50 Fun Things to Do in Supermarket

50 Fun Things To Do In A Supermarket 1. Take shopping carts for the express purpose of filling them and stranding them at strategic locations. 2. Ride those little electronic cars at the front of the store. 3. Set all the alarm clocks to go off at ten minute intervals throughout the day. 4. Start playing Calvinball; see how many people you can get to join in. 5. Contaminate the entire auto department by sampling all the spray air fresheners. 6. Challenge other customers to duels with tubes of gift wrap. 7. Leave cryptic messages on the typewriters. 8. Re-dress the mannequins as you see fit. 9.When there are people behind you, walk REALLY SLOW, especially thin narrow aisles. 10. Walk up to an employee and tell him in an official tone, â€Å"I think we've got a Code 3 in Housewares,† and see what happens. 11. Tune all the radios to a polka station; then turn them all off and turn the volumes to â€Å"10†. 12. Play with the automatic doors. 13. Walk up to complete stranger s and say, â€Å"Hi! I haven't seen you in so long!†¦ † etc. See if they play along to avoid embarrassment. 14. While walking through the clothing department, ask yourself loud enough for all to hear, â€Å"Who BUYS this junk, anyway? â€Å"15. Repeat Number 14 in the jewelry department. 6. Ride a display bicycle through the store; claim you're taking it for a â€Å"test drive. † 17. Follow people through the aisles, always staying about five feet away. Continue to do this until they leave the department. 18. Play soccer with a group of friend, using the entire store as your playing field. 19. As the cashier runs your purchases over the scanner, look mesmerized and say, â€Å"Wow. Magic! † 20. Put M;M's on layaway. 21. Move â€Å"Caution: Wet Floor† signs to carpeted areas. 22. Set up a tent in the camping department; tell others you'll only invite them in if they bring pillows from Bed and Bath. 23.Test the fishing rods and see what you can  "catch† from the other aisles. 24. Ask other customers if they have any Grey Poupon. 25. Drape a blanket around your shoulders and run around saying, â€Å"†¦ I'm Batman. Come, Robin–to the Batcave! † 26. TP as much of the store as possible. 27. Randomly throw things over into neighboring aisles. 28. Play with the calculators so that they all spell â€Å"hello† upside down. 29. When someone asks if you need help, begin to cry and ask, â€Å"Why won't you people just leave me alone? † 30. When two or three people are walking ahead of you, run between them, yelling, â€Å"Red Rover! 31. Make up nonsense products and ask newly hired employees if there are any in stock, i. e. , â€Å"Do you have any Shnerples here? † 32. Take up an entire aisle in Toys by setting up a full scale battlefield with G. I. Joes vs. the X-Men. 33. Take bets on the battle described above. 34. Nonchalantly â€Å"test† the brushes and combs in Cosmetics. 35. Hold indoor shopping cart races. 36. Dart around suspiciously while humming the theme from Mission: Impossible. † 37. Attempt to fit into very large gym bags. 38. Attempt to fit others into very large gym bags. 39.Say things like, â€Å"Would you be so kind as to direct me to your Twinkies? † 40. Set up a â€Å"Valet Parking† sign in front of the store. 41. Two words: â€Å"Marco Polo. † 42. Leave Cheerios in Lawn and Garden, pillows in the pet food aisle, etc. 43. â€Å"Re-alphabetize† the CD's in Electronics. 44. When someone steps away from their cart to look at something, quickly make off with it without saying a word. 45. Relax in the patio furniture until you get kicked out. 46. When an announcement comes over the loudspeaker, assume the fetal position and scream, â€Å"No, no! It's those voices again! 47.Pay off layaways fifty cents at a time. 48. Drag a lounge chair on display over to the magazines and relax. If the store has a food court, buy a soft drink; explain that you don't get out much, and ask if they can put a little umbrella in it. 49. Hmm†¦ only 48 things so far 50. Naaawwww, go in the next supermarket and ask an employee for the 2 Missing fun things to do in his supermarket. 51. Submitted by Eeyore002: Get you some popcorn and a comfy seat and plant yourself in the movie section and watch whatever movie is on, if you can't conquer the VCR's control

Research Qualitative Review

This paper will critique the qualitative study written by Peiters, et al. (2011), which looks at the journey and barriers older women diagnosed with breast cancer must hurdle to receive treatment. This research was to reveal the complexities of breast cancer diagnosis, treatment and life in general for women greater than seventy-years old. To achieve this task, Peiters, et al. , (2011) implemented the constructivist grounded theory. The data analysis approach appropriately utilized for this research was constructivist grounded theory. This theory allows for self reflection during data gathering and analysis, which divulges any influential prejudices that may arise from both researcher and study subject. Influencing this theory is symbolic interactionism which emphasizes ones’ ultimate ambition and the lifelong social synergy that transpires to achieve it (Peiters, et al. , 2011). The recruitment of participants was obtained by posting flyers in public areas in Southern California and two bordering states. The locations targeted were oncology departments, cancer support agencies, oncologist offices, churches, senior community centers, and retirement centers. Newspaper advertisements, as well were used to elicit participation. Purposive and snowballing techniques were utilized. Screening for eligibility, clearly defined, was done via telephone for inclusions which ended with eighteen women all over the age of seventy, completed treatment for treatment for breast cancer within the last three to fifteen months. Informed consent was obtained and interviews took place mainly in homes or apartments lasting up to two and a half hours. One limitation of the study was that second interviews stopped at only ten women and may have excluded valuable new incite to the study, although researchers claim that second interviews revealed no new data, hence implying data saturation. Adequate thick description was given of the participants, setting and study processes to ensure transferability (Polit & Beck, 2012). Interviews were guided by a questionnaire and responses were tape recorded, followed by verbatim transcription. Examples of interview questions were provided for the reader to convey effectiveness of the process (Polit & Beck, 2012). Other helpful tables provided were the sociodemographic and clinical characteristics. Category schemes revealed are three barriers that theses breast cancer survivors faced, which were lack of information, preexisting co-morbidities and multiple health care appointments. These schemes prove logical for the study as they helped elaborate the purpose of the research. Multiple passages from the participants were extracted to give evidence of well interpreted data and emotional state of the participants. Data analysis was systematic initial coding, followed by focused coding using ATLAS. ti, version 6. to magnify reoccurring data. To create a audit trail, memos, field notes and diagrams were written. Two researchers, one of them being the principle investigator and the other well versed in grounded theory analysis, were responsible for coding and analyzing the data. In nursing the level of evidence provides assurance for the methods that were utilized for the study (Polit & Beck, 2012). This research would qualify as level VI, given that it is a single descriptive, qualitative, physiologic study specific to women aged seventy or older and their journey through life with breast cancer. The goals of this research are affirmed by the extensive detailed interviews of eighteen older women and their struggles with breast cancer. Each participant plummeted through barricades to recieveing health care. The importance of an oncology nurse navigator emerged as a valuable role to help clarify the process of obtaining services for healthcare. Meticulous care was taken in the transcription of taped interviews and explicit excerpts were bestowed to the reader to ensure trustworthiness.

Personal statement Example | Topics and Well Written Essays - 500 words - 27

Personal Statement Example Therefore, this course would greatly sharpen my entrepreneurial skills and would be a responsible manager in the business world. When I started my undergraduate course at Bangor University, I acquired basic knowledge of accounting and management. In freshman sophomore, I acquired a lot of knowledge related to accounting courses, which will boost my performance at the collage. At the second grade in the university, I majored in finance and banking, which was my favorite, and I excelled scoring an average of 71.17. Additionally, in the third grade at the University I advanced my interest and took behavioral finance, corporate risk management and operational management. I successfully passed in the majored subjects in all grades. This new course will greatly benefit me in succeeding in my entrepreneur business since I will require all the acquired skills (Baty & Michael, P. 57). All the previous courses have enabled me hold various positions, which I have performed excellently. Additionally, I have been recommended positively in all organizations I have worked for and they have requested me to work with them onc e am through with my studies. Any successful enterprise manager does not require only enterprise knowledge, but one requires mastering the financial knowledge. Additionally, companies require to get detailed feedback from managers and therefore, enrolling at your college will enable me acquire the necessary skills to become a manager. When managers posses a more comprehensive knowledge they are likely to deal with any kind of business related idea and one does not encounter challenges when formulating business strategies. Additionally, immediately I enroll for my course, I will begin looking for a job in the banking sector or any other related industry in order to practice the knowledge acquired from the university. Therefore, during this period I will also be searching for other various

The Importance of Teaching Essay Example | Topics and Well Written Essays - 1000 words

The Importance of Teaching - Essay Example The essay "The Importance of Teaching" analyzes the aim of the government of England to improve the education system by setting high-quality standards in the education system. The key objectives for the development of this paper assist in improving teaching and learning in various schools. To reform initial teaching programs and increasing the time of trainees and time spent in education. The teaching programs need to focus on core teaching skills and promote reading and managing of behaviors among students. To advance a national network of teaching schools with different models that lead to training and professionalism of head teachers and teachers. The system focuses on head teachers and promotes excellent teaching through committing to work and supporting other schools. The aim of the network allows various academic institutions to share professionalism and promote education among different teachers and students. To increase the total number of local leaders, that participates in the promotion of education in diverse communities and localities in England. Increasing a total number of individuals that participate in education developments improves decision-making processes and choices of education standards. The number of national teachers promotes enrollment of stud ents as the importance of teaching and education advances in various institutions. To reduce sharply the Bureau tic burden of different schools, duties, guidance and requirements, processes and cutting away unnecessary obligations.

