Review of Related Literature and Related Studies about Mobile Phone

Foreign According to [ (Miller, 2013) ], a mobile phone is a wireless electronic device used for telephone and multimedia communications. Which means people can bring it and can communicate anywhere at anytime. [ (Singh, 2011) ] said that communication is the process to express his thoughts, ideas, and messages, from one person to other person for the sake of personal interest or business interest. Communication is more effective if you receive the response from other person. You can express his thoughts to another person by verbal communication, non-verbal communication or by mass communication. (McGuigan, 2013) ] Stated that Text messaging is a term for short communications made through cell phones. It uses what is called the Short Message Service, and so is often called SMS for short. It is also sometimes referred to as txting, using the shorthand common in such messages as a way of dealing with short character limits and often bulky interfaces. [ (Ziggs, 2011) ] proposed that age s 13 to 17 ends the highest number of text messaging, sending and receiving an average of 1,742 text messages per month. (Jenna Langer, 2009) ] said that men prefer to use communication to gain social status and use their social networks in a task-oriented manner (2).Face-to-face communication differences between genders and has been shown to cross over into e-mail and computer-mediated communication makes women communicate more thoroughly because of the lack of nonverbal cues. [ (Amanda Lenhart, 2010) ]One major influence has to do with the economics of the cell phone – who pays for the costs associated with the cell phone and its use and what are the limitations on the service plan for the phone?Does the user have unlimited minutes to talk or the ability to share minutes? Does he or she have an unlimited or pay-as-you-go text messaging plan? And regardless of who pays, what type of plan does the teen have? A shared family plan, an individual plan with a contract, or a contr act-less pre-paid phone? Each of these variations can influence how teens and adults use their mobile phones. [ (Amanda Lenhart, 2010) ] About one in five teen cell phone users (18%) are part of a prepaid or pay-as-you-go plan, and just one in ten (10%) have their own individual contract.The type of cell phone plan a teen has is significantly related to household income. Teens from lower income households are more likely to use prepaid plans or to have their own contract, while teen cell phone users in households with incomes of $50,000 or greater are most likely to be part of a family plan. Local [ (Celdran, 2002) ] declared that The characteristics of connectivity, speed, cost effectiveness, mobility and confidentiality of text messaging and its adaptability to Filipino culture has made SMS the most popular form of private communication technology in the country.BibliographyTeens and Mobile Phones. Retrieved March 10, 2013, from Pew Internet: http://pewinternet. org/Reports/2010/T eens-and-Mobile-Phones/Chapter-1/The-economics-of-cell-phones–Plan-Types. aspx Celdran, D. (2002).The Philippines: SMS and Citizenship. Retrieved March 10, 2013, from http://www. dhf. uu. se/pdffiler/02_01/02_1_part9. pdf: http://www. dhf. uu. se/pdffiler/02_01/02_1_part9. pdf Jenna Langer, V. J. (2009).Gender Differences in Text Message Content. Retrieved March 10, 2013, from http://www. jennalanger. com: http://www. jennalanger. com/wp-content/uploads/2010/09/LangerJenna-Gender_dif_SMS_Content. df McGuigan, B. (2013, March 08).What is Text Messaging? Retrieved March 10, 2013, from wiseGEEK: http://www. wisegeek. com/what-is-text-messaging. htmMiller, B. (2013, March 05). What Is a Mobile Phone? Retrieved March 8, 2013, from wiseGEEK: http://www. wisegeek. com/what-is-a-mobile-phone. htmSingh, H. (2011, July 05). Communication plays an important role in our daily life. Retrieved March 10, 2013, from India Study Channel: http://www. indiastudychannel. com/resources/142618-Com munication-plays-an-important-role-our. aspx Ziggs, D. (2011, February 09). Average Monthly Calls Vrs

Arduino

ELECTRICAL ENGINEERING TECH. (EE 306) Arduino Research Date: 2013/2/16 INTRODUCTION In this brief report we will discuss a family of electronic boards called Arduino. At the beginning we shall provide an overview of the Arduino boards and what they are. After that we will tackle the board’s component and how the board works. Finally an example of one of the applications will be shown. WHAT IS AN ARDUINO? An Arduino board is simply a microcontroller board. The board is designed with the purpose of facilitating the use of electronics in projects. The use of the board was intentionally made easy so that anyone can use it.The board comes with a software called the Arduino Integrated Development Environment. The software is used to program the Arduino board to do the required operations. An Arduino board receives inputs from different sensors and responds by controlling different types of actuators. It is also worth-mentioning that the board and its software are open-source. It mea ns that anyone can do anything with the board and its software. This nature has made the Arduino boards very popular among users because everyone can innovate with the board and share their innovations.However, this nature has also allowed clones with inferior qualities to be sold under the Arduino name. COMPONENTS There are many types of Arduino boards. Some components vary from type to type, but a simple Arduino board that can be built at home have the following components: 1- An Atmel Microcontroller. 2- LEDs. 3- Resistors. 4- Capacitors. 5- Clock Crystal. 6- Switch 7- Voltage regulator. 8- Connection pins. 9- Diode. 10- Transistors. An Arduino board’s capabilities can be extended by the use of shields. Arduino shields are boards that can be mounted on the Arduino board to perform different tasks.For example the Xbee shield allows multiple Arduino boards to communicate wirelessly, the motor shield allows the Arduino board to control a DC motor. 2|P a ge HOW IT WORKS In gen eral, a code is put in the memory of the board and then processed in the microcontroller. This code interacts with inputs and outputs. Inputs can be signals coming from sensors (light, voice, heat, etc. ) or results from another processed task. After processing the inputs in the microcontroller and applying the codes from the memory, the result comes in an output form (alarm, light, etc. ).Codes are written in the memory by connecting the Arduino board to a computer. Connecting the Arduino board requires the use of an ICSP header or a USB cable such as the one found in the newer versions e. g. Arduino UNO (see figure 1). An Arduino board can be powered from a USB cable, an ACDC adapter or a battery by connecting it in the Gnd and Vin pins. Figure 1: Connect Arduino by USB EXAMPLE OF APPLICATION Blinking LED In this example, we will use the Arduino board like a timer to turn a LED on for 1 second and off for another second. 3|P a ge To do this function see the code below; / Example B linking LED const int LED = 13; void setup () { pinMode(LED, OUTPUT); } void loop() { digitalWrite(LED, HIGH); delay(1000); digitalWrite(LED, LOW); delay(1000); } The First line written after // is a comment that does not affect the program. In the second line, we define the constant attached to pin 13 as LED. After attaching the LED to the pin, we decide whether the LED should be an input or an output, in this case, we chose output. Next, we write the processing code, (digitalWrite(LED, HIGH);) this means to provide voltage to the LED, (delay(1000);) means waiting 1000ms ? s, (digitalWrite(LED, LOW);) means cutting off the voltage, (delay(1000);) the same process, which is waiting 1s. This code will be repeated in a loop. CONCLUSION An Arduino board can be a great starting point for anyone interested in microcontrollers. The board is easy to use and has a wide variety of applications. There are many tutorials available in the world web for the board due to its popularity. Although the board has many advantages, it still has its own limitations. REFERENCE [1] Arduino site, (http://arduino. cc/en/) [2] Simply Arduino, Eng. Abdullah Ali Abdullah, (http://simplyarduino. com/? page_id=5) 4|P a ge

Performance Management Essay

1. Summarize the seven (7) components of the framework for coaching and performances management, and identify which ones you require development in and why. The seven components of the frame work for coaching and performance management are the coaching relationship, insight, motivation, capabilities, real-world practice, accountability, and organizational context. The first and most important step in the performance management process is to communicate what is expected. The should also be identifications of any job related learning needs and possible ways to address these needs. There also needs to be a performance review periodically to make sure that job expectations are relevant and appropriate and revise them if needed. Managers are encouraged to do this jointly with their employees which observing and documenting their performance. Throughout the performance management cycle, you should observe your employees’ performance and identify instances of both good and poor performance. Specific events and details are important for employees to clearly understand the impact, results, and consequences of their performance. Thorough documentation will enable you to recognize good performance and help you to correct poor performance. Provide feedback you should provide frequent feedback and coaching to your employees regarding performance throughout the year. This is especially important for the employee who is performing poorly. To be effective, feedback needs to be immediate, specific, and expressed in relation to a particular outcome and expectation. Deal With Performance That Does Not Meet Expectations. You may wish to enlist the support of your manager. He/she can give you the benefit of his or her experience and provide input and support before proceeding. Also, you can use the services of your Human Resources or Labor Relations Components especially if you are contemplating disciplinary action. They will provide the procedural and regulatory guidance as well as assistance in looking at alternatives and providing resources, intervention strategies, and other support.† (Public service commission) 2. Evaluate the validity of each of the reasons provided for failure in performance management. The reasons provided for failure in performance management versus performance appraisal discipline gap, accountability, measurement scarcity or overload, lack of balance and failure to assess impact. â€Å"There are two primary purposes of performance appraisal: evaluative and developmental. The evaluative purpose is intended to inform people of their performance standing. The collected performance data are frequently used to reward high performance and to punish poor performance.† (Smither, 2009) The developmental purpose is intended to identify problems in employees performing the assigned task. The collected performance data are used to provide necessary skill training or professional development. â€Å"The purpose of performance appraisal must be clearly communicated both to raters and rates, because their reactions to the appraisal process are significantly different depending on the intended purpose. Failure to inform about the purpose or misleading information about the purpose may result in inaccurate and biased appraisal reports.† (Cascio, 1998) 3. Identify two (2) of the barriers of success that are evident in preventing successful execution of performance management in a company you know well and recommend a solution to the problems. If you have not worked with or for a company that evaluates employee performance through performance management, imagine what the problems would be based on your knowledge of the company. Be sure to provide your rationale. Future scenarios allow organizations to explore multiple potential futures and generate robust strategies and early warning signs to understand how the future is unfolding. Where a vision articulates a â€Å"preferred future,† future scenarios describe how an organization might achieve its mission in different circumstances or environments. Organizations identify a focal issue or major decision the organization faces and the critical uncertainties in the macro environment, such as social, economic, political, environmental, and technical forces. Scenarios are developed based on combinations of these forces and robust strategies are identified to address multiple futures. Finally, indicators are identified to help understand how the future is affecting the organization’s decisions. In-order to fully understand the rationale past, present, and future analysis would have to be done on different work environments in-order to generally process the full computation of how and HR performance management society would work to stay in constant communication with the employee’s skill set.

