Saturday, October 12, 2019
Differences in One?s Own and One?s Partner?s Perceptions of Social Skills as a Function of Attachment Style :: essays research papers
Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style Researchers / Experimenters: Laura K. Guerrero and Susanne M. Jones Goal or Purpose of the Study: To extend research and theory on the relations between attachment style and social skill To gain a clearer picture of how the intersection of                     models of self and others associates with different social                     skills by testing for attachment-style differences across                     Bartholomew’s four-category conceptualization of                     attachment Guide Questions: Are there differences in attachment style that relate to how people recognize their own social skills, specifically in emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity? Do people recognize their partners’ social skills (emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity) differently as a function of their partners’ self-reported attachment styles? Theories or Models: ATTACHMENT THEORY      Attachment theory provides a useful framework for studying differences in social skills. This theory states that people develop different attachment styles as a result of interactions with significant others, beginning with their interactions with a primary giver which was said to be the parents of a certain child (Bowlby, 1969).      Attachment styles are modes of social interaction that reflect how people view themselves and others (Bartholomew, 1990). Bartholomew’s (1990, 1993) conceptualization of attachment style entails crossing two theoretically-derived dimensions: a mental mode of self (based on whether a person has an internalized sense of self-worth) and a mental model of others (based on whether a person sees involvement with others to be rewarding). When these dimensions are crossed, four unique attachment styles emerge: secure (positive models of both self and others), dismissive (positive model of self, negative of others), fearful (negative models of both self and others), and preoccupied (negative model of self, positive model of others).      Secure individuals are confident that others will like and accept them. They are also comfortable with closeness and experience relatively few interpersonal problems. Dismissive individuals are confident and self-sufficient, but to the point that they often reject interaction with others, and see relationships as both unrewarding and unnecessary. These individuals usually place a premium on activities related to work or self-fulfillment rather than on close relationships with others. In contrast, fearful individuals would like to have close relationships with others, but they worry that they will be rejected or hurt. These individuals generally have low self-esteem and experience considerable social anxiety when interacting with others. Differences in One?s Own and One?s Partner?s Perceptions of Social Skills as a Function of Attachment Style :: essays research papers Differences in One’s Own and One’s Partner’s Perceptions of Social Skills as a Function of Attachment Style Researchers / Experimenters: Laura K. Guerrero and Susanne M. Jones Goal or Purpose of the Study: To extend research and theory on the relations between attachment style and social skill To gain a clearer picture of how the intersection of                     models of self and others associates with different social                     skills by testing for attachment-style differences across                     Bartholomew’s four-category conceptualization of                     attachment Guide Questions: Are there differences in attachment style that relate to how people recognize their own social skills, specifically in emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity? Do people recognize their partners’ social skills (emotional expressivity, emotional control, emotional sensitivity, social expressivity, social control, and social sensitivity) differently as a function of their partners’ self-reported attachment styles? Theories or Models: ATTACHMENT THEORY      Attachment theory provides a useful framework for studying differences in social skills. This theory states that people develop different attachment styles as a result of interactions with significant others, beginning with their interactions with a primary giver which was said to be the parents of a certain child (Bowlby, 1969).      Attachment styles are modes of social interaction that reflect how people view themselves and others (Bartholomew, 1990). Bartholomew’s (1990, 1993) conceptualization of attachment style entails crossing two theoretically-derived dimensions: a mental mode of self (based on whether a person has an internalized sense of self-worth) and a mental model of others (based on whether a person sees involvement with others to be rewarding). When these dimensions are crossed, four unique attachment styles emerge: secure (positive models of both self and others), dismissive (positive model of self, negative of others), fearful (negative models of both self and others), and preoccupied (negative model of self, positive model of others).      Secure individuals are confident that others will like and accept them. They are also comfortable with closeness and experience relatively few interpersonal problems. Dismissive individuals are confident and self-sufficient, but to the point that they often reject interaction with others, and see relationships as both unrewarding and unnecessary. These individuals usually place a premium on activities related to work or self-fulfillment rather than on close relationships with others. In contrast, fearful individuals would like to have close relationships with others, but they worry that they will be rejected or hurt. These individuals generally have low self-esteem and experience considerable social anxiety when interacting with others.
