Product & Company Overview: Nestle Essay

Nescafe is a brand of instant coffee made by Nestle. The name is a combination of the words â€Å"Nestle† and â€Å"cafe†, in which â€Å"Nes-† means magic and â€Å"-cafe† means coffee. Nestle’s flagship powdered coffee product was introduced in Switzerland on April 1, 1938 after being developed for 7-8 years by Max Rudolf Morgenthaler, a Swiss food chemist considered to be inventor of Nescafe. Nescafe’s roots can be traced back to the 1930s. In the United States, the Nescafe name was used on its products until the 1960s. Later, Nestle introduced a new brand in the US called â€Å"Taster’s Choice†, which supplanted Nescafe for many years. Taster’s Choice was also introduced into Canada at the same time, and continues to be sold as a separate product, branded as superior to Nescafe, and is higher priced. With more than 4,600 cups consumed every second, Nestle’s Nescafe is by far the world’s leading coffee brand, and also the fourth most valuable beverage brand globally after Coca-Cola, Pepsi and Budweiser. Interbrand ranks it as the world’s top 40 brands, with an estimated value of over $10.65bn. Nescafe’s global profile has been modernized by a move into iced beverages, but its more traditional hot soluble business still has one major obstacle to overcome: the dominance of roast and ground coffees in the US and its growing popularity in other developed markets. Nestle’s attempts to compete directly with ground coffee producers proved unsatisfactory, but instead the group has established a new benchmark for premium coffees with its successful Nespresso dispensing system to build on the normal Nescafe vending machines. Nestle follows a region specific marketing strategy, housing different brands of instant coffee under the umbrella brand Nescafe. ii.Analyze the category 1.Aggregate market factors a.Market Size Coffee is worth over $100 billion worldwide. This puts coffee ahead of commodities like natural gas, gold, brent oil, sugar and corn. The term soluble coffee encompasses spray-dried powder, freeze-dried powder and liquefied forms of coffee such as liquid concentrates. All of these methods of processing involve dehydrating brewed roasted and ground coffee. The freeze-dried method produces a superior but more expensive product. The  world consumption of soluble coffee is rising relatively strongly after a number of years of stagnation, expanding from 21.4 million bags (green bean equivalent) in 1999 to 29.9 million bags in 2009. Globally Nestle and Kraft Foods account for around 75% of the world market, with Nestle alone supplying over half the world demand for instant coffee. According to the ICO (International Coffee Organization), emerging markets consumed 27.9m 60kg bags of coffee in 2012, compared with 25.4m the previous year. b.Growth The hot drinks market in Asia has traditionally been dominated by tea consumption rather than coffee. However, in recent years, the Asian coffee market has increasingly become the focus of the world coffee industry. Since 1990, Asia has experienced the most dynamic growth in coffee consumption in the world, growing by an average rate of 4% per annum, increasing to 4.9% since the year 2000. As such, the region is of increasing interest to the coffee sector, both for producers and consumers, and represents a significant potential market for the coffee industry. Coffee consumption in the region has been growing strongly over time, more than doubling from 8.4 million 60kg bags in 1990 to 19.5 million bags in 2012. This represents an average growth rate of 3.9% per annum. Furthermore, the share of East and Southeast Asia in world coffee consumption has also been increasing, accounting for 13.8% of the world total in 2012, up from 9.4% in 1990 and 10.9% in 2000. Consumption growth in many Asian countries has been driven primarily by demand for Robusta coffee, which is used in soluble coffee and ready-to-drink products such as 3-in-1 mixes (coffee with whitener and sweetener) or 4-in-1 preparations (coffee with whitener, sugar and flavourings or dietary additions). Nestle continues to lead coffee with a value share of 38% in 2013, mainly due to its long-established presence in instant coffee. Nestle’s brands including Nescafe Classic and Nescafe Sunrise enjoy huge popularity amongst consumers. The company also enjoys countrywide distribution and a widespread presence in all retail formats, including hypermarkets. Nestle also sells small single sachets of instant coffee priced at Rs 2-5, which is considered affordable. Sachets are quite popular amongst consumers in rural areas and tier three cities, as well as with consumers who only consume coffee occasionally.

Banking Reforms in India Essay

Cash reserve Ratio (CRR) is the amount of funds that the banks have to keep with the RBI. If the central bank decides to increase the CRR, the available amount with the banks comes down. The RBI uses the CRR to drain out excessive money from the system. Commercial banks are required to maintain with the RBI an average cash balance, the amount of which shall not be less than 3% of the total of the Net Demand and Time Liabilities (NDTL), on a fortnightly basis and the RBI is empowered to increase the rate of CRR to such higher rate not exceeding 20% of the NDTL. What is Reverse Repo rate? Reverse Repo rate is the rate at which the RBI borrows money from commercial banks. Banks are always happy to lend money to the RBI since their money are in safe hands with a good interest. An increase in reverse repo rate can prompt banks to park more funds with the RBI to earn higher returns on idle cash. It is also a tool which can be used by the RBI to drain excess money out of the banking system. What is a Repo Rate? The rate at which the RBI lends money to commercial banks is called repo rate. It is an instrument ofmonetary policy. Whenever banks have any shortage of funds they can borrow from the RBI. A reduction in the repo rate helps banks get money at a cheaper rate and vice versa. The repo rate in India is similar to the discount rate in the US.

Black People and Civil War Essay

The civil war ended in 1865 May 10 when the confederates surrendered to the union. After the civil war was over all of the slaves became free. They were call freedman. In some states they were not one hundred percent free though. Even though the slaves became free white people still did not like them and they were very racist to them. In Mississippi they had black codes which restricted blacks to do many things. How did whites attempt to reimpose bondage on their former slaves? The African Amercian’s were not allowed to rent or lease land and if they did they would be sued. The African Americans were not allowed to marry white people. If they did they would be guilty of felony and be sentenced to state jail for life. Whites still needed some labor help so they offered blacks to do some labor work and they would be payed. If the blacks were hired to work longer than a month then both the worker and the owner would have to have a written contract. If the worker quit before the contract was over without a good cause then the worker would have give back all of the money they got payed from the owner which is awful because blacks could get injured and the owner would not care and want the money they payed them back. Even if it was one day before the contract was over, but the owner would have really cruel to have done that. If the worker violated the contract than any white can arrest him and bring the black to jail. Blacks that were under the age of eighteen that did not have parents to provide and take care of them then the original owner can take the minor into their home and be their legal guardian. The owner was not allowed to give the minor cruel punishment. If whites see blacks who don’t come to work, get drunk in public, leave families, or misuse their money earned then they can be fined one hundred dollars and will have to go to jail no longer than ten days. If whites caught blacks over the age of eighteen living with whites or if they don’t have a job then the blacks would be fined fifty dollars and go to jail no more than ten days. The whites would be fined two hundred dollars and they would have to go to jail no less then six months. Blacks got the better deal off of that law, but the meaning was really hurtful to the blacks because the white people would get more in trouble then the black people would. It was like saying they hate blacks, but they hated the whites who liked the blacks more. Blacks were not even allowed to have weapons unless they were in the military, not even a knife. Everyone should have the right to protect their selves and their family. They needed the weapons especially because they just became free and many white people were angry that they became free and may try to harm them. On the bright side it kept them away from revenge on their master or any other enemies. If blacks disturbed the whites in any way from language to violence, trespassing, selling liquor without a license, being a minister of a church without a license, or cruel treatment to animals can be fined ten to one hundred dollars depending on the crime and serving ten to thirty days in jail. This law can be abused and white people could get the blacks in trouble because no one would know if the white people actually felt disturbed they could have been getting them in trouble because they were racist. Where whites successful to reimpose bondage on their former slaves? Yes, whites were very successful. Even though the blacks were free they took away many rights from them. They also made it impossible for blacks not to get into trouble. Abram Colby was beaten by members of the Klu Klux Klan on October 29, 1869. They took him to the woods and whipped him for three hours. The members of the Klu Klux Klan left him there and thought he died. In 1872 he was asked to testify in Washington and he did. He told them the whole story and the the members of the Klu Klux Klan were a lawyer, doctor, and farmers. The Klu Klux Klan killed many blacks during the time. Most of the time they got away with it because the leaders of the Klu Klux Klan were a bunch of high powered white people that were sheriffs,lawyers, and doctors. Where the freed slaves actually free? Overall they were free from slavery, but whites got every single chance they did to get the blacks in trouble with the law. Laws that were very strict that whites could not even abide by them, which was hypocritical. They pretty much took away their chances of becoming successful. The blacks were free from being someones slave. They were not as free as the whites were. Works Cited . N. p.. Web. 5 Feb 2014. . Sterling, D. .