Required reaction paper combining two related internet stories Essay

Required reaction paper combining two related internet stories - Essay Example The news article presented many important highlights in history that all students must realize. First, Jews were very powerful economically and politically, they can be considered shakers of society. Second, Germans tried to be on a defensive stance during pre World War I because they were greatly suffering from a hyperinflation. The news report about Judea’s declaration of war on Germany emphasized one thing – that for many years, the Jews were already collaborating with one another to drive Jews in Germany back to Israel. Freedman’s speech about the Jews collaboration sent shivers to my spine because it seems that I missed out a very important fact about history. Judea’s declaration of war on Germany is not to be taken lightly as a simple event. Historians and political analysts should prevent such things from happening again because countries that retaliate can be uncontrollable. With the recent events happening in the Middle East today, world leaders s hould carefully plan their action because the last thing we need is another World War. The second document that I read was Freedman’s speech about the Jews role in two World Wars. It was shocking to hear the transcripts of his speech because people often think of the Jews as the underdog. Freedman’s speech revealed that Jews controlled almost any sector in society- banking, communications, media among many others.

Communication Etiquette in the workplace PowerPoint Presentation

Communication Etiquette in the workplace - PowerPoint Presentation Example With all methods of statistics being invented day and night, none is able to sufficiently estimate the value of courtesy. Words like; thank you, you are welcome, feel at home, it is my pleasure, I am humbled, that is kind of you, please, may I, you are amazing, how about if we consider this other method, and so on are forms of etiquette that ensure that people relate well with others. Keywords: communication etiquette, working environment; courtesy Introduction With new advents in technology, human beings may end up adopting machine-like responses that do not bring out the real person behind the words spoken. This growing trend in etiquette depreciation in the society has prompted some organizations to address the issues of concern by conductive training seminars on the art of good communication. The challenge that faces most organizations is the fact that organizations accommodate all generations of workers, bringing creative enthusiasm and positive energy along with creative ideas. Suffice it to say that even with all these, a conducive work environment in which everyone mind about the other person in thought word and deed is of utmost importance. Communication Etiquette at Work Places Moral courage is the most important ingredient of communication etiquette. ... Words are better emphasized in the style in which we say them; therefore, sometimes it is not always what we say alone that matters, but, how we say it (Cox and Hall, 2004). In other words, cultivating right tones helps to put across even the harshest words in a manner that recipients can take understandably without diluting the core message itself. Word like; excuse me, thank you, have a good day, how may I help you, thank you for calling, good luck, etc. do not cost much. They should be used to express your appreciation of someone, something, or a commendable job. In addition to this, being courteous does not limit one to only positive expressions. As human beings, we occasionally do not agree with our friends or partners. Using words like I am sorry, I beg to differ, can we considered these options, I am sorry but, may I kindly oppose that idea on the ground that, would you please elaborate your point on that matter, have we considered this and that, and so on are just but example s. As observed, words and phrases like may, would, please, kindly, pardon me, my apologies, could you, if you please, do you mind, and others, go a long way to help us establish interpersonal relationships healthy for a vibrant work place. Communication etiquette prevents workplace conflicts. Conflict can easily arise in a work place given that, most workplaces are characterized by pressure, either from within the working environment or from a different environment. Whichever way, there is need to manage conflicts arising in workplace due to lack of workplace etiquette or courtesy. It is important to take a personal initiative to learn to always think before speaking. This helps a great deal.

STRATEGIC MANAGEMENT Case Study Example | Topics and Well Written Essays - 4000 words

STRATEGIC MANAGEMENT - Case Study Example The trend is such that the businesses and consumers expect to communicate with each other instantaneously. Information Technology has brought huge increase in the level of productivity in the last few decades. There has been a union between the telephony sector and IT, which was driven by altering the voice traffic from the analogue signal to a digital packet. The union is indistinguishable from the rest of the data packets, which travel via the computer network (Graduate Prospects Ltd., 2013). The sector has encountered a number of problems, in the recent past and the biggest of them is the economy. The conditions of the sector can be enumerated through examples, so that a clear picture of the same is obtained. The economy of United States (US) has been in an inflationary path. After elections, the technology sector has encountered a huge decline. The scenario in Europe has been the same. The Euro collapse had decreased the demand in European consumer technology. When the European Union countries experience an increase in commodity prices and tax hike, the US export, availability of credit and corporate profitability are bound to suffer. So, all these factors have affected the sector to a large extent. Despite the euro crisis, European demand for consumable technology has not hampered and technological companies are seen to invest in more and more new products that are invented by them. The technology sector demands for huge cash in dollars and euro, so that the sector co ntinues to flourish in the future. The vital part of the technology sector is insurance coverage, which is designed in order to maintain same pace with potential growth of the individual business (Private Sector Development, 2009). The mobile segment of the technology market had encountered drastic changes, along with potential growth, in the past few years. It is also expected to enjoy further growth in the future. According to certain

Broadcast news story Essay Example | Topics and Well Written Essays - 250 words

Broadcast news story - Essay Example Fox Sports 1 appears to have accepted the challenge and it aims to set new standards of sports telecast by introducing the newly emerging idea of â€Å"Jockularity† as part of their regular telecasts. The new channel aims to establish its reputation as a funny, irreverent and so called ‘less-serious’ sport channel. They say that they will engage the services of some really famous Canadian pranksters to anchor the network’s flagship programs. Regis Philbin is also expected to host a show at the new sports network. â€Å"What we are fighting is inertia. ESPN has a 30-year head start, and they are doing a remarkable job. We are very much the underdog, and we have to convince the sports-viewing public that what we have on offer is better—or as good as—what ESPN has been offering. We have to create a personality.† (Greenfeld) Greenfeld,  K.  T. (2013, July 18). Fox Sports 1s Strategy vs. ESPN: Jockularity - Businessweek. Retrieved  May  18, 2015, from

The criminalization of latino youth Essay Example | Topics and Well Written Essays - 1250 words

The criminalization of latino youth - Essay Example The ‘Mother of Exiles’ beckoned with the words ‘Give me your tired, your poor, Your huddled masses yearning to breathe free,’ and in response they come, many from the neighbours to the south. They sought salvation from their tribulations and the chance to dream of a better tomorrow; little did they know that they would be condemned to a persecuted life, betrayed by the colour of their skin and the language that they speak. The criminalization of the young At a glance, there appears to be something incongruous in the phrase ‘criminalization of the young.’ Probably under any modern criminal code in the world, young offenders are exempted from being prosecuted for any crime, save for the most violent, and are given every chance at rehabilitation. This is because as a rule, the young are considered bereft of ill-will, incapable of the level of evil or malice, the mens rea, that is the essence of the criminal act. And yet, there is such a thing as th e criminalization – the creation of criminals – among the young. Contemporary society has developed a set of practices, targeted at the young of particular minority groups, which tend to skew their development towards increasingly aberrant behavior. Here, we are not speaking of those deviant social elements which are out to corrupt the innocent. We speak of those stewards of social order, the guardians and inculcators of virtue – the police officers, the school teachers, the parents themselves, and similar persons endowed with authority and regarded with high deference within the contemporary social order. There are several mechanisms by which criminalization of the young takes place. For instance, the zero tolerance policy, also known as the â€Å"school-to-prison pipeline† ‘refers to the policies and practices that push our nation’s schoolchildren, especially our most at-risk children, out of classrooms and into the juvenile and criminal ju stice systems’ (H). It is evidenced by the perceptible rise in school based arrests, which ‘most directly exemplifies the criminalization of school children.’ (H) Oftentimes, zero tolerance becomes a tool for racial prejudice because ‘students of color are far more likely than their white peers to be suspended, expelled, or arrested for the same kind of conduct.’ (H) The school is also the unwitting agent of another criminalization mechanism known as the cumulative disadvantage. Together with the zero tolerance policy, cumulative disadvantage takes place when children, suspended or expelled from school for a reason often not of their own fault, are ‘left unsupervised and without constructive activities; they also can easily fall behind in their coursework, leading to a greater likelihood of disengagement and drop-outs’ (H). There are numerous statistics that support these assertions, but compelling as they are, the numbers are not as per suasive as the accounts of the very individuals caught in this self-perpetuating system of prejudice and criminalization. Individuals of the black and Latino communities are particularly vulnerable targets, and the subsequent section shall deal with the plight of Latino youth who are victimized by this oppressive system. The cumulative disadvantage of the Latino young It is not surprising that the members of society who find themselves trapped in the grip of cumulative disadvantage are those who are among the most economically deprived Nearly one out of every three Americans living below

LEGAL AND ETHICal issues in health Assignment Example | Topics and Well Written Essays - 1250 words

