Examine Family Diversity and the Life Course

Examining Family Diversity and the Life Course Many years ago, Parsons studied families from different type and decided that through structural differentiation, the multifunctional extended family became the nuclear family, and made a point of focusing on this type of family. Marxism also made this mistake, as well as feminism. What these approaches didn’t take into account was that there are many other types of family out there, which is even truer in contempary society. This essay will attempt to asses the extent of this diversity, and the explanations of it.The first approach I will talk about is the new right. They are a very controversial collective with very right wing ideas. Charles Murray believes that family diversity is a bad thing, and that lone parent families are detrimental to society. 90% of families are patriarchal. He argues that this causes delinquency in young boys, as they have no male role model to aspire to, so they look to the streets to find one instead . This process creates and underclass who are dependant on the welfare state. However, there are people that would disagree.Feminists argue that there is very little evidence that matriarchal lone-parent families cause delinquency, and that actually they are a positive thing because they encourage and portray the growing independence of woman. Another issue the new right have with diversity is that family diversity encourages a dependency culture. They are ague that any type of family that is unstable such as reconstituted families, lone-parent families and cohabiting families present a risk of dependency on the welfare state.This is extremely detrimental to society as the welfare state is a ‘perverse incentive’; it takes money from those who work hard, gives money to those who do nothing, and allows fathers to avoid their duty as breadwinners. The neo-conventional family, a term coined by Chester, takes a slightly different look at diversity. Whereas he agrees that the re has certainly been an increase in diversity, he does see this increase as large, or as a bad thing. The nuclear family is still the dominant family type, considering is still account for 56% of families. Most marriages continue till death, ohabitation is just a step before marriage, and births outside marriage have indeed increased, but most of them are jointly registered. He also points out that we can’t presume that all families considered diverse are permanent, and rather we go through a life cycle of families. We live in a nuclear family whilst young, cohabit before marriage, live in a nuclear family after marriage, then live alone after divorce, with many other steps in-between. Another point he makes, and defines the term neo-conventional with is that many families now have dual earners, where both spouses work.There are some issues with this though. The new right would argue that whereas the nuclear family still accounts for the majority of families, that number is declining and may slip into a minority in coming years. Feminists would say that whereas many families are indeed dual earners now, Chester ignores the emotional and domestic labour that women do. The rapports also have their view on diversity. They disagree with Chester in that diversity is actually very widespread, and also very important unlike the New Right’s perspective.They attempt to define diversity by splitting it into 5 different groups: Organisation diversity which focus on how roles are distributed among the family; some families have joint conjugal roles, whereas some have one wage earner and one domestic labourer. Cultural diversity takes into account ethnic, religious and cultural differences. For example, some the majority of white British households are nuclear, whereas most afro-Caribbean families are single parent. Social class diversity implies that income can affect your family.Middle class families are more likely to interact with their children than wor king class families. Life-stage diversity. Where we are at in our life course will affect diversity. University students are likely to live in a family at all, whereas those who are in their 30s are more likely to be in a nuclear family. The final factor is generational diversity, which means that generations will affect diversity. Younger generations are more likely to cohabit than older ones. All of the above approaches are modernist perspective. They look at diversity through one lens and attempt to apply a structure to it.An argument against all of the above approaches is post-modernism. This approach believes that we make our own choices about family life and relationships, and that it is wrong to assume that that there is a best family type for society. It tried to look at the family from the perspective of the individual, and relies more on meaning that statistics. Post-modernists would argue that the new right ignore the benefits of diversity, and say that the nuclear family is the best for society, when we need to look at the needs of the individual instead.They would say that Chester ignores the extant of diversity and focus too much on trying to reinforce the nuclear family’s presence. Finally, they would agree with the rappoports that diversity is a good thing, but reprimand them for trying to structure diversity, when it needs to be looked at from each individual’s perspective. Giddens, a post-modernist, argues that contraception had allowed marriage to be more about meaning and love rather that purely about reproduction, and that feminism has led to better job opportunities and education.He says that both of these points have led to greater choice and equality in society. The new right would agree that contraception is a good thing as it has potentially lowered that number of lone-parent families, but would argue that the freedom it brings has undermined the stability of family. Giddens would agree with this, but that this risk is w orthwhile if it meets the individuals need, and leads to a purer family. Beck, another post-modernist, builds on the idea of risk in the family. The greater choice we now have has moved us away from tradition in two ways.We now have greater gender equality due to feminism, and a greater individuality because of an increased self interest. The new right would disagree with beck as well, and argue that this increased self interest means that we may put out interests ahead of those who need them more such as children, which can undermine their future. Stacey complied some case studied she carried out on a number of Californian women, and found that there may be another type of family that other sociologists hadn’t noticed yet. Many of these women rejected tradition family values, divorced their husband, and then remarried.This new family is based on the connection between the woman, and the wife of the woman’s ex-husband. They had formed a financial and domestic partnersh ip. Stacey calls this the divorce-extended family. Chester may argue that whereas this may well be going on, than this isn’t a type of family at all and that it’s rather just two nuclear families that have some contact, which would support his view of the nuclear family’s stability. Points from both modernist arguments and post-modernists can be taken into account. It is becoming increasingly apparent that diversity is growing.Whereas the new right believe this is a bad thing, they fail to realise that diversity is actually better in some cases where empty-shell marriages where children are used as scapegoats for their parent’s anger. On the other hand they may have a point, because divorce rate in decreasing, and people are getting married for love more than anything now so the nuclear family seems to be an increasingly stable environment. This occurrence of this stable environment is decreasing though, meaning that Chester’s point may not be as v alid as he thinks, and this decrease means that family diversity is increasing which supports the postmodernist view.

Hyundai Mission Statement and Goals Essay

I have chosen the Hyundai Company to work with during this course. When I was reviewing their mission statement I saw that they really commit themselves to a lot of accomplishments. Their mission statement is as follows: At Hyundai, we commit ourselves to the accomplishment of the following goals: * To give equal consideration and opportunity to all individuals seeking a partnership with us in securing a Hyundai dealership. We will continue to strive to become the premier franchise with the broadest minority representation possible. To provide equal opportunity to all suppliers and vendors seeking to do business with our company. Our selection of business partners will always be predicated upon our duty to provide our customers with safe, quality and affordable automobiles. * To continue to be committed to the philanthropic sharing of our profits to promote community development and improvement (focusing on the education and health of young people), protect our environment, and implement programs to improve understanding and respect within our society. To expand our brand image by committing funds and effort to communicate a clear and accurate portrayal of our products, services and company values to all of our customers, regardless of their demographic status. * To hire and retain an executive management and employee staff based on equal participation and opportunity for all, regardless of race, gender, age, national origin, religion, or any other legally protected characteristic. To solicit the advice and wise counsel of nationally recognized persons of achievement and character to assist us in fulfilling our goals. Hyundai mission statement acts as more than just a lot of words on a piece of paper. The mission statement is a vital tool that helps to keep everyone at Hyundai on the same page working towards the same goal. This mission statement also identifies Hyundai and how they are going to be able to meet the goals of their clientele. Hyundai mission statement was designed and inspired to assist with the internal efficiencies like commitment from the staff and loyalty by customers and vendors. The mission statement can be used to help redirect the company when and if needed once you ask yourself a few questions. 1. Where are we today? 2. Where do we wish to arrive, and when? 3. How do we get from here to there? Once these questions are answered they should go back to the mission statement and review what their goals were from the beginning and begin to set new goals to help get the company back on track. This will help them to begin to create some strategic planning. This will also help them find the internal strengths and weaknesses as well as the external opportunities and threats. If the mission statement does not assist with the goals and strategy planning they may need to revamp the mission statement to include the internal and external dimensions. Times change and with that being said sometimes what use to work may not work at this time so making changes may need to take place.

Ang Tundo Man May Langit Din

Beyond what feels good, back to what is good In a relationship doing foolishness is all part of the game that everyone plays. I have known many teenagers at my age even younger than me thinks that having a relationship or so called boyfriend/girlfriend makes them proud for themselves. Not knowing you violated God’s order because of your thinking, your values and you desire to others. Even we grew up in a Christian way may still not be enough to be good as what God wants you to be. You still need a lot of learnings but it is important to start changes to your lifestyle and attitude toward others. We should forget old way of living. We should not live for ourselves, we should live for God and for the good of others. You should treat a person what is in his or her best interest. To care for others when there’s nothing to expect in return. To show love to a person with purity and holiness because it pleases God and it is important that our love for others be shaped by God’s love for us . Do not love a person as you wanted instead of what God’s wanted. You will find true peace and joy if you change your attitude towards the goodness and you will find that God has something better in store for you. Asking for forgiveness is the best thing you can do because God is so forgiving. As what God’s amazing love for us at the cross, our sins have been forgiven. Remember these†¦ At the end of out lives, we would not answer to everyone†¦ We’ll answer to GOD. Chapter 2: The Joy of Intimacy is the Reward of Commitment Joshua Harris stated that the fundamental problem with relationships today is that we’ve disconnected romance and Commitment. It’s true that sometimes we’re starting what we can’t finish, we’re pursuing romance while not ready for commitment. Some people specially teenagers are dating because they want to enjoy the company of others. But in most cases they want to experience the emotional and physical benefits of intimacy without the responsibility of real commitment. We wished for the pleasure of love without obligations, without sacrifice, without vows. Yes, I know it happened most of the time because we give importance for the satisfaction that we will get, the happiness we will feel. The Bible teaches about true love – Instead of being selfless, you become selfish; instead of being patient, you become impatient instead of looking out for the good of the person, it’s focused on the needs of the moment. As they say in the Golden Rule in romance – it’s deciding to do what‘s best for others by never asking for intimacy that you’re not able to match with commitment. Do not go in a relationship if you are not sure that you are ready to face everything and give your full commitment not only to him/her but especially to God. Everything has a proper time†¦ in God’s time. But for now while you are not ready to have an intimate relationship seriously you can build a commitment thru friendship as brothers and sisters in Christ. They say that the best relationships are between two people who care more about each others good than their own pleasure. Remember these†¦ You have to be careful on what you wish for sometimes it comes with a price and at the end of the day you are still hungry for something real, something true. True joy is found in God’s brand of love – love founded on faithfulness, love rooted in Commitment. Chapter 3: Recognizing Dating’s Negative Tendencies Good intentions sometimes aren’t enough to build a friendship specially by means of dating. Dating has the tendency to move a guy or girl beyond friendship and toward romance too quickly because you’re both out of control. Dating is not necessarily wrong – it’s our own wrong attitudes and values. Many dating relationships mistake physical attraction and sexual intimacy for true love. God demands purity and holiness for everyone. What happened to our life today, we’ll carry the memories of our past and have a big part to our future. God doesn’t want us to live in guilt and regret in life. Yes, we cannot live in the future but there’s a lot of things you need you need to do for tomorrows responsibilities. God gives us the abilities and skills to do better but sometimes instead of serving God, instead of educating themselves to be a better person and to equip themselves to succeed in life, many allow themselves to be consumed by the present need that dating emphasizes. God gives us singleness to give a chance and opportunities for growth, learning and service instead of finding and keeping boyfriends and girlfriends. Dating encourages people of wrong use of freedom. But we don’t find the real beauty of life in getting romance with as many as different people as we want. We find the real beauty in using our freedom to serve God with all our heart. Remember these†¦ Just because both people like each other doesn’t mean hearts have joined. And just because both person has intimate relationship doesn’t mean two people are right for each other. A physical relationship doesn’t equal the true meaning of love. Set your values and start to live life doing the right thing.