How skills and knowledge acquired in a simulated environment can be Essay

How skills and knowledge acquired in a simulated environment can be transferable to real clinical situations - Essay Example How skills and knowledge acquired in a simulated environment can be transferable to real clinical situations? An independent variable is a variable that the researcher has control over. In this case, the independent variable in the research was the mode of training adopted for nursing education. The manipulation of this variable was attained by assigning differing models of nursing education delivery, which included clinical simulation-based education and actual clinical placement. The dependent variable is the measured element of interest, which is affected in the research, and in this research the dependent variable was the medication errors (Sears et al., 2010, p. 52). The problem presents an opportunity to bridge the gap in knowledge so as to effectively achieve a reduction in medication errors and make appropriate decisions with regard to placements (Sears et al., 2010, p. 52). The study was justified by the fact that most Canadian Schools found it hard to acquire enough clinical placements for their students. As such, it was necessary to determine whether simulations were as effective as actual placements. The confirmation of efficiency would mean that the shortage of clinical placements would be solved through implementation of simulations. The literature review provided is relevant to the study and it cites the need to bridge an identified gap in knowledge as the rationale behind the study. The connection of the study to previous studies is established, but the previous studies are not critically reviewed. The conceptual framework of the study is clearly stated. However, there is no clear summary of the previous literature.

Whether we should ban the use of internet and social media in schools Thesis

Whether we should ban the use of internet and social media in schools - Thesis Example As the Internet and social media started its active development, concerns over its negative influence on the general population, and especially on children, has been present and widely discussed. Among the most disturbing issues has been the fear that as an endless source of information and opportunities for connecting with diverse people, social media creates versatile threats for the young individuals, their normal emotional health and development. (Wallace) Namely, there are concerns that students are in danger of accessing â€Å"inappropriate matter on the Internet† that can be expressed by both â€Å"harmful content or harmful contact†. (Varlas) Subsequently, the problems of cyberbullying and online harassment are commonly discussed while talking about social media usage by children and teenagers. (OKeeffe, and Clarke-Pearson 800-804) As a result, some educators tend to explain that it is more effective and easy to ban the usage of social networking than to control the way students use them. Apart from harmful influences that social media can produce, much has been said in relation to its distracting effect. At present, it has already become a norm to spend a significant percent of time in front of the monitor, communicating, sharing information and photos, or other. (Varlas) It follows that, often, the computer is a substitution of the real-life activities, such as face-to-face communication, sports, going out and having good time with friends, everything that can be considered a part of the normal process of maturing and social development. For instance, specialists revealed that spending too much time online, adolescent are at risk of developing â€Å"Facebook depression†, which is both a result and root of â€Å"social isolation leading to risky behavior.† (OKeeffe, and Clarke-Pearson 800-804) In addition, social media is also sometimes blamed

CASE STUDY-WALMART'S JAPAN STRATEGY Study Example | Topics and Well Written Essays - 250 words

-WALMART'S JAPAN STRATEGY - Case Study Example The author goes on to explain the issues faced by the company in its quest for international expansion. The major problem faced in Japan was the cultural diversity that existed between its American and Japanese employees. Another factor is that the company, known for its low prices, did not find favor with the Japanese mentality. Unlike the United States, the Japanese equated low prices with poor quality. In Mexico and the United Kingdom, the company faced stiff from other retailers. In Mexico, three of the prominent retailers formed an operational alliance to get the benefits of large-scale purchases in order to compete with Wal-Mart. The study suggests that the entry of Wal-Mart into Japan was timed perfectly (in a strategic context). The country was just emerging out of a recession and Wal-Mart hoped that low prices would be a hit with cash strapped consumers. But the strategy has not been accepted well by the people because of the reason mentioned above. The next section provides a balance sheet and income statement of the corporation for the years 2000 - 2003. It can be seen that there has been a steady growth over these years in all parameters like assets, income, profits and dividends.

Recommendation Grading Schema (NA) Essay Example | Topics and Well Written Essays - 750 words

Recommendation Grading Schema (NA) - Essay Example The Johnson Law Group is undergoing growth and expansion in its size and diversification of areas of business coverage, which has introduced some confusion and disorientation of both the employees and the management, due to the sudden introduction of many changes that are not easily adaptable. This has threatened the performance of the law firm, while also creating discontent among its employees. This calls for immediate strategies that can be applied to address the situation. Therefore, this discussion seeks to recommend several strategies that can be applied to help The Johnson Law Group in its growth and change management. Communication This is a very vital strategy that should be applied by The Johnson Law Group, to address the issue of inter-departmental conflicts. Communication is fundamental for any business seeking to succeed, since it enhances the smoothness of all operations (Dervitsiotis, 109). Considering that there is a looming conflict between different departments of t he Johnson Law Group, effective communication can help to address this issue, through enabling the departments to streamline the flow of information, and thus ensure that there are no blame games between different departments. ... This serves to increase the discontent, disorientation and confusion amongst the other stakeholders, prompting them to resist the change. Creating and reinforcing the sense of ownership and responsibility The Johnson Law Group which was initially a small firm operating under family dynamics, is now transforming into a corporate entity, with the diversification of its areas of business and the expansion of the firm in terms of the number of employees. This change is certainly bound to create some problems, since accommodating the new approach to the running and management of the firm is not easy for the previous employees. This necessitates the introduction of a sense of ownership and responsibility, where the employees and the whole management team is made to uphold the introduction of change as a necessity for the well being of the organization and its overall stakeholders (Dervitsiotis, 122). This entails making the management and the employees ready to take responsibility for the introduction, management and execution of change, through placing them in charge of the whole process. Whenever the different stakeholders within an organization are involved directly in the change introduction and management process, as opposed to being required to implement the change, the stakeholders are motivated to feel as part of the change, and are committed to see it happen, since they are well integrated and informed on the benefits of the change (Parsons and Adelina, 233). Thus, incorporating all the major stakeholders in the change introduction and management will assist The Johnson Law Group to successfully implement the change. Align

Hospitality Company Analysis Essay Example | Topics and Well Written Essays - 1000 words

Hospitality Company Analysis - Essay Example Although, Virgin America was established by British tycoon Sir Richard Branson, it operates within the US airspace only. Of the company’s capital assets, three-quarters are under the ownership of the citizens through VAI Partners. The outstanding one-quarter of the corporation is under the ownership of Virgin Group, the mother company which also issues Virgin brand licenses. It is notable that Virgin America’s head offices are in Burlingame, California in the San Francisco Bay Area, form where it operates autonomously from any other Virgin brand firms. Their relationship is only limited to partnerships. The airline aims to capitalize on its organizational resources to fend off competition and gain a significant market share in the country. As Bachman (2013) has said, with six years of service in world-class passenger transit services in the fledged American market, Virgin Airlines strives to heighten the level of its services by creating an effective risk management system backed by cutting-edge technology solutions. In light of this, Virgin relies on a flexible, Internet-based platform to handle its customers’ needs such as making reservations and facilitating general inquiries expeditiously and in a more efficient manner. Virgin Group has built a strong brand for many decades, an asset that can be traced to its fledged British roots. With each brand having a unique appeal, the mother airline company has earned itself and the American subsidiary a strategic position in the country’s airline industry that provides passenger services to guests from all walks of life (Christman, 2004). Despite the fact that the company focuses on the domestic market, setting up an inclusive atmosphere for the company’s business partners, guests and members of the supply chain in the multi-cultural American society is not just logical, but a priority of the organization. In addition, through Virgin’s unique brand positioning,

The Great Gatsby Essay Example | Topics and Well Written Essays - 1500 words - 1

The Great Gatsby - Essay Example As more and more minorities and women began adding their voices to the literary realm, ideas regarding identity became more confused and ill-defined as it became realized that who we are is often the result of how we interact with others. To understand how this realization of the sociological imagination was expressed, it is helpful to analyze how a master author of the period, F. Scott Fitzgerald, portrayed these ideas in his novel The Great Gatsby. Sociological imagination is the way in which we stratify ourselves within our society and in how we develop our own identity. By linking our own personal experience with the collective understanding of what that represents, we are able to classify ourselves as well as others within specific social groups. It is upon this understanding that we form and understand our own identity. Three aspects of the sociological imagination include class, race and gender. Class is based upon a variety of factors including profession, income levels and educational attainment. People with a great deal of education are often identified as holding higher level professional positions and higher rates of pay than less educated individuals. While class is often considered quite flexible, race and gender remain difficult to change. Race is determined based on physical characteristics, but can also be influenced by ethnic concerns. Generally, ethnicity is considered to refer to a person’s national or igin, language, religion, dietary practices or common historical heritage. Although race is inherited through the genes, ethnicity is the result of socialization from one generation to the next. Gender is a learned identification with a particular biological sex – male or female – while sexuality refers to the way in which people organize their world based on sexual identity. All of these things are used to help shape and compare ourselves with the people around us so that we can determine just what kind of person

Mass Communication Theory Essay Example | Topics and Well Written Essays - 1500 words