LEGAL AND ETHICal issues in health - Assignment Example The case above is classified as voluntary euthanasia or assisted suicide because the patient requested for the drug to alleviate pain, induce sleep and eventually end her life. The main considerations for this case would relate to the four ethical principles as laid out by Beauchamp and Childress (2001). These ethical principles include: autonomy or self-determination, beneficence, non-maleficence, and justice (Beauchamp and Childress, 2001). The ethical principle of self-determination or autonomy indicates that all individuals have the right to determine their own future, and in this case, the right to die (Kerridge, Lowe, and Stewart, 2009). This ethical principle would provide support for the patient’s decision because she has the right to die and the right to determine the direction of her life. Supporters of assisted suicide declare that not allowing the patient to die violates the patient’s freedom. They also believe that any competent and terminally-ill patient must have the right to choose death. Under these conditions, they choose the time and the means by which to die, and therefore are able to lend a semblance of dignity to their d eath and the end of their life (Kerridge, et.al., 2009). The patient is in severe pain however, she is still in a logical and lucid state of mind, sufficient to support a sound decision about her life. This right to self-determination must not therefore be denied her. Inasmuch as the right to self-determination fully supports the patient’s right to die, this contrasts sharply to other ethical principles, including the principles of beneficence and non-maleficence. From a certain point of view, beneficence may support the right of the patient to opt for assisted suicide, especially as it is an act which would benefit the patient (Beauchamp and Childress, 2001). The principle of beneficence highlights the fact that

Performance Assessment and Management Research Paper

Performance Assessment and Management - Research Paper Example The paper therefore recommends that McDonalds develop better strategies to enhance its human resource management in recruitment, management, and appraisal. Introduction Organizational operations, in both profit making and ‘non-profit’ making enterprises, require evaluation for reconciliation with set objectives as well as for comparison with operations with other enterprises in a similar industry. Assessment is defined as the process of evaluating a subject, which can be a process, in order to ascertain its potential or quality. Management on the other hand refers to the act or responsibility of controlling people or activities. Assessment and management are therefore critical elements in the life of an organization. This paper seeks to discuss performance assessment and management of McDonalds Company. The paper will explore the established culture of employee selection and appraisal criteria that McDonalds applies in its human resource management. The paper will, with this respect, offer an overview of McDonalds human resource practices in employee selection and appraisal initiatives and then analyze the processes. Review of employee selection and appraisal processes in McDonalds Company McDonalds is a multinational company that operates in a number of cultures across the world. Its human resource management is however converged to a uniform culture. With an overall workforce of more than thirty thousand employees, McDonalds has its personnel management strategies incorporated in its core objectives. In order to achieve its goal of being the best service provider in the food industry, the company’s ensures that it has a diversified cultural base with excellent employee management. Employee selection McDonalds has a broad based approach to selecting its employees. This includes a special consideration to disabled people who may have some specialized capacity to service delivery. Similarly, the company has a universal program for handling ol der employees, older than 55 years. Its selection criteria have also been identified to be fair and ‘non-discriminatory’. It has therefore been open to different categories of cultured workforce. In recruiting its employees, the company relies on the theory that customer utility relies on the efficiency and effectiveness of the company’s employees. As a result, initiatives are always put in place to ensure that the best employees with respect to every job description are identified. Different approaches to recruiting employees have always been adopted with advertising for positions being the most preferred. Other approaches such as local job centers and professional exhibitions have also been occasionally used. Applicants are then subjected to an interview after which a selected committee reviews the applicant’s responses before identification of most suitable candidates for the job. Orientation Once employees have been selected and approved, they are welc omed to the company through a ‘well-defined’ orientation process. They are introduced to their expected roles in the organization as well as the organization’s safety procedures. Similarly, the new employees are taken through the organizations policies, structure, and the human resource system that includes training and reward criteria. Based on its employee retention objective, the company ensures thorough training of its employees to equip them with necessary skills in

The Akita Ranga artist Essay Example for Free

The Akita Ranga artist Essay â€Å"Dutch Learning† results to the proliferation of the Akita Ranga art school in Japan (Johnson 2005). The artists of the Akita Ranga tradition are influenced by the illustrations found in western books. The prevalence of Western books happened during the Tokugawa period wherein Japan undergone a national isolation. Nevertheless, trade with the Dutch are permitted. The Dutch bring with them books and information from the western world. Hiraga Gennai, a multitalented individual and has a wide variety of Dutch books collections was invited by Satake Shozen to Akita. This invitation led to a meeting between Odano Naotake, a resident of Akita, and Gennai. Gennai â€Å"taught Naotake techniques of Western-style painting, particularly chiaroscuro and the technique of shading† (Freedman and Hernandez 1998). Also, Hiraga Gennai thought Odano Naotake â€Å"how to delineate objects by lightness and darkness of color, rather than by line alone as was customary Japanese painting† (Keene 1969). Naotake succeeded in incorporating Western-styles and Japanese traditions in his artworks. Naotake studied human proportions in the book Groot Schilderboek by Lairesse. He learned about the Western perspective through looking into science books’ illustrations. Thus, upon the production of the first Western book translated to Japanese, â€Å"The New Book of Anatomy† by Sugita Genpaku and coworker, Naotake was chosen to illustrate the anatomical charts (Keene, 1969). Works Cited: Johnson, H. Western Influence on Japanese Art: The Akita Ranga Art School. Hotei Publishing. 2005. Freedman, K. J. and Hernandez, F. Curriculum, Culture, and Art Education: Comparative Perspectives. SUNY Press. 1998 Keene, D. The Japanese Discovery of Europe, 1720-1830. Stanford University Press. 1969.

Observation and Description Essay Example for Free

Observation and Description Essay 1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.

Behavior management of children

Behavior management of children There are different parenting styles, which include: permissive, authoritarian, and authoritative parenting styles. Authoritative is seen as the best parenting style since the parents who use this parenting style set guidelines and rules which their children, are expected to follow. On the other hand, it uses a democratic technique where the parents listen and are responsive to their children. The authoritative parents are assertive and not restrictive or intrusive on their children and their disciplinary techniques are not punitive but rather supportive. There are two theories that explain the childrens behavior and they include; Albert Banduras social learning theory, which states that the child learns its behavior by observing other people and this theory, is applicable to both maladaptive and adaptive behaviors. The second theory is the Scotts critical period theory, which implies that the childs behavior is molded during the ages between 0-6 years, which are the critical years i n a childs growth cycle. The use of set rules and procedures are also highly effective in molding the childs behavior even though they vary from one person to another. This paper is going to attempt to explain the roles of these highlighted areas in Child growth and behavior management. Key words: Learning, Behaviors and Learning theories. As a childcare provider for many years, I have witnessed all three styles of parenting: Permissive, Authoritative, and Authoritarian. I have also noticed the effect it has on each childs confidence, personality, and decision-making. In my opinion, being Authoritative is the best style of parenting. This encompasses being assertive, caring and well balanced (Baumrind, 2005).Children who come from authoritative parents usually develop a sense of self-control, confidence in themselves and an understanding of right and wrong. An authoritative adult recognizes the different stages of childhood development, teaches a child according to their level of understanding, has realistic expectations, sets fair rules and consequence, and gives a child room to grow and learn (Maccoby Martin, 1983). The parents who use this parenting style set guidelines and rules that their children are expected to follow. It is on the other hand a democratic technique since the parents listen and are responsive to their children. The authoritative parents are assertive and not restrictive or intrusive on their children and their disciplinary techniques are not punitive but rather supportive. Based on experience, authoritarian is the worst form of parenting because it is the most emotionally and psychologically damaging. Children who have parents that are authoritarians usually spend their childhood and adolescence years fearful of their authoritarian parent, have limited confidence in themselves and are often degraded or put down. Most parents that only look at structure and discipline, who classify themselves as authoritarians are in my opinion selfish. Regarding permissive, it is the most irresponsible style of parenting. A parent who is permissive will have children who misbehave and act out because they are not disciplined and taught manners. These children will have temper tantrums and will be unhappy every time they do not get their way. Permissive parents do not recognize the importance of following through the behavior of their children with consequences to teach a lesson. Often, children from permissive families are not guided enough and will have to find out the hard way. In a general way we can say that most of the times, the adults try to control their childrens behavior. During the 17th century, children were perceived to have a blank slate, it was the duty of the guardians, and the parents/adults to mould them so that they could behave well thus meeting their adults need. On the contrary, presently the new philosophies dictate that the children should be given their freedom to grow as they interact with the environment around them. Religion has played a key role in accomplishing this, stipulating the role played by the guardians and the children on their expected behavior. A childs behavior could be positive, acceptable, or adaptive in relation to the existing situation whereas others are thought to be maladaptive, negative, and unsuitable. Most of this maladaptive behavior provides a great challenge on the adults within the society (Baumrind, 1991). Different families have set rules and standards on their expectations for their childrens behavior. According to Albert Banduras social learning theory, the child learns its behavior by observing other people and this theory is applicable to both maladaptive and adaptive behaviors. On the other hand, the Scotts critical period theory implies that the childs behavior is molded during the ages between 0-6 years, which are the critical years in a childs growth cycle. It is important for the teachers and the guardians to note that they play a very significant role in molding a childs behavior in ways that are appropriate. With the use of the following key areas, training a child to acquire positive behavior becomes very successful. They include preventing the occurrence of an inappropriate behavior in a child: maintain a childs appropriate behavior, stopping any unwanted behavior in a child, and teaching the child appropriate new behavior. In the prevention stage ,the environment plays a key role in a childs behavior therefore, the adults should plan their environment very well as well as assume a pro-active role by planning ahead before trouble arises i.e. creating enough space for the child which enables the children to be self reliant (Baumrind, 1967). Similarly, the use of set rules and procedures are highly effective in molding the childs behavior even though they vary from one person to another. On the other hand, in the prevention of a childs disruptive behavior, the adult should build up structures, which set the acceptable expected behavior. The child needs to be taken through the desired procedures by the adult, while the stated rules appropriate, air with consequences thereof in relation to the childs behavior (Maccoby Martin, 1983).The adult should build a good relationship with the child with the existence of mutual respect between them. The adults need to thank the children so as to maintain their appropriate behavior as well as commend them when they behave as expected. Appreciating the child prompts them to keep behaving in the right way, so that they can be always appreciated. The use of reinforcement also plays a major role in the molding of a childs behavior and the reinforcement should be specific, vary, and needed.