Friday, October 11, 2019
Adult Learning Techniques and Methods Application for successful
Many organizations in today’s competitive business world focus on training to enhance capacity development to their staff in order to compete effectively. The reason that underlies this competition is the emergence of knowledge based economy that put organizations to task and compete on the basis of knowledge.Therefore, many companies focus on building and equipping their staff with necessary skills and knowledge. It is therefore, a daunting task to design, develop and plan for the workforce training intervention; since are different from children in regard to learning.As a result of complexity in instructional approach for adult learning, many training intervention for the Human Resource Development programs fail to give the desired results or changes intended by training intervention.The area of approach to design of training intervention is an outstanding concern because it determines the outcome of those training programs. In this regard, this paper shall look at best trai ning or learning design to be embraced while developing a training intervention for developing workforce. This is because adult learners process information differently than one another and justify special approach.IntroductionOrganizational learning usually aims at capacity development of the organization, individual and occupational. Campbell (2007), defines organizational capacity as the organizational potential to perform that is enabled by its ability to define and realize its goals and objectives in a more sustainable and relevant manner.Therefore, organization capacity development shall refer to the processes by which an organization effectively formulate and achieve organizational goals. In order to achieve the desired Organizational capacity through learning, training should focus to realize the needs and goals of the organization.Capacities emphasized in organizational learning are: adaptive capacity that enables organization to learn and change in response to operational environment dynamism; and operational that aims at equipping the organization workforce up-dated skills and knowledge to carryout daily activities of the organization (Baud, Gerick 1999, 131).Powers (2002), states that in order for the organizational learning to bear fruit and be meaningful, process of learning should be emphasized to ensure quality instruction to the adults in learning session.A quote by Campbell, (2007), says â€Å"many organizational facilitators have failed to give quality instruction to learners during organization’s workshops, seminars and trainings because their content and methodological approach do not match the needs of the learners†Therefore, in order to have a meaningful and useful training.A variety of learning techniques and methods are necessary when training and developing adult learners because adult learners process information differently than one another. In this line of thought, the paper shall look at these techniques that should be employed to carter for adult differences in processing the information.Learning objectivesLearning objectives are important because they guide the instructor on the designing, planning and developing training that is relevant to the needs of the trainees in relation to agenda of meeting the organizational goal. Taylor (2003); notes that good learning objectives should be derived from need assessment conducted.Importantly, learning objectives should be; realistic, measurable, time conscious, and take into account the needs of the learner. Using two sets of objectives: general objective depicts changes or competencies expected after training; while the specific objective describes what the trainees should be able to do after undergoing the training, the instructor should formulate content, method and aids to be used (Kraiger, Salas, 1997, p. 272).Organizational learningIn order to have a successful and relevant Organizational training should involve identification of the target gr oup; learning mode choice; and selection and sequencing of the contents.Identification of the training target group: training intervention will be rendered fruitless if the trainees do not put into practice the training when they go back to their functions resulting from wrong choice of the participants (Baud, Geric, 1999, p. 95).Therefore correct participant’s choice is necessary. For example, in some cases the entire department may be selected for training where there are changes in the processes regarding to that department. While in other cases, key person is involved for training for specific task or skills like C.E.O. or managerTraining mode choice: it’s important to consider sheer volume and learning task complexity that can be used to direct the choice for distance or onsite classroom. While mass vs. distributed training, since research indicates that training instruction under distributed practice is retained more and longer.Selection and sequencing of the con tent: the content should be strictly based on the learning objectives in consideration with job and task analysis. The difficult task should be allocated appropriate and sufficient time. Additionally, learning topic should not come in ad-hoc manner since it may hamper learning.Rest duration is important and dependant on the memory warm-up and psychological fatigue. In relation to rest duration, Armmons (1947), research work indicated that performance efficient may rise between 18%-43% with rest duration of 5-20 minutes after an intensive learning by trainers (Baud, Gerick 1999, p. 294).Training Activities, techniques and methodsThis is central to learning by using of instruction strategy and approach. According to Kraiger and Salas (1997), instructional strategies are set of tools, contents and methodologies which are combined to create an instructional approach.In this connection four best principles should be used to create an efficient instructional strategy: relevancy of concept s to be learned, demonstration of the altitudes, knowledge and skills to be learnt by learners; and feedback provision to instructors after practice and during practicing the skills attained.The instructional strategy selection is dependant on the instructor, but should choose a variety of strategies to accommodate content delivery, objectives, materials or aids used, and aim to maintain interest of learning. Adults learns best by doing and working in a non-threatening, participators, respectful and informal environment.Principles of adult learning useful for instruction designIn regard to performance improvement through learning, there are six key principles to enhance successful adult learning. These principles integrate the perspectives, models and theories provided by great scholars like Kolb, Knowles, Mezirow and Freire on their take on effective learning.Participation: In learning, trainees learn more and remember the content of the subject matter when they are actively en gaged in learning process. While skills best develop by doing and engaging in practical exercise, group work, simulation, games and discussion.Furthermore participation can be enhanced by facilitating a collaborative environment, role sharing and use of friendly dialogue to encourage sharing of experiences and knowledge. Thus by enhancing positive altitudes and learning atmosphere it corresponds to participation boosting to trainers.Understanding: Greater understanding can be enhanced when training starts at the level of the trainee as provided by training needs assessment.Practices and learning activities that can increase understanding to trainers are appropriate use of vocabulary according to trainers level, use of trainers language, avoidance of unnecessary technical jargon (Celinski, 1983), reformulation of ideas in trainers own words, use of real life examples provided by the trainer and use of learners experience as examples. The checking mechanism for the learners understand ing is through use of short questions.Feedback: Feedbacks are important part of construct process for learning. Through feedback the trainees get a sense of their progression towards learning objectives and if not, they strategize how to get there. Feedback should be provided shortly after instruction to enable learners relate to processes they have used.Additionally, learners should be given good reacceptance on their feedback to encourage them to try again. For instance, instructor should use encouraging term like good trail or good attempt even if the trainee has given a wrong feedback.Interest: In training intervention, learner’s interest comes as a result of learner’s intrinsic motivation. Whereby, the trainee should be made to feel the need to learn and own the goal of training is likely to increase urge to participate and be more engaged.To achieve trainees interest in training intervention, learning objectives must be relevant to their needs, Kolb (1979) emphas ize that adult learners interest is embedded in their personal histories, vision of who they are and what the want to do. Therefore, to capture the interest of trainees, learning methods should integrate work and studies, theory and practice will provide a more productive learning undertaking by the workforce.In addition to this, adult will only remember or have interest to learn what they consider useful to them and has pleasure to learn it. Therefore, learning should be cantered on the content relevancy in accordance to what adult’s value with more pragmatic examples like marriage, divorce, parenting, taking a new job, losing a job (Powers, 2002, p. 241).Emphasis: Emphasis is attained by focusing the attention of learners on the most important points that will be useful to make a trainee remember easily. This emphasis should be used to crucial points. Through instructors, repetition, reformulation, examples, summarizing or asking question gives emphasis to main ideas desire d to be attained by use of didactic aids and exercises.This by giving more attention and time to certain concepts, it allows learners to practice and retain skills and knowledge. (Baldwin, Ford 1998: 217), state that when a trainee is not able to recall content after a training session, the content is likely to have extend the long term memory, as a result it will not be retained.Results: Organizational training intervention aimed at capacity development should make learners feel successful after the training session and enable the employee to plan how to effect and use the skills and knowledge attained in organizational working environment.As a result this learner’s confidences in his or her ability to cope with work task to a great extend supports performance improving to an individual and organization collectively.The instructor can scaffold the trainees by keeping them informed on their progress, congratulating for good work and more accelerated by issuance of a participa tory certificate to the trainees, the certificate will put employee in task of reflecting the theoretical value of certificate to practical world (Baud, Geric, 1999, p.103).Teaching methods and techniquesThe instructional methods designated to have a positive impact to an adult learner, should aim at fulfilling the special characteristics of the adult learner.These characteristics are geared towards achievement of LEARN (Leadership, Experience, Appeal, Respect and Novel Styles) that makes them realize their need to gain something; to be something; to do something; and