Authors Here are 10 Must-Read Marketing Books

Authors Here are 10 Must-Read Marketing Books The 10 Best Marketing Books for Authors Most authors have enough saved blog posts on how to market a book to fill an anthology. But the benefit of a marketing book is that it covers one person's philosophy or approach from start to finish, so you can get a better look at the whole picture. Blog surfing can result in a lot of conflicting half-thoughts. So if you’re looking to brush up on your marketing savvy but still want the pleasure of flicking through chapters of seamless narrative, we suggest taking a look at the following ten best marketing books for authors - all hand-picked by the industry experts on our marketplace! Check out the 10 best marketing books for authors as suggested by industry professionals! 1. Online Marketing for Busy Authors: A Step-By-Step Guide - Fauzia BurkeYou may be a great author. But are you a great copywriter? The two skills require separate muscles, but both are important to get right if you want your work to end up on people’s reading lists’. This book goes over how to structure compelling copy for the various types of media you might be advertising on, covers common copywriting mistakes, and provides templates you can apply to your own product. You’ll be ready to join the ranks of Don Draper in no time.TLDR: Born-writer but not born-marketer? Learn how to write all over again - this time copy that will allow you to increase your sales on Amazon and to get more out of an adverts you run. "It doesn’t make you any less of an artist to know the ins and outs of marketing." #Marketingadvice this way! 10.  Make Art Make Money: Lessons from Jim Henson on Fueling Your Creative Career - Elizabeth Hyde StevensThis one is not technically about marketing, but after a steady diet of books on â€Å"targeting† and â€Å"strategizing,† we wanted to end this list on an inspirational note. As the title suggests, this book follows the life of Jim Henson (the man who brought us The Muppets) and is about being an artist while also making money. Its two most important lessons focus on:the importance of creators remaining at least partly in control of their enterprises (a shout-out to self-publishing authors if we’ve ever heard one!), andbalance: don’t let money make you lose sight of your passion, but don’t neglect your business savvy. It doesn’t make you any less of an artist to know the ins and outs of marketing, it ensures you can continue to create by allowing you to reach audiences/customers.TLDR: Don’t read this book for actionable marketin g tips - read it to remind yourself that your work’s success is worth fighting for.Have you read one of these books?  Do you have any favorites we didn't mention? Drop them in the comments below and we'll add them to the list!