Mass Communication Theory - Essay Example The prime requirement of any news story to make it a news story is that is should be accurate and contain facts or ideas that are interesting to a considerable number of recipients. Everyday a news editor and publisher receives a number of different information pieces that fit the criteria of being new but not every news is publishable, therefore there are certain elements that a news piece must have to get the place in the paper or on airtime (Bonnie Anderson, 2004).  Of the most fundamental criteria, that every news article has to meet to acquire a place in the mass media is its timeliness. Although the factor of is not always essential but hot burning news is always eagerly awaited than then the old and stale news and becomes a good news piece easily passing the selection table. Timeliness or temporality of the news or the current news is the very essence of the news media. The importance of this peculiar feature of news cannot be over-emphasized. Proximity also plays its role i n making the news piece get pass the selection process because it greatly increases the importance for the audience. Sometimes novelty and uniqueness of the event also adds importance to the news that makes it qualify the news selection process. Man is always curious to know the things that he does not know before and therefore always tries not let go of an opportunity to satiate certain aspects of his curiosity. Another important element that plays an important role in the selection.... Everyday a news editor and publisher receives a number of different information pieces that fit the criteria of being new but not every news is publishable, therefore there are certain elements that a news piece must have to get the place in the paper or on airtime (Bonnie Anderson, 2004). Of the most fundamental criteria, that every news article has to meet to acquire a place in the mass media is its timeliness. Although the factor of is not always essential but hot burning news is always eagerly awaited than then the old and stale news and becomes a good news piece easily passing the selection table. Timeliness or temporality of the news or the current news is the very essence of the news media. The importance of this peculiar feature of news cannot be over-emphasized. Proximity also plays its role in making the news piece get pass the selection process because it greatly increases the importance for the audience. Sometimes novelty and uniqueness of the event also adds importance t o the news that makes it qualify the news selection process. Man is always curious to know the things that he does not know before and therefore always tries not let go of an opportunity to satiate certain aspects of his curiosity. Another important element that plays an important role in the selection of the news event is the size of the event. A small training plane accident with no human casualty may be news but not as important as a crash of a 747 with over 400 passengers and huge death toll. There is no way such news will not be able to get a place in the news media. The importance of the news is also determined by the policy of the newspaper or news-channel. An economic analysis of the current national affairs done by the economic news

Police Corruption Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Police Corruption - Research Paper Example ainly due to what is known as the â€Å"blue code of silence.† This code of silence is the unwritten code by which police believe that it is better to not report unethical and criminal conduct by ones’ police brethren for a variety of reasons. Some of the reasons are that the police feel a sense of solidarity with one another, a sense of kinship and brotherhood, and this makes it difficult to report a fellow officer. Other reasons are that the culture of individual police forces encourages this silence by tacitly instilling, from the first day of training, the importance of developing this code of silence. Another reason is that police see one another as all dealing with the same level of corrupt citizenry, with breeds sympathy with one another and distrust of the citizens, which also makes it less likely to report misbehavior – the citizen probably â€Å"had it coming.† Still another reason is that there is a sense of fear that is instilled into the offic ers, as officers see whistle-blowers suffering social, psychological and career consequences from their willingness to report, and these officers do not want the same to happen to them. Consequently, it is difficult to measure the level of corruption, because police are not likely to report each other. It is further difficult to measure the level of corruption, due to the fact that individual police forces are reluctant to report corruption within their ranks, because the citizens put pressure on corrupt forces, which makes it more difficult to do their jobs. That said, corruption has been investigated and there has been successful policing of the police by independent agencies that gather knowledge about the forces and are able to use this knowledge to obtain convictions against police who engage in criminal behavior. Police corruption can run the gamut, from accepting gifts and gratuities, to using excessive force or drinking on the job. Wright (2010) has classified the types of corruptions that can

Inequality in British Schools Essay Example for Free

Inequality in British Schools Essay The educational system is one of the most influential institutions in society as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the ‘hidden curriculum’ which provides the unofficial and unplanned consequences of school experience. Social Inequality is one of the major preoccupations of sociology. The relationship between inequality and education has been studied for many years. Although it seems obvious that educational success is simply down to an individual’s capabilities and motivation, sociological research shows that the inequalities in social class, gender and race and ethnicity have had a huge influence in the differential achievement within British schooling. The development of the educational system in Britain was first put in place to secure equal educational opportunities for all young people, however despite these efforts, sociological evidence states that not all children with the same ability achieve the same success. Some sociologists, such as Charles Murray have contended with the idea that genetic intellectual potential determines an individual’s performance in school. This idea is rejected by the conflict theorist’s as they believe social class to be one of the main factors that determine whether a child is successful at school or not, as there are major differences between the levels of achievement of those that are part of the working social class and those apart of the middle class. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working class families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities. As they are living in poorer housing conditions they may not have the space at home to be able to complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop within education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as well. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs. It also more likely for those from a working class  background to be managing education with a part time job, such as paper rounds or shop work, this can cause conflict between the amount of time available for work and the amount of time spent on studying. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can effect achievement; there are also factors inside the school that have an impact on a child’s educational experiences. Teachers have been known to take into account things such as a child’s standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals within the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as ‘brighter’ than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in soc iety. This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a disadvantage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for the term ‘self-fulfilling prophecy’ which focuses on a teacher’s attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will feel self-confident and will strive for success. On the other hand if the teacher labels a pupil as ‘un co-operative’ or from a ‘poor’ background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success. The Neo Marxist’s perspective on class stratification in Britain claims that schools create a ‘false class consciousness’ so it seems that they promote equal opportunities for all, but they really reproduce a capitalist division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxist’s view on education being closely linked to the needs of the capitalist’s system; however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His study found that â€Å"poorer children often grow up in environments where people see little hope of upward social mobility and rebel against the system rather than trying to  conform with in. In such an environment adults often discourage rather than encourage success at school.† (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britain’s schooling. So ciologists have also found a link between gender and academic success. Until the late 1980’s there was high concern about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females. Although the gap in gender inequality has narrowed in Britain, many women still study traditionally feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called ‘just like a girl’ discovered that the priorities of young girls were ‘love, marriage, husbands, children and then jobs and careers, more or less in that order’. When she repeated her research in 1994, she found that the order had changed to ‘having a job, career and being able to support themselves before having a family.’ (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980’s and sexist images have been removed from learning materials, which could be the reason for the changes in girl’s attitudes towards their own education. The increase in incentives for girls to gain qu alifications has been due to a number of reasons, one of them being the women’s movement that managed to achieve a great deal of success in challenging traditional stereotypes for women’s roles in society. Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender perception of girls in Britain’s schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success. However in modern day society the tables have now turned and there has been a sudden ‘moral panic’ over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girls  are known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produce the ‘self-fulfilling prophecy’ of girls greater achievement levels. (Holborn.M and Langley.P, 2002) Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear macho and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple ‘differential achievement’ and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a bigger impact. We have discussed social class and gender inequalities within Britain’s schools; however we are still to look into ethni city and race and the effects this has on differential achievement within schools. Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between white teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic mi nority groups, more than others. This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, for  example pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted numerous studies identifying racism in schools; some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002) Racism can cause ethnic minorities to feel in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from school as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002) There is enough evidence to link differential achievement with inequalities within Britain’s schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to go before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britain’s schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential. Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success. Referencing Browne, K., 2005. An introduction to sociology. 3rd ed. Cambridge: Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham: Collins Macionis, J.J., Plummer, K., 2008. Sociology. 4th ed. Essex: Pearson Moore, S., Aiken, D., Chapman, S., 2006. Sociology A2. 2nd ed. Fulham: Collins Girls and Education (online) Available at: http://www.historylearningsite.co.uk/girls_education.htm Assessed on 07/06/2012