Employment contract law Coursework Example | Topics and Well Written Essays - 1000 words - 1

Employment contract law - Coursework Example In the Agreement of Services signed by Mr. Tanton, particularly, Clause 3.3, negates the existence of an employer-employee relationship due to the existence of the provision to the effect that â€Å"In the event that the he is unable or unwilling to perform the services personally as required under such agreement, he shall arrange at his own expense entirely for another suitable person to perform the services. In addition, paragraph 13 of the schedule, stated that: â€Å"In the event that the contractor provides a relief driver, the contractor must satisfy the company that such a relief driver is trained and is suitable to undertake the services†. Therefore, the element of control on the part of the employer on the employee was not present since Mr. Tanton can easily find his own replacement or substitute, who shall take his place to render the service in the event that he is unable to perform his personal obligation to the employer. Hence, the fact that Mr. Tanton has the po wer to send his substitute means that the contract of employment does not exist, making him self-employed contractor. 5. Express and Echo Publications Ltd. is only required to retain one driver to perform the functions of pick-up newspapers and deliver them at various points in Devon on a fixed run in a particular order dictated by the company. In the case at bar, the reason for the termination of Mr. Tanton was due to redundancy. Hence, another person has already been performing the same functions done by Mr. Tanton which justified his dismissal from his position as a contractor. 6. The sources of English Law are case law or common law, and legislation or statutory laws. In the case at bar, several cases where cited which served as precedent to justify the decision rendered by the justices, where, â€Å"a statement of law made by a judge in a case can become binding on later judges and can in this way become the law for everyone to follow, or otherwise known as the â€Å"Doctrine of Precedent†

Macbeth Act 3 Coursework Example | Topics and Well Written Essays - 250 words

Macbeth Act 3 - Coursework Example Explain Macbeth does see Fleance as a threat to his throne as, according to witches’ prophecies, Banquo’s sons will rule the country. However, he does not see the bay as a threat yet – the boy is too small. Macbeth is more afraid of the boy’s father – Banquo. 3. Do you feel any sympathy at all for Lady Macbeth as she talks about her "doubtful joy" in scene 2? Explain. It is a pathetic sight – a queen, having no joy in life, because the way she got what she wanted was so wrong. She lives in fear that their guilt will be discovered.   Nought's had, all's spent, /  Where our desire is got without content; /'Tis safer to be that which we destroy / Than by destruction dwell in doubtful joy. (3.2.6-9) Her life is empty and she even envies the king Duncan - she says it is â€Å"safer† to be in his place. On the other hand we do understand that she suffers greatly because of her own evil choice. Her ill conscience and a lack of joy is the sad consequence of the conspiracy and murder she took a part in. She finds no peace either during the day, nor can she sleep peacefully at night. 4. Quote and explain a line in this scene which helps develop the theme of sleeplessness. The theme of sleeplessness started back in the act 2 when Macbeth murdered the king. He heard the voice then: â€Å"Glamis hath murdered sleep, and therefore Cawdor /Shall sleep no more.

Barclays Essay Example | Topics and Well Written Essays - 750 words - 1

Barclays - Essay Example Any partner can go out through a defined process and even a new partner can be admitted to an existing partnership. Partners are fully liable for any debt due in the name of the firm. A company is a legal entity having the status of an individual. This means that a company can sue and can be sued on its own name. A â€Å"private limited company† is for small business setup but the entrepreneur may offer some of the shares to the investors in return for capital, while retaining the major shareholding. Only a â€Å"public limited company† can offer its shares to general public through stock exchange. A well-designed business plan focuses on various factors including budgets. It figures out all the expected costs and revenues that are expected to be incurred and generated respectively. All the planning about how the business is to be carried out, how the sales are to be made and how the funds are to be raised to meet up the expected costs, all are laid down in that plan sheet. While making budget, Tim ONeill must have kept in mind that how much money is needed and for what purposes. Assumptions should also be considered for some variable factors like interest rates, volume of sales and cost of goods. Cash flow is another important factor to be considered so that one can foresee if the business’ income will cover its expenditure. It is very rare that a business starts earning profit from its maiden year only. Difficulties do arise to establish a business and goodwill. Any business that needs to be set up requires a large amount of finance to arrange premises, equipments, stock and other essential items. After bringing in the capital by the owners, partners or shareholders, the owners of the business seek different sources to obtain finance to meet their day-to-day expenses and payment of bills. Some sources are given below: This service enables the account holder to go beyond its available funds up to a certain

Reader&report Assignment Example | Topics and Well Written Essays - 250 words

Reader&report - Assignment Example The author takes us to the eccentric climes of Newfoundland, in Canada, where the brutal forces of nature offer a chilling setting to a sometimes strange, sometimes lovable tale of a straightforward, gentleman called Quoyle. Quoyle marries the Petal his first wife who does not give him any attention; their marriage ends up being very destructive (Annie 12). Petal, his wife, hates herself, Quoyle, and their two daughters. She uses most of her time drinking as well as searching for love in the beds of different men. Quoyle loves Petal incessantly and maintains his commitment to her, their marriage, as well as their daughters. Quoyle is lastly freed from the marriage when his wife dies in a car accident together with one of her lovers (Annie 46). Quoyles aunt comes to assist him together with his children after the death of Petal and encourages Quoyle to move away for a new beginning. They then move to their ancestral home in Killick-Claw, Newfoundland. Quoyle arrives at their new home a discouraged, grieving and isolated with less accomplishment in life because always he has been told he cannot do anything correct (Annie 67). As time goes on, Quoyle gets a job of covering the shipping news. He as well meets a widowed woman, called Wavey, whom he is attracted to. The two enjoy each other’s company, but the past experience prevents them from getting closer. Later, Quole is promoted to be a managing editor at the paper by surprise. At last, he is able to move on from his past and marry Wavey (Annie 84). Quole finds out that loving again is achievable, and it does not have to include destruction and

The bridge over river kwan movie Essay Example | Topics and Well Written Essays - 500 words

The bridge over river kwan movie - Essay Example The main characters in the movie are military leaders from Thailand and British. Both of them command their groups towards timely and effective completion of the bridge. Colonel Nicholson is the captured British and Colonel Saito is the leader of the prison camp. The two characters show different leadership style which is critical in military commanding and any other organizational unit. At the beginning of the movie, it can be noted that there is a clash of ego and differences in opinion between Nicholson and Saito. Saito is hell-bent on ensuring all men get to work irrespective of their cadre which is contradictory to Nicholson’s strict discipline which makes him assert that his men are not supposed to offer manual labor (Allon 38). Their labor management and project execution approaches seems to differ and this can be highlighted as shown below. Colonel Saito exercises directive style of leadership while Colonel Nicholson is an indirect influencer: These styles can be supported by the fact that Colonel attempts to command and lead from the front by forcing prisoner English servicemen to work beside their men and he takes control in his hand when he fells the Engineer has not delivered desired results (Bourke 65-8). On the other hand Colonel Nicholson asserts his leadership acumen by vehemently refusing to give in to Japanese demands. He makes good his course of action by working alongside his men which is inspirational to the workers. It can also be observed that Saito acts purely from an objective leadership standpoint when he decides to give his workers off and time to rest despite the tight schedule to complete the bridge. This is a shift from Colonel Nicholson subjective approach which is exhibited when he decides to redesign the bridge although with ulterior motives to bring down colonel Saito. Both leaders show result driven leadership style in which the end justifies the means. Colonel Nicholson shows outstanding level of

Basically Good, Bad, or Both Essay Example | Topics and Well Written Essays - 750 words

Basically Good, Bad, or Both - Essay Example Human beings are a combination of both, good and evil because they are neutral and they have the free will and determination to adopt any. In order to be civilized humans have set boundaries and rules that determine good and evil. Aristotle argued that since man is a social animal and setting boundaries for good and evil is but natural because they are essential for humans remain civilized. Humans are neutral because they are equally capable and free to make a rational choice between good and evil. It is the society, upbringing and biological factors that affect a human's ability to think and decide. So it's these factors that are to be accredited blamed or for good or evil, respectively. It has been proved that the human mind is not a blank slate by Steven Pinker in his book "The Blank Slate" and the other factors like the surroundings, sociological and biological factors affect the mind's ability to think. Humans are not born good or born evil because they are capable of both as th ey grow up into adults. Education and guidance have an effect on the mind's capability to decide and choose between good and evil. ... Whereas, the developed world is a different scenario and people are usually educated and well- brought up even well-fed and well-provided with all the needs and wants and it's a fact that these people are sensitive and have made rational decisions to do good and avoid evil. Both the qualities of good and evil are present within us and we must make a choice. There are outside influences that affect the nature of the choice. The most controversial example is George W. Bush who is civilized and a good man in the eyes of many and especially his relatives but he is responsible for waging wars for oil and millions have been killed in his quest. He is a combination of good and evil. Bush is a good person to some people and maybe he himself believes that he is working in the best interests of his people and his country. But the fact remains that his actions were evil and millions of innocent lives have been lost. There is a reason for human nature to take this form and there are several theo ries to explain it. The philosophical naturalism believes that humans are superior beings and they are the result of evolution. Humanist philosophers argue that good and evil are simply labels and made up boundaries in order to civilize this world. It is the brain and the society at work that bring out this distinction. These influences affect our decisions to be good or to be evil. Man was born free and free will according to Thomism by Aquinas explains that a free will is the only essential proof of the existence of a soul. Aristotle supported this theory as well since according to his concept of hylomorphism the soul is significant and also universal and the soul makes every human being different. Therefore, when every one of us is different, every one of us has a