The Defects of Technology Professor Ramos Blog

The Defects of Technology By  Anthony Biondi  (The Cascade) The rise of technology has greatly improved our society in many ways. It affects how we speak,how we listen, and how we use it for our own personal gain. This is fantastic because technology has created many life changing opportunities for people yet, I begin to question how we are using technology nowadays. I understand that the entertainment industry and game development has grown exponentially. However, I believe that these developments cause important issues that aren’t really being discussed, such as: less interaction with one another, addiction to technology, and unnecessary aggressiveness towards enjoyable topics in which no one should be fighting about. Since the beginning of time, humans have always had some type of interaction with one another. As the ages went by, we begin to interact differently. We started by basic communication which involved speaking. Then later, we started to write down messages sent to one another which took time but not as much time as before. Nowadays there is no need for waiting, because we have advanced in technology and do not really need to leave our home to speak with one another or send messages through the mail. This caused less face to face interaction. Some people may say that facetime is the exception, but in reality you are looking at a screen that reflects the image of the person your talking to. So, what would happen if the internet would just turn off? One would be left with a blank screen in front of them and no one to talk to. Technology has additionally began to affect relationships in both positive and negative ways. An article I found explains how relationships in 2012 were greatly aff ected by technology because people would judge each other faster and lacked the courage to end the relationships which lead them to vanish, also known as â€Å"ghosting† that person (Morris). This article would continue to describe how even the use of social media tends to make the partner more insecure, which may cause them to communicate less. It also talks mentions another fact about how â€Å"scientists at the Chinese Academy of Sciences [have] found that the brain chemicals of people who habitually used the Internethad abnormal connections between the nerve fibers in their brain,† which basically means that a person is developing an addiction to technological devices, that will be discussed further in the next paragraph (Morris). Video game addiction can be â€Å"described as an impulse control disorder, which does not involve use of an intoxicating drug and is very similar to pathological gambling† (Our Mission). In other words, technology has revealed a new type of addictions that we have never seen before and one does not need any kind of substance to activate this addition. As reported by the University of New Mexico, â€Å"recent studies suggest that 6 to 15 percent of gamers exhibit signs that could be characterized as addictions† (Video Game Addiction Symptoms, Causes and Effects). Perhaps the people who are becoming addicted to video games are the ones who play online games. If you did not know, there are two types of games. There are single player games, that do not involve other gamers, or and multi-player games that provided the optional setting to play online. Most research also shows that online gamers that tend to play those types of games are more hook to them. After looking into the article a little more I found the game is designed to make you want to stay on it. However, when developers wanted to introduce games into education, they had to ficugure out â€Å"‘how to’ and ‘how not to’ develop educational games and integrate them into the curriculum† (Squire 2011). This got me to think about how bad, addicting games are very popular and how good educational games are games that are not so popular but they do give you the option to stop and leave the game. Unlike a bad game in which it was designed to keep you locked up or hooked to your tablet or game system. I feel that people should be more aware about what their getting into or even their child. Since the majority of gamers are young kids or adults, who are wasting time during high school or college. I could relate since I understand very well because I was one of those people who would play from the minute I was home to about one or two o’clock in the morning. Ye t, I thought it was okay because I never truly thought of it, I only cared about having fun. But after becoming more aggressive toward my games, I really didn’t understand what I was doing. I was getting very emotional towards a game which had waste most of my time, I got more frustrated than anything. I think my personal experience shows how easy someone can get addicted to video games and what addiction can cause. After doing research, I found that â€Å"video games elicit powerful emotional reactions in their players, such as fear, power, aggression, wonder, or joy† (Kurt 2003). If game’s really have the power to give off these kinds of emotions, I fear that game’s are more of a tool to confuse young people. To be honest, children cant comprehend what theyre walking into. Yes games do have age limits, but it does not stop them from playing what they want to play one way or another. Games do not stop kids, or even adults, from throwing fits and being aggressive toward people. They tend to get annoyed with people who stop you from playing. In my perspective, video games, in a way, could be set as a trap for people. It’s not right that games play with your emotions in the first place. I feel that you need to be well educated about games, or should be more aware of what it could do to you. I remember becoming more aggressiveness toward my family without really caring , at the time, and caring more about the games than anything at one point. I am glad I eventually gained perspective on what video games really do to a person and how one can easily be influenced negatively by these games. In conclusion, video games are becoming more popular in todays society and isn’t right how they are not really promoting how addicting they can be and the effects one may gain from playing. Becoming addicted toward something that isn’t going to help, isn’t healthy for anyone. And finally, the last straw is becoming aggressive toward a game or people that are trying to get you to do your work or homework shouldn’t be discarded like nothing. But in all fairness, I feel that people should be more aware about what games could do to you. Work Cited Gee, James Paul. What video games have to teach us about learning and literacy. Computers in Entertainment (CIE) 1.1 (2003): 20-20. Morris, Chris. â€Å"Is Technology Killing the Human Touch?† CNBC, CNBC, 15 Aug. 2015, cnbc.com/2015/08/15/gy-killing-the-human-touch.html. â€Å"Our Mission:† Video Games Addiction, Illinois Institute for Addiction Recovery an Affiliate of Unitypoint Health, addictionrecov.org/Addictions/?AID=45. Squire, Kurt. Video games in education. Int. J. Intell. Games Simulation 2.1 (2003): 49-62. Squire, Kurt. Video games and learning. Teaching and participatory culture in the digital age (2011).â€Å"Video Game Addiction Symptoms, Causes and Effects.† PsychGuides.com, 2019, psychguides.com/behavioral-disorders/video-game-addiction/.