to save something in an event of learning (Goldstein, 2003, p. 219). The following general techniques are proposed.Icebreaker: good and integrated introduction to achieve a friendly and a relaxed atmosphere in a learning session. Done through adjourning the learning for five minutes and for each member to introduce himself to the person on his right by giving name, where he comes from, hobbies, and interests. Researche rs have found out that icebreaker breaks down the formality of meetings that tends to force shy members into deeper silence.Group Discussion: it is evident that people enjoy learning, themselves more when are engaged in discussion groups and can remember well the information discussed in the group.The advantage to the instructor is that he or she has a quicker way to obtain the views of all members. The learners shall have the opportunity to participate in the discussion. Furthermore, learners consider that they are contributing to the goal of progress and that their contribution is being recognized.Brainstorming: This is a technique used by the instructor to literally storm a problem to achieve the maximum number of ideas in the shortest possible. The purpose of brainstorming is to stimulate the creative ability of the trainees and improves creative powers.Case Study: employing case studies that describes a situation that contains a number of problems and it requires a solution. Th is gives the trainees a basis and opportunity for studying a situation, analyzing its important aspects, and reaching various conclusions.Team presentations: the importance of team presentation is to create a sense of team building and provides an ideal learning and review experience. As a result, the learners shall be able to understand the issue and convey it in a creative and entertainingLearning games: this is an activity that is meant to complement the learning experience. Inclusion of a game into a training module allows the trainer to drive home a point in another fashion, thereby increasing the probability of retention and application. Ideally, content retention of new material or a new skill will be more likely if the trainee hears it more than once or practices new behavior several times (Goldstein, 2003, p. 229).ConclusionTo sum up the paper, the paper has discussed and examined the best practices that can facilitate effective adult learning in the context of organization al learning.However, after learning the transfer process may be negative or positive but should be reinforced through follow up- to training activities to scaffold and help the trainees to use the acquired knowledge in work environment. In order to determine effectiveness of the learning evaluation is vital tool of design to be employed.Main areas that should be evaluated are identification of training needs, learning process, learning outcomes, behavioral change, impact on the organizational performance and organizational outcomes.ReferenceGoldstein, I. L. (2003) Training in Organization; needs, assessment, development and evaluation: pacific groove, BrooksBaud, D. & Gerick, J (1999), Understanding Learning at Work: London: Routledge.Celinski, D. (1983), ‘Trainers Manual: Formulating Training Policy Statements’, Training and Development, June.Campbell, J. P. (2007), ‘Personnel Training and Development’: Annual Review of Psychology, vol. 12, p.565.Kraiger, K., Salas, E. (1997), Improving Training Effectiveness in Work Organization: Mahwah, Erlbaum.Powers, R. (2002). Instructor excellence: San Francisco, CA: Jossey-Bass.
Thursday, October 10, 2019
Global finance
It is common knowledge that the interconnectedness of global financial system carries immense systematic risk that can hinder economic and financial welfare of a global citizen, regardless of its demographic location. Since banks ‘†¦ Provide the oil that lubricates the wheels of commerce†¦ ‘, it is imperative that they have sufficient resources to withstand economic downturns (All 2009, p. 3). This may be the underlying reason why the Basel Committee on Banking Supervision regulates commercial banks of the world and treat them on consolidated basis (Vine and Phillips 2012).Additionally, the committee has proposed new capital adequacy tankard, namely Basel Ill, to compensate for the shortcomings of Basel II. The following are the two interrelated factors that may have led the committee to consider a move from Basel II to Basel Ill. It can be argued that the global financial crisis (SGF) shook the foundation that the global economy was built upon. PAR (2012, p. 3) indicated that the primary reason behind the cause of SGF was disproportionate amount of leverage and ‘†¦ Gradual erosion of level and quality of capital base†¦ ‘ that the banking sectors had accumulated.During the onset of SGF, the holdings of the banks were insufficient to over their losses leaving some of them insolvent. Despite the popular belief, PAR (2012) explicitly claims that ‘Australia was not immune from these impacts'. It is in fact true that Australian banks didn't take on the similar banking activities on a big scale that the US banks undertook, the point still remains that the global economy is interconnected and the lack of consistency, resilience and transparency in international banking system can cause more cataclysmic crisis' (Deed 2011).This may be why the PAR, in compliance with Basel Committee on Banking Supervision has insider a move to Basel Ill with an attempt to minimize or eliminate the impact financial crisis' having on banks . Despite its full introduction in 2008, Basel II has been guiding investment decisions amongst international banks since its publication in 2004 (All 2009). All (2009) claims that regulatory framework of Basel II was the core cause