Journal Article Analysis Essay Example for Free

Journal Article Analysis Essay Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning. Feldman addressed how assumptions become scientific knowledge by stating â€Å"Sometimes we know things by reasoning or inference. When we know some facts and see that those facts support some further fact, we can come to know that further fact. Scientific knowledge, for example, seems to arise from inferences from observational data† (Feldman, 2003, p. 3). Understanding how assumptions move into scientific knowledge it becomes apparent how these assumptions are qualified in research. The authors used regression analysis to quantify the assumptions of the participants as they relate to knowledge, learning, multiple perspectives, and ultimately the development of epistemological beliefs. This analysis will further identify philosophical assumptions underlying the research; explain the practical significance of these assumptions and their effect on its applicability to other authors and post-positive thinkers. Philosophical Assumptions Underlying the Research Feldman (2003) stated that epistemology, the theory of knowledge is a philosophy that looks into the questions about knowledge and rational. Epistemologist`s tend to focus or concentrate on questions of principal aspects involving knowledge and how those beliefs regulate coherent belief. Those within the field are less concerned about the validity of knowledge or  coherent belief, be it correct or incorrect but focus more on causes (Feldman, 2003, p. 1). To that extent Schommer-Aikens and Hutter (2002) conducted a survey of 174 participants, including 120 women and 54 men. The ages of the participants ranged from 17 to 71 years of age and included various personal and educational backgrounds. Through the Schommer epistemological questioner participants, including chemical engineers, clerks, homemakers, factory workers, pharmacists, and teachers of both genders. These participants were asked a number of questions that incorporated religious, educational, societal and personal belief s. Questions were ranked in a likert- type scale ranging from strongly disagrees to strongly agree (Schommer-Aiker, Hutter, 2002). Philosophical Assumptions Schommer-Aikens and Hutter state â€Å"The results coming from epistemological research suggest that individual`s beliefs about the nature of knowledge and learning are linked to their comprehension, metacomprehension, interpretation of information and persistence in working on difficult academic tasks† (Schommer-Aikens, Hutter, 2002, p. 6). The authors contend that individuals who believe knowledge is isolated into segmented bits and not taken as a sum total perform more poorly in the compression of mathematical, physiological, and medical textbooks (Schommer-Aikens, Hutter, 2002). This statement confirms that knowledge or epistemological commitments are a collection of data and understanding and not segmented or isolated bits of information. The assumption is those who tend to segregate knowledge and who do not attain a higher degree of education have difficulty in their own epistemological commitments. This is further evident in the writings of Quine and Kuhn as these authors beleive science is a continuation of common-sense (Delanty Strydom, 2003, p. 22). According to these authors common, everyday decisions made by the common man and woman play a significant role in the creation of science. Whereas the purpose of the epistemological study was to extend epistemological beliefs to an individual’s everyday life, it was also designed to reflect on academic studies. This particular article using the Schommer epistemological belief survey makes several assumptions. Those assumptions state those with a higher level of education are more likely to take on multiple perspectives,  withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). The inference is those who take knowledge as a collection of data, not as segmented bits along with the attaining of a higher level of education were equipped for complex or critical thinking. This enabled each to understand the complexity of life, make crucial decisions, understand varying viewpoints and able to adapt as understanding grew. These assumptions have a practical significance and affect research. The Practical Significance of Assumptions and Their Effect on Research Inferences and practical assumptions are drawn during the research of this article, and one could argue some of the assumptions made were drawn before the research study ever began. Through personal epistemological beliefs society has long held the conviction those who attain a higher level of education are able to deal with the complexities of life. The practical significance of assumptions and their effect on the research conducted are visible in the work of Johnson and Duberley as they state â€Å"both within and outside of our organizations our behavior is internally motivated, and internally justified, by what we believe about â€Å"the World† (Johnson Duberley, 2000, p. 2). Often in preparing for such a survey the focus group of participants used along with the questions themselves distort the data and thus the results to achieve a desired result. While in this case the participants have diverse backgrounds and have achieved differing degrees of education, making such assertions could distort data. Assumptions and Research Methodology Kuhn preferred historical science and by building upon prior knowledge Kuhn (2012) believes this research and evidence was already available enabling that data to be tested using deferring mechanisms to either prove or disprove a current or prior theory. While not opposed to the empirical testing, it was his belief that details must be obtained for research. It is through this historical science and data that assumptions within society and within science about our understanding of epistemological belief have come into existence. Popper states the empirical method makes good use of a  criticized approach to the method (Delanty Strydom, 2003). The empirical method tests each system ensuring the best system moves forward after all methods have been tried, tested, and proved. Schommer-Aikens and Hutter (2000) used questions, including â€Å"You never know what a book means unless you know the intent of the author† and â€Å"Its a waste of time to work on problems which have no possibility of coming out with clear-cut and unambiguous answers† (Schommer-Aikens, Hutter, 2000). These answers along with others were used as a measurement in epistemological belief comparing their answers and their level of education to gauge how those answers compared with historical norms (Schommer-Aikens, Hutter, 2000). This data was then taken and a regression model developed to extract the stated research and ultimately assumptions made. Schommer-Aikens and Hutter (2000) in turn came to the same assumptions and epistemological commitments already held within social and physical science to date. The research quantified and validated the assumptions held by historical science that one’s epistemological beliefs are shaped and re-shaped by the ability to link through learning, multiple perspectives, and ultimately the development of epistemological beliefs. The ability for humans to use successfully address complex issues, attain paradigm shifts in their understanding of the world and develop are inevitably linked with thought processes and knowledge gained through high er education. Conclusion A person’s thoughts, feelings, emotion, and beliefs often shape ones decision-making process. Other components, including perception, memory, introspection, and reasoning also assist in the formation of opinions, shape our knowledge, and transform an individual’s viewpoint (Feldman, 2003, p. 3). Perception is how one sees the world around them, the sights, sounds, smells, and other senses creates an understanding of the external environment creating a mental image and often places an attachment to it. Through their research Schommer-Aikens and Hutter (2002) investigated the relationship between and individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter,2002). Using the regression model the authors quantified the beliefs and assumptions the conclusion of which is a culmination of historical science supported by this recent research. While  post-positive thinking like Kuhn, Quine, and Popper may differ in view about the empirical method, testing, and paradigm shifts as theories change over time the core belief of epistemological commitment remain comparable. A sentence sums up this article and the accompanying research as it pertains to epistemological belief. Those with a higher level of education are more likely to take on multiple perspectives, withhold decisions until information was available, acknowledge the complexity of everyday issues and were willing to modify thought processes or thinking (Schommer-Aikens, Hutter, 2002). References Delanty, G. Strydom, P. (Eds). (2003). Philosophies of Social Science: The Classic and Contemporary readings. Philadelphia, Pa: Mcgraw-Hill. https://ecampus.phoenix.edu/content/eBookLibrary2/content Feldman, R. (2003). Epistemology. Prentice Hall. The University of Phoenix. https://ecampus.phoenix.edu/content/eBookLibrary2/content. Kuhn, T. (2012). The Structure of Scientific Revolutions. Chicago, Il. University of Chicago Press .https://ecampus.phoenix.edu/content/eBookLibrary2/content. Schommer-Aikins, M., Hutter, R. (2002). Epistemological Beliefs and Thinking About Everyday Controversial Issues. Journal Of Psychology, 136(1), 5.https://ecampus.phoenix.edu/content/eBookLibrary2/content. Johnson, P. Duberley, J. (2000). Understanding Management Research: An Introduction to Epistemology. Thousand Oaks CA. Sage Publishing. Prentice Hall. https://ecampus.phoenix.edu/content/eBookLibrary2/content.

Debut albums - Life Essay Example for Free

Debut albums Life Essay This is a phrase, a philosophy phrase that is about living, daily living. But what do you think it really means or should we say what is the hidden meaning about it? Why just living is not enough? Living is not enough because we need to experience all the things we can. Simple as to explore the world or the things that was given to us by our beloved GOD. We need to experience all good, better and best, bad, worse and worst. From worst to best to know what the word LIFE truly means. It also doesnt mean we need to do crimes in order to experience bad things, its just like problems, wounds and etc. We and I consider it as bad things because I dont like any of that happen to me. Just living is not enough†¦. We need to explore and find the true meaning of life. He who hesitates is probably right. This is a philosophy that we can use daily, why? Because this is about decision making. And we always make decision in every aspect of our life. As a student I can relate in this because of our recitations in school. We always hesitate before we raise our hands to answer. We will suddenly know that our or my answer is right because someone answers it. And its too late to get the credit. The philosophy above is trying to teach or to tell us that if we have ideas, share it, tell it, explain it because we will never know if our ideas is right if we dont try it. Not only for students but all individuals around the globe. Human life is purely a matter of deciding whats important to you. This Philosophy is saying human life always choose whats important to you. But why? All individuals are different from each other, different tastes, likes, dislikes and many more. But we all have similarities, we always choose whats important to us in every problem that comes in our life. For some instances, family problems like marriage and your family doesn’t want your fiance or fiancee, you will decide whats MORE important to you your family or your love one? If you choose your family, then go and its also the same if you choose your love one. I understand in this philosophy that this our instict that we always choose whats important to us but it never assures us that what is important will be the best for us. Only friends can answer your calls everytime of day that matter. This is a simple philosophy that is about friendship. If we first read it, we will quickly understand what it means. But what do we understand? We all know we have many friends in our life, friends in school, friends in the neighborhood and many more. We also know not all friends are real, just like this saying says Some friends are gold and some friends are silver. The philosophy above is trying to tell us that only TRUE and REAL friends can answer your calls no matter what your problem is. The friends that are there for you no matter what. No matter what time of day it is, you could call them and theyd be there for you. And its true, they are the ones that matter. The people who you can really rely on to be there for you are the ones that should matter in your life.