Business Organization, International Business Law and intellectual Coursework

Business Organization, International Business Law and intellectual Property Law - Coursework Example As per the quality and bravura of my garments, I would name my brand as Dress Fitsâ„ ¢. I would try to make my company’s attires highly impressive and a benchmark for the people in Western Region. I would initiate my business as a sole proprietorship, since I believe that in partnership things become confused a bit. Also, I have to share my ideas and in the end the profits with my partner and that is not acceptable for me. Though partnership gives me many benefits as well but I still prefer to go with the sole trading to avoid future ambiguities. As I stated earlier that the main advantage of doing business in Western Region is that people know the latest trends over there and it is easy to introduce new designs and concepts in that region as compared to any other part of the world. Besides being trendy and open hearted, there exists a diversified culture. Many people from all over the world are living in Western Region for good jobs and better life style. They would like t o wear something in their native style and I am thinking to offer all kinds of dresses that will satisfy needs of wide range of clientele. Therefore, I would get a chance to capture a massive market in that region. Another factor that would be in my favor is law and order. In Western Region, it has been observed since ages that people are truly strict in following rules as compared to any other part across the globe. Therefore, I would be doing my business in a region where I would find many opportunities to run my business as per business laws and earn a handsome amount of profit as well. The threats are also almost none in doing business in Western Region. Like every aspect of life has some pros and cons, similarly doing business in Western Region has some disadvantages too. If we closely observe then its advantages can be disadvantages as well if I would not handle them wisely. Since, I said earlier that people in that region are trendier as compared to other parts of the world t herefore I have to be really quick and intelligent while designing the get-ups so that none of my efforts would go wasted. I have to work extra hard to ensure that people would accept and appreciate my efforts in this field. Moreover, again the diversity factor can be a disadvantage too if managed inappropriately. Since, there are people from different parts; therefore with an advantage of a huge market, I have a disadvantage of distinct moods and cultures as well. I have to do a lot of homework to search out what is acceptable and unacceptable for all the people in that region. For my business, different Religions, Cultures, Tastes, Environment, and Beliefs of people can really be a disaster if I would not act sagaciously and swiftly. Besides all these disadvantages, I would still prefer to initiate my business in Western Region because I think that its plusses are more than its minuses. Moreover, I personally like the environment and climate of Western Region and therefore would f eel myself comfortable over there. In Western Region, everyone is so busy in their lives that hardly anyone interferes in anyone’s life. In my point of views such type of atmosphere is perfect for people like me who want to do their business with complete concentration and dedication. That is why no matter what, I would definitely want to target Western Region for doing my business there. As overall all the aspects of doing business are

Econ. 2010 Essay Example | Topics and Well Written Essays - 500 words

Econ. 2010 - Essay Example A higher price, however, will put them at a disadvantage because it will lessen their purchasing power, as a result they will demand less of that good. This decision will cause a change in demand as they will try to look for some alternatives or substitutes for that product. This is also known as the substitution effect. A seller may see the situation differently. A lower price is not as encouraging as a higher price. This means that the sellers are more willing to make their goods available in the market at higher prices because this means more profit. The shortage in the supply of grain had caused the prices to go up and the additional supply due to the better weather caused the prices to fall. This is a pricing mechanism in a purely competitive product market. Shortage is when the quantity demanded is greater than quantity supplied resulting to a higher selling price while surplus happens because quantity supplied exceeded what the market demanded. When neither shortage nor surplu s exists, the price and quantity supplied and demanded are at equilibrium. The equilibrium price and quantity is where selling and buying decision are synchronized or coordinated as a rationing function of prices (McConnell and Brue, p.58).

Teaching Children with Dyslexia in Mainstream Schools Essay

Teaching Children with Dyslexia in Mainstream Schools - Essay Example A dyslexic child may gain competency over reading after much struggle in elementary school; but once he goes into high school, he may start facing trouble learning a second language. He may have learnt basic arithmetic after putting in effort; but as he goes into higher grades, he may start having problems with algebra. Hence, the context and level of dyslexia changes as the child grows older. Dyslexia, in short, means that the child will have difficulty reading as fast as his peers, and will also find it hard to comprehend. When dyslexia was not discovered, this disease would go unnoticed, because most of the children in olden times would discontinue their education before they went into high schools. But in today’s modern world, dyslexia is quickly diagnosed when a child is seen not to be coming at par with his peers in showing strong literacy skills in academic performance and standardized tests, when all students are expected to perform at least an average. Today, a child with dyslexia quickly lags behind in his class, converting the â€Å"learning difference† of olden times into â€Å"a learning disability† (Swarbrick & Marshall, 2004:4). ... These problems can hinder reading skills in all children who are not even dyslexic, but cannot develop dyslexia. Dyslexia is a disability that occurs when brain shows faulty or slowed down processing of information (Hartas, 2006:11). Still, it cannot be considered as a mental disorder. Hodge (2006, para.6) states that, â€Å"Of particular importance is an understanding of the problems that poor auditory short term memory can cause, in terms of retaining input from the teacher.† Dyslexic children show certain problems that are characteristic of this particular learning disability. These problems are associated with language processing barriers, mental processing difficulties, or the competency to imagine successively. To state a few, here are some of the problems that dyslexic children face in mainstream schools: They face difficulty in understanding phonics, like finding it hard to split apart and understanding little units of sound. For example, they will have to struggle wit h understanding that â€Å"cap† comprises of sounds of /c/, /a/, and /p/. They do not remember words, like names of items shown to them. Their vocal answer to visual stimulus is delayed because of not being able to store information in short-term memory. They show reduced digit span, like not being able to remember a short list of numbers. They find it difficult to organize things in order. They show poor visual perception, like confusing /b/ with /d/, /n/ with /u/, /p/ with /q/, /bin/ with /nib/, etc. 3. Teaching Strategies for Children with Dyslexia Helping dyslexic children learn and perform in classrooms can be a very challenging task for teachers, because they may confuse their underachievement with