The end of The Age of Reason :: essays research papers

The end of â€Å"The Age of Reason†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the late 18th century, America was coming to a standstill in religious belief, by the 1790’s an estimated 10% of the non-Indian population of America were members of a formal church. Before and after the American Revolution, works of literature like Thomas Paine’s â€Å"Common Sense†, and Benjamin Franklin’s â€Å"The Way to Wealth† began to form a national train of thought among the early Americans. These views were somewhat opposite of those which were introduced through Puritanism and The Enlightenment during the seventeenth century. However, in the end traditional religion overcame the pressure that was applied by the new schools of thought that floated around in the late 18th century.   Ã‚  Ã‚  Ã‚  Ã‚  Thomas Paine’s â€Å"Common Sense† was more than just a piece of literature than planted the seed for deism, it also helped inspire a nation to revolt against England, and claim independence from a government which was deemed unfair and unfit to control the colonies. In â€Å"Common Sense† Paine led the people to believe that the Americans could not reconcile with England. He aim was to turn the American anger away from the small parliamentary issues they were resisting against, and onto what he considered the main problem, which was the English Constitution itself. Paine argued that it was simple ‘common sense’ for Americans to break completely with a government that could produce such a corrupt a ruler as George III. In closing his writing Paine argues â€Å"And as a man, who is attached to a prostitute, is unfitted to choose or judge of a wife, so any prepossession in favor of a rotten constitution of government will disable us from discerning a good one.† With Paine making this remark, I translate Paine to mean that the island kingdom of England was no more fit to rule the American Continent, than a satellite was fit to rule the sun.   Ã‚  Ã‚  Ã‚  Ã‚  This pamphlet was released in January 1776, at that point in time the colonies were nothing more than miniature countries existing next to each other. As the news of the pamphlet spread during that year, a strong sense of national unity and the need for independence from the English began to form in the people’s minds. Later that same year, Thomas Jefferson wrote the Declaration of Independence, with help from Benjamin Franklin and John Adams. Jefferson used ideas borrowed from theories by John Locke; for example, governments are created to protect the rights of life, liberty, and property.

The Medias Influence on Teenage Suicide Essay -- Teenage Suicide Essa

The Media's Influence on Teenage Suicide   Ã‚  Ã‚  Ã‚  Ã‚  Fiction: Only â€Å"bad† kids who have the wrong friends and bad lives commit suicide. Fact: Kids who have the right friends and a bright future in front of them commit suicide. Fiction: Music, movies, and other forms of media do not influence teenagers in any way, shape, or form. Fact: Music, movies, and other forms of media are influencing teenagers to commit suicide.   Ã‚  Ã‚  Ã‚  Ã‚  Teenage suicide is on the rise at an alarming rate. While depression and other social pressures play a significant role in suicide among teenagers, there is evidence showing that music, movies, and other ways the media portrays suicide as glamorous and noble is having a major influence on teenagers considering suicide.   Ã‚  Ã‚  Ã‚  Ã‚  Every year more than 4,000 teenagers between the ages of 15 and 24 commit suicide and another 400,000 attempt suicide; the number of suicides may be even higher because many suicides are hidden by families who report the suicides as accidents or murders (Klagsburn 16). â€Å"Suicide now ranks as the third leading cause of death among people ages 15 to 24, trailing only accidents and homicides†(Worsnop 371). Over the past four decades, teenage suicide rose a staggering 200 percent (Waters 49). â€Å"Of all the suicides studied among people under 25, nearly two-thirds of them were committed with guns, teenagers who committed suicide by hanging themselves ranked second, and poisoning ranked third† (Colburn 5.)   Ã‚  Ã‚  Ã‚  Ã‚  There are many warning signs of suicide. A teenager contemplating suicide will drop numerous clues before attempting suicide. Such warning signs as withdrawal from the family, changes in eating and sleeping habits, as well as loss of interest in schoolwork or favorite activities, such as participation in athletics. Some teenagers express a preoccupation with pain, death, or suicide. They often talk of death and make actual threats to end their life. Many teenagers will drop verbal clues such as: â€Å"I might as well be dead,† or â€Å"you’ll be sorry when I’m gone.† (Goldstein, 55.) A preparation for death may take place, for instance, giving away prized possessions (Worsnop, 372-73). In some cases, the most ominous sign of suicidal intent is the sudden onset of apparent peace of mind after a long period of troubling behavior. Such a mood change may indicate the person has finally resolved to commit suicide and thus h... ...of Violent Entertainment. New York: Oxford University Press, 1998. Hutchings, David. â€Å"I Started Thinking about Dying.† People. February 18, 1985: 88-89. Keller, Julia. â€Å"Too Regular Shootings Have Left Many Numb.† Chicago Tribune.1 Aug 1999. Klagsburn, Francine. Too Young to Die. Boston: Houghton  Ã‚  Ã‚  Ã‚  Ã‚  Mifflin, 1976. Newton, David E. Violence and the Media: A Reference Handbook. Santa Barbara: Instructional Horizons, 1996. Pond, Steve. â€Å"Student Body Count.† Rolling Stone. April 1989: 38. Royal Commission on Violence in the Communications Industry. Volume 1: Approaches, Conclusions, and Recommendations. Toronto: The Royal Commission on Violence in the communications Industry, 1976. â€Å"TV Suicide Link: Fatal Retraction.† Science News.October, 1987: 218. â€Å"Suicide Belt.† Time. September 1, 1980: 56. Trafford, Abigail. â€Å"Death at an Early Age.† The Washington Post. June 6, 1995: 6. Waters, Harry, et al. â€Å"Teenage Suicide: One Act Not to Follow.† Newsweek. April 18, 1994: 49. Worsnop, Richard L. â€Å"Teenage Suicide.† CQ Researcher 1.6   Ã‚  Ã‚  Ã‚  Ã‚  (June 6, 1991): 371-91. Zirkel, Perry A. â€Å"Another Case of Student Suicide.† Phi Delta Kappa. 77 (Sept. 1995): 91-94.

The Artistic Way of Living and Perceiving :: Art Philosophy

The Artistic Way of Living and Perceiving Being an artist is more than simply producing artworks. It is more than simply knowing art and how to make it. Being an artist is a complete way of life in itself, and at its utmost is a mode of perceiving the world to where everything is seen as a work of art. Being an artist is a mode of existence. For the artist’s life to be this complete way of being, it is necessary to take a certain direction and overcome certain obstacles. It is easy for the artist for fall into ruts along the path of art. This is one artist’s account of how three of the biggest challenges, or these ruts, present themselves, and how it is possible to overcome them. As such, this is an examination of how the challenges of being an artist lead to a fuller understanding of what it means to live as an artist, and how being an artist is a very specific kind of life. The work done by Gabriel Marcel and Henry Bugbee presents a particular perspective which enhances the life of an artist, and so t heir work will help us to understand this artistic mode of being which I am talking about. It is important to illustrate what the three most common ruts are that an artist can fall into. I use the term rut because what occurs to an artist is a falling into a hole of sorts from which it is difficult to emerge at times. These holes or pits seem more appropriately described by the term rut. So it is that an artist, when on the path of art, may find themselves stuck in any or all of the following situations. The first rut is one of expectations. It is the expectation of what art should be. If this expectation is not met, the artist will become frustrated and will not enjoy their work. The expectations of one’s work may become more severe to where the artist becomes more deeply entrenched in this rut to the point of it turning into perfectionism. The rut of perfection is worse, because it never allows the artist to be satisfied, whereas the previous rut of expectation only creates dissatisfaction some of the time. This difficulty seems to be encountered earlier than the others by an individual who is pursuing art.