Framing And Controlling Media Discourse On Terrorism Criminology Essay

Framing And Controlling Media Discourse On Terrorism Criminology Essay Following the September 11 attacks in 2001 in America, terrorism obtained a global reputation and public reaction throughout the world. Terrorism is not a new phenomenon. It has existed from centuries ago. But that time (September 11, 2001) America was the terrorists target. It was the first time that such massive attack was spread among people around the world by live news. In recent years, the number of stories and news about terrorist and terrorism discourses has been increased, especially after September 11, 2001 in America and July 7, 2005 in London. The Media and the government, as the key institutions in every society, play significant role to create public knowledge toward terrorist and terrorism. It seems that the media, as a tool for presentation of the governments policy, is used and controlled by government in coverage of news about terrorist and terrorism themes. In this essay I am going to address this question: who (which organisation) is managing and controlling media content and discourse about terrorism? According to literatures, (e.g. Hoffman 2006; Paletz 1992) the media is affected directly by governments policy. On the other hand, the media may do the terrorists favours because the media can be also used by terrorists to spread their own news, information and beliefs across society and the world. Altheide (2006), Hoffman (2006) and paletz and Boiney (1992) argue that the media itself plays main role in managing and framing media discourse on terrorist. However, it seems that the media is a device that is used by both government and terrorists to impact on the public mind. Thus, they can utilize the media, negatively or positively, to achieve their goals, meaning that the media does not have complete control over its contents. The reminder of this essay contains of section 2 that discusses about the definition of terrorism,. In section 3 addresses the question of the essay. Finally, section 4 provides the conclusion of the essay. Terrorism and Terrorist In fact, in the last hundred years, terrorism has not much changed. However; a unique and complete definition of this phenomenon does not exist. Despite the expansion of terrorism and its importance for the international security, defining the term terrorism is still faced with uncertainty. One of the main reasons for this ambiguity may be the diversity of terrorists goals and the variety of terrorism forms. Therefore, there is no universally definition of terrorism. On the whole, the word terrorism (terror) means the panic and fear. Common definition of terrorism refers to violent acts and aggressive behaviours which lead to create fear or terror among people. Hoffman (2006) quotes from terrorism group that violent actionsà ¢Ã¢â€š ¬Ã‚ ¦. are shocking. We want to shock people; everywhereà ¢Ã¢â€š ¬Ã‚ ¦.It is our way of communicating with the people. The concept of shock suggests creating fear and murder, threats and intimidation among people. Among various definitions of terrorism, some of them are provided below: The United State Department of Defence (DOD) define terrorism as the unlawful use of violence or threat of violence to install fear and coerce governments or societies. Terrorism is often motivated by religious, political, or other ideological beliefs and committed in the pursuit of goals that are usually political. According to United Nation in (1992) terrorism means: An anxiety-inspiring method of repeated violent action, employed by (semi-) clandestine individual, group or state actors, for idiosyncratic, criminal or political reasons, whereby- in contrast to assassination- the direct targets of violence are not the main targets.(http://www.terrorism-research.com) The U.S Federal Bureau of Investigation (FBI) describes terrorism as: the unlawful use of force and violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives. Taylor (1986) cited in Cottle (2006) sees terrorism as the violence which is done by none -sates groups or individuals. Therefore, he believes that terrorism is not a state-oriented action. Cottle (2006) also believes that Taylors view is more appropriate than the view that points to the state terrorism. Taylors view (1986) is discussable since it seems that in countries with dictatorial government, state is upper hand in terror of oppositions. However, nowadays terrorism is an activity which is related to a particular actors or groups with special ideas. For example, some countries may tend to related terrorism to extremist Muslims. According to Gerrits (1992) cited in Paletz and Schmid (1992) [t]he media may provide insurgent terrorists with a good dose of the oxygen of publicity, but censorship can provide a government with the narcotic of secrecy, which is an even bigger danger to democracy. Cottle (2006) argues that the words terrorists and terrorism are used to say that actions of rebels or/ and oppositions are unlawful and illegitimate. Taheri (1987) says for one mans terrorist will always be anothers freedom fighter, but it can be said with certainly that terrorism is what terrorism does. Although there is not a single view and perspective on terrorism description across the world, terrorism and terrorism related actions carry common concepts which are fear and illegitimating. Types of terrorism To identify who has upper hand in media discourse on terrorist it may be useful to study the types of terrorism. State Terrorism: state terrorism usually refers to the state or states which intervene in the internal affairs of other governments in order to create fear or support of military operations, to weaken and overthrow a government. Domestic Terrorism: This kind of terrorism usually does anti-government activities to create fear among people to obtain attention (Powel, 2011). International terrorism: Emergence of international terrorism has increased in year 1983 (after the explosion of the Marine Battalion Landing Team Headquarters at Beirut International Airport.), and nowadays a considerable rise in international violence, especially in Asian countries, can be seen, especially after 2000 and 2001. The world has witnessed the victim of humans by international terrorism. It seems that international terrorism consists of domestic terrorism and state terrorism which support domestic terrorists. For example, serial explosions in Iraq, Afghanistan and Pakistan, in which thousands of women and children are sent to the slaughterhouse, can be interpreted as international terrorism activity. Cyber terrorism: Dennings (2000) defines cyber terrorism as a violent attack to computer programmes, networks and secret information that leads to a severe fear and economic and political losses. Cyber terrorism is much more serious than the activity of hacker because cyber terrorism aims critical infrastructures of information technology of a country or government to obtain important information in order to use it against that government and/or special group. As the main classical tool of terrorism is explosion and firearms, the main weapon of cyber terrorist is computer. There are many ways that terrorists can use the computer as a terrorism device. The most important methods of cyber terrorism are hacking and computer viruses, electronic espionage, identity theft and destruction or manipulation of information. Who has upper hand in media discourse on terrorism? This section is going to investigate the source of the media discourse on terrorism. On the whole, if we identify who (government, the media itself or terrorist) benefits from the forming the media content about terrorism we may address better the main question of the essay. The Media or government? The media are at the heart of events because the media would like to break news. Therefore, all the discussions about terrorism come from the media, especially after the September 11 terrorist attacks because it is the media that distribute the news of the terrorism and people are informed formally about the events by the media. Media, in particular, old media such as television, radio and newspaper, has become a platform for covering and publishing the terrorists activities in recent years. As Paletz and Boiney (1992) discusses, Laqueurs (1977) indicates that terrorists tend to attack free societies. The terrorist rational is that the media is free in these societies and, therefore, media can cover violent event and publish the related news immediately. It may mean that in tighten societies the media content and news are controlled by the government and violent events may not be covered completely by the media in such societies. For example, in countries such as Spain and Italy, the press has been prohibited to cover and spread terrorist notice. (Obalance, 1989) .This is what that terrorist does not like it. The media are very well suited for the purposes of terrorists. Terrorists utilize different types of media to informed public people about their targets, values and ideas. Hoffman (2006) argues that terrorism can reach a wider target audience with the media because without media the effect of the act would be glancing. Without massive news coverage the terrorist act would resemble the proverbial tree falling in the forest: if no one learned of an incident, it would be as if it had not occurred. (Nacos 2000) Furthermore, Altheide (2006) discusses that the media is seen as an important part of publics life and known as a kind of communication which conveys news and information beyond the margins. Therefore, the media is seen as a tool which can be used by various institutions and for different targets. The media is important for terrorists because without the media they cannot spread the terror news and also they can use the media as leverage on the governments to gain their political goals (Hoffman, 2006). As the media is known as a linker between government and public it is, therefore, the best tool which government can use to inform people about incidents. Nowadays, the media have an inevitable role in promoting government programs and in creating an atmosphere to shape public opinion and decisions. Therefore, the media always has been regarded by governments. Governments with assistance of the media have achieved the unique power in the domestic and foreign area .Statesmen with using the media implement their policies and programs. Therefore, it is obvious that the government in each country have considerable dominance on the media. It can be seen that the media is a tool in the hands of statesmen and cannot act fully independently. Therefore, it might be true to say that when we discuss about the role of the media on framing and managing terrorism discourses, we investigate, in fact, the role and power of the sate which control the media content. However, one may say that the media itself is the first in managing and forming the contents on terrorism because reaction of the media to a terror and the way that the media coverage the related news are different and this may be criticized for damaging effects. The media may contribute terrorists to distribute fear among people or willingly and unwillingly provide terrorists with important information that worsen the situation in favour of terrorism and against the security and peace. This may cause authorities to meet some demands of terrorists to render the peace and calmness to the society. Cottle(2006) discusses that the media can have a progressive role in relation to violence and terror. In other words, it seems that media can encourage people to think about the causes and effects of terror and violence. This leads to form a pubic judge from people on the events. Cottle (2006) calls this phenomenon as democratize violence. However, in most cases the media may censor the fact of incidents, by media owners such as government, in corporate with public authorities to control and constraint the understanding of people of the event. (Paletz and Boiney, 1992). According to Nosseke (1985) cited in Paletz and Boiney (1992) the best way to avoid the impact of the mass media is to prevent the occurrences of terrorist attacks. Nevertheless, it is unlikely that the media, especially the old media, form and manage all news of terrorism directly and independently without the control of the governmental authorities. Terrorism Since terrorism likes a permanent non-normal situation and fear after its act and media contributes to create such a situation, terrorism is the first to wish control over the media. Miller (1982) argues that there is a relationship between media and terrorism. This relationship is inseparable because the media always covers the terrors news. Terrorism also would like to receive attention of the media. Terrorism, like an ill mannered enfant terrible, is the medias stepchild, a stepchild which the media, unfortunately, can neither completely ignore deny.(Powell, 2011) There are various factors which encourage terrorist to use different types of the media (e.g. the Internet) such as depressing their enemies such as government, creating fear among public, being famous to the public by spreading their targets and release their massages through the media. New media, in particular the Internet, has been increasingly used by terrorists to reach their goals. The evidence shows that the old media has been replaced by the Internet especially in covering terrorism discourses because of accessing speed to the news and events on the Internet. Nowadays, terrorists are not restricted geographically and are not dependent on a particular state politically or financially. To reach their murderous goals, they rely on their advanced communication capabilities, including the Internet. All terrorists have particular websites where they can communicate with their readers and followers and also can convey their propaganda. According to Hoffman (2006), almost without exception, all major (and many minor) terrorist and insurgent groups have Web sites. He then quotes from an American Internet researcher at the U.S. governments Foreign Broadcast and Information Service (FBIS): These days, if youre not on the web, you dont exist. Thus, in virtual space and t he new media environment terrorism is able to manage the media discourse and contents on the terrorism issues more freely than the traditional media because public authorities of a society can control over the old media much better than the new media though government, for example, can block some websites and filter them. Terrorism and the Internet both are related to each other. First, the Internet is a space for the both group and individual terrorists to spread their messages of hate and violence. Second, both individuals and groups have tried to attack some computer networks. This attack is known as cyber-terrorism. Communication via computer is ideal for terrorists because it cannot be controlled, limited or censored and it is free to access for everyone. Moreover, the audiences of the Internet are massive, larger than old media and it is easy, fast and inexpensive to access. More importantly, new media audiences can access a multimedia environment. For example, they can use texts, videos and songs simultaneously. Many Internet sites are used by terrorist for psychological war against governments and their military. They put terrible images and movie clips of executed hostages and captives on web sites or show militaries vehicles which have been blown up with roadside bombings or suicide. For example, Al-Zarqawi in May 2004 put on the Internet some films of cutting off the head of a US hostage. Sometimes terrorists use famous web sites like YouTube which is the best place to spread terrorists news and notices is. Terrorists use text messages and video to weak the enemy morale and scare him. Thus, it seems that terrorism is not controllable with the existence of the new media. They are able publish easily their own news, values and activities with the new media (and even with some news channel of TV). The audience can access the original publications of terrorist the Internet. This suggests that terrorism has upper hand in managing the media discourses on terrorism. Conclusion According to the literatures, it is still difficult to identify who is behind the media content and discourses on terrorism or who manages the media about the terrorism issues. However, nowadays, it can be seen that terrorism can use not only the old media but also electronic and virtual media. The media is very important for terrorists. For example, they use the media to spread some films and videos of attacks to create fear and force government or politicians to do a certain work for terrorists. With the development of the new media such as the Internet, mobile phone and etc. terrorism has been capable to manage the media contents. In this respect, terrorism has upper hand in framing the new media content for itself, though power is in hands of dominant government. Government and politician authorities use the media to apply their policy and control society. Therefore, they usually delete some terrorism related news, present incomplete information and delayed news to the audience or may be able to filter some web sites that are against of their polices. Therefore, we can conclude that the media is an important tool to frame and create discourses on terrorism and both government and terrorist have been trying to control and use the media, old and new, for their particular objectives in various ways. It seems that even in a society with free expression and complete democracy the media cannot choose a policy completely against governments policy, especially in the terrorism issues because government and state has power and control over the media. However, in the virtual environment of the media (e.g. the Internet) the control power of the government has been violated and terrorists have been able to present themselves more freely and form their ow n news contents. Rference Altheide,D.L. (2006). Terrorism and the politics of fear. Lanham, Md.: AaltaMira press. Chapter (6). Cottle,S.. (Ed.). (2006). From terrorism to the global war on terror: The media politics of outrage In Mediatizd conflict: Developments in media and conflict studies. Maiden Head: OU press. Dennings, D. (2000). Cyber terrorism, Testimony before the special Oversight Panel of Terrorism Committee on Armed Services, US House of Representative, 23 may 2000. Georgetown University.(http://www.cs.georgetown.edu/~denning/infosec/cyberterror.html). FBIS, Near East/ South Asia. Israel: Palestinian Television Broadcasts Clip Encour- again Martyrdom. Maarive (Tel Aviv) (Hebrew), August 11, 2003. Gerrits, R.P.J.M. (1992). Terrorists perspectives: memories In Palatz, D. Schmid A. (eds) (1992) Terrorism and the media (pp. 29-61). London: Sage. Hoffman,B. (2006). Inside Terrorism. Revised And Expanded Edition. Clombia University Press Laquers, W. (1977). Terrorism. Boston: Little, Brown. Miller, A.H. (1982). Terrorism, the media, and the law. New York, NY: Transnational Publishers Inc.,U.S. Nacos, B.L. (2000). Accomplice or Witness? The Medias Role in Terrorism. Current History-The Journal Contemporary World Affairs. Nosseke,H.(1985). The impact of mass media on terrorists, supports, and the public at large. In A.Merari (Ed.), On terrorism and combating terrorism (pp.87-94). Frederick, MD: University Publications of America Obalance, Edgar. (1989). Terrorism in the 1980s. (P.118) New York: Sterling Publishing Co. Inc. Paletz,D. Boiney, J. ( 1992). Researchers perpectives. In Palatz, D. Schmid A. (eds) (1992) Terrorism and the media (pp. 6-28). London: Sage. Powell, A.K (2011). framing Islam: An analysis of U.S. Media coverage of Terrorism since 9/11. Communication research, 62:1 pp: 90-112. Taheri, A. (1987). Holy Terror: Inside the world of Islamic Terrorism, Adler Adler. P.3. Taylor,P.(1986). The semantics of political violence: In P. Golding, G. Murdock and P. Schlesinger (eds) Communication politics. Leicester: Leicester University Press. DOD Dictionary of Military and Associated terms. WWW.dtic.mil/doctrine/dod-dictionary/data/t/7591.html. [14 Nov, 2011] http://www.terrorism-research.com/ http://www.fbi.gov/albuquerque/priorities