Detecting Deception From Nonverbal Behaviours

Detecting Deception From Nonverbal Behaviours Deception involves various factors that influence behaviours (Kraut, 1980). Three theoretical perspectives (the emotional, cognitive effort and attempted behavioural control) are often used to explain the relationship between deception and behavior. Depaulo, Lindsay et als (2003) meta-analysis of cues to deception summarized 158 indicators of cues and 1338 estimates from previous studies, compared to truth tellers, liars tend to have more tense voice, less pleasant looking faces, more lip pressing, show more word and sentence repetitions and speech errors. The results provided general support for the theoretical perspectives, but most of them only show a weak relationship with deception. With regard to nonverbal behavior, there is no single behavior that all liars show each time they lie, and no theoretical perspective that directly exams nonverbal behavior correlates with deception (DePaulo, Stone, Lassiter, 1985; Vrij, 2000). There are a number of physiological ways to determine whether a person is lying or not, some of them involved the use of machines, such as lie detectors; Nonverbal cues to deception vary from person to person, depending on the interpersonal differences (Ekman, 1972; Feldman Phillipot, 1993). Considering all these facts, this review is limited to nonverbal behavior cues to deception that can be detected by humans without the aid of any special equipment. It is also limited to studies of adults. However, the theoretical perspectives on nonverbal cues to deception will be summarized, the accuracy rate of detecting lies through all different types of studies will be outlined, and the reason for why only a few and rather weak relationship between nonverbal behavior and deception. Theories of deception Ekman and Friesen (1969) published the first influential theoretical statement about cues to deception. They described two categories of cues: leakage cues (the nonverbal act reveals a message otherwise being concealed) and deception cues (the nonverbal act suggest that deception is occurring but doesnt reveal the concealed message). Ekman and Friesen (1969, 1974) proposed that certain aspects of nonverbal behaviour are less controllable than others. They noted that these parts of the body such as hands and legs are rarely used in conscious communication. Hence, these parts emit more leakage than the face, because deceivers pay less attention to controlling the body. However certain paralinguistic aspects of speech, such as tone, pause and pitch, may be less controllable than either face or the body. Therefore, they are more likely to leakage (Scherer, 1986). Ekman and Friesen (1974) hold the belief that deception is associated with an increase in body movements, but research evidence showed a decrease in hand, foot and movements in actual deception (Vrij, 1995; Ekman, 1989; Depaulo, 1992). Zuckerman, Koestner and Driver (1981) found that people hold many incorrect beliefs about those specific cues to deception. People from different countries and with different professional background share beliefs about how liars behave and what they say. Therefore, measuring beliefs about cues to deception might predict which cues people use in actual lie deception (Granhag Hartwig, 2004). Forrest, Feldman and Tyler (2004) found that people with more accurate beliefs about cues to deception make better lie detectors than people with less accurate beliefs. The explanation for showing a decrease in movements might be due to stress, and behave nervously when they lie. Three theoretical perspectives that are particularly important for predicting and explain the nonverbal deceptive behaviour are emotional reactions, cognitive effort and attempted behavioural control (Zuckerman, Depaulo Rosenthal, 1981; Vrij, 2000). Although research has revealed there is no typical deceptive behaviour, some behaviours are more likely to occur during deception, for example, liars waited longer before giving an answer than truth tellers (Depaulo, Lindsay et al, 2003; Sporer Schwandt; 2006). In the emotional approach, to the extent that telling a lie is most commonly associated with three different emotions: guilt, fear and excitement (Ekman, 1989), liars experience guilt about lying as well as fear about being caught, more often than truth tellers, or they may feel excited because of the opportunity to fool others. Zuckerman et al, (1981) suggested liars might fidget more than truth tellers and make less eye contact. They also suggest fear may result in increased ph ysiological arousal, and this might lead to an increased in cues such as an increased speech hesitations (mms and ers) and speech errors. Excitement may result in behaviour sighs of joy, e.g. an increase in movements and in smiling. The cognitive effort approach assumes that it is cognitively difficult to formulate a lie consistent with what others already know. Liars will be more inclined than truth tellers to monitor and control their demeanour to make them look honest (Depaulo Kirkendol, 1989). There are evidences to suggest that people engaged in cognitive complex tasks make more speech hesitation, longer response latencies, more gaze aversion and fewer hand and arm movements (Ekman Friesen, 1972). The attempted behavioural control approach