Main Features Of A Computer System Information Technology Essay

Main Features Of A Computer System Information Technology Essay The system unit is the core of the computer system. It is a rectangular box placed on or underneath your desk. The box contains many electronic components that process information, the central processing units (CPU) is one of the main components. The microprocessor or the CPU acts as the brain of the computer; another part is the random access memory (RAM). It stores information that the CPU used when the computer is on. RAM information deletes as soon as the computer switched off. On the back of the system unit there are cables plug into a specific ports. Peripheral device or device (hardware) is not part of the system unit. Mouse is use to show and select items on the computer screen. The first mouse looks a bit like a real mouse nowadays we have different shapes of mice. It is connected to the system unit by a long wire however since there are many technological improvements now we have wireless mice. The mouse usually contains a primary buttons, a wheel and a secondary buttons. The wheel allows the user to scroll through the screens for information. The pointer may change its appearance depending where it is situate on the screen. Primary button selects items on the screen by simply clicking on it. It is the principal way to interact with the computer. Keyboard The main use of the keyboard is to type text into the computer, it contains letters and numerical keys. The keyboard also has some special keys such as the function keys which is use to perform different functions relied on where they are use. Numeric keypad authorises the user to enter numbers in a quicker way. The navigation keys perform almost the same task as the mouse as it allows you to move your position within a document or webpage. Monitor A monitor shows a see able form of the information text and graphics on the computer screen. It is like a television as it displays still and moving pictured. There are two types of monitors, the cathode ray tube (CRT) and the liquid crystal display (LCD). They are both design to make sharp images. The only differences between the two monitors are: the cathode ray tube is enabling you to afford it as it is cheaper and the liquid crystal is thinner and lighter. Speakers Speakers are use to hear the sound effects from the computers and listen to music. It is either built in the system unit or connected to the computer using cables. (http://course.fed.cuhk.edu.hk/s040643/EDD5169H/Computer%20Hardware.gif) Operating system An operating system is the essential interface that is connect to a computer and performs various functions. It is software that acts like the core of computer system. The basic functions of the operating system is the drivers and the security concerns. Drivers are programs to enable the operation of the devices specially the one installed on the system (mouse, keyboard, printer, etc). It translates the commands from operating system and also translates it back from the component to the operating system. The operating system also performs other functions such as debug errors and maintains the system. As computer software is a human creation. It makes the operating system lie down to errors so there are security concerns. Programmers sometime make mistakes that are often implement after testing while other software developers provide more efficient one. It means that some of the operating system is more prone to errors while the other software is more secure. Sometimes bugs in software may prohibit the system to communicate with the hardware devices. The instabilities of the software may result to crashes, which consist of freezing and unresponsive. This result may vary depending on the operating system. It can also lead to a point where the computer in to be reboot. The software bugs also allows unauthorised user to get to the system since its vulnerabilities enable the attackers to exploit and take complete control of the system. They can install Malware and attack other machines. So programmers provide security patches rather than updating the operating system. Types of Operating system Mac occupies the medium range to high end as a result Mac are popularly considered to be more expensive than other pcs. Though Mac suffers from relatively very few hacks, security holes Mac OS x does exist, just like in any other operating system. The Mac has seen significant market share increases in recent years, something that has also increased the amount of Mac-compatible software. MS-DOS, which is short for disk operating system, is an operating system for PCs that uses a command-line user interface. The command-line interface is difficult to learn, and the syntax and commands are not easy for the casual user to remember. There are several other operating systems such as Linux and other windows. (http://ischoolsclsbatungbakal.files.wordpress.com/2009/06/operating-system-interfaces.jpg) 2. Compare and contrast the different formats of computer systems. Large organisations make use of mainframe computers. Mainframes are use for applications such as Bulk Data Processing and Enterprise Resource Planning. Mainframes can be use for several small servers as it has the power to host multiple operating systems. Minicomputers also called workstations lie between mainframes and microcomputers. They used transistor and core memory technologies. The 12-bit PDP-8 minicomputer was the first successful one. Desktop can be use in a single location it is mainly used in workplaces and households. The power consumption is less critical to that of laptops. Laptops can be miniaturised, optimised and it is portable. Laptops are run using battery or an external battery. They have an inbuilt keyboard, touch pad (mouse) and LCD. 3.Describe the development of the processor in the last fifty years in relation to the development of Personal computers. A computer processor is the most defining thing that man invented .It is one of the most advanced technologies available. Since the development of the computer processors is growing every year. The processors speeds are really high and still increasing. Processors are found almost everywhere cars, cameras etc. Games consoles, digital audio players and GPS device are one of the most high technologies nowadays. The development of these technologies is getting more and more complicated. In 1972 the first processor was made by Intel, it was a 4-bit processor (Intel 4004) with a 740 kHz. After which the second processor was built 16-bit processor that had a 5 MHz speed. IBM produced a later version of the 8086 processor it was the first personal computer invented. Several technologies were being made during this time where a later version was launch the Intel 486, which has a 32-bits, and with a speed of 16MHz. The concept of multitasking was the developed where the processor was enable to run both real mode and protected mode. The System Management Mode (SMM) were attribute for power saving and computers went from Command line interface (CLI) to Windows, icons, menu and pointing device (WIMP) interaction. In 1993 the Pentium processor (Intel) came out with a speed of 60 MHz which next after was the Pentium II which has a speed of 233MHz, Pentium III has a speed of 450 MHz followed by Pentium 4 with a speed of 1.3 GHz. Intel inaugurated the Pentium M with a lower speed of 900 MHz. It has a power saver since the battery of the laptop last longer. In 2006 Core processor was introduced which has a speed of 1.6 GHz, Core Duo has a virtualisation capability which allow the computer system to perform multitask on the same computer. AMD even being one off the processor manufacturer it was not known until 1991 where they launched the AM386 processor with a speed of 40 MHz (same capability as the Intel 386). In 1999 Athlon Processor the crucial competitor to Pentium III was introduced by the AMD with a speed of 500 MHz. It was the first processor that reached 1 GHz at that time. The Computer processor continues their development to get the fastest processor. From 1975 the number of transistors used on a chip has double every year. Software programmers will create more cores that will allow multi-thread applications to be utilised. Computers will develop fast processors with multimedia applications such as graphics software, video players so on. (Ref: http://www.buzzle.com/articles/history-of-computer-processors.html) for dates and information. Intel Processor Generations Summary Generation Intel CPU Approx. Year 1st Generation 8086 (1) 1980   . 80186 1981   . 80286 1982 2nd Generation 80286 (2) 1982 3rd Generation 80386 (3) 1987 4th Generation 80486 (4) 1990   5th Generation Pentium (5) 1993   6th Generation Pentium Pro (6) 1995   . Pentium II 1996   . Pent. MMX 1997 . Celeron 1998   . Pentium 3 1999   7th Generation Pentium 4 (7) 2000   . Celeron II 2000   . Duron 2000 8th Generation Intel Core (8) 2006 (http://www.vaughns-1-pagers.com/computer/cpu-evolution.htm) (Macs)   (PCs) External Bits Internal Bits Intel CPU Approx. Year AMD CPU 8-bit 8080 1975 1976 8 16 8088 1977 8086 (1) 1980 16-bit 80186 1981 80286 1982 16 32 80286 (2) 1982 1985 32-bit 80386 (3) 1987 29000 80486 (4) 1990 1991 Pentium (5) 1993 32 64 1994   586 64-bit Pentium Pro (6) 1995 Pentium II 1996 K5 Pent. MMX 1997 K6 Celeron 1998 Pentium 3 1999 Athlon 64 128 Pentium 4 (7) 2000 K7 Celeron II Duron 128-bit 2001 2002 128 256 2003   256-bit 2004 2005 Intel Core (8) 2006 4. What are the SRAM, DRAM, ROM and Cache? And how are their functions different in the Computer system. SRAM that is static random access memory is more common than the DRAM. Compared to a DRAM SRAM does not have to be refresh and the access time is lower as well. SRAM does not have to be paused like the DRAM and it is often used as a memory cache. Unfortunately it is really expensive. However DRAM (Dynamic RAM) is most commonly used for personal computers and workstation. The personal computer processor can access any part of the memory directly rather than having to proceed from the beginning. DRAM has to be refreshed since it runs on the principle of moving current from a switch with two directions. The DRAM capacitors loose their charge really rapid. ROM (Read only memory) authorise you to write data only once and you allows you to read it as many time you want. It is also refers memory chips. Example of ROM is CD. A cache is use to store data temporary that you tend to use again. It is a block RAM that the CPU and Hard drive have a tendency to use regularly. Cache memory let the user to read the data faster that a RAM does, even if it is small. 5. What are the key development stages of computer systems since 1946? The key development stages often refer to the fundamental change occurs in the way computers operate that is increasingly smaller, cheaper, more efficient and reliable device. It is break down into four main stage of development know as generations development. First Generation is from 1946 -1958 (Vacuum tubes) Second Generation is from 1959-1964 (The era of the transistors) Third Generation is from 1965- 1979 (Integrated circuit Miniaturising the computer) Fourth Generation is from 1971-present. (The era of microprocessors) First generation (1946-1956) vacuum tubes. The first generation computer is the first one using Electronic numerical integrator and computer (ENIAC). They used vacuum tubes for the circuit and the magnetic drums for memory. It used to depend on machine language. It was really difficult to perform since it was the lowest programming language that was understand by computers. The input of the computer was based on punched cards and paper tape whereas the output was shown on the printouts. Then after in 1951 the first commercial computer was introduce UNIAC (universal automatic computer). IBM also launched the SAGE which was one of the leading computer Second Generation is from 1959-1964 (The era of the transistors) This generation is when most practical work was developing as the discovery of the transistors was made. It is when the real time reservation system begin the second generation of computers. As the transistors help the computer to improve its performance less space will be used, became more reliable, cheaper and finally less energy power was used. Third Generation is from 1965- 1979 (Integrated circuit Miniaturising the computer) 1965 it is when Gordon Moore predicts that the number of chips use will double up in a transistor. It was in the third generation that Intel had developed newly improve memory chip after which the microchip was introduce with a 256-bit RAM. Fourth Generation is from 1971-present. (The era of microprocessors) It is in the fourth generation that Intel develop a CPU through a micro chip. It is when Pascal programming language was written. The development has improved in a really wider way with windows, Mac etc. However the fifth generation is believed it will consist of artificial intelligence is a major way. Where the experts system can help Doctors for example to reach a diagnose. Things like Problem solving Robotics Natural language Expert system will be able to use by computers. 6. Use the internet to find a high performance personal Computer and explain the features within it. Specifically Discuss: Storage IP/OP Processor Speed/Power Multimedia facilities Other highlighted selling points. The best PC (personal computer) I found was the HP with an operating system capability of 64-bit on a speed of 2.66 GHz Intel processor. With an 8 hour battery life and a dimension of 33.1 x 24.3 cm. It has an internal drives of 320GB with a hard disk drives 7200 rpm. It has the latest wireless and Bluetooth facilities. System features Processor type Intel ® Coreà ¢Ã¢â‚¬Å¾Ã‚ ¢2 Duo Processor P8800 (2.66 GHz, 3 MB L2 cache, 1066 MHz FSB) Operating system installed Genuine Windows Vista ® Business with downgrade to Windows XP Professional custom installed Chipset Mobileà ¢Ã¢â‚¬Å¾Ã‚ ¢ Intel ® GM45 Express Chipset Dimensions and weight Product weight Starting at 2.1 kg Product dimensions (W x D x H) 3.1 (at front) x 33.1 x 24.3 cm Memory Standard memory 3 GB 800 MHz DDR2 SDRAM Memory slots 2 SODIMM slots supporting dual channel memory Storage Internal drives 320 GB 7200 rpm SATA Optical drives Upgrade bay: LightScribe DVD+/-RW SuperMulti with Double Layer Graphics Display 35,8 cm (14.1) WXGA (1280 x 800 resolution) or 35,8 cm (14.1) Illumi-Lite LED WXGA (1280 x 800 resolution) or 35,8 cm (14.1) WXGA+ (1440 x 900 resolution) optional 2 MP Webcam with Business Card Reader Software Graphics Mobileà ¢Ã¢â‚¬Å¾Ã‚ ¢ Intel ® Graphics Media Accelerator 4500MHD Expansion features Ports 3 USB 2.0 ports, VGA, stereo microphone in, stereo headphone/line out, Firewire (1394a), power connector, RJ-11, RJ-45 Slots Slots available for additional devices: 1 ExpressCard/54 slot, Secure Digital slot Audio High Definition Audio, stereo speakers, stereo headphone/line out, stereo microphone in, integrated dual-microphone array Integrated camera 2 MP webcam Keyboard Full-sized keyboard Whats in the box Enhanced dual pointing devices (touchpad and pointstick) with scroll zone Communications Network interface Intel Gigabit Network Connection (10/100/1000 NIC) Wireless technologies Intel 802.11a/b/g/draft-n, Bluetooth ® 2.0 Power and operating requirements Battery type 6-cell (55 WHr) Lithium-Ion battery Power features 6-cell (55 WHr) Lithium-Ion battery Battery life Up to 8 hours (more than 17 hours with the HP Extended Life Battery and up to 24 hours with the HP Ultra-Capacity Battery) Operating temperature range 0 ° to 35 ° C Security management Security management McAfee Security Solution, Kensington Lock slot, HP Privacy Filter (http://h10010.www1.hp.com/wwpc/uk/en/sm/WF06b/321957-321957-64295-3955549-3955549-3688868-4017987.html )