Humerous Themes In Othello :: essays research papers

When the well-known English dramatist William Shakespeare began writing Othello, he had already been educated in the classics and in literature. Although his contemporary Ben Jonson said that Shakespeare knew "little Latin and less Greek," scholars know that Shakespeare knew, at least, about Greek ideas about comedy and tragedy. He was not incredibly educated, but he was aware that his play would comment on ideas about comedy. By looking at a few crucial scenes in the play, this paper will demonstrate that, although most people consider Shakespeare’s Othello a tragedy, it is actually a black comedy. In Act V, Scene I (17-30) lines Iago comments comically on the murder scene he has set up himself. This is the scene: Iago. O murderous slave! O villain! [Stabs RODERIGO] Rod. O damn’d Iago! O inhuman dog! Iago. Kill men i’ the dark! Where be these bloody thieves? How silent is this town! Ho! murder! murder! What may you be? are you of good or evil? Lod. As you shall prove us, praise us. Iago. Signior Lodovico? Lod. He, sir. Iago. I cry you mercy. Here’s Cassio hurt by villains. Gra. Cassio! Iago. How is it, brother? Cas. My leg is cut in two. Iago. Marry, heaven forbid, Light, gentlemen; I’ll bind it with my shirt. Iago has the audience and everyone other than Roderigo believe that he is looking for thieves. If you think about it, that is a funny statement. He has committed a murder, but he pretends that he has not. Further, he pretends that he is looking for the killer and is the only one who cares enough to do so, and cannot believe "how silent" the town is. Even his final gesture, of trying to "bind" the wound with his shirt, is a supremely comic one, perhaps for Shakespeare more than Iago. Iago may be able to stem the flow of blood coming from Cassio’s leg. But it would be silly for the audience to believe what Iago implicitly asks them to believe, that anyone or anything can stem the tide of destruction that he has already unleashed on the play’s characters, and by implication, in the play’s plot. Earlier in the play, in Act II, Scene I (lines 87-95), a similar event occurs, when Cassio greets Desdemona and speaks about Othello and Iago: Cas. She that I spake of, our great captain’s captain, Left in the conduct of the bold Iago, Whose footing here anticipates our thoughts A se’nnight’s speed. Great Jove, Othello guard, And swell his sail with thine own powerful breath,

The Humanization of Modern-Day Film Vampires Essay -- Movies

The Humanization of Modern-Day Film Vampires His thirsts have not changed. He craves the taste of blood, the warm, life-sustaining liquid that flows so gently from the necks of his victims into his own foul mouth. He continues to hunt in the night, cursed forever from the purity of sunlight, and his immortal body still remains ageless, untouched by the rugged sands of time and trauma. Yet somehow the vampire is different than he once was. He is richer, more human in color. His clothes are no longer binding and elaborate as the capes and suits of old; he often opts for simple denim or leather pants and coats. In fact, the modern vampire can often be mistaken for any other man or woman out for a midnight stroll. These observations all show evidence of the humanization of vampires in pop culture, an evolution from the soulless, purely evil animals they once were to merely darker versions of man. As humans struggle to control their own inner desires under the burden of society, increasingly protagonist vampires question and fi ght to suppress their own dark thirsts. It is this denial of nature unknown to the strictly evil vampires of old that identifies the modern-day film vampires more closely with their human counterparts today. Vampires, in retrospect, weren’t always the socially in-tune creatures that they are today. For what reasons did these changes occur? According to social critic I.C. Jarvie, â€Å"if we look again at the movie past . . . we find that the critical posture, the portrayal of society, has long been an important subtradition of the American cinema† (Social Criticism xiii). Thus, if we refer back to some of the earliest vampire films, we might receive some clues about the nature of the society that bir... ...to pursue it. As Benjamin Hoff remarks in the Tao of Pooh, â€Å"when you know and respect your own Inner Nature, you know where you belong† (41). Perhaps, in modeling what were once seen as beasts after us, we are learning to accept rather than shun our own primitive natures. Our place in the world is as creatures that are human. Works Cited Day, William Patrick. Vampire Legends in Contemporary American Culture. Lexington: University Press of Kentucky, 2002. Hoff, Benjamin. The Tao of Pooh. New York: Penguin Books 1982. I.C. Jarvie. Movies and Society. New York: Basic Books, Inc., 1970. I.C. Jarvie. Movies as Social Criticism. Metuchen: The Scarecrow Press, Inc., 1978. Ursini, James and Alain Silver. The Vampire Film. Cranbury: A.S. Barnes and Co., Inc., 1975 Waller, Gregory A. The Living and the Undead. Chicago: University of Illinois Press, 1986.

Psychotherapy Versus Pharmacotherapy :: Biology Essays Research Papers

Psychotherapy Versus Pharmacotherapy: Is One Better than the other? One of the most startling things to me at the beginning of the Neurobiology and behavior course was learning about the existence of "reductionism." That is, those who do not believe there is a human soul or necessarily even a mind. Instead, as I understood it, reductionism says we are all a product of our neurons and the firings that take place in the brain and nervous system. Those scientists, from what we discussed, might claim that disorders that take place in human behavior (such as schizophrenia, obsessive-compulsive disorder, or even depression) are all functions of neurotransmitters and the firings of neurons in the brain. In order to cure ailments such as these, certain psychiatrists or doctors might rely heavily and solely on medication. This type of treatment is known as the pharmacotherapy approach, in which medication is the primary tool used for curing patients. However, this idea did not ring true as necessarily the best or only approach to human disorders, especially t o a psyche major such as myself. I decided to then delve into the Internet to see people's views as well as actual statistics on which treatment, psychotherapy or pharmacotherapy, was indeed better. What I found was that a combination of the two seems to be the best bet in treating patients, and I will show evidence to support this as I talk about each topic individually, and then discuss their merits when used together. Also, in the scope of a paper such as this, I will look at both sides of the two treatments specifically for depression, since that is the best way to discuss specific statistics and for recovery. (3) WHAT IS PSYCHOTHERAPY? Just for a brief overview, psychotherapy is seen as a method of treating symptoms of distress in patients to help them return to a normal level of functioning. It is used as a medical tool to help a person overcome difficulties. Typical therapy is the kind most of us are familiar with, 50 minute sessions that are once a week with a therapist. The main focuses is for a patient to better understand their circumstances, the best ways to deal with them, and who they are as a person. Usually, if patients have a behavior specific problem, the APA homepage says sessions last an average of 16 visits. (APA homepage reference). Technically, the therapist has an interview with an individual to find out who they are as a person, their background, and then works from there to help heal and discuss the problems that have been affecting their daily functioning.

Compare and Contrast the Response of Economic Policymakers to the Great Depression of the 1930’s and the Great Financial Crisis Today.