Annual Report Analysis for Adidas

2011 Annual Report Analysis for Adidas Prepared for Professor Tabor Prepared by Jena Howell 2011 Annual Report Analysis for Adidas Prepared for Professor Tabor Prepared by Jena Howell Table of Contents Introduction2 Annual Report Analysis of Adidas2 Auditors2 Subsequent Events3 Trends in Total Assets and Total Liabilities3 Three Largest Assets and Liabilities for Recent Year4 Stock Options4 Income Statement4 Net Income5 Comprehensive Income5 Direct or Indirect Cash Flow Statement5 Items Included in Cash from Investing Activities5 Summary6 Introduction Adidas is a name brand that most people know about. Have you ever wondered though, what goes on behind the scenes? Well, that is what is going to be discussed in this paper. Some of the main ideas we are going to look are who the auditors are, the trends in assets and liabilities, the largest assets and liabilities, the types of stocks that are available, the type of income statement that is used, the trend of net income, the type of cash flow statement that is used, and the two largest items included in cash from investing. The purpose of this document is to get you better informed on the current standing of the Adidas Corporation. Annual Report Analysis of Adidas Let’s first discuss who the auditors are and what opinion they have on the company’s financial statements. Auditors The KPMG AG group is who audits Adidas. They audited Adidas on Feb. 15, 2011. Kozikowski & Wolper (2010) stated, â€Å"In our opinion, based on the findings of our audit, the consolidated financial statements comply with IFRS, as adopted by the EU, the additional requirements of German commercial law pursuant to  § 315a (1) HGB and give a true and fair view of the net assets, financial position and profit or loss of the Group in accordance with these requirements. The Group management report is consistent with the consolidated financial statements and as a whole provides a suitable view of the Group’s position and suitably presents the opportunities and risks of future development. † So, yes the auditors provide a clean opinion the financial statements. In the auditor’s opinion, the company complied with all the standards that were required. So, have there been any subsequent events that have had a material effect on the financial statements? Let’s take a look. Subsequent Events Since the end of 2010, there have been no significant organization, management, economic, socio-political, legal or financial changes that have had a material effect on the financial statements. This shows that this is a stable group that can be relied on. Now, let’s see what kind of trends in assets and liabilities there have been in the past two years. Trends in Total Assets and Total Liabilities At the year of the fiscal year in 2008 Adidas group had â‚ ¬ 9,533,000,000 in total assets. Now, at the end of the 2009 fiscal year, Adidas group had â‚ ¬ 8,875,000,000 in total assets. This is a 6. % drop in total assets. At the end of 2008 fiscal year, Adidas group had â‚ ¬ 6,133,000,000 in total liabilities; and at the end of the 2009 fiscal year, Adidas group had â‚ ¬ 5,099,000,000 in total liabilities. That is a â‚ ¬ 1,034,000,000 change in liabilities. The current ratio for the 2008 fiscal year was 1. 55. The current ratio for the 2009 fiscal year was 1. 74. Wha t were the three largest assets and liabilities? Let’s see. Three Largest Assets and Liabilities for Recent Year The three largest assets for the 2009 fiscal year were the following: * Cash and cash equivalents * Accounts Receivable * Inventories The three largest liabilities for 2009 fiscal year were the following: * Long-term borrowings * Accounts payable * Accrued liabilities Now that we know what the three largest assets and liabilities Adidas group has, why don’t we look at their stock options. Stock Options Adidas group offers registered no-par value shares. There are currently 209,216,186 shares outstanding at the end of the 2010 fiscal year. Income Statement Adidas group uses a multi-step income statement. There were no separately reported items. Gross profit dropped by 10. 4% and operating profit dropped by 52. 6% between 2008 and 2009 fiscal years. Net Income Adidas group had a major drop in net income between the 2008 and 2009 fiscal years. At the end of the 2008 fiscal year, net income was â‚ ¬ 645,000,000. At the end of the 2009 fiscal year, net income was â‚ ¬ 245,000,000. This was a 61. 9% drop. The main reason for such a drastic drop in net income was a decrease in sales and financial income. Comprehensive Income Adidas group had net loss of â‚ ¬132,000,000 in 2009 and a net gain of â‚ ¬149,000,000 in 2008 on cash flow hedges. Also, there was an actuarial loss of â‚ ¬12,000,000 in 2009 and a gain of â‚ ¬2,000,000 in 2008 of defined benefit plans and asset ceiling affect (IAS 19). Direct or Indirect Cash Flow Statement Adidas group uses the direct method because on the cash flow statement they report disbursements from operating activities. Items Included in Cash from Investing Activities The two largest items in cash from investing activities are the following: * Proceeds from sale of property, plant and equipment * Proceeds from sale of other intangible assets The proceeds from the sale of property, plant and equipment brought in â‚ ¬16,000,000 in net cash in 2009 and â‚ ¬27,000,000 in 2008. The proceeds from the sale of other intangible assets brought in â‚ ¬10,000,000 in 2009 and â‚ ¬8,000,000 in 2008. These numbers are net cash. Summary So, we have learned that the Adidas group that they offer registered no-par value stock. There were major differences between 2008 and 2009 when it came to net income. They made a lot more money in 2008 than they did in 2009. They use the direct method when it comes to cash flow statement. The corporation uses the multi-step income statement. Total assets and liabilities both declined from the 2008 fiscal year to the 2009 fiscal year. Works Cited (2010). Consolidated Balance Sheet. Adidas Group. http://adidas-group. corporate-publications. om/2009/gb/en/consolidated-financial-statements/consolidated-balance-sheet. html (2010). Consolidated Cash Flow Statement. Adidas Group. http://adidas-group. corporate-publications. com/2009/gb/en/consolidated-financial-statements/consolidated-statement-of-cash-flows. html (2010). Consolidated Income Statement. Adidas Group. http://adidas-group. corporate-publications. com/2009/gb/en/consolidated-financial-statem ents/consolidated-income-statement. html Kozikowski, M. , & Wolper, A. (2010). Auditors Report. http://adidas-group. corporate-publications. com/2009/gb/en/consolidated-financial-statements/independent-auditors-report. html