assumes liars are stressed so that may attempt to control their behaviour in order to avoid giving nonverbal cues to deception (Buller Burgoon, 1996; Ekman, 1989). For example, people hold the beliefs that liars tend more often to make spe ech hesitations, errors so that they will deliberately try to avoid making such behaviours. Nevertheless, this controlled behaviour may appear planned, rehearsed and lacking in spontaneity. However, some behaviours are not easy to control, because they are linked to strong felt emotion or high stress, such nonverbal cues may betray a lie (Ekman, 1985, 2001). Darwin (1872) suggested that muscles that are difficult to activate voluntarily might escape efforts to inhibit expression, revealing true feelings. Ekman, Roper Hager (1980) found that fewer than 25% of their subjects were able to deliberately produce several facial actions. Thus, nonverbal behaviours may nonetheless be the best source of emotional leakage of deception (Ekman Friesen 1969, 1975). All three of these processes could occur simultaneously. The occurrences of these processes should depend on the type of a lie. Emotional cues (e.g. nervous behaviours) are more likely to occur in high stake lies (Ekman Frank, 1997). Liars have to think hard when the lie is complex, therefore, cognitive load are more likely to occur in complicated lies than in easy lies (McCornack, 1997). Attempting to control behaviours may often occur in motivated liars, who actively address their behaviour and try to appear credible (Depaulo Kirkendol, 1989). However, Depaulo, Lindsay et, al,s (2003) self-presentation perspectives point out that truth tellers may also experience emotion or cognitive load. That is, they may also show nonverbal cues associated with emotion or cognitive load. Because both truth tellers and liars could face negative consequence if they are not be believed (Ofshe Leo, 1997). Moreover, truth tellers are less likely to think that it is important to make a convincing im pression on others. Therefore, they could probably show behaviour that appears suspicious (Vrij Mann, 2001). However, those theoretical perspectives may lead to opposite behaviours, for example, the emotional and cognitive load predicted an increase in speech hesitation and speech errors, whereas, the attempted control approach predicted that liars will try to control those speech disturbances in order to make them look honest, and therefore their speech will sound fluent and smooth. Buller and Burgoons (1996) interpersonal deception theory suggested that deceptive behaviour may not only be influenced by psychological variables such as emotion or motivation but also interpersonal communicative process. It emphasized that while managing their emotions and displaying credible nonverbal behaviour simultaneously, they may also monitor targets behaviours and make the appropriately turn-taking. Therefore, Buller and Burgoon (1996) predicted that deceivers in interactive contexts will display increasing fluency, smooth turn-taking and composure during the face to face communication. Based on the Zuckerman et als (1981) three perspectives, they further proposed two type of deceivers behaviours: strategic behaviours (intentional behaviours and plans to protect liars image and avoiding relationship problems) ¼Ã…’ non-strategic leakage (unintentional leakage such as physiological arousal and nervousness). As a result, motivated liar used more strategic behaviours than i nstrumentally motivated liars. Accuracy in detecting deception by observing its behaviour correlates In research studies of nonverbal cues to deception, observers are typically given video footage or sometimes audiotapes from a number of people who are either lying or telling the truth. Average accuracy in detecting deceit has rarely been above 60%, and some groups have done even worse than chance, where 50 % is chance level (Kraut, 1980; Depaulo, Zuckerman Rosenthal; 1980; Vrij Graham; 1997). Similarly accuracy rates are reported by Vrij (2000), who reviewed a series of 39 studies investigating laypersons accuracy at detecting deception and found the overall accuracy rate of 56.6%.The accuracy range in most studies is the 54% to 56%, and in none of the experiment either lower than 30% or higher than 64%. The observers showed higher accuracy rate for truthful statement (67%) compared to deceptive statement (44%), which indicated that observers are more likely to consider that messages are truthful than deceptive. It has been suggested that because most participants were lay person s, who are more often confronted with truthful than with deceptive statements in daily life (OSullivan, Ekman, Friesen, 1988). However, these findings may not be applicable to the performance of professional detectors, such as police officers. Because they are more practiced, this may increase their detection accuracy. Ekman and OSullivan (1991) examined 509 professional lie catchers to detect deceit, including law-enforcement personnel, such as members of the Secret Service, police officers, as well as college students and working adults. The results showed that certain group do better than others, it has shown that members of Secret Service (64% accuracy rate), Central Intelligence Agency (73% accuracy rates), and Sheriffs (67% accuracy rates) were better lie detector than other