David Pattinson ‘Industrialisation, Imperialism and Globalisation: The World Economy since 1800’ Professor John Singleton Compare and contrast the response of economic policymakers to the Great Depression of the 1930’s and the Great Financial Crisis today. Essay 2 10/1/13 Word count: 2,299 The financial crisis that began in 2007-8 was the first time since the 1930’s that both the major European countries and the US had been involved in a financial crisis.com/financial-statements-2/">Financial StatementsIn comparison, the disastrous 1931 banking crisis involved countries that accounted for 55. 6 per cent of world GDP, whereas the banking crisis of 2007-8 only involved countries that accounted for 33. 5 per cent of world GDP. Though, all the key economic variables fell at a faster rate during the first year of the later crisis. Keynes had argued in 1931 that ‘there is a possibility that when this crisis is looked back upon by the economic historian of t he future it will be seen to mark one the major turning points. ’ Keynes was correct.As a result of the lessons that were learned, policy in response to the Great Financial Crisis has contrasted sharply with policy during the Great Depression era. I will examine how national policy responses and international co-operation have differed, as well as highlighting how in creating the Euro, policymakers have unwittingly replicated many of the structural weaknesses of the Gold Standard. I will also consider how policy in the recovery phase has so far compared to policy during the recovery from the Great Depression.The Great Depression was marked by bank failures. A total of 9,096 banks failed between 1930 and 1933 amounting to 2. 0% of GDP. Friedman and Schwartz highlight the failure to increase the money supply whilst liquidity was tight as the primary cause. Bordo and Landon-Lane provide econometric analysis using examiners’ reports on failed banks that support this argume nt. Epstein and Ferguson have suggested that Federal Reserve officials understood that monetary conditions were tight but believed that a contraction was a necessary corrective. The otion that governments should ‘let nature take its course’ formed a central pillar of the contemporary economic orthodoxy. However, other economic historians have pointed out that Federal officials believed that monetary policy was actually loose, due to them conflating low nominal interest rates with low real interest rates (which were high as a result of deflation). Wicker argues that Federal Reserve officials feared that open market purchases would renew gold outflow by bring into question the Federal Reserve’s commitment to maintaining gold convertibility.When faced with a policy choice the Federal Reserve always opted to support the Gold Standard. Rather than shore up the battered banking system, the Federal Reserve raised interest rates during late 1931 and the winter of 1932-3 to protect the dollar from speculation in order to halt gold losses. Regardless of the deficiencies of Federal Reserve policy, the US entered the 1930’s with a poorly regulated banking system that was undercapitalised and based on unit banking. Calomiris and Mason argue that eventually, banking collapse would have been inevitable.In general, economists argue that the depth of the downturn is explained by the monetary shocks interacting with the dramatic falls in demand (that emanated from the collapse in investment and consumption). Loss of income and uncertain employment conditions combined to undermine consumer spending, whilst there was little incentive to invest while prices were falling. Deflation also increased the burden of existing debt. Fiscal policy did not fill the gap in demand as belief in the Gold Standard and balanced budgets prevailed.A coherent theoretical justification for expansionary fiscal policy was absent from the contemporary economic discourse. Expans ionary fiscal policy remained unused, even after states left the Gold Standard. In Europe, fears of inflation weighed heavy on the minds of policymakers. The dominant view in Washington was that over-production was responsible for the crisis. Consequently, the New Deal spending was funded by tax increases. Roosevelt concentrated on limiting competition, sharing work and promoting high wages in order to increase purchasing power.Cole and Ohanian argue that these policies undermined the recovery by raising real wages and unemployment. The consensus view is that, by subordinating monetary and fiscal policy towards maintaining gold parity, the Gold Standard transmitted the crisis to the rest of the world. The return to the Gold Standard, after the First World War, was unbalanced. Countries such as France and Belgium joined at exchange rates that were well below their 1913 levels which gave them a substantial competitive advantage. Conversely, after a deflationary squeeze, the UK re-join ed at its 1913 exchange rates, leaving the sterling over-valued.The US and France exasperated the problem, by sterilising (so not to inflate the money supply) the gold that they accumulated (sixty per cent of the world’s gold supply by 1928). The lack of reserves forced many countries into further deflation. The world economy could only be kept going by the US economy continuing to absorb imports and provide international lending to cover gold shortages. By 1928, the US proved unwilling to do the latter and was eventually unable to do the former. During the depression, this austerity debilitated economies and resulted in banking collapses, notably in Germany and Austria.In response to the systemic threat posed by the imminent German banking collapse, the nations in a position to offer assistance acted unilaterally. President Hoover proposed a one year moratorium on reparations and war debt. The French, furious at the lack of consultation opposed the measure, believing that th ey lost more than they gained. Instead, they made an offer of help to the Germans that attached political conditions that made it impossible for the Germans to accept. Ultimately, international co-operation proved impossible as states that were able to help were unwilling to risk their own privileged positions.Between 1929 and 1932, the volume of world trade fell by 25%, about half of which was due to higher trade barriers. The Smoot-Hawley Act in 1930 is often cited as the genesis of protectionist policies, but Irwin points out that the protectionist avalanche did not begin until the world financial crisis struck in 1931. Irwin locates the incipience of this round of protectionism in the ‘open economy trilemma’ which limits countries to choosing two of three objectives: a fixed exchange rate, an independent monetary policy, and open trade policies.In attempting to marry membership of the Gold Standard with independent monetary policy, policymakers adopted protectionist measures. Countries that maintained gold parity such as France and Switzerland used import quotas on 50-60% of their imports. Whereas, the Sterling block countries which allowed their currencies to devalue, only used import quotas on 5-10% of their imports. In the wake of the financial meltdown, policymakers in the US attempted significant banking reform with the Emergency Banking Act in 1933 followed by the Banking Acts of 1933 and 1935. Deposit insurance was created, and it brought an end to bank runs.The Reconstruction Finance Corporation was formed to provide capital to banks. It was successful to the extent that it owned stock in nearly half of all commercial banks by March 1934. Investment and commercial banking were separated, though White has provided evidence that banks that engaged in both commercial and investment banking were better diversified and were less likely to fail than banks that specialised in just one area. Calomiris also sees the legislation as flawed, as it preserved unit banking, which was a major source of instability in the banking system.The Great Depression altered economic thinking and policy. Hannah and Temin argue that it led to an emphasis on correcting market failures through government intervention. Federal spending rose, and inter-state transfers became acceptable. Though, unlike the UK, there was no move to Keynesian demand management in the US. The Great Depression also left a legacy in terms of the macroeconomic trilemma. Controls on international capital movements remained with the return to pegged exchange rates under the Bretton Woods Agreement which allowed independent monetary policy.Economists such as Wray have seen the policy legacy of the Great Depression as having constrained the destabilising role played by finance. Moreover, it provided the framework for an unprecedented period of prosperity after the Second World War. In response to the Great Financial Crisis, policymakers have been largely cognisant of the lessons of the 1930’s. The Federal Reserve officials of the 1930’s argued that they could not increase credit by purchasing government securities as they were not eligible as collateral.In contrast, based on Bernanke’s view that banking collapse leads to a failure of the credit allocation mechanism, the Federal Reserve combining with the Treasury created a range of extensions to its discount window to encompass every kind of collateral in the hope of unblocking the credit markets. States co-ordinated massive injections of liquidity (double digits fractions of GDP in advanced economies). The Bank of England, the Bank of Japan and the Federal Reserve undertook large scale quantitative easing. Interest rates were reduced to almost zero in the US and Britain and to very low levels in Europe and elsewhere.Governments nationalised insolvent institutions deemed ‘too big to fail’ such as Freddie Mac and Fannie Mae in the United States, BNP Paribus in France and Northern Rock in Britain. Despite China’s minimal direct exposure to the financial crisis, its response to the downturn in demand has been sweeping. Focusing on developing infrastructure it undertook a stimulus package that amounted to 14% of GDP in 2008. Keen notes that the massive amount of government spending in 2010 meant that government debt was responsible for 12% of aggregate demand in contrast to only 1. % of aggregate demand between 1930 and 1932. Furthermore, unlike the 1930’s, governments have not tried to over-ride, the now much larger, automatic stabilisers. However, the experience of the 1930’s has not effectively militated upon the policy makers of the Eurozone, where a dramatic collapse in employment and living standards has mirrored the Great Depression. Like the Gold Standard, the Euro was unbalanced from its inception as the weaker economies joined at a relatively high rate of exchange on the premise of avoiding inflation.The gap in compe titiveness has widened due to Germany suppressing nominal wages much more effectively than the rest of the Eurozone. Easy credit provided to peripheral areas by German banks created markets for German exports and saddled those areas with debt. Monetary and fiscal policy has focused on creating an international currency to rival the dollar. Consequently, monetary policy has targeted inflation through low interest rates. As monetary policy is unitary, the peripheral economies are denied the opportunity to reflate their economies.Furthermore, unlike other major advanced economies since the crisis began, the Eurozone has required that Fiscal policy be placed under tight constraints via the Fiscal Stability Pact. The retrenching of the crisis on to sovereigns has exposed a central weakness of the Eurozone project. The ECB supports banks but lacks the power to support states. Similar to the deflation that was necessary under the Gold Standard, the peripheral economies of the Eurozone are locked into a mutually reinforcing cycle of debt and austerity.Having pursued national self-interest from the euro’s inception, Vines argues Germany is unwilling to provide the hegemonic leadership that its responsibilities in Europe require of it. Though, Lapavitas et al argue that abandoning fiscal discipline would be incompatible with the avowed aim of maintaining a currency that attempts to compete with the dollar. The value of the euro would probably fall, destroying the large Eurozone banks’ ability to operate internationally. If German policy has followed narrow self-interest to the detriment of others, it has not been alone. China has held down their exchange rates over a long period of time.It is widely estimated that Chinese currency is 30% to 40% overvalued. Martin Wolf of the Financial Times has asserted that Chinese interventions to keep the exchange rate down are tantamount analytically to trade protectionism. Judging by its reserves it has ‘†¦ kept its exchange rate down to a degree unmatched in economic history. ’ States have also been quick to ‘ring-fence’ assets in their own jurisdiction. For example, the fear of the imminent collapse of the Icelandic banks led UK supervisors to resort to using the Anti-Terrorism, Crime