan would be able to pay the same amount from the proceeds of his abovementioned shares. According to Tan, the employee of the Bank required him to attach two signatures on every promissory note, giving him guarantee that the loan documents would be filled out in accordance with their agreement. Yet, after he signed and delivered the loan documents to the Bank, these were filled out not in accord with their agreement, wherein the Foundation was included as party. Further, previous to its filling of the complaint, the Bank made no claim on him. After the trial, the court handed over judgment. First, obliged Tan and the Foundation to pay jointly and solely to the Bank the principal obligation for the four promissory notes in the amount of P 493, 566.61 which includes all their charges included in the same, with 14% interest per annum, computed from January 24, 1979 until the same are fully paid, with an additional 2% service charges and 1% monthly penalty charges. Second, the court obliged Tan and the Foundation to pay jointly and solely, attorney’s fees in the equivalent amount of 25% of the total amount due from them on the promissory notes, including all charges and lastly, both Tan and the Foundation are obliged to pay jointly and solely proceedings expenses of P 1,000.00 plus costs of the suit. The CA supported with modification the judgment of the court by deleting the award of attorney’s fees in the favor of the Bank so that there will be no bias. The petition for review on certiorari was filed by Tan an d the Foundation. ISSUE: 1. Whether Tan and the foundation should be held jointly and solely liable. 2. Whether the foundation gave Tan an apparent authority to deal with the Bank. RULING: 1. As it is in the doctrine of corporate entity, the court did not make a mistake in holding Tan and the Foundation jointly and solely liable. Given these circumstances Tan representing himself as the President of Lapu-Lapu Foundation Inc., Tan opening a savings account and a current account in the name of the corporation, signing the application form as well as the necessary sample signature cards twice for himself and the Foundation, and Tan submitting a notarized Secretary’s Certificate from the corporation, attesting that he has been authorized to sign for and in behalf of the Lapu-Lapu Foundation any and all checks, drafts or other orders with respect to the Bank; to perform business with the Bank, negotiate loans, agreement, obligations, promissory notes and other commercial documents; and to initially acquire a loan of P100, 000.00 from any bank – Tan and the Foundation cannot hide under the corporate veil. Because of the transactions Tan entered on the behalf o f the Foundation, the Foundation is deemed liable. 2. According to the Secretary’s Certificate, Tan, the President, was given supposed and clear authority by the Foundation to, among other things, deal with the Bank. For that reason, the Foundation is prohibited from questioning the authority of Tan to attain the subject loans from the respondent Bank. Since it is a known doctrine that if a corporation knowingly allows one of its officers, or any other agents, to act within the scope of a noticeable authority, and holds him out to the public as someone who holds the power to do those acts, the corporation is prohibited from denying the agent’s authority.

Energy Systems Assignment Task

Energy Systems Assignment Task For example: goalie position is in the aerobic glycolysis (breakdown of glucose) system. They are treading water in one position until someone takes a shot. When someone takes a shot, the goalie has to react fast and powerful to get maximum power. Utility players are going as fast as possible for the entire game. Center forward plays at a med-high speed, generally in the anaerobic system throughout the entire game. 3. ATP-PC System ATP is a complex chemical compound stored in the mitochondria. The compound consists of a large molecule called adenosine (A) and three smaller molecules called phosphates (P). Each of the phosphates is held together by high energy bonds. Phosphate P P P ADENOSINE High Energy Bonds Energy When the last phosphate has detached, energy stored in bonds between the phosphates becomes available and this is transferred to the cells. In the Muscle cells, the energy from ATP allows the fibres to contract and make movement possible. The heat and energy are released as the bond between the two end phosphates breaks Adenosine Diphosphate High Energy Bonds P P ADENOSINE This is now referred to as ADP (adenosine diphosphate) because it doesnt have all three phosphates attached. You can gain the phosphate back by resting. When youre resting, creatine phosphate steps in and resynthesise, that is, reattaching the phosphate and restoring the ATP which has been party destroyed. Creatine and Phosphate are also held together by high energy bonds. High energy bonds C = P Creatine Phosphate The bond between creatine and phosphate breaks down, releasing energy. C P Energy The energy released drives the free phosphate (Pi) back to join ATP. P ADENOSINE P Pi ENERGY ATP is brought back to its normal form and the cycle is continued until CP/PC supplies are exhausted. Phosphate High Energy Bonds P P P ADENOSINE The ATP-PC/CP system is a predominant energy system when there is a swim off at the start of the game, when there is a fight for the ball, when there is high intensity sprinting for the ball against your opponent and when goalie is reaching for the ball to save. This system has no by products and last for around 10 seconds. 