MGMT499 U3 DB Research Paper Example | Topics and Well Written Essays - 250 words - 1

MGMT499 U3 DB - Research Paper Example On interpersonal skills, the supervisor score 15 marks out of the total 15 since he was excellent in all of the five areas used to judge the interpersonal skills. The supervisor was flexible since it was possible for him to work with people from different culture. In addition, the supervisor could also work in different environmental conditions. The supervisor was also encouraging and also showed much empathy to those under him and his fellow employees. When faced with problems or when others were in need of help from the supervisor, he always dealt with the situation in a creative way. Apart from the named skills, James Anderson, the supervisor under review also emerged as excellent in all the leadership skills used in the scale. This is because the supervisor was honest, confident and always cooperated with other employees in order to have a task completed. The supervisor also showed excellent communication skills, was confident and committed in his supervisory

What causes homelessness Essay Example | Topics and Well Written Essays - 500 words

What causes homelessness - Essay Example 1995). The point is that the category of homelessness is rather huge, and there are many people, who may be considered as homeless. The more important thing is that classical homeless people have some, let’s say, classical reasons to live in such way. The reasons are the following: alcoholism, mental diseases, physical disabilities and simple laziness and life weakness (Shlay, Rossi, 1992). Recent sociological researches showed that such vision of homelessness is quite typical for almost all the people, and indeed these patterns of poverty are truthful in majority of cases, but still there are some essentially different situations when it turns out that people become homeless (Lee et al. 1990). For example, such exceptional cases may be bankruptcy, mortgage delinquency (which may be a result of job loss) etc. In general, there are a lot of huge economical problems that make people homeless. Actually, these problems are on the top of the list of reasons of homelessness. Also, we can’t forget about a huge group of mentally sick people unable to function in society in adequate way, so they go on streets trying to survive. Scientific researches showed that the level of mental diseases has grown with development of big cities. Psychologists think that the reason of such tendency is that people can’t stand rapid pace of globalization, so they begin mentally â€Å"breaking† or using drugs and alcohol (Mechanic, Field, 1987). The main point is that people start feeling their weakness and negligibility in this world; they feel lonely and unable of doing anything. Another economical reason of homelessness is increasing level of prices and especially the land ones and housing costs. There are many families that cannot afford buying an expensive house that would fit their families, or even cannot afford any housing at all (Freeman and Hall, 1987). The

Seating plans Essay Example | Topics and Well Written Essays - 1000 words

Seating plans - Essay Example Seating plans define the arrangements that teachers prefer to use to organize their pupils in class for easier management and with the intent to nurture perfect or near perfect peer relationships. This brings us to another aspect of children’s growing life: Peer Relationships (Ladd, 2005). Peer relationships refer to the connections that individuals in the same age group have and thus the influence that may occur as a result of these relationships. Among children, these relationships have a major influence in their development stages in life as they constitute the major influence in their behaviors, attitudes, skills and other various life skills that later come in to influence an individual’s adaptations during their life span. These relationships are very vital as they determine a child’s cognitive, emotional and social actions as the child undergo different growth stages in life. This is why when children aged between five and seven start attending school, the ir teachers should be very careful as to consider the factors that will ensure the children get good skills, and thus the aspect of seating arrangement comes in (Rose, and Rudolph, 2009). One aspect that the children’s teachers or handlers should ensure is that pupils with good relationships are close together while at the same time avoiding pupils with bad relationship sitting close together in a seating arrangement. This arrangement will ensure that the influence of bad norms or vices don’t spread further among kids, rather, good behavior traits will further spread among the children considered good and the same will start spreading in the children with bad relationships. This plays an important part in children’s growth as the development skills they eventually develop are keyed towards the brightness of the children’s future (Hastings, and Chantrey, 2002). Research indicates that childhood peer relationships mostly occur around activities like play an d other common doings associated to children. This brings us to another point in this essay of discussing about why children always prefer to play with the same gender. A theory that was once proposed by Sullivan in his theory, the Sullivan’s Theory of Personality Development, there comes a time when children develop stronger ties with peers of same sex or gender. This aspect in a child’s growth usually comes as the child is more determined to find his or her well being among his or her peers. The research states that this stage provides a validation period where the child is able to find out how the rest of the peers would rate him or her in form of caliber the child contains, kind of a validation as referred to a short while before. Incase this stage in a child’s growth is ignored, the child might not be confident enough in the future as he or she did not have the opportunity to know the competencies he or she had, or explained further simpler, didn’t h ave the opportunity to measure the acceptability he or she had from the peers as a small child. It is thus an important facet in the growth period of a child; the opportunity or choice of the child to play with same sex peer groups (Kernan, and Singer, 2011). Some of the advantages and disadvantages that would arise from predetermined seating arrangement by children handlers are here by outlined. These will help us have a judgment of whether this is a good act in

Cost, Budgets and Strategic Decision Making in Management Accounting Assignment

Cost, Budgets and Strategic Decision Making in Management Accounting - Assignment Example The projected next period’s revenues are normally grounded on the prior accounting periods’ actual revenue trends. Second, the production facility budget is prepared. The production budget is grounded on the projected next accounting period’s revenues. If the next accounting period’s expected revenues is 50 cars and the last month’s unsold cars is 15 cars, then the production budget will be to produce only the remaining 35 cars [50 cars revenue – 15 unsold cars from the prior accounting period = 35 cars] (Warren, 2015). Third, the direct materials budget and labor budget are prepared (Warren, 2015). The direct materials are used as part of the finished product. If each car needs 2 cans of paint and there are 17 cans of paint remaining from the prior accounting period, the company must purchase 53 paint cans ([35 cars x 2 cans per car] – 17 cans from prior accounting period = 53 new can purchases). If one can costs  £ 5, then the budget for the next accounting period includes  £ 265 (53 cans of paint x  £5 per can). The labor costs must be included in the budget (Warren, 2015). The labor cost is the salary of the workers directly making the products, the car painters. Furthermore, the factory overhead budget is computed (Kinney, 2012). The factory overhead is composed of all other costs that do not fall under direct materials or direct labor classification. This includes the indirect materials figures and indirect labor amounts. The other amounts include the factory Janitors’ salaries, electricity payments, water payments, and telephone amounts. Next, the selling and administration expense budget is prepared (Bromwich, 2009). The selling expense budget includes the amounts allocated to sell the finished products, including the cars. The selling expense budget includes the sales department’s salaries and commissions, advertising, and other sales department expenses. The

Mythology Essay Example | Topics and Well Written Essays - 500 words - 3

Mythology - Essay Example The cult of a hero are relevant to every day person’s life is because the values of that hero influence the group as a whole. In essence, any action taken by the people in the cult always reflect the decisions that would have been made by a hero. In a defined culture, a hero must be able to be successful without sacrificing the traditions of that society. A cultural hero does not have to reflect change necessarily; an invention of any sort would suffice to make him a legend. In the Quran, Moses without a doubt plays a very vital role of being a hero. Moses frees his people from the cruel oppression of the Pharaoh and leads them to the promise land. Moses was no doubt a humble and a valiant man, but adapted to his role when his people needed him the most. Understanding Roman and Greece mythology and philosophy are important as they influence the ideas that are innovated in modern society. Chaos ruled the world, and hence initiated the creation of beings. Not only did the Greek mythologies often discuss the human-like qualities that the God’s possessed such as jealousy, hated, love, but also the fact that the Gods communicated with humans in a daily basis. In essence, the lesson becomes of morality, as good people will be honored and bad people will be punished. The Renaissance era that took place in Europe was a prime example of how artists tried to portray the stories of Greek mythology. Myths teach modern society that the world is full of flaws and have influenced all aspects of modern society such as: politics, literature, religion, poetry, infrastructure, and government. Greek myths at times are pure entertainment and don’t always serve as a reminder of ethics. For instance, the popular STAR WARS chronicles, depict a lot of ideas from Greek mythology as these myths have influenced our beliefs shown in our traditions. A classic example of how the