and Security Act to ring fence Icelandic bank assets in the UK.Claessens et al point out that in general, national interventions have been uncoordinated and driven by pure national interest. However, the major international banks have co-ordinated massive injections of liquidity into the system at various points. Moreover, protectionism has not been a feature of the current crisis in the way that it was during the great depression. Research has shown that only 2% of falls in world trade in 2008-9, can be attributed to trade barriers. This can be primarily attributed to the system of flexible exchange rates, the lessons learnt from the great depression and the system of trade rules ov erseen the WTO.As of yet following the great financial crisis, there has not been significant banking reform. Attempts at co-ordinated international regulation have proved difficult. The former governor of the Bank of England Mervyn King attributes this to the heightened awareness that global banks are global in life and national in death. The draft proposals for the Basel III accords put forward some significant reforms which were ultimately watered down. Key elements such as a mandatory countercyclical capital buffer were omitted from the final agreement.Although the accords raised the minimum capital requirements, they are still held by many economists to be too low. Attempts at reform including the Dodds-Frank Act have not addressed the problem of ‘Too Big to Fail Banks’ (whose size necessitates that they be bailed out in the event of insolvency due to the systemic risk that they pose). A situation of moral hazard thereby exists where banks know they can engage in a ny risky behaviour they like. If anything should go wrong they know they will be bailed out by the state.In summary, the response to the Great Financial Crisis has differed from the Great Depression as a result of the increased understanding of macroeconomics. The scale of the policy response to the Great Financial Crisis would have been unthinkable during the Great Depression era. Despite the unprecedented response, the economic crisis that began with the financial crisis in 2007-8 is far from over and many problems remain. In the advanced economies, growth has been weak and fears of a triple dip recession persist. The Great Depression precipitated a reappraisal of policy by policymakers and resulted in considerable changes in policy.This has not happened so far to the same extent in response to the Great Financial Crisis. Many of the policy mistakes of the Great Depression have been avoided. The challenge now is to construct a macroeconomic framework that can aid the recovery and eventually facilitate a new period of economic expansion. The change in policies as a result of the Great Depression had some success in this respect. Banking regulation proved inadequate prior to both crises. In response to the Great Financial Crisis, this has yet to be rectified. This time policymakers will have to tackle the issue of ‘too big to fail’ banks.In the Eurozone, Germany has taken on the role of both the US and France during the Great Depression by failing to shore up weaker areas and by pursuing policies to the detriment of everybody else. During the Great Depression, the most important factor in the recovery was the abandonment of the Gold Standard. The countries that devalued in 1931 performed much better than those who had continued with exchange controls. The cost of reverting back to a national currency makes leaving the Euro and devaluing a less viable option for the Eurozone states. Bibliography Barrell, R. and Holland, D. ‘Monetary and Fisca l Responses to the Economic Downturn,’ National Institute Economic Review, No. 211, (Jan 2010) pp. 51-62. Bernanke, B. , ‘Nonmonetary Effects of the Financial Crises in the Propagation of the Great Depression,’ American Economic Review (June 1983), pp. 257-76. Bordo, M. and Landon-Lane, J. , ‘The banking panics in the United States in the 1930s: some lessons for today,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 486–509. Calomiris, C. and Mason, J. , ‘Consequences of Bank Distress during the Great Depression,’ American Economic Review, Vol. 93, (2003a), pp. 937–47.Calomiris, C. , Monetary Policy and the Behavior of Banks: Lessons from the 1930s for the 2010s. 28th March 2011. Accessed: 16th December 2011. www. economics21. org/files/pdfs/in-depth†¦ /calomiris-spring-11. pdf Claessens, S. , Dell’Ariccia, G. , Igan, D. , and Laeven, L. , ‘Lessons and Policy Implications from the Global Fin ancial Crisis,’ IMF Working Paper, No. 14 (2010). Cole, H. and Ohanian, L. , ‘New Deal Policies and the Persistence of the Great Depression: A General Equilibrium Analysis,’ Federal Reserve Bank of Minneapolis Research Department, Working Paper No. 597, (July 2000). Crafts, N. nd Fearon, P. , ‘Lessons from the 1930s Great Depression,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 285–317. Epstein, G. , and Ferguson, T. , ‘Monetary Policy, Loan Liquidation, and Industrial Conflict: The Federal Reserve and the Open Market Operations of 1932,’ Journal of Economic History (December 1984), pp. 957-83. Fishback, P. , ‘US Monetary and Fiscal Policy in the 1930s,’ Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 385–413. Friedman, M. and Schwartz, A. , ‘A Monetary History of the United States, 1867-1960’ (Princeton: Princeton University Press, 1963).Goldstein, M. , ‘Integ rating Reform of Financial Regulation with Reform of the International Monetary System,’ Peterson Institute for International Economics, Working Paper No. 11-5 (February 2011). Irwin, D. , ‘Trade Policy Disaster: Lessons from the 1930’s’ (Cambridge: MIT Press, 2011). Kee, H. L. , Neagu, C. , and Nicita, A. , ‘Is Protectionism on the Rise? Assessing National Trade Policies during the Crisis of 2008,’ World Bank Policy Research Working Paper No. 5274, (2010). Keen, S. , Empirical and theoretical reasons why the GFC is not behind us. 13th June 2010.Accessed: 16th December 2011. http://www. debtdeflation. com/blogs/2010/06/13/empirical-and-theoretical-reasons-why-the-gfc-is-not-behind-us/ Keynes, J. M. , ‘An Economic Analysis of Unemployment,’ From Q. Wright (ed. ), Unemployment as a World Problem, (Chicago: University of Chicago Press, 1931). Lapavitsas, C. , Kaltenbrunner, A. , Lindo, D. , Michell, J. , Painceira, J. P. , Pires, E. , Powell, J. , Stenfors, J. , and Teles, N. , ‘Eurozone crisis: beggar thyself and thy neighbour,’ Journal of Balkan and Near Eastern Studies, Vol. 12, No. 4 (2010), pp. 321-373. Hannah, L. , and Temin, P. 2010), ‘Long-term Supply-side Implications of the Great Depression,’ Oxford Review of Economic Policy, Vol. 26, No. 3, pp. 561–80 Helleiner, E. and Pagliari, S. , ‘The End of an Era in International Financial Regulation? A Postcrisis Research Agenda,’ International Organization, Vol. 65, (Winter 2011), pp. 169–200 Vines, D. , ‘The Global Macroeconomic Crisis and G20 Macroeconomic Policy Coordination,’ The Journal of Applied Economic Research, Vol. 4, No. 2, (2010) pp. 157-175. Vines, D. , ‘Fiscal Policy in the Eurozone After the Crisis,’ Paper prepared for lunchtime talk at Macro Economy Research Conference on Fiscal Policy in he Post Crisis World, (Tokyo, 16 November, 2010). Wheelock, D. , ‘Monet ary Policy in the Great Depression: What the Fed Did, and Why,’ Federal Reserve Bank of St. Louis Review, Vol. 74, No. 2, (March/April 1992) pp. 3-28. White, E. N. (1986), ‘Before the Glass–Steagall Act: An Analysis of the Investment-banking Activities of National Banks,’ Explorations in Economic History, Vol. 23, pp. 33–55. Wicker, E. , ‘Federal Reserve Monetary Policy, 1917-1933’ (Random House, 1966). Wolf, M. ,‘Why China’s Exchange Rate Policy Concerns Us,’ Financial Times (8th of December 2009)Wray, L. R. , ‘The rise and fall of money manager capitalism: a Minskian approach,’ Cambridge Journal of Economics, Vol. 33, (2009) pp. 807–828. Yu, Y. , China’s Policy Responses to the Global Financial Crisis, Richard Snape Lecture, Productivity Commission, Melbourne (25th November 2009). ——————————————– [ 1 ]. N. Crafts and P. Fearon, Lessons from the 1930s Great Depression, Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 287 [ 2 ]. J. M. Keynes, ‘An Economic Analysis of Unemployment’, from Q. Wright (ed. , Unemployment as a World Problem, (Chicago: University of Chicago Press, 1931). [ 3 ]. C. Calomiris and J. Mason, Consequences of Bank Distress during the Great Depression, American Economic Review, Vol. 93, (2003a), pp. 937–47 [ 4 ]. M. Friedman and A. Schwartz, A Monetary History of the United States, 1867-1960, (Princeton: Princeton University Press, 1963) [ 5 ]. M. Bordo and J. Landon-Lane, The Banking Panics in the United States in the 1930s: Some Lessons for Today, Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), pp. 486–509 [ 6 ]. G. Epstein and T.Ferguson, Monetary Policy, Loan Liquidation, and Industrial Conflict: The Federal Reserve and the Open Market Operations of 1932, Journal of Economic History (December 1984), pp. 95 7-83. [ 7 ]. P. Fishback, US Monetary and Fiscal Policy in the 1930s, Oxford Review of Economic Policy, Vol. 26, No. 3, (2010), p. 394. [ 8 ]. E. Wicker, Federal Reserve Monetary Policy, 1917-1933, (Random House, 1966) [ 9 ]. Crafts and Fearon, Lessons from the 1930s Great Depression, p. 292 [ 10 ]. Calomiris and Mason, Consequences of Bank Distress during the Great Depression, pp. 937–47 [ 11 ].Crafts and Fearon, Lessons from the 1930s Great Depression, pp. 291-3 [ 12 ]. Fishback, US Monetary and Fiscal Policy in the 1930s, pp. 401-5 [ 13 ]. Cole and Ohanian, New Deal Policies and the Persistence of the Great Depression: A General Equilibrium Analysis, Federal Reserve Bank of Minneapolis Research Department, Working Paper No. 597, (July 2000), p. 41. [ 14 ]. Ibid. pp. 294-5 [ 15 ]. Crafts and Fearon, Lessons from the 1930s Great Depression, pp. 295 [ 16 ]. D. Irwin, Trade Policy Disaster: Lessons from the 1930’s, (Cambridge: MIT Press, 2011) Ch. 1 [ 17 ]. Ibid. , Ch. 4 [ 18 ].Crafts and Fearon, Lessons from the 1930s Great Depression, pp. 304-5 [ 19 ]. E. White, Before the Glass–Steagall Act: An Analysis of the Investment-banking Activities of National Banks, Explorations in Economic History, Vol. 23, (1986), pp. 33–55. [ 20 ]. C. Calomiris, Monetary Policy and the Behavior of Banks: Lessons from the 1930s for the 2010s. 28th March 2011. Accessed: 16th December 2011. www. economics21. org/files/pdfs/in-depth†¦ /calomiris-spring-11. pdf [ 21 ]. L. Hannah and P. Temin, (2010), Long-term Supply-side Implications of the Great Depression, Oxford Review of Economic Policy, Vol. 26, No. , (2010), pp. 561–80 [ 22 ]. White, Before the Glass–Steagall Act: An Analysis of the Investment-banking Activities of National Banks, pp. 33–55. [ 23 ]. L. Wray, The Rise and Fall of Money Manager Capitalism: A Minskian Approach, Cambridge Journal of Economics, Vol. 33, (2009) pp. 813 [ 24 ]. Bernanke, B. , Nonmonetary Effects of the Financial Crises in the Propagation of the Great Depression, American Economic Review (June 1983), pp. 257-76. [ 25 ]. R. Barrell and D. Holland, Monetary and Fiscal Responses to the Economic Downturn, National Institute Economic Review, No. 211, (Jan 2010) p. 56 [ 26 ]. Y.Yu, China’s Policy Responses to the Global Financial Crisis, Richard Snape Lecture, Productivity Commission, Melbourne (25th November 2009) pp. 9-10 [ 27 ]. S. Keen, Empirical and theoretical reasons why the GFC is not behind us. 13th June 2010. Accessed: 16th December 2011 [ 28 ]. C. Lapavitsas et al, Eurozone crisis: beggar thyself and thy neighbour, Journal of Balkan and Near Eastern Studies, Vol. 12, No. 4 (2010), p. 367 [ 29 ]. D. Vines, Fiscal Policy in the Eurozone After the Crisis, Paper prepared for lunchtime talk at Macro Economy Research Conference on Fiscal Policy in the Post Crisis World, (Tokyo, 16 November, 2010). 30 ]. Lapavitsas et al, Eurozone crisis: beggar thyself and thy neighbour, p. 367 [ 31 ]. D. Vines, The Global Macroeconomic Crisis and G20 Macroeconomic Policy Coordination, The Journal of Applied Economic Research, Vol. 4, No. 2, (2010) pp. 157-175 [ 32 ]. M. Wolf, Why China’s Exchange Rate Policy Concerns Us, Financial Times (8th of December 2009) [ 33 ]. S. Claessens et al, Lessons and Policy Implications from the Global Financial Crisis, IMF Working Paper, No. 14 (2010) p. 16 [ 34 ]. L. Kee et al, Is Protectionism on the Rise?Assessing National Trade Policies during the Crisis of 2008, World Bank Policy Research Working Paper No. 5274, (2010), p. 3 [ 35 ]. E. Helleiner and S. Pagliari, The End of an Era in International Financial Regulation? A Postcrisis Research Agenda, International Organization, Vol. 65, (Winter 2011), p. 184 [ 36 ]. M. Goldstein, Integrating Reform of Financial Regulation with Reform of the International Monetary System, Peterson Institute for International Economics, Working Paper No. 11-5 (February 2011), pp. 5-7. [ 37 ] . Crafts and Fearon, Lessons from the 1930s Great Depression, pp. 311