4. Lactic Acid System When you have gone through your ATP-PC system completely (CP is exhausted), you move into the next best system, anaerobic glycolysis/lactic acid. This system last for around 2min 90sec but it depends on the intensity of the workout. Lactic acid/anaerobic glycolysis system produces energy for high intensity activities to medium intensity activities. When youre working out in the anaerobic glycolysis system, the lactic acid builds up in your muscles because oxygen is not available. This causes a burning sensation, shortness in breath and fatigue. The lactic acid uses glycogen to produce energy. An example of lactic acid in water polo is when youre in defence, youre chasing the attacker for a time longer than 10 seconds, and hence youre in the anaerobic glycolysis system. This systems by product is lactic acid and the main fuel is carbohydrates. An advantage from this system is that it is fast and good for burning carbohydrates. A disadvantage from this system is that is only last for 10 seconds. This system is generally used in team sports. 5. Aerobic Glycolysis Workouts that last for a period of 3 minutes to 2 hours are in the aerobic system. This system is oxygen required and is used generally for slow egg beater/treading water or defence (water polo). There are 3 main fuels; the best is carbohydrates, then fats, then protein. The by products are sweat/H ²o and Co ². This system last from 3 minutes to 2 hours. This is an efficient system particularly for its long time frame and consistent speed. A disadvantage from this system is that it is at medium-low intensity. This system creates the highest amount of energy of the three, although it works at the lowest intensity. At the start of a workout, oxygen cannot reach the muscles until the next couple of minutes so you have to rely on the anaerobic systems for that short amount of time. The aerobic system is broken down into three sections: Glycolysis Krebs cycle/citric acid cycle Electron Transport Chain (ETC) Glycolysis Glycolysis is the breakdown of carbohydrates in the form of glycogen of glucose into pyruvic acid. The Krebs Cycle The Krebs cycle is the second phase in the process of aerobic metabolism. Pyruvic acid that was produced in the stage of glycolysis enters the mitochondria and is instantly converted to acetyl coenzyme which combines with oxaloacetic acid that forms citric acid. Other chemical reactions occur to make enough energy to resynthesise 2 ATP molecules. Other chemical reactions occur to resynthesise 2 ATP molecules. The by-products of this include CO2 (carbon dioxide), H (Hydrogen) this process is called a cycle because the the starting product is oxaloacetic acid is also the finishing product. Electron Transport Chain (ETC) The hydrogen from the krebs cycle is transported into the inner membranes of the mitochondria where it is split into a electron and a proton. The electrons are then put through a series of redox reactions. This releases quite a lot of energy and can resynthesise ATP. 6. Centre forward Centre forward is one of the hardest positions to be in. It takes up a lot of energy to play in. Centre forward sits in the opponents goals and wrestles for the ball until they get the ball and then sprints down to their goal to get in a good position to shoot. The predominant system theyre in is Lactic acid/anaerobic glycolysis. They do not get a long time to recover from this so sometimes they slip into aerobic glycolysis/oxygen system. When theyre sprinting, theyre at their full potential, so theyre using what is left of their energy, therefore they are in their ATP system. ATP Lactic Acid Oxygen 10% 60% 30% 7. Lactic Acid Build Up The percentage of lactic acid is reasonably high (60%) during a centre forwards game. This may bring them down so theyre in the oxygen system for the other percentage of time. The build-up of lactic acid is bringing down their potential to play at their best. To be able to play more, they need to have a recovery. Theyre in recovery time when theyre waiting to tackle for the ball. This is the only time they basically get to recover. Oxygen is the key to getting rid of lactic acid. You need a minute to get enough into you to recover.