The Elimination of Poverty Research Paper Example | Topics and Well Written Essays - 1500 words

The Elimination of Poverty - Research Paper Example Counterfactuals allow us to enter a universe of possibility: one where we cannot be in the normal state of affairs but only in a kind of imaginary state of examination. Having said this, it should be clear that counterfactual analysis has little to do with reality or practical application. The conclusions reached here about what if can say nothing to inform public policy that deals with the here and now. In fact, precisely because the antecedent in this case cannot be true (as was said previously), it might be the case that these considerations cannot have any practical use beyond the useful practice of logical conjecture. What if poverty were eliminated? Such a question presupposes that we know what poverty is, beyond the concepts that we use in day-to-day life. However, what we find with these common concepts is that they are often faulty and not representative of the actual state of affairs. For instance, while we might think of justice as fairness, this might mean that justice is the property of abiding by rules. The rules themselves could in fact be unjust themselves. The concept of poverty, like justice, bears hidden connotations that must be sheared off before continuing. There are actually two components of the concept of poverty, one of which has to do with economics and the other which has to do with personal properties. These two facets of poverty readily interact with one another and often reinforce one another. The elimination of one kind of poverty, contrary to popular belief, will not lead automatically or ensure the elimination of the other, which perpetuates the problem and has the po tential to move us into committing evil acts. The first facet of poverty is that of virtue. While the word â€Å"virtue† might sound overly philosophical, it is merely a matter of personal excellence. A virtue is a personality trait that serves as a means to a greater end. For instance, the virtue of a

Two Methods for teaching Third Grade students to appreciate Art Essay

Two Methods for teaching Third Grade students to appreciate Art - Essay Example This will enable kinesthetic learning which is so essential for this age-group. A hands-on approach to art in which the students not only look at different forms of art but also take part in creating them will enable the imagination of the children to be captured. The use of water to thin paint can introduce various elements of the basic science curriculum to the children. How water flows, what happens to it when other materials are put in it and what happens to it and other materials when it dries can be made an integral part of this learning experience. This will not only enable the students to understand how paint works but also that "science" is in fact fun and relevant to their actual lives. In the context of third-graders, this can be presented to them as how they can use the water in so many different ways. A second technique for the teaching of art is to introduce the children to the art of many different cultures, and have them try to create their own versions of it. Thus children may be encouraged to bring in pictures from their own culture if the classroom is diverse enough to enable this exercise. The third-graders will learn about other cultures (an essential element of the wider curriculum) and also be self-empowered through discovering that they can produce their own versions of that culture's art. As Gelineau (2003) suggests, the arts can provide opportunities for creative expression and self-fulfillment. The arts can and should be taught for their own sake as legitimate areas of study, but their link within the wider curriculum can also be stressed. Thus, as has been shown in this brief discussion, areas of the curriculum as diverse as science and cultural studies can be brought into the study of art. Most of all, the children should be taught that the appreciation of art is enjoyable, hopefully a lesson that will bring them a lifetime of pleasure in discovering the arts. _______________________________________ Works Cited Gelineau, Phyllis. Integrating the Arts Across the Elementary School Curriculum. Wadsworth, New York: 2003.

School Rules Essay Example for Free

School Rules Essay 1. Silence must be observed – a) As the first bell rings b) When coming into and leading out from the place where worship or assembly is conducted. c) When teachers enter the classroom. 2. Quiet talking is allowed between lessons, after a teacher has left a classroom. 3. Day scholars should leave the school as soon as school closes unless they are staying for games or extra lessons. 4. Letters of excuse for absence etc. should be addressed to the Principal. Those should be handed to the Class Teacher who will pass then on to the Office. 5. No day scholar may bring books or magazines to school without permission. 6. No day scholar may carry letters or messages for boarders without special permission from the Principal. 7. No day scholars may go to a dormitory or the refectory without permission. 8. Girls taken ill during school hours are to be taken up to the sick room or dispensary and the Office informed. 9. Borrowing without permission is strictly forbidden. 10. No student may take part in any public stage, televised or other show or advertisement without the prior written permission of the Principal. 11. Birthday parties are not allowed during school hours, but a birthday cake ONLY may be shared with the class after obtaining prior permission from the Principal. 12. The Prefects are responsible for the general tidiness of the school buildings and have the authority to maintain discipline. 13. Only presents of flowers may be given to members of the staff. 14. Visiting shops or homes of friends during school hours or in the course of extra curricular activities after school or in between examinations is strictly forbidden. 15. The uniform includes the school tie, white socks and black leather shoes. Girls are permitted to wear white canvas shoes. Girls are expected to wear a petticoat, or a vest and underskirt and have their uniforms at a reasonable length. Hair must be neat and tidy. Girls wearing their hair short can use clips (black). Those who have shoulder length hair must tie it back with a ribbon. Those having longer hair should plait their hair. Safety pins on belts, front and side openings of the uniform should not be used A small pair of gold ear studs may be worn. Gypsy earrings are not permitted.