Care Theory for Adults With Learning Disabilities

Care Theory for Adults With Learning Disabilities Critically discuss care theory in relation to social work with adults with learning disabilities. Social work has undergone a radical transformation in the last two decades. Today ideas about the multi-layered nature of disabilities and the complexity of needs are commonplace in the public discourse on welfare and social work. People with learning disabilities and their carers and families have formulated their urgent demands upon society while academics and practitioners have supported this re-shaping of the social care agenda and the government has attempted to integrate the various challenges and interests in new and significant policy documentation such as Valuing People (2001). This essay will deal with three interrelated issues that are of particular importance to people with learning disabilities and their quality of life. It will (1) explore the relationship between care theory and the issues of ethical practice when dealing with adults with learning disabilities. It will look at the rules of engagement that have found their way into the various codes of practice for soci al work practitioners and the ethical problems that they may give rise to. And (3) it will consider the link between anti-discriminatory practice and the rights that service clients have and how these rights may influence the way in which practitioners may discharge their responsibilities throughout the social service sector. Within the confines of this essay, (1-3) will be examined through the following lens. Given the existing code of practice and policy stipulations, what could self-determination mean for people with learning disabilities? And how do ethical difficulties find their expression in particular practices of social work for adults with learning disabilities, such as person-centred planning and direct payments. There have been several attempts to regulate and standardise work practice for employees and employers of social work practitioners in the UK. These attempts have deep historical roots, such as the Hippocratic oath (Loewenberg 1992: 36). Yet the more recent attempt by the Scottish Councils to draw up a conclusive list of responsibilities and duties of social workers and their employers has been triggered by the desire to introduce reliability and transparency into a field of social care which has hitherto featured a plethora of often conflicting norms and standards. The code of practice sets out (for the first time) the expectations, obligations and duties under which social workers and their employers ought to operate. It is supposed to be the initial step in a broader process of standardisation of the social services (Codes 2001: 13). It echoes the definitions of the nature, aims and guiding principles of social work given in the Code of Practice by the British Association of Socia l Workers (BASW 1986 and Codes 2001). The various values that inform social work are human dignity and worth, social justice, service to humanity and integrity and competence of practitioners (BASW and CoP) In particular, the Code emphasises the right of individuals to control their lives and the obligation of social workers to promote the right to self-fulfilment by clients (Codes 2001: 15 and BASW 1986: 2). This agglomeration of values and norms that ought to inform social care practice however raises some serious questions when it comes to their application in the social work with people with learning disabilities. First of all, it is generally acknowledged by analysts of the service as well as by practitioners that the particular interpretation of the notion of self-determination is a culturally contingent idea. Loewenberg as well as Watson acknowledge that the ethical principles and rules of social work are derived from societal norms (Loewenberg 1992: 38; Watson 1985: 22). However, modern society encompasses a multitude of often conflicting social norms and it is this plurality of notions of a good life and standards of social agency which creates problems. The code explicitly urges social service professionals to take account of their client’s understanding of self-determination and individual independence. Yet, within a culturally diverse population, different notions of what is acceptable and desirable with respect to the independence of people with learning disabilities prevail. To promote independence of an adult or child with learning disabilities in a community that traditional ly places a fundamental emphasis on continuous care within the family can pose a particular dilemma to social workers. More generally, however, governmental policy and the codes of practice can produce significant problems for social care workers. The government has made inclusion one of the main policy priorities with regard to people with learning difficulties. Mainstreaming employment for individuals with learning disabilities is a pillar of this new approach. However, the competitiveness of the first labour market has traditionally represented a considerable barrier to finding viable employment for people with learning disabilities or emotional behaviour problems. Social care workers are tasked to identify problems that impact on the quality of life and decrease the chances of self-fulfilment for their clients. But often they are neither trained nor have access to resources in order to identify and put in place support programmes that ensure that adults with learning difficulties can find employment in the first labour market. The compartmentalisation of services continues to produce additional b arriers that prevent social care workers from discharging their duties with regard to their clients. Let us consider an example. Let us suppose that a social worker has the responsibility to support some individuals with learning disabilities which live in group homes (Beckett 2005: 138). One of the residents approaches him and tells him that she has got into a muddle with her benefits with the result that she has run out of money and is very distressed about this. The social care worker calms her down and places some phone calls to the local benefits office and sorts it out for his client. In a way, the social worker ‘has respected [the client’s] wishes and done exactly what she asked of him. Has he therefore supported her right to determine her own life?’ (Beckett 2005: 138) His commitment to support her desire to self-determine her life here clearly conflicted with her desire to draw on needed support. The real crux of the problem however lies elsewhere. The client has been unable to get sufficient support from the benefits office and therefore felt unable to sort out the issue on her own. In fact, the lack of adequate support on the side of the benefits office, possibly the absence of a trained worker in the office who has the skills and training to deal with people with learning disabilities has made it impossible for her to deal with it independently. Additionally, the social worker may have chosen to limit his support by assisting her in dealing with the benefits office rather than sorting it out himself. In this way, policy and practice may substantially collide when it comes to practical issues for individuals with learning disabilities. The codes of practice fail to give any meaningful guidance in these cases. This criticism is not new. Academic observers have repeatedly noted that the codes of practice are too abstract and cease to have any meaning unless sufficient resources are made available to enable service professionals to act in a positive way towards service clients (Watson 1985: 31). More worryingly, Watson writes: ‘the abstraction of the code of practice renders principles not simply incapable of application, but capable of application in a number of ways – only some of which are consistent with the conception of professional social work.’ (Watson 1985: 31) Again, this gives rise to some serious problems with regard to care for people with learning disabilities. Let us consider another example. The conception of self-determination as enshrined in the Codes of Practice draws on culturally contingent notions of autonomy. On the other hand they also pay respect to the need to recognise other culture’s diverse social commitments. The code however fails to recognise that these two principles conflict. For some families and carers who belong to ethnic minorities, service support may be seen as contradicting cultural norms and standards and the family may be the preferred vehicle for support. Societal inclusion and integration in the wider community may therefore be barred as an option. Social workers are in a dilemma here. It is their obligation to promote the self-determination of their clients, this however may contravene the cultural and religious norms prevalent in some families. This demonstrates that the Codes of Practice are bas ed on an understanding of social life that is predominantly Western in character. Different stipulations of the Code are therefore inconsistent with each other. As Beckett writes, the notion of individual autonomy may be differently stressed in the various cultures (Beckett 2005: 132), Often the rights of individuals with learning disabilities may run counter to the interests of the rights of particular groups or communities (Beckett 2005: 132). The second way of framing the idea of social care and its conflict with particular practices is utilitarian in nature. Social workers and their management may be led by calculations of expediency in determining the right way of dealing with problems of people with learning disabilities. Resource allocation and budget constraints are the primary factors in these considerations. This approach is however often detrimental to the interests of adults with learning disabilities. Their interests are defined through the limitations and budgetary restrictions that are placed on the service. The individual with learning disability is not placed at the centre of planning and support packages. One particular practice has tried to square the constraints placed on the service with the ethical demands under which social workers operate. Direct payments have been actively promoted by central government and are often seen as a way to empower clients with learning disabilities. They are considered as an appropriate means to re-focus the delivery of social services on the needs of the individual with learning disabilities as well as represent a viable answer to the resource allocation problem. Clients are granted a particular budget and exercise total control over its spending. Adults with learning disabilities become buyers in a market of social and care services, or so the theory goes. At a first glance this will alleviate several acute problems. It enhances the (chances for) independence of clients and motivates them to make their own choices about important life decisions. It increases their participation in the decision making process and improves quality of life. It also ef fects a significant shift away from total care packages which are expensive to the tax payer and facilitates the involvement of clients in more task-centred care packages which are less expensive (Mansell 2005: 20). It therefore adequately and neatly addresses resource constraints while mirroring the move to individualised care and support plans (Mansell 2005: 20). This way it mirrors the stipulation of the Code of Practice which places the duty on social workers to maximise participation of clients in the decision making process (BASW 1986: 5; Codes 2001: 16). However, it works with a very lop-sided notion of independence. While participation in the labour market may still be prevented to clients with learning disabilities, acting as a buyer in an economic relationship is seen as a form of empowerment. The conception of social agency is severely restricted to co-operative schemes that are economic in character. The enhancement of social involvement may benefit little from this. This demonstrates that ethical issues in social work are often critically influenced by practices that are understood to reflect universal cultural attitudes but, more appropriately, may only resonate with erroneous and impoverished notions of social agency. Bibliography Beckett, Chris and Andrew Maynard (2005), Values and Ethics in Social Work. An Introduction. London e.a.: Sage British Association of Social Workers [1986], A Code of Ethics for Social Work, Birmingham: BASW Codes of Practice for Social Service Workers and Employees (2001), Scottish Social Services Council, Dundee 2005 Loewenberg, Frank M. and Ralph Dolgoff (1992), Ethical Decisions for Social Work Practice, Itasca: F.E. Peacock Mansell, Jim and Julie Beadle-Brown (2005), Person Centred Planning and Person-Centred Action. A Critical Perspective, in Person Centred Planning and Care Management with People with Learning Disabilities, London and Philadelphia: Jessica Kingsley, pp.19-33 Watson, David (1985), What’s the point of A Code of Ethics for Social Work? In A Code of Ethics for Social Work. The Second Step, edited by David Watson, London e.a.: Routledge and Kegan Paul, pp.20-39 Valuing People (2001). A New Strategy for Learning Disability for the twenty-first century, London: The Stationary Office