Freedom of Expression on the Internet: Comparison between Canada and the United States :: Free Speech in Cyberspace

I. Introduction â€Å"Congress shall make no law †¦ abridging the freedom of speech, or of the press †¦Ã¢â‚¬  as stated by the First Amendment of the United States Constitution[1]. Most subsequent democracies have adopted this view as well, believing that it is a fundamental part of what makes a democratic system effective. For example, Canada has given their citizens the right to freedom of speech; but like the United States, they have placed certain limitations which restrict its usage. The limitations were put in place because the right to free speech had been abused, especially when considering its use in cyberspace. Freedom of speech in cyberspace is inherently a global issue because the Internet is so pervasive, so Canada and the United States are being extremely cautious by using preventative techniques. After looking at the ethical issues involved, I believe that speech in cyberspace should not be completely â€Å"free† and should be regulated by increasing the security me asures placed on Internet websites. II. Background In order to thoroughly grasp the significance of free speech in cyberspace, it is important to review the basics of free speech in general. Free speech is â€Å"the right to express any opinion in public without censorship or restraint by the government,† but also the right to listen/read/watch another person’s right to free speech.[2] Although this definition states that the government cannot use censorship, the government has afforded itself some loopholes. The Fourteenth Amendment extends the right of free speech to state and local governments as well as government-run institutions (public schools, colleges, and universities). Private schools are not restricted, yet most choose to adopt the policies of free speech anyways or are mandated to do so by the state governments.[3] The key words to notice here are â€Å"public† and â€Å"private†, as they can easily demonstrate the right to free speech. If the free speech takes place in a public forum, such as in books or at the park, then it cannot be censored. However, if it takes place in a private forum, such as within a private building or organization, then the free speech can be censored. The Canadian government provided a constitutional guarantee of freedom of expression in 1981 under the Charter of Rights and Freedoms. However, the Canadian courts have used Section 1 of the Charter (provides that all rights are subject to such reasonable limits as can be justified in a free and democratic society) to â€Å"justify various forms of censorship.

Local and State Education Agencies Essay

Dear Colleagues, The purpose of this document is to provide a stand-alone guide for local and state education agencies faced with the task of designing a new or upgrading an existing automated student information system. While based on a chapter from the Student Data Handbook for Elementary, Secondary, and Early Childhood Education, this guide contains additional information from a variety of resources, most of which are cited in the text. Included in the contents are guidelines, checklists, and real-life examples. This document was commissioned by the National Education Statistics Agenda Committee (NESAC) of the National Forum on Education Statistics (a part of the National Cooperative Education Statistics System) and funded by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Through contract with the Council of Chief State School Officers (CCSSO) and NCES funding, this document was developed by Barbara S. Clements of Evaluation Software Publishing, Inc. It is an adaptation of the chapter, Building a Student Record System, contained in the Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. Beth Young of NCES and Oona Cheung of CCSSO provided overall guidance to and management of this activity. Comments on the text were gratefully received from state and local education agency staff including Raymond Yeagley, Rochester (NH) School District, Lee Tack, Iowa Department of Education, Bethann Canada, Virginia Department of Education, and Carol Hokenson,  Minnesota Department of Children, Families, and Learning. Design assistance was provided by The Creative Shop. The original Student Data Handbook was developed in 1994 by NCES. It was the result of the collaborative effort and work of NCES staff and contractors, the NESAC Student Data Task Force, local, state and federal education representatives and researchers from around the country. We hope this document will provide you with useful and interesting information to aid in designing your automated student record system. The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comment or suggestions about this or any other NCES product or report, we would like to hear from you. Introduction The national focus on student outcomes has placed an additional burden on our nation’s schools, school districts, and state education agencies, for they must monitor the achievement of individual students, as well as groups of students, and show that all students are meeting high standards for learning. An education organization’s ability to meet this challenge is affected by the organization’s access to complete, accurate, and timely information about its students. This booklet has been developed to help education organizations plan and implement efficient systems for maintaining and using individual student records so that effective decisions can be made for the benefit of the students. Many schools, school districts, and state education agencies already collect and use data effectively. However, the proliferation of new reporting requirements and dramatic changes in technology have had a profound effect on the need for student data and the education community’s ability to manage student records. Purchase of more powerful computer hardware and software and the reconfiguration of information systems have become essential components in efforts to meet the needs of all students. There is probably no single best information system solution that can meet the needs of all 90,000+ public schools, 16,000+ school districts, 27,000  private schools, and 57 education agencies in states and