Ms Project Essay Example for Free

Ms Project Essay In the previous lesson, the initial resource assignments were made for our project. But we need to learn how to make adjustments to how those resources are used. It is important that you read every part of this lab carefully, if not twice. Working with Effort-Driven Scheduling How a task reacts to the addition and removal of resources is defined by the scheduling method and the task type settings. In MS Project, the default scheduling method is effort-driven scheduling. Effort-driven scheduling extends or shortens the duration of a task to accommodate changes to resources but doesnt change the total work for the task. Work is the amount of effort, or number of hours, resources put into a task. The total work for a task is determined by the duration estimate for the task and the initial resource assignment using the following formula: Work = Duration * Units For example, say you give a task the duration of one day (or eight hours based upon a normal working day). If the initial resource assignment is two units (200%) of a particular resource, the total work for the task will be 16 hours. 16 hours = 1 Day (8 hours) * 200% As resources are added or removed after the initial assignment, the amount of work is not recalculated, but redistributed among the resources. In other words, the duration is recalculated, not the work: Duration = Work / Units So if you assign two more units of the previous resource or two different resources, the total work remains 16 hours; however, the 16 hours is now redistributed among the four resources (16 hours divided by 4 units equals 4 hours of work per resource). The duration is now . 5 days (4 hours). .5 Day (4 hours) = 16 hours / 400% Effort-driven scheduling assumes that the more (or fewer) resources you assign to a task will decrease (or increase) the duration of a task. If I can use more people, I can get done faster. The key to effort-driven scheduling is when you make that first assignment (when you press assign or press enter when entering resource assignments), that is when the amount of work is calculated and never changes when you make additional assignments or subtract resources. This effect is very important to understand! Lets demonstrate this effect. 1. Log onto Windows. 2. Open your completed file MyLab2_XXX. mpp. (or use the MyLab2_XXX. mpp file from Doc Sharing) Check the addendum at the end of this lesson to make sure your beginning file is correct. 3. Save as MyLab3_XXX. mpp, where XXX are your initials. 4. Make sure you are in Gantt chart view and your table is the task entry table. 5. From the View tab and the Task Views group, click Other Views and then More Views. 6. The More Views dialog box appears (figure 1). Select Task Entry and then press Apply. Figure 1 7. You will notice that your screen splits into two separate windows or panes again. 8. The top window or pane is your Gantt chart view with the entry table. The bottom pane is known as the task form window and contains many different formats. The default format you are looking at is known as the resources and predecessors detail view. We will use different detail formats in this window in coming labs. For now, remember this is the task form window. 9. In the top pane, click on task #3, Inventory Current Equipment. Notice in the lower pane, the resource assignment you made from the previous lab, Systems Administrator. Remember that you initially assigned two units of this resource. The duration you gave this task was 3 days (or 24 hours). When you made the assignment, the initial scheduling then calculated the work. Given the formula, work equals duration times units, 24 hours times 2 units equals 48 hours of work and that is what is in the work column for that resource. 10. Also notice the box Effort driven (next to the Previous button) is checked. That means that this task is using effort-driven scheduling. Also notice the textbox below it labeled Task Type and the phrase Fixed Units. We will be returning to this box shortly. 11. Again, making sure you have clicked on task #3, open the Assign Resources dialog box from the Resource tab (the one with the faces). 12. Change the number of units of the resource Systems Administrator to 300%. (Either type in 300 or use the up arrow and then press enter). (Figure 2). Figure 2 13. Notice in the lower pane the units of the resource changed to 300% and the work remained at 48 hours, but notice the duration of the task: it changed to 2 days. Why? Taking our formula that work equals duration times units, when we make any change after the initial calculation of work, work is not recalculated, but the duration is! Therefore (using our algebraic knowledge), duration is equal to work divided by units, or 48 hours divided by 3 units equals 16 hours or 2 days. Got it? Also remember the 48 hours is the cumulative amount of work for the three units. 14. But what happens if we now subtract some of the units? In your Assign Resources dialog box, change the units of Systems Administrator to 100%. What happened? Your work is still 48 hours, but since there is only one resource the duration is recalculated for 6 days (48 hours divided by 1 unit equals 48 hours or 6 days). 15. Change the units of resource for Systems Administrator back to the original 200%. Your duration should return to the original 3 days. 16. Since this was the same resource, what would happen if we added a different resource? 17. Click on Systems Analyst and make an assignment of 100%. (Click Assign button or Press Enter). 18. You should now see in the task form the name of Systems Analyst appear and in the work column the 48 hours of work is now distributed evenly among the three resources (2 Systems Administrators and one Systems Analyst), but it still totals 48 hours. The duration is now 2 days, because each unit will be working 16 hours or 2 days. 19. Close the Assign Resource and Keep this assignment of the Systems Analyst to this task. (Duration for project is now 40 days). Effort-driven scheduling can be turned off for individual tasks (or all tasks when you first created a project in the Tools Options Schedule). When effort-driven scheduling is turned off, total work increases (or decreases) when units of different resources are added (or subtracted) from the task. To see this effect: 1. Click on task #4, Assess Current Department Needs. In the lower pane (in the task form), make sure the Effort driven box is unchecked. . Press the OK button to effect the change. (You must do this! ) 3. Making sure youve clicked in the task #4 in the upper pane. 4. In the lower pane, add one unit (100%) of the Systems Analyst and one unit (100%) of the Systems Manager to this task and press OK. 5. Notice the duration remains at two days, but each of the units is assigned the same amount of work (16 hours). You would do this if you know each of your resources is doing different work within the tasks duration and they are a different resource. (See figure 3). Figure 3 6. Keep these assignments for this task. . But what if we turn off effort-driven scheduling, but add additional units of the same resource? What happens? Here is where it can get confusing and you must reflect on what is happening behind the scenes and the effect task type has on scheduling. 8. Click on task #7, Research Products and Services. Your task form should show the resource Systems Analyst, 50% under the Units column and 28 hours of work (50% of 7 days/56 hours, is 28 hours). 9. Make sure the Effort driven box in is Unchecked the task form and click on OK. 10. Change the 50% to 100%, and click OK. What happened? Notice the work stayed at 28 hours (in other words, work was not recalculated), but the duration changed to 3. 5 days! We would have expected that work should have been recalculated to 56 hours and the duration to stay the same. 11. Keep this assignment. The task type setting also has an effect on how tasks are scheduled. There are three task types: Fixed Units, Fixed Duration and Fixed Work. Using one of these types, any variable in the standard equation of Work = Duration * Units can be controlled. When Fixed Units task type is used (and it is the default), the duration of the task is affected. Fixed Unit tasks are also called Resource-driven tasks. Assigning additional units of the same resource will decrease the schedule, not the work! Therefore, work remains at 28 hours, but duration is recalculated by dividing the work by the new number of units (28 hours divided by 1 equals 28 hours or 3. 5 days). To help you, here is a table to explain the effect of effort-driven with fixed unit task type: Example: Task X has a duration of 2 weeks, and initial resource assignment of one unit of Resource A, and therefore an initial total work of 80 hours. Fixed Unit With Effort Driven| Duration| Units| Work| Add one unit of same resource (A)| 1 week| 200% of Resource A| 40 hours each 80 hours total| Add one unit of different resource (B)| 1 week| 100% of Resource A 100% of Resource B| 40 hours 40 hours 80 hours total| Fixed Unit Without Effort Driven| Duration| Units| Work| Add one unit of same resource (A)| 1 week| 200% of Resource A| 40 hours each 80 hours total| Add one unit of diff erent resource (B)| 2 weeks| 100% of Resource A 100% of Resource B| 80 hours 80 hours 160 hours total| At this point, this all seems very confusing I assure you. Actually, fixed units sounds like a bad term for this task type. But if you notice from the table, the key is really effort driven. If a task is effort-driven, the philosophy says that the more resources, regardless of being the same resource or a different resource, work remains the same, but the duration will be affected. If a task is not effort-driven, but a fixed unit or resource-driven task, duration will only be affected if you add or subtract the number of units of the same resource! But what if you want to ensure that the duration of a task never changes? You can control that by changing the task type to Fixed Duration. Lets see that effect: 1. Keep the assignment you just made on Task #7 (100% of Systems Analyst), and now click on task #9, Issue RFPs. The resource assignment is the Project Manager. The duration is 7 days therefore work has been calculated as 56 hours of work based upon 1 unit (100%). 2. In the task form in the bottom pane, change the task type to fixed duration by choosing from the pull-down men, and check the effort-driven box). (Figure 4) Figure 4 3. Press OK to effect the change. 4. Add the Financial Officer (100%) to this task and press the OK button. What happened? Figure 5 The Project Manager and Financial Officer are both assigned 28 hours worth of work over 7 days. If a task has the task type Fixed Duration, the duration of the task remains the same (fixed) when resources are added or removed; however work for each resource could be allocated differently depending on whether it is the same resource or a different resource. Here is a chart of how effort-driven scheduling could affect the workload of a resource (but not the task duration) when designating a task type of Fixed Duration: Example: Task X has a duration of 2 weeks, and initial resource assignment of one unit of Resource A, and therefore an initial total work of 80 hours. | Fixed Duration With Effort Driven| Duration| Units| Work| Add one unit of same resource (A)| 2 weeks| 200% of Resource A| 80 hours each 160 hours total| Add one unit of different resource (B)| 2 weeks| 50% of Resource A 50% of Resource B| 40 hours 40 hours 80 hours total| Fixed Duration Without Effort Driven| Duration| Units| Work| Add one unit of same resource (A)| 2 weeks| 200% of Resource A| 80 hours each 160 hours total| Add one unit of different resource (B)| 2 weeks| 100% of Resource A 100% of Resource B| 80 hours 80 hours 160 hours total| Lets try this table to see if we can predict the effect of our scheduling: 1. Make sure task #9 (Issue RFPs) is selected in the upper pane. 2. In the lower pane, Select the Financial Officer and press the delete key to remove the Financial Officer. Press OK. 3. The task form should show the Project Manager back to 100% assignment and 56 hours of work. 4. In the task form, uncheck the effort-driven box and press OK. 5. Making sure you are still on task #9 again. Add the Financial Officer and assign him back to the task (100%). What happened? 6. According to the above chart, if effort-driven is turned off and the task type is Fixed Duration, adding one unit of a different resource will not change the duration (it is still 7 days), but each resource will be assigned the same amount of work, 56 hours. (Keep this assignment as is). The last task type is Fixed Work. Fixed work means the total work for the task will remain the same when resources are added or subtracted. Only the duration and units are affected in a Fixed Work type task, but inversely. A Fixed Work task can only be effort-driven. To see this effect: 1. Click on task #10, Evaluate Bids. Notice that the Project Manager was initially assigned to this task for 100% or 40 hours of total work. 2. Change the task type to Fixed Work in the task form and Press OK. (Notice the effort-driven checkbox is grayed out). 3. Assign one unit (100%) of Financial Officer to this task. What happened? Notice the work stayed at 40 hours, but the work was distributed between the two resources and the duration was changed to 2. 5 days. Why is the duration 2. 5 days or 20 hours? Keep this assignment change). 4. Click on the task #13, Purchase Equipment. Notice we have assigned . 5 (or 50%) of the Financial Officer to this task. Since the initial duration was given as 4 days, 50% of 4 days is 2 days or 16 hours. 5. Change the task type of this task to Fixed Work. Press OK. 6. Change the percentage of the Financial Officer from 50% to 100%. What happened? Why did duration of the task change t o 2 days? 7. Change the percentage of the Financial Officer back to 50%. (Very important for the next section). Duration changed back to 4 days. Why? (Keep this ssignment as is). (Your project should now be at a total duration of 37. 25 days; if not, check previous instructions). 8. If it appears that Fixed Work is similar to effort-driven, you are not far off the mark. Again, all this is very confusing, I assure you, but hopefully it encourages you to think about your initial assignments and what affect adding or subtracting resources has on your schedule and workload. Another chart you can use to determine what changes in MS Project when you change task types and what is recalculated is: | | And you change†¦| †¦thenMS Project Recalculates this| If your Task Type is†¦| | Duration| Units| Work| | | Fixed Duration| Work| Work| Units| | | Fixed Units| Work| Duration| Duration| | | Fixed Work| Units| Duration| Duration| | Perhaps the best advice is the following: 1. Leave all tasks as effort-driven, fixed units unless the duration absolutely needs to remain fixed. Fixed durations are rare. Tasks such as waiting 1 hour after swimming may seem like a fixed duration, but can be best handled by using lag times. (Actually the above is really not a task). A better example of a fixed duration task would be driving a truck. If we estimate that to drive a truck from Seattle to Spokane will take about 4 1/2 hours, it does not matter how many drivers we assign to the task, it will still take 4 1/2 hours. 2. If you want to assign two resources (or people) to a task and each is doing different work, it is best to split the task into two tasks. For example, in the current project, we have assigned the Project Manager and the Financial Officer to the same task, Issue RFPs. If the Project Manager is working on the technical section of the RFP and the Financial Office is working on the financing requirements of the RFP, hen it is best to split Issue RFPs into two different tasks (such as Write Technical Requirements and Write Financial Requirements) and assign each resource to the task they are responsible. Resource Contours One other assumption made by MS Project when you assign a resource to a task: that work is evenly distributed throughout the duration of the task. For example, in our previous task, Purchase Equipment, we said that the Financial Officer would be devoting 16 hours over 4 days to complete the task. Those 16 hours are then evenly distributed over the 4 days (or 4 hours per day). This is known as a flat contour. A contour defines how scheduled work is distributed over the duration of a task. You can change this distribution or use several preset contours to a resource. To see this contour: 1. From the Task tab and in the Properties group, click on Details twice to remove the split. 2. You should now have just the Gantt chart view on your screen. 3. From the View tab and the Task Views group, select Task Usage. Your screen should look similar to figure 6. (You may need to use the vertical and horizontal scroll bars to get to the top of the table and to see the appropriate dates on the right). Figure 6 4. On the left you will see your tasks and under each task are the names of the resources assigned to the task. On the right are the work details in calendar form. 5. Move the divider between the left and right panes to the right of the Duration column. Expand the task name column so that you can see all of the information. 6. Using the right scroll bar, scroll down to the task, Purchase Equipment and click on it to highlight it. 7. Click on Financial Officer directly below. 8. On the Task tab and on the far right in the Editing group, click on the Scroll to Task button. 9. To the right, you will see the 16 hours evenly distributed over four days (4 hours per day). (Figure 7 ). However we can change that distribution manually. Figure 7 10. In the first cell that says four hours (make sure you stay in the same row as the Financial Officer, change the first day to 6 hours, the second day to 5 hours and the third day to 1 hour. (Figure 8) The fourth day we will not change. Figure 8 What we have done is created a custom contour, and while MS Project has preset contours, I recommend that you do these manually. Keep in mind, however, that your duration may change based upon the task type. At this point, return to the Gantt chart view. Save your file and print out the following reports: (use proper header/footer information) 1. Project Summary Report. 2. A Task Usage Report (under Workload category). 3. A Resource Usage Report (under Workload category). When submitting required printouts, if you are not bringing them to class, from the Print Preview Page, take a screen shot (in Windows lt;ALTgt;lt;Prt Scrgt;) of the report and paste the screen shot to a MS Word Document. Make sure to crop the screen to show only the report. After cropping, resize the image appropriately. If the printout is on more than 1 page, paste each page individually. Save the Word document containing printouts as Week_3_Printouts_XXX. docx (where XXX are your initials) and submit this file to the Weekly iLab Dropbox. Checkpoint (From Project Information Statistics) Addendum Task Information for the Beginning of Lesson 3 Project Information Statistics at the Beginning of Lesson 3 When you have completed this lesson please save it as MyLab3_xxx. mpp and submit the file to the Weekly iLab Dropbox. Also complete the following page and submit the Review Question sheet to the Weekly iLab Dropbox. Review Questions Name ____________________________ Answer the following questions (use MS Project help if necessary): 1) Define effort-driven? 2) Under what circumstances would you turn off effort driven scheduling? 3) Use a real-world example of when you would make a task as a Fixed Duration type task? 4) What is the formula for calculating duration? 5) What are the eight preset work contours (hint: In the Task Usage view right click on a resource name an open the assignment information box) and what are the procedures in applying them to a resource on a task? Turn in this sheet with your MS Project file to the Week 3 iLab Dropbox.