of SGF and thus, Basel II was the catalyst that allowed the banks to take on excessive leverage.According to All (2009, p. 7), the quantitative Impact research (CIA) conducted by the Basel Committee shows that big financial organizations were bled to increase their capital for profitable use as they experienced capital reduction by using the ‘Advanced internal rating-based approach' and their smaller competitors experienced an increase in capital requirements by using standardized approach to calculating capital adequacy.The Committee on Global Financial System (2012) have supported All's claim as they are currently working towards improvement of measures used to provide a fair and equitable approach to capital adequacy measurements. Therefore, ind icating that the impacts of SGF on the global economy s the only factor that led to move from Basel II to Basel Ill does not paint the whole picture as the shortcomings of Basel II has led the unsustainable economic behavior of international commercial banks that gives light to the question – why the SGF happened to begin with. . 2. Basel Ill (650 words) Follow this margin and Justify paragraph 2. 3. Implications of Basel Ill (rewords) Please send me the links/PDF file of all sources used for reference list. Make sure to cite tables used Examples of cross referencing The prudent banking system in Australia was previously noted (Section 2. 1 . 1).
Criticisms of Plato’s Theory of the Forms Essay
Plato’s theory of forms, also called his theory of ideas, states that there is another world, separate from the material world that we live in called the â€Å"eternal world of forms†. This world, to Plato, is more real than the one we live in. His theory is shown in his Allegory of the Cave (from The Republic, Book VII), where the prisoners only live in what they think is a real world, but really it is a shadow of reality. According to Plato, to the prisoners in the allegory and to humanity in the material world â€Å"truth would be literally nothing but shadows†and he believes us to be as ignorant as the people in the cave. Plato followed the belief that in order for something to be real it has to be permanent, and as everything in the world we live in is constantly changing, he assumed there must be something else. In his eternal world of forms, there is an ideal form of every object there is in this world. Plato answers the question â€Å"what is beauty?â⠂¬ by discovering the essence of true beauty. The reason one recognises something has being beautiful is because we have an innate knowledge of something that is beauty, i.e. we know of the form of true beauty in the eternal world of forms, and everything we see compares to that. Something is only beautiful if it shares characteristics with the form of beauty in the other world. The most important form is the form of the good, portrayed by the sun in the allegory of the cave. Aristotle was Plato’s main critic and was once a pupil of Plato. Aristotle and many other philosophers who came after Plato criticised Plato’s view that these ideal forms had an independent existence. Many people believe that there must be something to which we compare all objects and something that makes something what it is and not something else. But that doesn’t mean that it exists separate from our bodies. Plato does not prove, or even try and prove that these perfect forms are self-evident. It is Plato’s disability to prove this that causes people to criticise his theory. As Aristotle was one of his pupils, he does not totally reject Plato’s theory but argues that it may not be the only logical reason towards how something is classified. Another criticism made by Aristotle. Linked to the previous one is that Aristotle does not believe that there can be an ideal form of Disease, or Dirt, or anything bad. If these things are unwanted then how can there be a perfect form of these? A perfect form of disease would be one that does not harm anybody, and doesn’t cause death or suffering. Some concepts fit Plato’s system in better ways than others. For example, mathematical concepts are easier for us to understand than others. How are we to know what the ideal dog is like? Is it tall, short, fat, or skinny? The perfect form of a circle fits into his theory as we know what a perfect circle would be like. It is hard to believe that there is a perfect form of a piece of paper, or a plastic bag. But, as can be seen, this criticism is again not totally dismissing Plato’s theory but is finding loopholes in it. Another problem with his theory, which is again related to the last, is how far the ideal form relates? Plato does not make it clear whether the perfect form in the other world is very specific or whether it isn’t. If we take for example a dog; is the form in the eternal world of forms just an ideal animal, or an ideal dog? Perhaps it goes further to the breed of dog, or even whether it is male or female. As Plato doesn’t elucidate this, we could go on and on until we have a form of every animal, so a shortsighted, over-weight, female dog. This means that the forms are no longer universal and therefore end up having no meaning. If both Aristotle and Plato were aiming to reach the highest from of the good then they should both agree on how to reach it. Plato claims that the highest form of the good is like the sun, â€Å"seen only with an effort†, and is the one thing that makes other things the way they are as it is â€Å"the universal author of all things†¦and the immediate source of reason and truth in the intellectual†. Goodness is something that cannot be defined, when asked, different people have different ideas about what is good, or right and wrong, whereas if everybody was asked to point to the sun they all would. This disproves his theory as not everybody has a true understanding of the Form of the Good. Plato fails to set out his theory clearly and allow the reader to realise it is a theory. Nowhere in his dialogues does he state that he is describing a theory of forms, and so people may have misunderstood his writing s and he may not have meant it to be a theory at all. He has elements of his theory in many different dialogues and is inconsistent. In Book I of the Metaphysics Aristotle claims that Plato had a â€Å"system†to the effect that â€Å"the many sensibles which have the same name exist by participating in the corresponding Forms.