Storm Born Chapter One

I'd seen weirder things than a haunted shoe, but not many. The Nike Pegasus sat on the office's desk, inoffensive, colored in shades of gray, white, and orange. Some of the laces were loosened, and a bit of dirt clung around the soles. It was the left shoe. As for me, well†¦underneath my knee-length coat, I had a Glock .22 loaded with bullets carrying a higher-than-legal steel content. A cartridge of silver ones rested in the coat's pocket. Two athames lay sheathed on my other hip, one silver-bladed and one iron. Stuck into my belt near them was a wand, hand-carved oak and loaded with enough charmed gems to probably blow up the desk in the corner if I wanted to. To say I felt overdressed was something of an understatement. â€Å"So,† I said, keeping my voice as neutral as possible, â€Å"what makes you think your shoe is†¦uh, possessed?† Brian Montgomery, late thirties with a receding hairline in serious denial, eyed the shoe nervously and moistened his lips. â€Å"It always trips me up when I'm out running. Every time. And it's always moving around. I mean, I never actually see it, but†¦like, I'll take them off near the door, then I come back and find this one under the bed or something. And sometimes†¦sometimes I touch it, and it feels cold†¦really cold†¦like†¦Ã¢â‚¬  He groped for similes and finally picked the tritest one. â€Å"Like ice.† I nodded and glanced back at the shoe, not saying anything. â€Å"Look, Miss†¦Odile†¦or whatever. I'm not crazy. That shoe is haunted. It's evil. You've gotta do something, okay? I've got a marathon coming up, and until this started happening, these were my lucky shoes. And they're not cheap, you know. They're an investment.† It sounded crazy to me – which was saying something – but there was no harm in checking, seeing as I was already out here. I reached into my coat pocket, the one without ammunition, and pulled out my pendulum. It was a simple one, a thin silver chain with a small quartz crystal hanging from it. I laced the chain's end through my fingers and held my flattened hand over the shoe, clearing my mind and letting the crystal hang freely. A moment later, it began to slowly rotate of its own accord. â€Å"Well, I'll be damned,† I muttered, stuffing the pendulum back in my pocket. There was something there. I turned to Montgomery, attempting some sort of badass face, because that was what customers always expected. â€Å"It might be best if you stepped out of the room, sir. For your own safety.† That was only half-true. Mostly I just found lingering clients annoying. They asked stupid questions and could do stupider things, which actually put me at more risk than them. He had no qualms about getting out of there. As soon as the door closed, I found a jar of salt in my satchel and poured a large ring on the office's floor. I tossed the shoe into the middle of it and invoked the four cardinal directions with the silver athame. Ostensibly the circle didn't change, but I felt a slight flaring of power, indicating it had sealed us in. Trying not to yawn, I pulled out my wand and kept holding the silver athame. It had taken four hours to drive to Las Cruces, and doing that on so little sleep had made the distance seem twice as long. Sending some of my will into the wand, I tapped it against the shoe and spoke in a sing-song voice. â€Å"Come out, come out, whoever you are.† There was a moment's silence, then a high-pitched male voice snapped, â€Å"Go away, bitch.† Great. A shoe with attitude. â€Å"Why? You got something better to do?† â€Å"Better things to do than waste my time with a mortal.† I smiled. â€Å"Better things to do in a shoe? Come on. I mean, I've heard of slumming it, but don't you think you're kind of pushing the envelope here? This shoe isn't even new. You could have done so much better.† The voice kept its annoyed tone, not threatening but simply irritated at the interruption. â€Å"I'm slumming it? Do you think I don't know who you are, Eugenie Markham? Dark-Swan-Called-Odile. A blood traitor. A mongrel. An assassin. A murderer.† He practically spit out the last word. â€Å"You are alone among your kind and mine. A bloodthirsty shadow. You do anything for anyone who can pay you enough for it. That makes you more than a mercenary. That makes you a whore.† I affected a bored stance. I'd been called most of those names before. Well, except for my own name. That was new – and a little disconcerting. Not that I'd let him know that. â€Å"Are you done whining? Because I don't have time to listen while you stall.† â€Å"Aren't you being paid by the hour?† he asked nastily. â€Å"I charge a flat fee.† â€Å"Oh.† I rolled my eyes and touched the wand to the shoe again. This time, I thrust the full force of my will into it, drawing upon my own body's physical stamina as well as some of the power of the world around me. â€Å"No more games. If you leave on your own, I won't have to hurt you. Come out.† He couldn't stand against that command and the power within it. The shoe trembled, and smoke poured out of it. Oh, Jesus. I hoped the shoe didn't get incinerated during this. Montgomery wouldn't be able to handle that. The smoke bellowed out, coalescing into a large, dark form about two feet taller than me. With all his wisecracks, I'd sort of expected a saucy version of one of Santa's elves. Instead, the being before me had the upper body of a well-muscled man, while his lower portion resembled a small cyclone. The smoke solidified into leathery gray-black skin, and I had only a moment to act as I assessed this new development. I swapped the wand for the gun, ejecting the clip as I pulled it out. By then, he was lunging for me, and I had to roll out of his way, confined by the circle's boundaries. A keres. A male keres – most unusual. I'd anticipated something fey, which required silver bullets; or a spectre, which required no bullets. Keres were ancient death spirits originally confined to canopic jars. When the jars wore down over time, keres tended to seek out new homes. There weren't too many of them left in this world, and soon there'd be one less. He bore down on me, and I took a nice chunk out of him with the silver blade. I used my right hand, the one I wore an onyx and obsidian bracelet on. Those stones alone would take a toll on a death spirit like him without the blade's help. Sure enough, he hissed in pain and hesitated a moment. I used that delay, scrambling to load the silver cartridge. I didn't quite make it, because soon he was on me again. He hit me with one of those massive arms, slamming me against the walls of the circle. They might be transparent, but they felt as solid as bricks. One of the downsides of trapping a spirit in a circle was that I got trapped too. My head and left shoulder took the brunt of that impact, and pain shot through me in small starbursts. He seemed pretty pleased with himself over this, as overconfident villains so often are. â€Å"You're as strong as they say, but you were a fool to try to cast me out. You should have left me in peace.† His voice was deeper now, almost gravelly. I shook my head, both to disagree and to get rid of the dizziness. â€Å"It isn't your shoe.† I still couldn't swap that goddamned cartridge. Not with him ready to attack again, not with both hands full. Yet I couldn't risk dropping either weapon. He reached for me, and I cut him again. The wounds were small, but the athame was like poison. It would wear him down over time – if I could stay alive that long. I moved to strike at him once more, but he anticipated me and seized hold of my wrist. He squeezed it, bending it in an unnatural position and forcing me to drop the athame and cry out. I hoped he hadn't broken any bones. Smug, he grabbed me by the shoulders with both hands and lifted me up so that I hung face to face with him. His eyes were yellow with slits for pupils, much like some sort of snake's. His breath was hot and reeked of decay as he spoke. â€Å"You are small, Eugenie Markham, but you are lovely and your flesh is warm. Perhaps I should beat the rush and take you myself. I'd enjoy hearing you scream beneath me.† Ew. Had that thing just propositioned me? And there was my name again. How in the world did he know that? None of them knew that. I was only Odile to them, named after the dark swan in Swan Lake, a name coined by my stepfather because of the form my spirit preferred to travel in while visiting the Otherworld. The name – though not particularly terrifying – had stuck, though I doubted any of the creatures I fought knew the reference. They didn't really get out to the ballet much. The keres had my upper arms pinned – I would have bruises tomorrow – but my hands and forearms were free. He was so sure of himself, so overly arrogant and confident, that he paid no attention to my struggling hands. He probably just perceived the motion as a futile effort to free myself. In seconds, I had the clip out and in the gun. I managed one clumsy shot and he dropped me – not gently. I stumbled to regain my balance again. Bullets probably couldn't kill him, but a silver one in the center of his chest would certainly hurt. He stumbled back, half-surprised, and I wondered if he'd ever even encountered a gun before. It fired again, then again and again and again. The reports were loud; hopefully Montgomery wouldn't do something foolish and come running in. The keres roared in outrage and pain, each shot making him stagger backward until he was all the way against the circle's boundary. I advanced on him, retrieved athame flashing in my hand. In a few quick motions, I carved the death symbol on the part of his chest that wasn't bloodied from bullets. An electric charge immediately ran through the air of the circle. Hairs stood up on the back of my neck, and I could smell ozone, like just before a storm. He screamed and leapt forward, renewed by rage or adrenaline or whatever else these creatures ran on. But it was too late for him. He was marked and wounded. I was ready. In another mood, I might have simply banished him to the Otherworld; I tried not to kill if I didn't have to. But that sexual suggestion had just been out of line. I was pissed off now. He'd go to the world of death, straight to Persephone's gate. I fired again to slow him, my aim a bit off with the left hand but still good enough to hit him. I had already traded the athame for the wand. This time, I didn't draw on the power from this plane. With well-practiced ease, I let part of my consciousness slip this world. In moments, I reached the crossroads to the Otherworld. That was an easy transition; I did it all the time. The next crossover was a little harder, especially with me being weakened from the fight, but still nothing I couldn't do automatically. I kept my own spirit well outside of the land of death, but I touched it and sent that connection through the wand. It sucked him in, and his face twisted with fear. â€Å"This is not your world,† I said in a low voice, feeling the power burn through me and around me. â€Å"This is not your world, and I cast you out. I send you to the black gate, to the lands of death where you can either be reborn or fade to oblivion or burn in the flames of hell. I really don't give a shit. Go.† He screamed, but the magic caught him. There was a trembling in the air, a buildup of pressure, and then it ended abruptly, like a deflated balloon. The keres was gone too, leaving only a shower of gray sparkles that soon faded to nothing. Silence. I sank to my knees, exhaling deeply. My eyes closed a moment, as my body relaxed and my consciousness returned to this world. I was exhausted but exultant too. Killing him had felt good. Heady, even. He'd gotten what he deserved, and I had been the one to deal it out. Minutes later, some of my strength returned. I stood and opened the circle, suddenly feeling stifled by it. I put my tools and weapons away and went to find Montgomery. â€Å"Your shoe's been exorcised,† I told him flatly. â€Å"I killed the ghost.† No point in explaining the difference between a keres and a true ghost; he wouldn't understand. He entered the room with slow steps, picking up the shoe gingerly. â€Å"I heard gunshots. How do you use bullets on a ghost?† I shrugged. It hurt from where the keres had slammed my shoulder to the wall. â€Å"It was a strong ghost.† He cradled the shoe like one might a child and then glanced down with disapproval. â€Å"There's blood on the carpet.† â€Å"Read the paperwork you signed. I assume no responsibility for damage incurred to personal property.† With a few grumbles, he paid up – in cash – and I left. Really, though, he was so stoked about the shoe, I probably could have decimated the office. In my car, I dug out a Milky Way from the stash in my glove box. Battles like that required immediate sugar and calories. As I practically shoved the candy bar into my mouth, I turned on my cell phone. I had a missed call from Lara. Once I'd consumed a second bar and was on I-10 back to Tucson, I dialed her. â€Å"Yo,† I said. â€Å"Hey. Did you finish the Montgomery job?† â€Å"Yup.† â€Å"Was the shoe really possessed?† â€Å"Yup.† â€Å"Huh. Who knew? That's kind of funny too. Like, you know, lost souls and soles in shoes†¦Ã¢â‚¬  â€Å"Bad, very bad,† I chastised. Lara might be a good secretary, but there was only so much I could be expected to put up with. â€Å"So what's up? Or were you just checking in?† â€Å"No. I just got a weird job offer. Some guy – well, honestly, I thought he sounded kind of schizo. But he claims his sister was abducted by fairies, er, gentry. He wants you to go get her.† I fell silent at that, staring at the highway and clear blue sky ahead without consciously seeing either one. Some objective part of me attempted to process what she had just said. I didn't get that kind of request very often. Okay, never. A retrieval like that required me to cross over physically into the Otherworld. â€Å"I don't really do that.† â€Å"That's what I told him.† But there was uncertainty in Lara's voice. â€Å"Okay. What aren't you telling me?† â€Å"Nothing, I guess. I don't know. It's just†¦he said she's been gone almost a year and a half now. She was fourteen when she disappeared.† My stomach sank a little at that. God. What an awful fate for someone so young. It made the keres' lewd comments to me downright trivial. â€Å"He sounded pretty frantic.† â€Å"Does he have proof she was actually taken?† â€Å"I don't know. He wouldn't get into it. He was kind of paranoid. Seemed to think his phone was being tapped.† I laughed at that. â€Å"By who? The gentry?† â€Å"Gentry† was what I called the beings that most of Western culture referred to as fairies or sidhe. They looked just like humans but embraced magic instead of technology. They found â€Å"fairy† a derogatory term, so I respected that – sort of – by using the term old English peasants used to use. Gentry. Good folk. Good neighbors. A questionable designation, at best. The gentry actually preferred the term â€Å"shining ones,† but that was just silly. I wouldn't give them that much credit. â€Å"I don't know,† Lara told me. â€Å"Like I said, he seemed a little schizo.† Silence fell as I held on to the phone and passed a car driving 45 in the left lane. â€Å"Eugenie! You aren't really thinking of doing this.† â€Å"Fourteen, huh?† â€Å"You always said that was dangerous.† â€Å"Adolescence?† â€Å"Stop it. You know what I mean. Crossing over.† â€Å"Yeah. I know what you mean.† It was dangerous – super dangerous. Traveling in spirit form could still get you killed, but your odds of fleeing back to your earthbound body were better. Take your own body over, and all the rules changed. â€Å"This is crazy.† â€Å"Set it up,† I told her. â€Å"It can't hurt to talk to him.† I could practically see her biting her lip to hold back protests. But at the end of the day, I was the one who signed her paychecks, and she respected that. After a few moments, she filled the silence with info about a few other jobs and then drifted on to more casual topics: some sale at the mall, a mysterious scratch on her car†¦ Something about Lara's cheery gossip always made me smile, but it also disturbed me that most of my social contact came via someone I never actually saw. Lately the majority of my face-to-face interactions came from spirits and gentry. It was after dinnertime when I arrived home, and my housemate, Tim, appeared to be out for the night, probably at a poetry reading. Despite a Polish background, genes had inexplicably given him a strong Native American appearance. In fact, he looked more Indian than some of the locals. Deciding this was his claim to fame, Tim had grown his hair out and taken on the name Timothy Red Horse. He made his living by reading faux-Native poetry at local dives and wooing naive tourist women by using expressions like â€Å"my people† and â€Å"the Great Spirit† a lot. It was despicable, to say the least, but it got him laid pretty often. What it did not do was bring in a lot of money, so I'd let him live with me in exchange for housework and cleaning. It was a pretty good deal as far as I was concerned. After battling the undead all day, scrubbing the bathtub just seemed like asking too much. Scrubbing my athames, unfortunately, was a task I had to do myself. Keres blood could stain. I ate dinner afterward, then stripped and sat in my sauna for a long time. I liked a lot of things about my little house out in the foothills, but the sauna was one of my favorites. It might seem kind of pointless in the desert, but Arizona had mostly dry heat, and I liked the feel of humidity and moisture on my skin. I leaned back against the wooden wall, enjoying the sensation of sweating out the stress. My body ached – some parts more fiercely than others – and the heat let some of the muscles loosen up. The solitude also soothed me. Pathetic as it was, I probably had no one to blame for my lack of sociability except myself. I spent a lot of time alone and didn't mind. When my stepfather, Roland, had first trained me as a shaman, he'd told me that in a lot of cultures, shamans essentially lived outside of normal society. The idea had seemed crazy to me at the time, being in junior high, but it made more sense now that I was older. I wasn't a complete socialphobe, but I found I often had a hard time interacting with other people. Talking in front of groups was murder. Even talking one-on-one had its issues. I had no pets or children to ramble on about, and I couldn't exactly talk about things like the incident in Las Cruces. Yeah, I had kind of a long day. Drove four hours, fought an ancient minion of evil. After a few bullets and knife wounds, I obliterated him and sent him on to the world of death. God, I swear I'm not getting paid enough for this crap, you know? Cue polite laughter. When I left the sauna, I had another message from Lara telling me the appointment with the distraught brother had been arranged for tomorrow. I made a note in my day planner, took a shower, and retired to my room, where I threw on black silk pajamas. For whatever reason, nice pajamas were the one indulgence I allowed myself in an otherwise dirty and bloody lifestyle. Tonight's selection had a cami top that showed serious cleavage, had anyone been there to see it. I always wore a ratty robe around Tim. Sitting at my desk, I emptied out a new jigsaw puzzle I'd just bought. It depicted a kitten on its back clutching a ball of yarn. My love of puzzles ranked up there with the pajama thing for weirdness, but they eased my mind. Maybe it was the fact that they were so tangible. You could hold the pieces in your hand and make them fit together, as opposed to the insubstantial stuff I usually worked with. While my hands moved the pieces around, I kept trying to shake the knowledge that the keres had known my name. What did that mean? I'd made a lot of enemies in the Otherworld. I didn't like the thought of them being able to track me personally. I preferred to stay Odile. Anonymous. Safe. Probably not much point worrying about it, I supposed. The keres was dead. He wouldn't be telling any tales. Two hours later, I finished the puzzle and admired it. The kitten had brown tabby fur, its eyes an almost azure blue. The yarn was red. I took out my digital camera, snapped a picture, and then broke up the puzzle, dumping it back into its box. Easy come, easy go. Yawning, I slipped into bed. Tim had done laundry today; the sheets felt crisp and clean. Nothing like that fresh-sheets smell. Despite my exhaustion, however, I couldn't fall asleep. It was one of life's ironies. While awake, I could slide into a trance with the snap of a finger. My spirit could leave my body and travel to other worlds. Yet, for whatever reason, sleep was more elusive. Doctors had recommended a number of sedatives, but I hated to use them. Drugs and alcohol bound the spirit to this world, and while I did indulge occasionally, I generally liked being ready to slip over at a moment's notice. Tonight I suspected my insomnia had something to do with a teenage girl†¦. But no. I couldn't think about that, not yet. Not until I spoke with the brother. Sighing, needing something else to ponder, I rolled over and stared at my ceiling, at the plastic glow-in-the-dark stars. I started counting them, as I had so many other restless nights. There were exactly thirty-three of them, just like last time. Still, it never hurt to check.