The capital punishment

The capital punishment Capital Punishment Capital punishment is the lawful act of taking the life of a person who has been convicted of a crime. There has much debate over the years concerning capital punishment and its effectiveness as a crime deterrence, retribution, and the methods in which the executions are carried out. All the mentioned factors lead to the question of should the United States use capital punishment? According to Cheatwood the deterrence argument for capital punishmentclaims that the existence of thedeath penalty and the use of that penalty will deter violent crime within the political jurisdiction in which the law exist and is applied. If that is true, then in two fundamentally similar jurisdictions that differ only in the existence and use of capital punishment the level of violent crime in the jurisdiction that employs the death penalty should be lower than the level in the jurisdiction that does not (Cheatwood,1993,para.17). Cheatwood(1993) found that in consideration of the research conducted in 1976 it showed that neither the existence of capital punishment at state level, nor the enactment of provision as demonstrated by the number of executions in the state would have an effect on deterring crime at the county level. Some think that capital punishment is brutal, others believe that it is retribution for horrific crimes committed (Zimring, 2000). Many would agree with me that in the case of Angel Diaz a man who was convicted and sentenced to death was subjected to brutal and inhumane conditions, something went terribly wrong. The drugs administered left his arms badly burned; the medical examiner said that none of the medication administered went to the right place. Witnesses stated the deceased seemed to suffer during the process, according to testimony it took 34 minutes, which is 20 minutes longer than usually required for an execution. According to testimony 14 vials of material was used before Diaz was successfully executed (National Public Radio,2007). Jed Bush who was the Governor of Florida during this botched execution called the moratorium in that state on all prosecutions until they could get to the bottom of what was going wrong with the legal injection protocol(National Public Radio, 2007). During an interview on National Public Radio Dahlia Lithwick stated that 22 of the 40 states that allow the death penalty either have moratoria or theyre considering imposing moratoria. Two other states formally banned lethal injection, and one has found the death penalty unconstitutional (National Public Radio,2007). Some states admit that they believe in capital punishment but do not agree with the disastrous way it is administered (National Public Radio,2007). Some states think that if the accused has committed murder then he or she must die as retribution. They believe that life imprisonment does not serve as retribution for the loss of innocent life. Defenders of capital punishment also argue that it is a crime deterrent. I do not agree with capital punishment, but many agree that it is just retribution. How can we stand behind a law that commits the same act that it convicts? I do agree that society has an obligation to protect its citizens. Murderers and others who commit crimes that are detrimental to the safety and welfare of society should be reprimanded but lawfully killing another is committing murder. Some feel that the only way to guarantee that a convicted murderer will not kill again is by imposing the death penalty. This is true; the accused will not kill again because he or she is deceased. Most research has produced no findings that capital punishment is a crime deterrent. There is no evidence to support the claim that the death penalty is a more effective deterrent of violent crime than, say, life imprisonment. In fact, statistical studies that have compared the murder rates of jurisdictions with and without the death penalty have shown that the rate of murder is not related to whether the death penalty is in force: There are as many murders committed in jurisdictions with the death penalty as in those without. Unless it can be demonstrated that the death penalty, and the death penalty alone, does in fact deter crimes of murder, we are obligated to refrain from imposing it when other alternatives exist (Andre Velasquez,1988,). This is a debate that will go on for years to come. Capital punishment should be abolished because of botched executions and claims of racism. It also fair to say that those who cant afford to appeal their cases because of lack of funds are more likely sentenced to death than those who can afford a good legal defense. In some cases innocent people are sentenced to death. All life is of value whether or not it is taken illegal or legal it is unjust. References Cheatwood, D.(1993).Capital punishment and the deterrence of violent crime in comparable counties.Criminal Justice Review(Georgia State University), 18(2), 165-181. Retrieved from http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=14243834site=ehost-live Zimring, E. F. (2000) Capital Punishment, Online Encyclopedia Retrieved from http://autocww.colorado.edu/~blackmon/E64ContentFiles/LawAndCourts/CapitalPunishment.html National Public Radio, Day to Day. (2007, February13). Florida mulls lethal-injection problems. Message posted to http://http:/www.npr.org/templates/transcript/transcript.php?storyId=7382349 Andre, C., Velasquez, M.(1988).Capital punishment our duty or doom.Isssues in Ethics, 1(3), . Retrievedfromhttp://www.scu.edu/ethics/publications/iie/v1n3/capital.html

Creating Madness in The Yellow Wallpaper -- Yellow Wallpaper essays

  Ã‚  Ã‚  Ã‚   As summer progresses in the story "The Yellow Wallpaper," John's treatment of the narrator as though she were a helpless docile child becomes a self-fulfilling prophecy; she sheds the skin of her adult self and gives birth to her inner child via the wallpaper. From the moment she implies she is sick, his behavior becomes more and more parental and authoritarian. Under this guise he slowly disintegrates any resemblance of an adult wife he had. At the end he's victorious because he does beget a child. Simultaneously, he's a loser because the behavior of this childlike being mirrors his own attitude toward his wife: she's defiant and assertive and runs right over him. The tables have reversed. In the beginning of the story, John laughs at her feelings about the queerness of the estate he has rented for the next three months. He acts as if her imagination has gone wild. Clearly he does not see her as his equal but as an undeveloped being who would entertain such nonsense. John "has no patience with faith" and "he scoffs openly at any talk of things not to be felt and seen" (Gilman 178). John does not have the patience to deal with a lesser being's outlook. It takes a great deal of patience for a parent to deal with the inner workings of a child's imaginative mind.    John and his brother-in-law, both physicians, refuse to believe she is really sick. Instead they assume she has "a slight hysterical tendency" (178). In their eyes depression is not an illness but a symptom of being a female. John has "forbidden her to 'work'" (179). Very often parents don't believe children when they say they are sick. Adults think that children blow things out of proportion in order to get their parents' attention. His prescription for... ...his infantile creation "had to creep over him" (191) as she escapes from the womb of the wallpaper.    Works Cited Gilman, Charlotte P. "The Yellow Wallpaper." An Introduction to Literature. Ed. Sylvan Barnett, Morton Berman, and William Burton 10th ed. New York: Harper Collins, 1993. 178-91. Golden, Catharine. "The Writing of 'The Yellow Wallpaper': A Double Palimset." Studies in Short Fiction 17 (1989): 193-201. Hume, Beverly A. "Gilman's Interminable Grotesque: The Narrator of 'The Yellow Wallpaper.'" Studies in Short Fiction 28 (1991): 477-83. Johnson, Gregg. "Gilman's Gothic Allegory: Rape and Re-demption in 'The Yellow Wallpaper.'" Studies in Short Fiction 26 (1989): 521-30. King, Jeanette, and Pam Morris. "On Not Reading Between The Lines: Models of Reading in 'The Yellow Wallpaper.'" Studies in Short Fiction 26 (1989): 23-32.   

Gender and Sport Socialization Essay -- Papers

Gender and Sport Socialization Socialization is a life long process whereby the individual learns the appropriate roles and norms of behaviour within a particular society. From birth, children are socialised into sex-linked roles; in many instances males are expected to behave in a ‘masculine’ way and are encouraged to be involved in activities, such as sport, that are traditionally regarded as male. Women however are usually expected to behave in a ‘feminine’ manner; a vast contrast to the encouragement of males to be strong, powerful, forceful and aggressive. This is reflected in women’s participation in sport, and more importantly, their coverage in the print media, which is minimal in comparison to their male counterparts. Sport holds a significant place in our society. However women’s sport coverage suffers due to the positioning in newspapers, with their sporting stories often placed at the bottom of pages or at the inner, most inaccessible pages of the sports section. Women are often described in ways that stress weakness, passivity and insignificance, and in ways that...