†This quote from Aristotle’s work suggests that Plato did have a theory of forms but this is not believed by all people. None of these criticisms totally disallow Plato’s theory but argue against it and suggest other possibilities. Although there are many critics of Plato there are also many people who follow him, and even in this day and age Plato’s ideas are understood and followed and he has ended up being one of the most influential philosophers although his Theory of Forms is slightly over the top and hard to understand. To a certain extent these criticisms are valid, but in other ways they are not. In my opinion they are valid as far as criticisms are concerned but are not valid if they are meant to oppose Plato’s theory. In my view they are invalid to go up against Plato’s theory of forms because they do not supply us with any other options but simply point out the flaws of his arguments. For example, Aristotle’s criticism that these ideal forms do not have to exist independently from this material world is valid. But he does not give us a reason why it is impossible for them to be self-evident or explain to us how they could exist in this world. This causes the criticisms to be less valid in my view as there is no significant reason for Plato’s theory to be untrue. Likewise with the second criticism about how there cannot be an ideal form of dirt. I believe there can be. Just as good things can have ideal forms, bad things also must have something to which we compare them. The form would produce a definition of disease and there is no reason why this cannot exist. When Plato talks about something ideal, he does not mean it is ideal in the context we want it and need it, but just that it is the form to which we will compare things and it is the perfect form of a bad thing. Although people criticise Plato’s because it is hard to believe that there is an ideal form of some things that aren’t mathematical concepts, it doesn’t mean they are not true just because we don’t understand it. I therefore, do not think that this criticism is valid, as I do not see a reason why it cannot be true. One criticism I do think is valid is that Plato does not make it clear about whether the ideal form is of a certain animal, a species or breed. But, Plato may not have thought it necessary to make this clear to us as he may have thought it obvious. This, however, is really giving Plato the benefit of the doubt, and so I think this is a valid criticism. Even if Plato and Aristotle were both aiming for the same thing, in my view it does not mean they have to do it in the same way. Aristotle did believe many of the things Plato taught him, but just expanded his ideas a bit more. I do not believe this to be a valid criticism as there are always many ways to reach an end and not everybody has to follow the same path to reach their goal. Plato criticises his own theory a few times but eventually reaches answers to the things he criticised. This can either cause other people’s criticisms to be more valid or less valid depending on the way you look at it. Often, when people criticise their own work before somebody else does, it lowers the value of the criticism as it shows Plato already knew people would criticise him for that. On the other hand, it makes me think that there is reason to criticise if he himself criticises his theory. This causes later criticisms of his theory to be more valid. There are many reasons for the criticisms to be valid, and many why they are not. I personally think that most of them are not valid and if even nowadays many people believe Plato’s theory then there must be some truth in it. Bibliography *Foundation for the Study of Religion – Libby Ahluwalia *Plato – R.M.Hare *Philosophy: an Introduction – Mel Thompson *Encarta – Plato
Wednesday, October 9, 2019
Microeconomics Discussion Questions Coursework Example | Topics and Well Written Essays - 250 words
Microeconomics Discussion Questions - Coursework Example The dispersed sponsorship of many interested parties also expands the costs of the advertising and revenues over a larger pool of potential recipients. In the end, the provision of these seemingly enormous salaries is craftily calculated to ensure that the highest bidder gets to retain Jordon’s talents for maximum return. Economic rent is â€Å"any excess payment for a service, good or property above and beyond the minimum amount at which the person receiving payment would still have agreed to the deal.†It refers to the money above and beyond the minimum amount to employ a given resource or employee in this case. There is certainly what some would refer to as inflated salaries in professional sports where about 60% of the revenue goes to a few employees in the company. At the other end of the spectrum, one can visit any number of fast food restaurants and discover that all the employees are making more than minimum wage because the rents are required to attract service staff. Whether a college student, entrepreneur or salaried employee, companies and entities have to offer salaries above and beyond what will satisfy simply keeping the lights on.