Mpare and Contrast the Way in Which Heaney

Blackberry Picking by Seamus Heaney and Stealing Peas by Gillian Clarke both approach passion and disappointment in life by describing childhood experience. They explore love and regret through the description of childhood and nature; Blackberry Picking through the explicit meaning of picking blackberries but them decomposing, and Stealing Peas through the explicit meaning of children stealing peas from pea rows in a field in the day, but later on with a girl asking a boy a question and her being given a disappointing and seemingly unexpected answer. Both Blackberry Picking by Seamus Heaney and Stealing Peas by Gillian Clarke are similar in subject; they both are poems about sad or unfortunate childhood events that have perhaps lingered in both of the poets’ memories. â€Å"Blackberry Picking† uses nature as a basis for the narrative. Heaney writes about his childhood experiences; picking berries in â€Å"late august†. Heaney and Clarke both create strong feelings in their poems. In â€Å"Blackberry Picking†, Heaney conveys a sense of lust and greed for the berries: â€Å"We hoarded the fresh berries†, but that afterwards the berries fermented and grew sour: â€Å"The fruit fermented†. Alternatively, Heaney could also be describing the excitement and joy people feel at the beginning of relationships and how it can deteriorate into something that is bitter and rotten. Heaney does this by describing how a fungus grows upon the berries that they had picked, making the â€Å"sweet flesh† of the berries turn sour. Similarly, in â€Å"Stealing Peas†, Gillian Clarke also uses nature as a basis for the narrative when she writes about two teenage lovers crawling in pea rows, stealing the peas and eating them. They crawl in the pea rows, slid the peas down their tongues. The girl asks, â€Å"Who d’you like best? and he replies with â€Å"You’re prettier. She’s funnier. † She writes, â€Å"I wish I hadn’t asked† indicating she regrets having asked. The implicit meaning of â€Å"Stealing Peas† is that a boy and a girl go to a field and have sex in the pea rows: â€Å"We crawled†, â€Å"slit the skins†, â€Å"with bitten nails†, â€Å"chutes of our tongues†-these each help to heighten the air of sexual tension in the second stanza, with the crawling as a way of remaining undetected; showing that what they are doing is perhaps forbidden and could get them in trouble, and this observation is reaffirmed by the mentioning of â€Å"stolen green light†. The use of the word â€Å"stolen† symbolises the loss of virginity or innocence, whilst the â€Å"green† showing the go ahead. The poet also describes how a â€Å"parky† shouted at a â€Å"child we could not see† which could either simply be another child in the field, or a child growing inside the girl- she has become pregnant, or lost her innocence. Heaney and Clarke both create strong feelings in their poems. In â€Å"Blackberry Picking†, Heaney conveys a sense of lust and greed for the berries using images of the children hurriedly filling cans with the berries, and by using words such as â€Å"ripen†, â€Å"flesh†, and â€Å"sticky†. These words have very sensual connotations and give the reader the impression that the poet was experiencing feelings of lust and greed at the time, and that the acts are forbidden. Heaney is also personifying the berries by referring to the â€Å"flesh† of the berries; perhaps showing that he felt feelings towards them that you would feel towards a person. Heaney and Clarkes’ poems are, to an extent, different in their form and layout. And though they both appear different, the poems are both similar in that they both focus more on the positive experiences, rather than the negative. â€Å"Blackberry Picking† is structured into two distinct stanzas with a sharp contrast between them. Heaney writes of the picking of the berries in the first stanza, introduces sexual themes, uses aural devices, and utilises similes and metaphors to create strong imagery. In the second stanza, he then moves on to talk about the how the berries are ruined- a â€Å"rat-grey† fungus, â€Å"glutting† on their â€Å"cache†. There is a notable difference between the two stanzas of â€Å"Blackberry Picking†. The first stanza is very long, describing the joy of the children as they go out collecting berries, but the second stanza, where Heaney talks about the fungus, is considerably shorter- it seems that Heaney is recalling the good part of the memory fondly, whilst quickly brushing over the bad. Unlike â€Å"Blackberry Picking†, Clarke has structured â€Å"Stealing Peas† into four stanzas. In the first stanza, Clarke sets the scene for the poem by describing the tide â€Å"far out†, the â€Å"warm evening† voices and the park â€Å"clipped privet†. In the second stanza the poet describes a boy, mentioning that he wore a â€Å"blue† shirt with an â€Å"Aertex† logo, and more sexual language is introduced: â€Å"filthy with syrups†, â€Å"grime of the town park†, â€Å"tendrils of my hair†. Filthy and grime suggesting the sensual, dirty, and perhaps forbidden acts that they are doing. There also is a notable difference between the four different stanzas of â€Å"Stealing Peas† in terms of length. The first stanza is very short, showing that Clarke is choosing not to remember her surroundings at the time so strongly, while the second stanza is much longer, indicating that the time spent with this boy, crawling in the pea rows together, meant more to her than any other part of the day, and that she herself has selected this part of the memory to stand out more vividly than any other. The third stanza is noticeably shorter, with her asking him â€Å"Who d’you like best? † The use of sound is important in both poems, and both poets use it to great effect. Techniques such as alliteration, onomatopoeia, and rhyme- the words â€Å"purple clot† and â€Å"hard as a knot†, â€Å"smelt of rot† and â€Å"knew they would not† in â€Å"Blackberry Picking†, are all strategically used to evoke images and create sounds by Heaney and Clarke. In â€Å"Blackberry Picking†, the use the letter p in â€Å"pricks, our palms† is short and sharp to emphasise the sharpness of the pricks from the blackberry thorns, b in â€Å"bleached our boots† and â€Å"berries in the byre† is very bubbly and bouncy, reflecting the children’s emotions as they set out on a journey of exploration, whilst the use of f in â€Å"filled we found fur† is also soft sounding- creeping in, similar to how the Heaney talks about how the â€Å"rat-grey fungus† seeps in and ruins the blackberries. Clarke also uses aural devices; alliteration with the use of the letter s in â€Å"slit the skins†, helping the reader to visualise the sounds created when the children, crawling through the rows, and stealing the pea pods, slit the skins open. The â€Å"s†, when said aloud, is a soft sound, but in the context of the stanza, creates a more sinister, hissing sound, as though the skins are being hastily ripped open in lust. Again, the use of the letter s in â€Å"slid the peas† helps the reader visualize– almost hear, the youths sliding the peas down the â€Å"chutes† of their tongues. Lastly, the use of onomatopoeia in â€Å"a lawn-mower murmured†, creates a very sexual feeling- perhaps from the boy, towards the girl. In conclusion, it can be seen that the two poems are alike in many ways such as they both recount childhood experiences that the poets regretted. What I found interesting was how Heaney and Clarke wrote the poems, spending more time describing the good experiences, rather than the unfortunate– in a way suggesting that the poets have selectively recorded these events in their minds.