George Orwells Nineteen Eighty-Four 1984 :: essays research papers

1984 Essay After reading Orwell’s 1984 and examining Stalin’s rule over Soviet Russia it is safe to say that the two are very similar. Many features of Big Brother and Oceania mimic those of Stalin and the USSR. As well, the ability to change the truth and rewrite the past was abused for both regimes. Also, the Party and it’s enemies are actual representations of real people who were against Stalin and the USSR. Finally, Big Brother and Stalin did have some differences though very few. By discussing these points, a comparison of the totalitarian leaders Big Brother and Stalin can be made. Many features of Orwell's imaginary superstate Oceania are from Soviet reality: the Komsomol (Young Communists) appear as the â€Å"Anti-Sex League†, the young informers of the Pioneers turn up as the â€Å"Spies†, Soviet Five-Year Plans shrink into Oceania Three-Year Plans, and easily available vodka into Victory Gin. Like Stalin's USSR, Oceania has its renegades and backsliders who are arrested at night, questioned by interrogators for counterrevolutionary activities and then either sent to the "saltmines" or "vaporised". As in Russia, the "comrades" of Oceania are given news bulletins consisting almost entirely of lists of industrial production figures, most of which are announced as "overfulfilled" and none of which are really true. As well, there are constant powercuts and shortages, all essentials being obtained through the underground "free market". Winston's job of alteration in the Ministry of Truth consists of books and periodicals that are rewritten and photographs changed to reflect the "correct" or the latest view of past events was similar to events that happened in the USSR. One of Stalin's corrections of the past was the Soviet-Nazi pact of 1939, this is very similar to the alliance of Oceania with its arch-enemy Eurasia against its former ally Eastasia. "Oceania was at war with Eastasia: Oceania had always been at war with Eastasia." Big Brother, the all-seeing leader who murders his rivals, declares "a new, happy life" and, from posters and telescreens, rules over people conditioned by terror to love him, is of course Stalin himself. As well, Oceania's evil figure Emmanuel Goldstein, the counter-revolutionary author of "the book", and who the Party wages an endless struggle with was much like how Trotsky was portrayed to the Soviet people. Stalin's NKVD jailed millions for the imaginary crime of "Trotskyism" just as Big Brother's Thought Police repressed the followers of Goldstein.