James Joyces Eveline and Araby Essay -- Papers James Joyce

James Joyce's Eveline and Araby James Joyce uses similar themes and language devices in both 'Araby' and 'Eveline.' Although this is so, there are also important differences to be noted. Joyce wrote these stories over one hundred years ago but yet we can still relate to the issues covered in the modern world today. James Joyce could have written these short stories as an inspiration from his own background or based them on the events happening in Dublin at that time. These stories were written as a new century was beginning. The people of Dublin soon realized the sense of hope for the new century had faded due to the fall and death of Parnell. This relates to both of the stories as a sense of false hope is given in each. Joyce sensed exhaustion and emptiness in Dublin and these are also the emotional results in both stories. In 'Araby,' the story is written in first person narrative. This gives you a chance to get a detailed point of view of the boy's feelings. This makes you more emotionally involved in the story, as it becomes more convincing if you understand the range of emotions the boy is going through. On top of this, the story is written as though it were an event, which happened many years ago. It could have been a significant event in his life as it is very much portrayed in this way. In 'Eveline,' the narration is third person. Although the feelings are not expressed deeply, you can still get a sense of the emotions she was feeling. These emotions are expressed greatly through rhetorical questions. Themes are an important issue in both stories. Both stories contain the themes of blind love, religion, family, p... ... frequently in both. An example from 'Eveline' is, 'Why should she be unhappy?' This line shows that even though there is a third person narration, we can still experience her feelings. Both stories have a modern relevance that we can interact with. In 'Araby,' the boy experiences momentary infatuation and this is something everyone experiences in some point of their life. In 'Eveline,' she feels that she has to escape from her family and run away with the man of her dreams. Do many women not dream of this today? In conclusion, I think that both these stories were both very similar as the themes and language devices are essential in both. It has a very good relevance to the modern world and the writer conveys different advantages by using different narration techniques in both. Both stories were successful!

Why History Is Important :: essays research papers

Why History is Important   Ã‚  Ã‚  Ã‚  Ã‚  The Study of history is important because we learn from our mistakes, we share a common experience with people that binds us together, our minds store our experiences, and society can build upon past accomplishments. The first, and most significant reason history is important is because we learn from our mistakes. If there were no history then everyone would make the same mistakes over and over. In any job, if you can avoid mistakes you or someone else made in the past then you would run a more efficient working place. An intelligent person would not make the mistakes themselves but learn from other people’s mistakes.   Ã‚  Ã‚  Ã‚  Ã‚  The second reason history is important is because we share a common experience which binds us together as a country, society, and people. We can relate with our neighbors, peers, or even someone off the street. We often share the same hardships or happiness as these other people. If we didn’t have history than we would not have any thing to share with one another. The third reason history is an important factor in our life is because our minds are store our experiences. Everyone is born with a part in the brain that stores all of the history that you see, hear, and feel. If we didn’t have history, it would be like having amnesia and we would not know what was what. For example, when we have a certain experience like going to the beach for the first time; it’s the first time you touch the sand, see waves crashing, or feel the cool salty breeze against your face. That is an experience that will stay with you for the rest of your life. If you didn’t have history or memory then every time you go somewhere it would be like the first time since you don’t remember, and you would not have experience in life.   Ã‚  Ã‚  Ã‚  Ã‚  The fourth reason history is important is because society can build upon past accomplishments with out having to re-achieve them. We as people make inventions and discoveries. If there were no history then people would not be Why History Is Important :: essays research papers Why History is Important   Ã‚  Ã‚  Ã‚  Ã‚  The Study of history is important because we learn from our mistakes, we share a common experience with people that binds us together, our minds store our experiences, and society can build upon past accomplishments. The first, and most significant reason history is important is because we learn from our mistakes. If there were no history then everyone would make the same mistakes over and over. In any job, if you can avoid mistakes you or someone else made in the past then you would run a more efficient working place. An intelligent person would not make the mistakes themselves but learn from other people’s mistakes.   Ã‚  Ã‚  Ã‚  Ã‚  The second reason history is important is because we share a common experience which binds us together as a country, society, and people. We can relate with our neighbors, peers, or even someone off the street. We often share the same hardships or happiness as these other people. If we didn’t have history than we would not have any thing to share with one another. The third reason history is an important factor in our life is because our minds are store our experiences. Everyone is born with a part in the brain that stores all of the history that you see, hear, and feel. If we didn’t have history, it would be like having amnesia and we would not know what was what. For example, when we have a certain experience like going to the beach for the first time; it’s the first time you touch the sand, see waves crashing, or feel the cool salty breeze against your face. That is an experience that will stay with you for the rest of your life. If you didn’t have history or memory then every time you go somewhere it would be like the first time since you don’t remember, and you would not have experience in life.   Ã‚  Ã‚  Ã‚  Ã‚  The fourth reason history is important is because society can build upon past accomplishments with out having to re-achieve them. We as people make inventions and discoveries. If there were no history then people would not be

If Martin Luther King Were Ali :: essays research papers

Martin Luther King was such an inspirational leader because he appealed to not only the black population, but he appealed to all people who believed in equality and freedom. He was viewed as a clean cut, all round good man, and unlike other leaders in the movement for racial equality, did not have un-orthodox, radical views. Since people did not see him as a threat, but as a peaceful man, leading a movement, he was easy to support. For example: People are more likely to agree with a man who explains something in a non-violent, nice way, than someone who uses mud slinging, name calling, and violence to express a view.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that if Martin Luther King were alive today, that he would still continue to inspire, and lead the civil rights movement the way he did when he was alive. Martin Luther King was not just a leader of blacks, looking for equality, but as a leader of a revolution that affected all races and genders. No one like him has made such a difference in America since him, so nobody would honestly know what kind of difference Dr King would make today in the 90’s. However, in such a racial tension filled decade, a leader like Dr King, would most likely defend the rights of the rightless, and be the voice of the voiceless, as he was more than 30 years ago.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I think that Martin Luther King would make a tremendous amount of change in cases of mistreated Americans. Incidents such as the Rodney King beating, and Reginald Denny. Along with the cases of Abner Louima and Amadou Diallo. They were all classified as racial crimes, and all created a large amount of racial tension. Dr King was very good at defusing tension like that. He never preached radical opinions about violence or the such, just about all races getting along. Especially during the Rodney King riots in California, Martin Luther King could have made a huge difference. Instead of speaches of black pride that maybe fueled tension, I believe Dr. King would have preached Equality, and unification instead.   Ã‚  Ã‚  Ã‚  Ã‚  I somewhat believe that the death of Dr. King was a conspiracy. So many questions about the assassination have not been answered, and the ones that have, are filled with loopholes. I think that the government knows more than they tell us they do, but maybe not knowing certain things is better.