outlying areas. However, there are certain steps that could help all education organizations to determine the best solution for their particular situations. This booklet can lead education organization decision-makers through the process of making the best and most cost-effective decisions about information management systems devoted to individual student records. Building an Automated Student Record System describes steps that are useful for education organizations to follow when planning for, designing, and implementing an automated student record system. This booklet should be particularly useful if your school or district is moving from paper records to automated student records or if you are revising or replacing an existing system. In addition, you may find information that is useful if your state education agency is building a new student record system or expanding the collection of individual student records. Contents of this Booklet Included are twelve steps to consider when developing and  implementing an automated student record system. Many of these steps are relevant to the implementation of any administrative record system, but our focus here is on the special considerations relating to student records, including confidentiality and access. After a general discussion about student records and student record systems, each step is described. Examples, case studies, and checklists are included to help you work your way through the steps and make crucial decisions. Related resource documents will be described for some of the steps. It should be noted that this book is derived from a chapter that appears in the National Center for Education Statistics’ (NCES) Student Data Handbook for Elementary, Secondary, and Early Childhood Education: 2000 Edition. In addition, information from other documents developed or sponsored by NCES and the advisory group, the National Forum on Education Statistics, are referenced and parts included in this booklet. Each of these documents is described in the Resource List at the end of the booklet, along with ways to obtain copies of the printed documents or the online versions. Student record is, by definition, any written information about a student. Student records can be described in terms of their contents (e.g., courses taken, grade point averages), use (e.g., identifying students eligible for the free lunch program), and storage medium (e.g., a manila file folder). The maintenance of extensive, accurate, historical, and current data about individual students is essential to the functioning of schools and school districts, and can promote effective educational practices at all levels of the education system. The contents of the student record are determined by the uses of the records. Typical contents may include family information, courses taken and grades, special program participation information, immunization records, assessment scores, extracurricular activities, and other information that is used by the education system to promote student success and provide appropriate services. Some of this information should be standard across classrooms, schools, districts, and states, while other information can be unique to the particular classroom, school, or district. Student records are used for many important educational purposes, including instruction and guidance decisions; monitoring compliance with attendance and health laws; and administrative purposes, such as determining tuition status, scheduling students into classes, planning school bus routes, monitoring program completion, and completing reports for local, state, and federal authorities. The student record usually contains the information necessary for each of these purposes at the school or district level.  Instructional management systems are frequently linked to student record systems to provide more analytical capability for teachers and administrators. These systems allow for student learning plans, individualized education plans (IEPs), portfolios, and other student products to be stored and retrieved for instructional decision-making and achievement monitoring. A student record may be kept on file in a classroom, school office, school district office, intermediate agency, state education agency, or other approved location. The record may contain information collected from the student (or family); from teachers and other school staff; and from other sources outside the school, such as health care providers or testing companies. The record for a student may be stored in a central location (such as a school computer) for the convenience of anyone with authorized access and a need to obtain information; or there may be a separate paper or computer record maintained by each person who has contact with a student. Some parts of the record may even be stored outside the school, as happens when student health records are stored and maintained by the local public health service, or when state test scores are stored and maintained at the state education agency. No matter where the student records are stored, procedures must be in place to ensure that access is granted only to authorized individuals and that only authorized individuals have the capacity to maintain (update) the records. Student records traditionally have been kept only at the school or district level. In recent years, however, many state education agencies have begun to collect individual student records. State-level records typically consist of data about student characteristics, program participation and assessment results––a subset of the data usually maintained at the school and district levels. The purposes of state-level databases are to promote continuous improvement in schools, plan for program changes to help students achieve high standards, distribute funds, and hold schools and districts accountable for student achievement. Most of the information included in state-level databases comes directly from schools and districts, and the information may be transmitted electronically among levels of the state’s school system. In summary, a complete student record may be a single file, or it can be made up of several separate records, each with specific content or uses and each stored and maintained in a different way.