Racism in Canada as a Social Problem Essay

Introduction Racism. A relatively new word in our vocabulary. The word was not defined until 1936, when Webster’s dictionary defined racism as 1: A belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race 2: Racial prejudice or discrimination. This is a definition of racism that was written by white men, back wen it was ok to deny the access of certain facilities to blacks. This was even considered a white man’s moral duty. (Paul Lotus, 2000) Some might think that racism is a thing of the past, yet every day individuals still face racism in a social system in which power is controlled by a white majority. see more:reasons for old age homes Racism is not only present between blacks and whites, it is an issue concerning everybody, based on the colour of their skin, their religion and other factors. For example, since the attack on the World Trade Centre, Muslims and Arabs have been experiencing an extreme amount of racism in the United States but also here in Canada (Fakhreddin Jamali, 2003). This proves that people are simply looking for someone to hate. Anything can set it off but it is hardly ever justified. Nature and Scope of the Problem Racism is difference plus power. All forms of racism suppose that different races cannot coexist equally in one society. For the racist, expulsion and elimination are the only options. Racism is discrimination based on race, it is the belief that one race is superior to others and that differences in race also mean difference in human character and ability. Racism exists when one group excludes or seeks to eliminate another based on differences that are believed to be hereditary and unchangeable. (Ormond McKague 1991) Some might say that victims can beat racism by ignoring it. â€Å"Sticks and stones will break by bones but words will never hurt me.† On the other hand, when looking at hate crimes, we can see that racism can go much further. It is not only a question of insults; it even goes past segregation. Racism can lead to hate crimes and in some places, these are even common. â€Å"A hate crime is any criminal act or attempted criminal act directed against a person, institution, or property based on the victim’s actual or perceived race, nationality, religion, sexual orientation, disability or gender.† (Lambda Community Center, www.lambda-sacramento.com) In other words, hate crimes can vary from anything that results in injury, threats of violence that look like they can be carried out to acts which result in property damage. During 1999, a total of 7,876 bias-motivated hate crimes were reported to the FBI in the United States. However, we have to remember that reporting is voluntary and hate crimes are seriously under-reported. In the year 2000, 366 hate web sites were found. ( Religion News Blog, 2002) Racism can also be expressed in hate incidents. Hate incidents are similar to hate crimes in that the act is directed against people based on the victim’s race. The difference between a hate incident and a hate crime is that a hate incident is a non-criminal act. Some examples of hate incidents are passing around offensive material such as hate flyers or hate graffiti in public places. Racist actions happen all the time but some are more serious than others. Canada has a long history of hate-motivated violence towards racial or ethnic minorities. For example, back in 1907 in Vancouver, a mob of whites attacked the Chinese and Japanese communities, causing damage to stores and several fatalities. In the 1970s, there was a series of subway attacks against members of the South Asian community. (Margaret Cannon, 1995) A Social Problem A condition becomes a social problem when most people in a society agree that the condition exists, threatening the quality of life for certain people and their most cherished values. When they also agree that something should be done to remedy it (Ormond McKague, 1991). Racism fits under all these aspects. Racism threatens the quality of the victim’s life. Day after day, people who are different experience insults, exclusion or even physical attacks. Racism also attacks some people’s religious values and beliefs. For  example, prejudice towards Jews. Furthermore, people do agree that something should be done to prevent and put an end to racism. Many programs have been started in hopes of accomplishing both these goals. Also, we live in a democratic society where we believe in equality of all but racism is proof that we do not live by that ideal. Widespread According to a recent United Nations report, racism and racial discrimination are on the rise world-wide, especially against immigrants. A document was presented to the UN Human Rights Commission, indicating that racist ideologies are spread world-wide through the most modern technologies, especially via the internet (Daily Online, 1996) There has been an increase in web sites used to provoke hatred against Arabs, blacks and particularly Jews. Racism is on the rise due to many different factors. For example, it is the direct consequence of the electoral success of nationalist and extreme right parties in a number of countries. Today there are about 22 million refugees around the world who were forced to abandon their homes because of nationalistic wars (Margaret Cannon, 1995) There has also been a significant rise in racism following September 11th. People everywhere, American or Canadian tend to identify any Arab and Muslim with terrorists. Even the US media take part in spreading a negative image of Arabs. Even in the most developed countries, racial oppression continues. In the USA, the wealthiest capitalist country, African Americans continue to face severe racial oppression. In Australia the indigenous population suffers Third World living conditions and gross racial discrimination. Who is affected? Obviously, people who belong to minority groups, such as black people. They can be affected directly if they are victims of hate crimes. They can also be affected directly but in more subtle ways. For example, a white taxi driver might not pick up a black person. (Clayton E Tuker-Ladde, 2000) Teens can also be affected. Black teenagers are more likely to drop out of school  because they worry about completing their education and not finding jobs. They also tend to do poorly in school due to low self-esteem and the negative attitudes of teachers towards black students. (Margaret Cannon, 1995) They can also be affected indirectly. Children might be growing up in poverty due to their parent’s experience with racism. Some people might not get the same opportunities in life due to their ancestor’s experience with racism. Other people can also be affected indirectly by racism. For example, children might feel pressured not to be friends with a black child if others around t hem are racist. Nowadays, white people also feel they are suffering from racism and they are responding by blaming affirmative action for not getting jobs. Racism can affect black people everyday in every aspect of their life. For example, if a black person needs to move they can never be sure of having the opportunity of renting or purchasing a house in an area which they can afford and in which they would want to live. They can never be sure that new neighbours in such a location will be neutral or pleasant towards them. They can hardly ever turn on the television or open to the front page of the paper and see people of their race widely and positively represented. They cannot go into any supermarket and find the foods that fit with their cultural traditions or into a hairdresser’s shop and find someone who can cut their hair. If they swear or dress in second-hand clothes, people will often attribute these choices to the ‘bad morals’, ‘the poverty’ or ‘the illiteracy’ of their race. On the other hand, if they do well in a challenging situation, they are often called a credit to their race. They can be pretty sure that if they ask to talk to the person in charge, they will not be facing a person of their race. They can never be sure that if they need legal or medical help their race will not work against them. They are never sure that standards of behaviour where they work or go to school will be set by people of their race and that they will be judged on their behaviour not on their race. So in short, racism can attack them at any point in their daily life. Many researchers have also found that racism is a source of stress for Blacks that negatively impacts physical and psychological well-being (James W Clarke, 1998). Emergence of the social problem The late start of the word ‘racism’ has led some to believe that the phenomenon itself must be relatively new. But contrary to this belief, racism has been around for a very long time. Racism can be traced back to the Columbus invasion of 1492. In order to get the gold and silver of the native Americans, and later to use their land for the establishment of plantations to grow sugar, tobacco, and rice for commercial export to Europe, the European colonists killed enormous numbers of native Americans. As a result, the European plantation owners faced a shortage of labour. Some system of labour was necessary to bring workers to the new lands and to force them to work for masters. At first the land relied on the servants or serfs from the mother countries. But there was one major problem. Unless they were marked, if they ran away they could not easily be distinguished from free colonists or their masters. It became increasingly urgent to find new, more abundant and more easily identifiable sources of forced labour. The African slave trade came to the masters rescue. Black slaves could be purchased cheaply and brought in unlimited numbers from Africa. The colour of their skins made them easily identifiable, stopping them from escaping and merging with the rest of the colonial population. The colour of their skins became the sign of servitude. This was the origin of racism. Contrary to popular belief, slavery was not motivated by racism. Racism, the view that those with non-white skins were inferior to those with white skins, was gradually elaborated to justify the particular form of slave labour. (Ormond McKague, 1991) Even though racism has always been present, it is only recently that it was recognised as a social problem. In 1960, the Canadian bill of rights was written. The bill of rights says. It is hereby recognised and declared that in Canada there have existed and shall continue to exist without discrimination by reason of race, national origin, colour, religion or sex, the following human rights and fundamental freedoms, namely, (a) The right of the individual to life, liberty, security of the person and enjoyment of property, and the right not to be deprived thereof except by due process of law; (b) The right of the individual to equality before the law and the protection of the law; (c) Freedom of religion; (d) Freedom of speech; (e) Freedom of assembly and association; and (f) Freedom of the press.’ Before this date, racism was very accepted and even expected in some situations (Canadian Bill Of Rights, www.laws/justice.gc.ca) The only people who saw racism as a problem were people belonging to minority groups, the people experiencing the effects of racism first hand and the rare non-racists. People have different opinions concerning racism and its history, some will say it was never a problem. What changed peoples ideologies concerning racism were different black activists who decided to speak up and let their country know they had had enough. The best example of someone who fought for equal rights till the day he died was Martin Luther King (1929-1968). After half a century of black activism, the result we saw was the end of segregation in 1954. Another decade of protest and activism led to the Civil Rights Act of 1964. Within twenty years, the federal government began an era of affirmative action retrenchment. There has been much improvement in the lives of Black Americans yet we still see racism everyday (www.MLKonline.com). In Canada there was an anti-slavery movement that went on approximately between 1830 and 1870. The abolition of slavery also brought the racism  problem to attention. At this point people started to see that it was wrong to treat people terribly simply because of the colour of their skin. The current attitude towards racism today is unclear. It obviously still exists but people still express surprise that there is a race problem in Canada. Discrimination today might be more subtle than it was in the past, but it is present, affecting where we live and work. For example, in 1994, a study gave white and black applicants equal skills and sent them out to look for jobs and rent apartments. In almost every case, the white applicant was given better treatment. In the same study, black males noted that no matter how professional they looked, when they walked into an elevator with a white woman, she would clutch her purse in fear. Despite the progress in culture, science and technology, racism has been mainly responsible for the death of over 62 million human beings in the last 100 years. (http://www.crr.ca/en/Publications/ePubHome.htm) Most Canadians today consider racism a social problem even though some do think it is a problem of the past and is now rare. For example, direct victims of racism will say that it is a current problem. Blacks, Arabs, Jews, etc. They are daily victims of atrocious abuse: verbal, physical and emotional. Non-racists also consider racism a problem. For this reason, many programs have been started in hopes of stopping racism. Sociologists also consider racism to be a problem because the characteristics fit under the characteristics of a social problem and social workers everywhere have also been working in hopes of preventing and ending racism. Causes of Racism Many theories have been developed concerning racism, one of them is the conflict theory. The conflict theory originated from Marxism and Carl Marx’s beliefs. The basic principle of the conflict theory is that the natural evolution of societies is described as a series of clashes between conflicting ideas and forces that at the end of each clash, a new and improved set of ideas emerges. Both Marx and this theory agree with the idea that when members of a class see themselves as individuals with only  individualistic needs rather than members of a group with collective needs and fate, it limits any constructive change. This can be applied to racism. (Hamlin, J. 1996) A second theory used to explain racism is the frustration-aggression theory. To understand this theory we must first understand frustration. Frustration is a feeling of tension that occurs when our efforts to reach a goal are blocked. Frustration can lead to feelings of anger, which in turn can become feelings of aggression and aggressive behavior. This theory has been used to explain a lot of violent behavior over time. This theory explains racism as a type of relief from frustration. A scapegoat is chosen and becomes the object of aggressive behavior. This is often because one cannot take out their feelings of aggression on the person directly concerned. For example, someone who is frustrated with their job cannot express feeling of aggression towards their boss or co-workers so they redirect their frustration and act aggressively towards others. However, this cannot be an adequate explanation because it neither explains the presence of racism when there is no frustration nor does it explain why the scapegoat is chosen based on their race as opposed to perhaps gender, class, etc. (Yassine, A. 2001) The next theory is the theory of authoritarian-personality. The authoritarian personality is one whose personality makes the person more susceptible to racist ideologies. Adorno (1950) suggested that authoritarian parenting style created the authoritarian personality. The authoritarian style creates aggression, frustration and hatred, which is then directed towards chosen scapegoats. When this parenting style is used, The demand for good behavior is excessive and uncompromising. There is intolerance of behavior and things that are different. Adorno reported a direct relationship between authoritarian personality and prejudice. Other studies have shown relations between authoritarianism and xenophobia If prejudice and discrimination are directly related with the authoritarian personality, then authoritarianism may explain negative put-downs, oppression and racism. But on the other hand, some studies  replicating Adorno’s work found no evidence to support Adorno, and in some cases they found contradictory results. (Brown, R. 1995) People with an authoritarian personality exist in large numbers in every society, and it is probably manipulation by them that give racism its strength. But once again, this does not really explain racism any more than it explains non-racism, because people with authoritarian personalities could be non-racists, and this would have the opposite effect, diminishing racism. The last theory is a very simple one, and the most common one. This theory says that racism is learned. It originates from Fraud’s idea of being born as a blank slate. This means that every child is born neither good nor bad. Every behavior is learned from the child’s parents and surroundings. This theory was examined and proven with many experiments. The most popular one being an experiment done by a third grade teacher in Riceville, Iowa. The teacher divided the class into two groups: blue-eyed and brown-eyed. Each group got the same special privileges and praise on alternate days while the other group was put down and deprived in different ways. Within a few hours, they started to act negatively towards each other, starting fights and insulting the children from the group who was not favored that day. Friendships were easily forgotten and hatred started to stir up in the schoolyard. Before hand, these students had no reasons to dislike each other until they were give n one. They were told by an authority figure how they should be acting towards people with different colored eyes. They were taught to be prejudice. This study proves that humans seem much better at learning prejudices than math. A similar study was done by Sheriff. He designed a boy’s camp in hopes of studying group relations. The camp was separated into two groups. Members from each group did everything together. Then, Sheriff had the groups compete against each other in various games such as tug-of-war. The friendship and group spirit within each group was evident and at first, there was good sportsmanship between both groups. But soon tension and animosity developed. There was name-calling, fights, and raids on the â€Å"enemy† cabins. After seeing these results, Sheriff tried to get the two groups together for good times. Good food, movies, etc. But nothing could be  done, the anger continued. The two groups had learned to hate each other. The groups threw food at each other, shoved, and yelled insults. Next, the camp set up several situations where the two groups had to work together to get something they wanted. There was a break in the water line that had to be fixed (or camp would be closed). The food truck broke down and it took everyone’s cooperation to push it. When they worked together on these serious, important tasks, they didn’t fight. Friendships developed. Just as competition led to friction among equals, cooperative work led to positive feelings. This also shows that any behavior, good or bad is learned and can easily be erased by the next thing the child is taught. This brings along a serious question. When was the last time our country cooperated with other countries to help those in need? Maybe the solution to racism isn’t so far away. (Tuker-Ladd, C. 2000) Social Intervention Since 1966, the United Nations has recognized The 21st of March as the International Day for the Elimination of racial Discrimination. In 1989, the department of Canadian Heritage launched its annual March 21st Campaign. The most important and effective solution to racism will always be education, on many different levels. Too many people are ignorant when it comes to racism. This is said in the sense that many people chose feelings over rationalities. They chose to ignore facts because they prefer to simply accept what they believe is the truth. For example, some might think that colored people are not as smart as white people are. They strongly believe this is the truth and chose to ignore facts such as black people working at NASA or working as doctors. Obviously these people are probably smarter than the average person is, black or white. The great accomplishments done by black people is solid proof that they are as capable as anybody but some chose to ignore this clear evidence. This is why they have to be educated. A good first step is understanding history. If we can show that racism has a beginning, then the argument that racism is part of human nature does not hold much water. And if racism has a beginning, then we can argue that it can have an end. Some will also argue that racism is something that happens  to people who are new in Canada. â€Å"The new kid always gets teased†. It is unfortunate, even cruel, but its part of life and it will go away in time, especially when somebody else newer arrives. The only response to this can be to take a look at the native people and how they are treated. The first People to inhabit this continent yet history shows that they were, and continue to be treated with discrimination. (McCaskell, T. 1994) Education is also important because only when we fully understand the conditions that promote the development of racist ideas and practices will we be able to make sure they do not happen again. All of us must also acknowledge our personal racism, our misperceptions, suspicions and hang-ups about people different from ourselves. We must avoid the temptation of anger and prejudice, even if others have wrongfully hurt us. No matter how difficult and painful it might be, no matter how unworthy of trust we might think other groups are, we must try to find our common ground and begin dialogue to heal our community and our nation Effective racist campaigns must oppose the actual racist policies being carried out in society, such as the denial of land rights to Aborigines, racist law enforcement, discrimination in employment, attacks on the rights of refugees and immigration cuts. Laws and policies Today we have laws made in the hope of eliminating racism but we have to remember that not so long ago, laws were made to promote racism. For example, in Chicago in the 1940’s, African-Americans were not allowed to eat in restaurants with whites but were forced to go to the back door to place their order and then take the food home to eat. Also, in Montgomery in the 1930’s, African-Americans were forced to sit at the back of the bus or drink in separately marked water fountains than whites. Some of he present laws include the Canadian Bill of Rights, stating laws concerning all types of discrimination (as mentioned in Part I). It is also  a criminal offence under the Public Order Act 1986 to use threatening, abusive or insulting language or behavior in order to stir up racial hatred. Preventing Racism Racism can be prevented on a macro level like worldwide or through a country. It can also be dealt with on a micro level such as in school or in the work place. On a macro level policies can be made in order to prevent people from treating minority groups in a discriminating way. A good example of this was affirmative action. This encouraged employers to hire people of color. The media is a very powerful way of getting messages to many people at once and different types of media can have a very positive influence. It can deliver anti-racism messages to many different generations. The media is very convincing. It can also use this ability to convince people in a positive way. On a micro level some of the things that we can do to prevent racism fall directly on parenting. Parents in our society have the primary responsibility to teach their children social skills. In our society, over 65% of mothers with children under the age of 5 are working outside the home. These mothers are so busy with work they are forgetting to teach their children right from wrong. (Tyler, D. 1999) Racism programs can also take place in schools, both elementary and secondary. Companies can also have a program in order to help prevent racism in the work place. It is never too late, it is as important to educate children as it is adults. (Cannon, M. 1995) Everybody can make a difference no matter how old. Another Micro level suggestion would be to accept people on all levels. For example, during the recent Olympic games in Salt Lake City, not a single new channel had a black woman anchor person. (Tyler, D. 1999) Bibliography Part II Books Cannon, Margaret. The Invisible Empire: Racism in Canada Random House of Canada Limited, 1995. Toronto Hurley, Jennifer A. Racism (Current Controversies) Greenhaven Press, 1998. San Diego McKague, Ormond. Racism in Canada Fifth House Publishers, 1991. Saskatchewan McCaskell, Tim. A History of Race/ism Toronto Board of Education, 1994 Internet www.immi/yassine.htm Causes of Racism, 2001 By: Abdel-Qadar Yassine Alleydog.com Psychology Glossary, 1999 Query: Frustration-Aggression Conflict Theory: Sociological Theories of Deviance Hamlin, John. 1996 Carl Marx and the Conflict Theory By: Jennifer A. Johnson The Blank Slate The Modern Denial of Human Nature By Steven Pinker, 2002 Disliking others Without Valid Reasons: Prejudice Calyton E tuker-Ladde, 2000 Understanding prejudice, racism, and social conflict. Brown, R. 1995