The Berlin Blockade

For many historians, the Berlin Blockade effectively started the Cold War era. This is because it happened to be the first major issue which took place between the United States and her allies, on one hand, and the Union of Soviet Socialist Republics (USSR), on the other hand, after which years of tension between the two camps ensued (Byrnes). Essentially, The Berlin Blockade took place when the USSR cut off all access to Berlin in an attempt to force the United States, Britain, and France to the negotiating table for the purpose of discussing the future as well as the division of Germany (Wilde).Historical Background When the Second World War ended in 1945, the victorious allied forces which consisted of the United States, Great Britain, France, and the USSR occupied Germany and divided the country into four zones and its capital (Berlin) into four sectors. Berlin, however, was located well inside the zone which was occupied by the Soviets. In other words, before the three other occ upiers could gain access to their Berlin sectors, they had to pass through the Soviet-occupied zone.Under their arrangement, although the country was already divided into four zones, it would still be considered as one economic entity to be controlled by the â€Å"Allied Control Council (ACC)† (Russian History Encyclopedia). Based in Berlin, the ACC was also known as the Allied Control Authority or the Alliierter Kontrollrat in German. It was essentially a â€Å"military occupation governing body of Germany† composed of the representatives of the United States, Great Britain, and the USSR. A later addition was France whose representative was granted with the power to vote but did not have any duties.The ACC was formally constituted on August 30, 1945. Its initial members were General Dwight Eisenhower of the United States, Field Marshal Bernard Montgomery of Great Britain, Marshal Georgy Zhukov of the USSR, and General Jean Joseph-Marie Gabriel Lattre de Tassigny of Fr ance (Spiritus-Temporis. com). Unfortunately, the relations between the USSR and the three other occupiers of Germany did not last that long because their self-appointed task of administering the occupied Germany under the provisions of the ACC agreement did not go as envisioned.For one, the Soviets insisted on collecting huge reparations from its controlled eastern zone while the United States, Great Britain, and France, instead of demanding for reparations, wanted to revitalize the economy of their occupied zones in order to improve the living conditions of the residents (BBC Bitesize). Their disagreement was sparked by the January 1, 1947 decision of the British and the Americans to merge their zones and form the Bizone. Then the two countries spent the rest of 1947 and the early part of 1948 in the preparation of a currency reform that would ultimately introduce the Deutschmark.This currency reform was only the first step towards the establishment of a separate West German state . This move was opposed by the Russians because, according to them, it showed that the Americans and the British were no longer interested in taking part in the â€Å"four-power control of Germany. † The Russians further argued that the American and the British move would ultimately result to the death of the ACC (Spiritus-Temporis. com). By January 1948, the Soviets were already starting to severely criticize the intents and methods which the Americans and the British were employing in dealing with the economic problems of West Germany.Their disagreements remained unresolved until finally, in March of the same year, the Soviet delegation to the ACC staged a walkout. That Soviet act effectively dissolved the council because no further meetings had been conducted after their walkout (Russian History Encyclopedia). In spite of their disagreements, all four victorious countries were wary of the rebirth of a unified Germany. They all agreed that allowing Germany to regain its eco nomic and military strength would be a very risky proposition because the country might again represent a threat to world peace.However, they differed in their methods and intentions regarding the future of the country. First, the USSR wanted to convert the eastern territory into a communist state. Then it feared that if the zones controlled by the United States, Great Britain, and France would be totally integrated into the capitalist West, its control over its own Russian zone would be threatened, considering that the three Berlin sectors controlled by the three occupiers were located deep inside the Soviet-occupied zone.Stalin, in particular, who was known to have been consumed by paranoia, suspected that the western occupied sector in Berlin would first attempt to alienate the eastern sector from Russian influence and later serve as a staging point of a destabilization campaign against the Soviet Union itself, including the entire Eastern European communist bloc. For this reason alone, Stalin could not allow the emergence of a unified and rejuvenated West Germany inside the Russian zone. The other three occupiers, on the other hand, were bent on working together towards their common objective of rejuvenating their occupied territories.Their intention was to unify their three zones into a capitalist West Germany and integrate the same into their economic and defense organizations. Their purpose was to exercise complete control over West Germany while providing all the necessary assistance it needed in order to become a self supporting state (Wilde). In all indications, the disagreement over the Berlin question was already the start of the Cold War era. Both the western bloc and the Soviet Union were already considering their positions in the new world political order.So that when the Soviet delegation walked out of the ACC meeting, the United States and Great Britain became really convinced of the urgency of the establishment of a West German state. It coul d not be denied that they, themselves, did not want to give the Soviet Union the opportunity to consolidate its hold over all of Europe. For this purpose, a â€Å"Six Power Conference† was convened. Delegates from the United States, Great Britain, France, the Netherlands, Luxembourg, and Belgium sat down and discussed the issue.