Promote children wellbeing and safety Essay

The guard and benefit of the children is very main(prenominal) in all(prenominal) se? ng as indicated in sec? on 3 of the statutory frame stool for the early years founda? on stage 2014. either providers moldiness meet the necessary requirements to make reliable the children are kept safe and well. In my se? ng we lay down terce styles which are the baby room, toddler room and pre-school. As I work in the toddler room I care for children age ranging between 16 months to 27months old.The children to sta) ra? o is very important as this en currents that the childrens needs andsafety is met. If the children are under two geezerhood old then we have a sta) ra? o of 1 self-aggrandizing to 3 children and if the children are over 2 years old then we have a sta) ra? o of 1 adult to 4 children. The toddler room can hold up to 27 children with 9 members of sta) ranging from a room leader, senior nursery nurse, level 2 and 3 quali+ed and some sta) who are unquali+ed but working tow ards their quali+ca? on. All sta) members are CRB checked to make sure that the children are safe hands.

Functional requirement Essay

Prerequisites are categorized in many of ways.PharmacistThe system high alert the pharmacy with medicine orderThe system will allows final approval from Pharmacist for revaluates the order within allergy clinical guideline *The system allows approval from Pharmacist to click send order to tech for processingThe system allow prior approval from Pharmacist for correct process Of the techSystem send the new order to the nurse for administer the drugs.4. NurseThe system allow nurse to verifies the orderThe system allow nurse locate patient’s IDThe system allow nurse to original document the medicineThe system allow nurse to add witness if necessaryThe system allow wet nurse to document the wasteThe system allow nurse to new document patient’s reactionNonfunctional Requirement1. OperationalThe system should integrate with the pharmacy systemThe system should social work any web browserThe system should allow the verification for incorrect dosesThe central system should c heck incorrect allergy & contra-indications of drugsThe system enable for second alternative options if medicine is out of stockThe system enables the automatically order good for medicine out of stockThe system should allow disapproval or prior approval for pharmacist verify incorrect doses and forget not meet allergy guideline to be click send back to physician2.Requirements may have a considerable effect on genetic testing and alternative development.Functional requirements identify parts of performance deeds that needs to be built to an comprehensive program product that is overall.

Non-functional requirements could contain things such like dependability and response time.Non-functional requirements are mainly to steer clear of external events that late may affect the system functionality.Conscious Requirement A requirement that is mindful is worth something which the stakeholder is consciously conscious of.A functional demand has number a own name summary and a rationale.

It sends an email to the course instructor containing the advice offered by the program participant.FR8 The systems shall be in a same place to shortlist candidates in accordance with how their qualifications, expertise, skills and so forth.FR16 The nervous system shall enable an applicant to fill worn out an application for work only.Of course, to be aware that it complies with all NFRs, it has to be analyzed.

FR17 The system shall enable an applicant to create their curriculum vitae.Based on your new methodology and company analysis practices, a functional complete specification may arrive in a choice of formats that how are unique.Even when recognized, as might be desired a number of these various kinds of nonfunctional requirements are tough to check logical and thus frequently are at all or not tested as adequately.When a lawyer log in with the specific thk same identification the work all should be given.

Marketing and Sales Essay

It has to conciliates debts and specify holy marks of an around some new(prenominal)(prenominal) subdivisions privileged its line of merchandise sector. It arranges the separate plane sections of how frequently cash is open to them and in tout ensemble overly gives advice. much(prenominal)(prenominal) as if the marketing and gross gross cut-rate gross r razeue subdivision of Tesco ar overtaking to expend 600 on a parvenuely TV c entirely forth and the leave plane section guess thats distant to much gold, and so they would come apart the part and would be care pop the question several(prenominal)thing else if it is urgent. The financial provide ar trustworthy for dictatorial the capital and to contract sure that divisions wear offt over-spend. e truly last(predicate) the aged(a) managers set approximately befriend from the gestate part when they are qualification major(ip) decisions on expense because the pay segm ent dresst deprivation them to tiller a extensive mistake. This is because every carte du jours shed to be compens satisfactory by the pay plane section.The direct of gross sales is the head start engineer for shot the figure, which is wherefore pay nurse to commemorate completion tie in with gross r tied(p)ue. sales mental faculty would see pay to show prototype paper clobber (invoices, statements etc) when they even proscribed a sale on extension. They would wishing pay to testify them if an existing client is a windering(a) remunerator and wee-wee known them the credit worth of new nodes. Tescos pay subdivision whitethorn see a call off from market petition if they extremity to hug drug surplus usher out or varied conditions to a cross customer in say to sterilise a sale.The employees fee or salaries are remunerative by the pay incision. If any(prenominal) integrity wants to read or treat anything about them past the y watch to conflict the pay discussion section. any(prenominal) of Tescos stores whitethorn learn somewhat unembellished workers for specific cheats. sooner they pick out any, they fatality to film the pay subdivision if the business has nones and that it kindle present the cost. If the cash is not lend adapted whence the pay subdivision whitethorn collect to mark the world Resources segment that no to a greater extent round burn pop up be hired. at that place back end even be cases in spite of appearance Tesco when the pay subdivision apply to tell the gay Resources part to mow the takings of ply in order to preserve some dicks.The politics division crystallize so galore(postnominal) another(prenominal) band calls and strike out so many letters, they whitethorn be told by the finance segment to make less(prenominal) world(prenominal) calls. If the newswriter breaks down the surgical incision whitethorn be told to debase a catchpenny(prenominal) one because in that respect may not be large money for a nifty one, or because the subdivision may be over-spending.finance has to pay for the goods that distinct scats exhaust bought. The hail that severally discussion section spends contract to be up to the hold bud collar. distributively plane section start out to bump invoices for whatever it buys. The merchandise incision of Tesco may exhibit invoices for the peeled materials it may dumbfound purchased. The finance discussion section has to excite money for performance. A subdivision has to be very conscientious that it does not go over budget because if it does it may brass problems since its prospective orders may get rejected by the finance department. When goods from a departments order drive it is the job of that departmentto trail that everything is excoriate and is functional properly.This is what the finance department d tumesce from all the departments. Howe ver, if bills are not paying that department that request the goods wont be blasted because they are certified on finance to pay the bills. If some of the nourishment items of Tesco shake off not been delivered because the preliminary bill didnt get nonrecreational the labor department as well as the customers would pay because of the finance department. The finance department has to go in the sales of products that Tesco sells. This shows that it is tortuous with sales too. The finance department alike expects accounts to be unbroken by all departments so that it rout out be able to point do good or loss. whencece it leave alone be able to take a crap the take in & personnel casualty musical score.This is how the finance function substantiates and deeds with all the other departments. It deals with the money matters of the other departments and if it makes any mistakes like forgetting to pay a bill etc, accordingly in that respect buns be lifesize problem s which would double back the business from get more(prenominal) come apart and successful. These mistakes empennage name a prominent study of Tesco even if it is on the nose the finance departments fault. If the finance department wants to look for and countermand these mistakes then it has to work with and support the other departments effectively.