Group Influence: Surface Navy Association Essay

For this paper I decided to sit with a group that I know, but I choose to stay away from because I did not want to be part of that â€Å"mold† According to Myers, an group is â€Å"two or more people who interact with and influence each other† (Myers, 2010). However, the scopes of a group spread further. Behaviors within the group affect the other and, events within the group affect all members, and behaviors affect the success of the group. I picked the Surface Navy Association because the group dynamics within the organization displayed unity, and I also saw people conforming to what they felt was the norm. This type of group shows a heavy degree of social influence. Which occurs when an we interact with other people or group. The impacts of this interaction may be positive or negative on the individual. Hawaii branch of the SNA is located in Honolulu, Hawaii. This organization is comprised of the local military members enlisted and officer. The organization is comprised of approximately 1500 members; made up of retired and active military US Navy and other braches of the military that hold and interest in the Surface Military. SNA was incorporated in 1985 â€Å" to promote greater coordination and communication among those in the military, business and academic communities who share a common interest in Naval Surface Warfare and to support the activities of Surface Naval Forces† (Surface Navy Association, 2014). Meetings for the association are held on the first Wednesday of the month at the Hale Koa hotel. They hold their meetings in a conference room, but the setting is very laid back and open. Seating for members is not fixed; he or she is free to sit in any available seat. SNA is very diverse in the ages of members, which range from 21 to 70 years of age. Members are primarily male; a small percentage is female, and ethnicity of  this group range from Caucasian, Asian, Hawaiian, African American and many others. However, there is a hierarchy within this association. There are officers, which consist of an president, vice president, secretary, treasurer. The highest attending officer usually the president or vice president facilitates the meeting. The meeting starts off with a conversation of anything that is happening that will affect the military then moves to a pre-set agenda. The agenda consists of the minutes of the last meeting being read, the president’s report, the treasurer report, and the awards report. The other members are allowed to comment and communicate about the information being stated during these reports however they are not allowed to mention any new information. Once these reports have been read and discussed, the other members of the group have an opportunity to discuss issues or concerns they have with any topic or how they choose a winner for a certain award. Primary topics discussed in the meeting were the previous month’s SITREPS (military or SNA news), upcoming events, and membership issues. The members of the group exchanged information based on previous situations as related to current situations, and they give advice and criticisms for the previous month’s activities or lack there of activities. Members were open to information exchange and did not take any criticism in a negative manner. Communication was open so that all members could communicate with one another. All members had the opportunity to exchange comments or concerns about any of the topics covered. Psychologist Irving Janis coined the term groupthink, the term relates to the group’s desire for conformity and its decision making process. Groups that use groupthink are more concerned with the conformity of the group that the members may make incorrect decisions in order to preserve the harmony. Janis had three requirements he believed that groupthink would need in order to be developed. These requirements were that the group was cohesive, the group was isolated from dissenting views, and the group had a leader who signaled the decision they favored (Myers, 2010). Surface Navy Association did meet of these requirements, and I almost felt bad that it took a school assignment in order to see what this group was really about. While the group did seem to be mainly a united group, there were times of disagreement but they were settled quickly. This dissension was met in a positive way to help  the members learn and grow. The group did make decisions that benefited not only the group as a whole but benefited the members as individuals and the community. Based on the definition of groupthink, SNA was vulnerable to it, but at the same time the group was concerned with making informed decisions than to keep harmony within the group. Conformity is when changing or adopting behaviors or attitudes are consistent with the social norms of a group (Wood, Wood, & Boyd, 2011). Surface Navy Association has social norms, or standards of behavior expected of its members. These norms include behavior while representing this organization and also any military unit they are with as well as behavior in general while out in town because members of this association for the most part are well known within the military. These standards include basic behaviors such as refraining from criminal activity and moral behaviors. While most members adhere to these standards in his or her everyday life in general, all members are expected to conform to the standards. There are punishments for the members who do not conform to these standards. These punishments include rejection of membership and even them reporting any behavior to their commands. The affect of a group may have a significant influence on an individual. However, studies have revealed that social interaction can intensify individual emotions (Barsade & Gibson, 2012). These social interactions can affect both the person and the group outcomes. Social facilitation is an important quality of the group experience. Social facilitation is the positive or negative effect on an individual’s performance attributed to the presence of others (Wood, Wood, & Boyd, 2011). SNA group gives it members a sense of filament and gives them a chance to give back to people still in the military and to also share what they have been though to people that are thinking about joining the military and also to help give insight to what military personnel go though. The members within this group understand the importance of the tasks they must perform in order to show what good military personnel can do. Due to this understanding, the members work together as a team rather than as individuals. The member of this group are unified and appears to be as close as family, and members are together in  this group show their desire to help others in the military community. In the end groups are part of everyone’s life no matter how much you try to avoid them someway you once or are part of a group. Groups help to assist us in various different tasks and situations throughout our lives. Groups have their own standards, rules, and organization, and can have a negative or positive impact on your life. The Surface Navy Association strives to have a positive impact on all people both members and citizens. This organization helps to save lives by providing an outlet for retire and active duty military people to have people to talk to that understand and also achievements they are recognized for. The members have learned to work together to achieve the goals of the group, and they have conformed to the standards set forth in order to maintain membership and have become a unified group because of the efforts of the members. References Barsade, S. G., & Gibson, D. E. (2012). Group affect: Its influence on individual and group outcomes. Current Directions in Psychological Science, 21(2), 119-123. Myers, D. (2010). Social Psychology (10th ed.). New York, NY: McGraw Hill. Surface Navy Association (2014). SNA Website. Retrieved from: http://www.navysna.org/default.htm Wood, S. E., Wood, E. G., & Boyd, D. (2011). The world of psychology (7th ed.). Boston, MA: Pearson/Allyn & Bacon.