The Relationship Between Judged Attraction and Assumed Wealth

The kindred amongst Judged Attraction and Assumed riches A Psychological Study Whether a mortal is aw ar of it or not, incessantlyyplace they go, they argon ment solelyy sound judgement pot and creating an opinion near rough separates without ineluctably ever even meeting them. These judgments sack up be found away of simple appearance, or actions, or any other variantiate of visible aspect of a soulfulness. pa hug drugtly put, humans are judgmental creatures. unmatchable of the roughly common aspects of a souls life that is guessd from outside appearance is riches.Assumedly, if a soul dresses well, they must stool money to buy such a wardrobe. Though this is certainly not incessantly the case, large number generally assume that what is on the outside is reflected on the inside. In this study, large numbers visual interpretation of a person and the persons imitation wealth bequeath be examined. The participants will be sh declare submits of random mickle of various wealth and asked to judge their mo shed light onary net price. The varyings being studied through this taste are conceived draw and financial success.The finale of this tasteation is to find a coefficient of cor similitude in the midst of the dickens. Many studies concerning this phenomenon slang been performed in the past and many binds on the overmatch of friendship realise been written. The consanguinity amid sensual photogenicness and monetary worth has been an interest for scientists for many years. As keen-sighted as there has been social class, wad through the ages apply been judging others wealth by their appearance, whether people break been conscious of it or not.These studies see been important because these cardinal variables ( dinkyness and wealth) adjudge too been linked to desire and party favourability, twain of the much or less unique and pro make of human emotions, as will be discussed in the chase In an experi mentation conducted at atomic number 31 Southern University by researchers Dawson and McIntosh, the copulationship between wealth, drawing card, and desirability was examined (Dawson & McIntosh, 2006). Dawson and McIntosh believed that men calculateed for animal(prenominal) magnet in women, whereas women looked for material resources (wealth) in men.Alternatively, the experimenters predicted that if men and women were slight advantageous in these physical and monetary traits, they would compensate with other individualisedised traits, such as reputation. Participants to be judged for the experiment were randomly chosen from Yahoo Personals. Members of the foe sex so rated the attracter of the participants and generated adjectives that were believed to disclose the participant. For the male participants, it turned out that if they were supposeed less(prenominal) amiable or loaded by the raters, their profile would emphasize of other confident(p) personal characteris tics.On the other manus, for the females, there was a trending phenomenon that if a profile emphasized greatly on the womans physical piquantness, it concentrated little on other personal characteristics. However, there was no relation between how physically attractive the rater found the participant and what other constructive characteristics were use to describe the participant. Dawson and McIntosh (2006) believed that their opening was moderately restrained. The judgments that people make on a persons physical magnet can enamor ofttimes more than(prenominal) than the fictitious size of his or hers wallet.These judgments can influence decisions as important as whom to vote for in government elections. This phenomenon was studied by Hart, Ottati, and Krumdick at the University of Alabama and Loyola University. They hypothesized that the more attractive a candidate was, the more unforgettable their campaign was (Hart, Ottati, & Krumdick, 2011). Hart et. al. (2011), ex plored this by exhibit participants photos of potential candidates (all Democrat) along with campaign policies.The photos and nurture was then removed and the participants were asked to recite all the information that they could recover about to individually one candidate and answer various questions regarding their attitudes and standpoints about the candidate and his or her campaign. The runs show that those who were considered no iniquitys on the subject matter, being those that were unable to consider the candidates specific campaign and policy points, seemed to favor those that they found more physically attractive. Alternatively, those that were considered experts on the campaign material seemed to favor the less attractive of the candidates (Hart et. l, 2011). One might ask, however, what simply is it of a person physique that escape people the judge them as attractive? While most people look at a persons boilersuit appearance and make judgments based on that, there ar e frequently subtler cues that a person subconsciously picks up on. Each persons tastes are unique, and different cues appeal to different people. power Gordon L. Patzer Ph. D. described some of these cues in his book The sensible Attractiveness Phenomena (1985). Overall Patzer believed that personality was the main contributing factor. While physical first judgements are important, personality is what a person really remembers.A good impressions is observe. If a person makes a bad impression of themselves upon meeting somebody, their negativity or foolery will forever live on in he or shes new acquaintances eyes. aft(prenominal) personality, however, traits that spark attractive force become much more minute and specific. First, Patzer believed that aggrandisement was a key contributor. Women hurl a style to be attracted to a man taller than herself, though not towering. Men, on the other hand, are attracted to women who are shorter than himself, but not unpro rata so. yet if one does not consciously confess it, they are taking note of everyones height that they meet.People alike take check of individuals facial aspects, such as shape of the jaw, hairline, etc. (Patzer, 1985). expound factions of all of these aspects, plus many more, countersink how attractive a person finds another. Whereas no(prenominal) of these traits have an scientific relation to personal wealth, they do play a key role on how attractive someone is initially judged as. Whenever a person meets someone new, they subconsciously judge the strangers appearance and determine what level of attraction if had towards the stranger, even if there is no disembodied spirit to pursue romantically.Other assumptions then stem mangle of this initial judgment of attraction. One of the most common is the attempt to judge a strangers wealth by their appearance and personal attraction. Scientists have been exploring the relationship between attractiveness and monetary take account fo r years. The fol execrableing study attempts to spread more light on the subject. Methods This study was intentional to determine the correlation between attractiveness and perceive wealth. inconstants were defined as how in person attractive the postdateors found the estranged participants envisage versus how monetarily pixilated the stranger was based on the measureors attraction.The data was collected using a Likert Scale to represent attractiveness and a home plate with different levels of wealth. The results from the experiment allowed for the evaluations of perceived wealth to be compared to the rating of attractiveness and discover if a correlation did in fact exist between the two. establish on the results of the previous study, Attributions of physical attractiveness (Johnson, & MacEachern, 1985) attractiveness should influence the perception of lovable traits, such as wealth.This may result for a multitude of reasons to be discussed in the future. Participants The participants essayd were the 10 females and 10 males pictured in the slide show. The participants varied all ages, ethnicities, and states of wealth in an attempt to make the renders characteristics representative of the public and lightly random. entirely participants were retrieved off of Google with some system to make sure that characteristics were varied in an attempt to be representative, making it a stratified sample.Also participating were the surveyors who rated the sample of participants. The surveyors consisted of a cluster sample of the Flagler College PSY 253 class. The sample number 17 12 females and 5 males. Considering that the sample consisted of college students, fabricatedly between the ages of 19 and 22, the surveyors were not necessarily representative of the public but quite an of college students in general. The participating surveyors received no compensation other than class companionship and attendance points, which were awarded simply for show ing up to the class. MaterialsFor the experiment, a Powerpoint was used with 20 photos of participants, strangers to the surveyors, obtained off of Google 10 pictures of females and 10 pictures of males, one per slide. Materials also included a paper survey handout on which the participants would record their responses. The survey consisted of two racing shells, one Likert scale rating attractiveness and one rating wealth. The Likert scale ran from 1-10 with one with the least attractive and ten the most and the scale for wealth ran from Poor($0-1000)-Average($1000-999,999)-Millionaire-Billionaire (See appurtenance A).The participants provided their own writing utensils (pens and pencils). Procedure All participating surveyors were given a individual(a) handout survey (See Appendix A) by the administrators and then instructed to record their gender on the handout. Each surveyors gender determined whether they would be in convention A (Females) or Group B (Males). Both chemical groups were instructed that they would be shown a slide show consisting of pictures of different individuals of the opposite sex and asked to record their opinions on attractiveness and wealth on the paper survey provided for each picture shown.Each picture was shown for approximately ten seconds and a completely of ten pictures were shown for each group. Group A was administered the survey first. The surveys were then collected by the administrators and a slideshow with ten different pictures was shown to Group B and the participants were asked to fill out the homogeneous survey as the prior group. The surveys were then collected by the administrators, concluding the experiment. Results selective information was collected using a between subjects design. This experiment examined the correlation between how a person perceives attractiveness and how wealthy the person is then assumed to be.The experiment had two variables variable 1, perceived attractiveness, and Variable 2, assu med wealth. Participants were administered a survey listing the two variables, Variable 1 was measured on a Likert Scale of 1-10, when Variable 2 was measured on a scale of 1 (Poor, $0=1,000), 2 (Average, $1,000-$999,999), 3 (Millionaire), and 4 (Billionaire). The mean comfort for Variable 1 was M=4. 12 with a standard deviation of SD=1. 13314 and the mean judge for Variable 2 was M=2. 36 with a standard deviation of SD=. 33066 (refer to give in 1).The median for Variable 2 was 3 and the mode is 2. The median and the mode for Variable 2 were both 2. The Pearson correlativity for the experiment was r=. 05 and the significance for each variable was p=. 891. This made the studys finding significant and that there is a strong correlation between our variables. handling At the beginning of the experiment, it was hypothesized that there would be a positive correlation between how physically attractive someone was conceived as by a stranger and how wealthy they were assumed to be, jud ged on their rated attractiveness.At the end of the experiment, the results support this hypothesis. The significance of the variables was p=. 891, demonstrating that there is a mettlesome correlation between how attractive someone perceives a stranger and how wealthy the stranger is assumed to be, confirming the hypothesis. The positive correlation of the results suggests that the more attractive a person finds a stranger, the more monetary value the stranger is assumed to have. The Pearson Correlation was r=. 05 which proves that these results were reliable.The fact that r=. 05 center that the results were very specific, with few outliers, and can be condensed to a confined ranged of results, which all see in together to support the hypothesis. Also, the low standard deviations of SD=1. 12212 and SD=. 33066 show how little overall variation there is to the variable delegacy among participants. The results of this study can be interestingly related to the results of other studi es previously performed, succession the studies themselves may not mirror each other.As discovered by Dawson and McIntosh (2006), men and women on dating websites, if considered less attractive, emphasis more of their personal traits (Dawson & McIntosh, 2006). Though it was not a component of the study being examined, some participants in the photos, when less attractive, dressed better, in fancier clothing, while those who were deemed more attractive tended to wear less flashy clothes. perchance if a person does not consider themselves to be physically appealing, they will decide to look nice in other ways in public, such as clothing. previously discussed, an experiment by Hart, Ottati, and Krumdick (2011) revealed that voters are more likely influenced by and likely to remember candidates that are perceived as more physically attractive and tend to hazard higher said attractive candidates (Hart et. al, 2011). This could have a relation to the current experiment in the respects that the survey takers may have had higher expectations of the participants monetary value if considered more attractive. This could be because people have a tendency to hold high hopes and expectations for those they find desirable.The experiment at hand has no relation, however, to the third theory Previously discussed by Patzer (1985). Patzer (1985) believed that there is a combination of specific attributes that causes a person to be attracted to another person. A specific accept that Patzer discussed was height, being that females prefer taller men and males vice versa (Patzer, 1985). However, there was no way for the surveyors to judge the participants height to their own through the pictures shown during the survey. For this experiment at least, height had nothing to do with personal attraction or attractions relation to wealth.There were very few mistakes to this experiment that would have altered the results. The only obvious flaw was the issue of intimate orientation. F or surveying ease, the experimenters dual-lane the groups into male and female, rather than by sexual orientation because while attracted to males and attracted to females are two clear groups, there may have been bisexuals in the population and they would not have been able to take the survey twice. So though some surveyors may have felt that they were in the wrong group and it may have had an effect on the results, it effects were nothing detrimental.If repeated in the future, perhaps the experiment would involve surveys more catering to sexual orientation rather than being limited to division of gender. On the other hand, while there may have been a flaw, there was no experimenter bias because each participants correct wealth was never hinted at until the end. Also, it was impossible for the surveyors to give out practice effects because the survey complicated no technique or talent. Also, there was no difficulty level so there was no floor or ceiling effects. In conclusion, t he original hypothesis was supported.There was a positive correlation between perceived attractiveness and assumed monetary wealth, this meaning the more attractive a person found a stranger, the person then tended to assume the stranger proportionately more wealthy. There may be more triggers behind this phenomenon but judging by the survey results, the correlation was at least fueled by the attractiveness variable. References Dawson, B. L. , & McIntosh, W. D. (2006). Sexual strategies theory and internet personal advertisements. CyberPsychology & Behavior, 9 (5). Retrieved from http//research. flagler. du9005/ehost/detail? vid=11&hid=one hundred ten&sid=29028bce-cb55-42c1-b1e2-571b81dcc38f%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3ddb=aph&AN=22677445 Hart, W. , Ottati, V. C. , Krumdick, N. D. (2011). Physical attractiveness and candidate evaluation a model of correction. Political Physology, 32 (2). Retrieved from http//research. flagler. edu9005/ehost/detail? vid=5&hid=110 &sid=29028bce-cb55-42c1-b1e2-571b81dcc38f%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3ddb=aph&AN=58702305 Patzer, G. L. (1985). The physical attractiveness phenomena. Los Angeles, CA Plenum Press