The Light of Trust

The Light of Trust In his article â€Å"A Shared Moment of Trust† Warren Christopher emphasizes the importance of being able to depend on and trust one another. He states three different examples, each of them showing how he had used the essential tool of â€Å"Trust† for reaching success both in his work, personal and social relationships. First, he points out the meaning of reliance on one another in a simple situation as driving a car.Driving alone down a dark road, one should have some faith towards other drivers, so that he will not be crushed. Secondly, he expresses his cooperative skills, how he managed to save fifty-two Americans lives, due to his will of believing and trusting even the people that he had never worked with before. Finally, Warren Christopher illustrates the importance of working together as a team, pointing out the fact of trust on each other saving thousands of lives.To my mind, trust, as a bridge, links individuals together to be a society. It improves a better outcome to be achieved in human being life. Although cheating is everywhere, and I was cheated by my close friend so as to doubt whether I should trust other people or not; finally, I persist my belief that I should trust, trust other people to make my world better. Trust is the reason why a baby stops crying when it is in his mothers embrace, because he knows she will tend to his needs.Trust is the reason a husband does not question his wife’s whereabouts, because he believes her faithfulness. Trust is the reason a boss does not check behind the work of his employees, because he knows that they will do it to his standards. There are many reasons that highlight the importance of teamwork in the workplace. With suitable teamwork it is possible to decrease the amount of work that usually becomes one individual’s headache. At my workplace I used to share work between my co-workers.Sharing the workload helped me a lot as there is more focus on less thing s and the possibility of getting an assignment done earlier than expected. Teamwork also helped me with reducing my stress level. It is important that every employee feel that they are a part of the group. Customers and the community put trust in businesses and their methods by buying their products. Businesses trust fiduciaries that act for them by working with them to acquire their expertise. Even within a business there is trust in the form of employee-employer relationships.For example, employees trust that they will receive compensation for their work after certain time intervals or after producing certain units of outputs. If there is a lack of trust, these relationships will disintegrate and business efficiency will be reduced. Therefore, trust is a very important and powerful element of life. In every relationship, whether romantic, friendship, business or family, a degree of trust is needed in order for that relationship to be successful.

How to Write a Research Proposal Essay

The starting point for every paper, be it a term paper or a finals’ paper, should be a thoroughly worked-out research proposal. Investing sufficient time and thought into writing a research proposal will yield a good return and can save you a lot of time, confusion and disappointment when actually writing your paper. A research proposal serves several purposes: – It gives an overview of the relevance and objective of a research project. – It gives an overview of the content, the procedure and the timing of a research project. It shows whether a research project is manageable in scope and timing. A research proposal has six key components: – A title page – An abstract which summarizes the project – A detailed description of the project – A time schedule for the project – An overview of the structure of the paper (Gliederung) – References The following sections give an overview of each component. Although each research prop osal should follow this guideline, you will find that not all sections are (equally) applicable for each project, since every research project is different. For instance, a paper that focusses on literature review or a theoretical analysis requires a somewhat different research proposal than a paper that reports an empirical study. Identify the aspects in each section that are relevant to your paper. In total, the research proposal should not exceed 4-5 pages. Useful resources are listed at the end of this guideline. I. TITLE PAGE Give the title of your research paper, your name, your student ID, your course of study, the semester you are in, your contact details, and the course details for which you are submitting the proposal. II. ABSTRACT The purpose of the abstract is to give the reader a brief introductory summary of the project. The abstract should not be longer than 100-150 words. It should address the following questions: – What is the topic of research? – What is the research question? – Why is this relevant? – How do I study the topic? – What kind of findings do I anticipate? – How will I interpret the findings? – What are the implications of my research paper? (c) November 2007, Holger Hopp 1 Even though the abstract comes first in a research proposal, it is advisable to write it last, i. . once you have spelt out all information in detail in the later sections. III. PROJECT DESCRIPTION In this section, you give a detailed account of what, why and how you are going to write about. Write this section in a goal-directed manner. Do not attempt to give an exhaustive overview of the literature you have read and do not try to look at every angle of a prob lem. Rather, everything in this section should relate clearly to your research question. 1) What is the research question? In the research question, you succinctly express the objective of your paper. If you feel your project cannot be formulated in a research question, there is something wrong with it. Every suitable project addresses a clear research question! 2) Why is this relevant? In this section, you briefly explain why you consider the research question to be relevant. What does your paper add to previous research in the field? 3) What do you want to study/write about? Here, you zoom in on the particular topic/phenomenon/problem your paper addresses to answer the research question. Make clear why your topic, etc. is suitable for answering the research question. ) What did previous research find? In this section, you provide a brief overview of the relevant literature. Typically, you outline the different positions/approaches/theories in the field, identify flaws or lacunae in previous research, pinpoint open questions and show how your study follows up on or relates to previous research. It is important to keep this section goal-oriented and brief. Typically, you do not ne ed to cite more than 5-7 sources in this section. 5) What is your hypothesis? Formulate a clear and testable hypothesis. Unlike the research question, which is open, a hypothesis is a testable statement. 6) How do you want to test the hypothesis? In this section, you outline the set-up of your study. If you write a paper based exclusively on previous literature, this section should include information about: (a) Sources: Which texts/approaches/analyses are you going to use? (b) Method and Analysis: How are you going to analyze the texts/approaches/analyses? What do you look for? Which criteria do you apply? How are you going to compare several texts/approaches/analyses? c) Procedure: In which order (of research subquestions) do you tackle the texts/approaches? If you carry out an empirical study, this section should include information about: (c) November 2007, Holger Hopp 2 (a) Participants: How many? What are their characteristics or the selection criteria? Where and how are you going to recruit them? (b) Materials: What are your experimental items like? (c) Design of study: How are you going to construct your items? What are the conditions? What is/are the independent variable/s? What is/are the dependent variable/s? d) Method: Name the method and explain why you opted for it. What task are you going to use? (e) Procedure: How does the task work? How do the items get presented? What do the participants do? (f) Predictions: Break down the hypothesis into experimental predictions according to the design, materials and method of your study. (g) Analysis: State how you are going to classify, group and analyze the results. Which comparisons are you going to make? Which statistical analyses, if any, are you going to use (e. g. frequencies, comparison of means, correlations, etc)? ) What are the expected findings? In this section, you anticipate the findings you think you are going to obtain. Typically, these should be consistent with the prediction flowing from your hypothesis. Write this section in future tense. Do not make up fake data or conclusions! 8) How do the findings speak to the hypothesis? In this section, you explain how you interpret the findings in relation to the hypothesis and how they confirm or disprove the hypothesis. It is interesting to think about unexpected findings: What if the findings turn out differently? Are there any alternative interpretations? 9) What is the expected contribution of your study to the field/research question? Here, you briefly summarize the impact you think your project will have. (c) November 2007, Holger Hopp 3 IV. TIME SCHEDULE Many projects fail because they could not be carried out within the set time limit. Hence, working out a time schedule is essential. In most cases, you can use a table for the time schedule as in the example table (Table 1). Your table may contain more or fewer points. Plan backwards form the date your paper is due and allow for enough time. Total time available Activity 1) Finding and reading previous literature 2) Designing materials 3) Learning how to use method 4) Designing questionnaire 5) Finding participants 6) Running tests 7) Analyzing data †¦ †¦ 8) Writing up 9) Rewriting 10) Thorough proof-reading (if possible also by someone else) 11) Submission 4 months (until 31 January 2 ) Time period Dates (from X until Y) 3 weeks 1 October – 21 October 1 week 2 weeks 22 October – 31 October 22 October – 6 November If you work in a team, state how you are going to divide work and who does what when. V. STRUCTURE OF PAPER In this section, you provide a preliminary Table of Contents of your paper that illustrates the structure of the paper. For each section, indicate how long it will approximately be and what the main points are in it. VI. REFERENCES You should list all references cited in the proposal. Make sure these references are up-to-date and conform to the department’s ABC’s of style (see departmental website). The final steps Read through your proposal and use this guideline as a checklist. Make sure you have addressed all relevant points.