Tuesday, October 8, 2019
Terrorism Contrasted With Historical Events Research Paper
Terrorism Contrasted With Historical Events - Research Paper Example The US increasingly became aggressive in their quest to end terrorism. This meant that either way terrorism had to come to an end that is no matter which way they were going to use. The US troops continued bombarding the Middle East and turned the place bloody with those escaping death finding themselves in major prisons in that area. One notorious prison in Iraq in the name of Abu Ghraib soon became the home of captives. Later on many Iraqis were held captive in this prison by the bush administration and it is for this reason that the prison came into light. Historical pundits have described the prison as one of the most controversial following the acts committed there by the Bush administration. Though it was right to some extend to capture suspects of terrorism in Middle East, it was equally wrong to do so without trial or some sort of analysis to capture real terrorist (Brust 2007). It was terribly wrong to torture the captives as well. This kind of events would later bring on ma ny question about the Bush administration and whether the alleged crimes actually took place. A significant number of people confirmed this acts including Bush himself after pictures of mistreated prisoners in Abu Ghraib went on air. With all these coming to light, Bush was quick to turn around everything by issuing an apology an even ordering the detention of the alleged perpetrators. In fact most soldiers were detained following the same. This gave Bush credit and to some extend showed the world that he actually wanted fairness and that his only aim was to counter terrorism. For him the alleged acts were a crime and he showed it by disapproving them. It was a good gesture to the world since almost everybody wants to end terrorism. Bush administration was getting credit for trying their best to do away with terrorism. Allegation of human torture, rape ,murder and even sodomy and homicide in
Monday, October 7, 2019
School uniform Research Paper Example | Topics and Well Written Essays - 1250 words
School uniform - Research Paper Example Furthermore, Wiseman and Hunt also cite an example on the successful program brought out by the imposition of school uniform to students in Long Beach, California where a dramatic decrease of student violence had occurred after a year it was imposed (200). Former U.S President Bill Clinton also suggests the use of school uniforms for public schools in order to lessen the cases of violence and gang wars to happen (qtd. in Brunsma). This initiated the introduction of school uniforms in the public schools in the U.S.  Ebert and Culyer note that the imposition of school uniforms lessens the unequivocal existence of financial disparity among students (213). Since the wealthy students will wear the same clothes as with the less privileged, the latter will not feel inferior, and thus, increasing their self esteem. Bullying cases will be lessened and prevented since the rich can no longer make fun of their classmates who cannot afford to buy branded and signature clothes. The implement ation of school uniforms diminishes distractions of students from unnecessary contemplation of what to wear every day, thus, focusing their attention more to school academics (Ebert and Culyer 213). This would greatly improve the students’ academic performance since their attention will be focused more on their subjects rather than on the effort in looking good and being on fashion all the time. Peer pressure to be wearing what is in for fashion and to dress expensively will also lessen; thus, students focus their efforts. more in learning and studying (Larson 180). Performance at school will greatly improve, since they look good and smart in a school uniform; they tend to perform better at school. Oneil implies that when students put on a school uniform every day, this will give them a connotation that they have to take their education seriously (61). When they see their parents going to work wearing their business suits and attires every day, students will also get motivated to practice a business-like approach in dealing with their studies since they are wearing a uniform themselves to school. Not only that they look smart in a uniform, they also look proper and neat in a uniform. School uniforms are economical and practical as compared with buying fashionable clothes since students will just have to repeatedly wear their uniforms everyday (Oneil 61). Parents favor school uniforms more than not wearing one because they will not be pressured with their children to buy designer clothes for them to fit in the ostracizing crowd (Oneil 62). They will just have to buy a set of
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