One Sample Hypothesis Testing

One Sample Hypothesis Testing The significance of earnings is a growing facade in today’s economy. Daily operation, individuals, and families alike rely heavily on each sale or paycheck to provide financial stability throughout. Depending on the nature of labor, wages are typically compensated in accords to one’s experience and education or specialization. Moreover, calculating the specified industry, occupation title, education, experience on-the-job, gender, race, age, and membership to a union will additionally influence wages.To help analyze operation pay scales and remain within budget a business should obtain data pertaining to current variations in wage. Today statistics allow a business or businesses to do so in a timely and proficient manner. The purpose of the succeeding report is to communicate a hypothesis statement regarding the wages of Hispanics and Caucasian workers. Team B would like to determine whether race has an influence on the wage of these specif ic workers. Team B will convey this data of wages in both a numerical and verbal manner.Moreover, it is to describe and perform the five-step hypothesis test on the wages and wage earner data set, including data tables and results of the computations of a z-test or t-test by way of graphical and tabular methods. Also the paper will depict the results of all testing and convey how the results given Team B’s hypothesis testing may be used to answer the research question. Hypotheses Learning Team B’s verbal hypothesis question asks â€Å"Does the mean salary of a Hispanic worker exceed thirty thousand dollars and that of the mean salary of a Caucasian worker? † The numerical question used for our hypothesis test is  µ > $30,000.Another numerical question is  µ1> µ2.  µ1 is defined as the sample mean of Hispanic workers salaries and  µ2 defined as the sample mean of Caucasian workers salaries. The Hispanic sample population is six workers from the â €Å"Wages and Wage Earners Data Set. † Learning Team B needs to consider whether or not the population is normal as the population size is less than 30. This also prohibits use of the Central Limit Theorem until the data set is proven normal. The wage of one worker being much higher than the others means our data will be skewed right and this data may not be a â€Å"good† sample.The existence of this outlier means our results will be skewed meaning we should find a better sample to base our results on. More importantly, the existence of an outlier reminds us that the mean is not always a good measure of the â€Å"typical† value of X. † (Doane & Seward, 2007). Five-step Hypothesis Test Team B would like to find if average Hispanic workers make more than $30,000 per year. The team’s null hypotheses or (HO) is that Hispanic pay is greater than or equal to $30,000. The team’s alternative hypothesis or (H1) is that Hispanic pay is less than $30,00 0.The significance level has been set at . 05 or 95%. The z score of . 05 is -1. 645. If the z-value is less than -1. 645 then the team can reject the null hypothesis and accept the alternative hypothesis. If the z-value is greater than -1. 645 then the team fails to reject the null hypothesis, meaning Hispanic workers do, in fact, make more than $30,000 a year. Hypotheses: HO Hispanic pay ? 30,000 H1 Hispanic pay > 30,000 Data Set: (University of Phoenix, 2007) 83,601 29,736 15,234 24,509 33,461 13,481 Formula 1: Mean = (83,601+29,736+15,234+24,509+33,461+13,481)/6M = 33,337 Formula 2: Standard Deviation = SQRT(((X1-M)Squared+(X2-M)Squared†¦)/(N-1)) SD = SQRT(((83,601-33,337)Squared+(29,736-33,337)Squared†¦)/(6-1)) SD = SQRT(((50,24)Squared =(3,601)Squared+(18,094)Squared†¦)/(5) SD = 25,841. 97 Hispanic pay mean = 33,337 Hispanic pay Standard deviation = 25,842 Sample size = 6 Formula 3: Z-Test = (Mean-X)/(Standard Deviation/SQRT(N)) Z = (33,337 – 30,000)/( 25842/SQRT(6)) Z = 3,337/10,549. 94 Z = . 3163 As a result, we find that Z > -1. 645 Next team B wanted to see what the wage difference was between Caucasians and Hispanics.The team’s null hypothesis or (HO) is that white pay wages are ? Hispanic pay wages. The teams alternative hypothesis or (H1) is White pay wages are < Hispanic pay wages. White wages mean = 31,387. 39 Hispanic Wage mean = 33,337. 00 White wages STDEV = 16,810. 03 Hispanic wage STDEV = 25,843. 24 Finally the team wanted to see if age played a part in the difference in pay wages. Our null hypothesis or (HO) is that White age is = to Hispanic ages. The alternative or (H1) is that White age is ? to Hispanic ages. White Wage age mean = 39. 71429 Hispanic wage age mean = 35. 5 White wage age STDEV = 12. 3484 Hispanic wage age STDEV = 14. 25132 Test Results This test is significant because it shows that, based on the sample population; the average Hispanic worker makes more than $30,000 per year. This is be cause the team performed a one tailed Z-Test to determine with 95% confidence that Hispanic wages were greater than $30,000 per year.This is a one tailed test because the alternate hypothesis is only proven when the Z Value is less than the critical value of $30,000 in this case. With a Z Value of . 3163, we find that our Z-Test has yielded a result significantly higher than -1. 45, which proves H0, or that Hispanic pay is greater than $30,000 per year. The test also concluded that Hispanic workers make more than Caucasian workers on average. We also gathered data showing the average age of Caucasian workers is higher than that of Hispanic workers. In conclusion, this paper has discussed and researched the various influence of one’s race and wages. Our results provided immense data relating to our hypotheses and both verbal and numerical hypothesis were proven to conclude that Hispanic workers on average make more than $30,000 a year and also more than the average Caucasian w orker.By using a smaller sample Team B was able to distinguish any correlations between both races and determine a sound result. In today’s economy wages are a momentous factor and whether ones Hispanic or not wages have a sizeable impact on one’s life. We believe our research shows that Hispanic’s have an advantage in the workplace over Caucasian workers. References: Doane, D. P. & Seward, L. E. , (2007). Applied Statistics in Business and Economics. Boston, MA: McGraw-Hill/Irwin.

5 home remedies to end fatigue

5 home remedies to end fatigue With the current rhythm of life that we have, stress and other situations that arise can end up producing excessive fatigue or fatigue. This time we will talk about 5 home remedies to combat fatigue and that will come very well to people who feel exhausted throughout the day or just to start the day with much more energy. Royal jelly This is undoubtedly one of the best home remedies to combat fatigue that in addition to providing a lot of energy naturally stimulates the bodys defenses. By taking royal jelly, we increase physical and mental capacity, as well as increasing our appetite and sexual energy. It is also good to reduce blood pressure, cholesterol, improve digestive health and protect against many diseases. Ginseng The properties of this root are really beneficial for our organism. It contains many minerals and vitamins and is another of the foods that help us a lot to combat fatigue. To make ginseng one of the ways in which we can prepare it is making tea . In a cup of water we toss 1 gram of dried and ground ginseng root. Once it breaks to boil, we remove it from the heat and let it rest for 5 minutes. If we want its effect to be even more powerful we can add honey to it. Ginkgo biloba It is another plant that provides a lot of vitality and is another of the home remedies for fatigue that should always be available. It contains many therapeutic organic substances such as flavonoids and biflavones that are powerful antioxidants. In addition to giving us energy also strengthens the immune system and helps in memory problems, depression, dizziness even in vision problems. It is also recommended in people who have diabetes. Milk, amaranth and honey This fourth remedy is a combination of these 3 ingredients and to make it we will do the following: In a bowl we put 300 milliliters of milk, a couple of tablespoons of amaranth and a spoonful of honey. We beat everything well and we already have a drink that will help us to finish the fatigue. The ideal is to drink it fasting so that it gives us more energy for the whole day. Special homemade juice To prepare this very energetic juice, what we will need is a bunch of spinach, a couple of stalks of celery and purified water. It is liquefied to obtain a juice that helps us not only to overcome fatigue, but also to reduce stress and reduce mental fatigue a lot. The best time of day also to take it is fasting although it can also be taken throughout the day and in this case it is best to do it when we have an empty stomach.