groups. The findings suggest that lie catchers used different information than did the inaccurate ones. They relied on more varied behaviours, and emphasized nonverbal more than verbal ones. The finding also showed that accuracy in identifying micro-expression test was correlated with overall accuracy. According to this assumption, researchers (Zuckman, Koestner Alton, 1984; Kohnken, 1987) provided information to observers based on behavioural measurements and trained them in recognizing micro-expression. They also repor ted this benefit only in judging by person they had received training. However, one reason for why even professional lie detectors showed low accuracy rates is probably because they dont know where to look at and hold the false cues to detect deceit. For example, most of police officers in this experiment used gaze aversion as a useful tool to detect deceit, but results showed is significant negatively correlated with use of gaze aversion. It has been argued that the disappointing accurate rates may due to the artificial laboratorial setting, and the negative consequences of getting caught are not high enough for liars to exhibit clear deceptive cues to observers. Mann, Vrij and Bull (2002) conducted the first real life study to examine police officers skills when they detect lies and truths that are told in real life situations. There were two limitations (suspect and police officers spoke different languages; they were of different nationalities). Mann, Vrij and Bull (2004) re-did the experiment and overcame the limitations in previous study. They exposed British police officers to fragments of videotaped real life police interviews with English-speaking suspects and asked them to detect truths and lies told by these suspects during their interviews. The result showed the accuracy rates for lies (66.16%) and truth (63.61%). The accuracy rates were higher than those found in laboratorial researches, and it also showed that accuracy was significantly positively correlated with perceived interview experience and negatively correlated with the use of stereotypical cues, e.g. gaze aversion. However, the deception real life studies that have been published are often of poor quality, most of the researchers were not able to obtain video footage, establish the ground truth satisfactorily, and fail to select comparable truth (Depaulo Friedman, 1998; Vrij, Mann, Bull, 2006). Some researchers have raised the stakes in laboratory experiment by offering money when they get away with their lies or telling them that being a good liar is an important indicator of success in a future career (Vrij, 1995; Ekman Friesen, 1974). However, the most impressive experiment with even higher stakes is conducted by Frank and Ekman (1997). Participants were given the opportunity to steal US $50. If they could convince the interviewer that they had not taken the money, they could keep all of it. If they fail to convince the interviewer and being judged as lying, they had to give the US $50 back and also lost their US 10$ participation fee, and some participants faced an additional punishment, they were told that they could have to sit on a cold metal chair inside a cramped, darkened room ominously labelled XXX, where they would have to endure anything from 10 to 40 randomly sequenced 110-decibel starting blasts of white noise over the course of one hour. The results showed that ability to detect high stake lies generalizes across high-stake situations and is most likely to produce emotional cues. However, a study like this raises ethical issues, and the punishments are never realistic. Therefore, it may not be possible to exam high-stakes lies in laboratory experiments. Reasons for the weak relationship between nonverbal cues and deception The theoretical perspective, outlined above, already predicted that research would reveal only a few relatively reliable nonverbal behaviour indicators of deception (DePaulo, Stone, Lassiter, 1985; Ekman, 1992; Vrij, 2000). Many explanations have been emerged for this limited accuracy, and several of these reasons will be discussed. One explanation for not finding infallible cues is that the scoring systems used to measure them are not detailed enough. Research on detecting accuracy showed that many nonverbal behaviours such as gaze aversion, fidgeting, and speech pause are commonly related to deception, but they are not valid cues (Vrij Semin, 1996). For example, frequency and duration of pauses combine were not related to deception. But it appeared liars pause longer but no more often than truth tellers when examining them separately. Also, Smith and Clark (1993) found that ums indicates higher cognitive load than uhs. Therefore examining them separately may be indicative of lying. But research (Davis, Markus et al, 2005) indicates that ums and uhs are associated with truthful answers rather than false ones. The distinction between cues accepted as invalid and cues validated through research is important. Ekman, Friesen and OSullivan (1988) found that liars make more false smiles than truth tellers, and truth tellers make more felt smiles. If the distinction between false and felt smiles is not made, the results would have shown that truth tellers smile as frequently as liars. Some researchers also failed to notice some specific movements liars make. Ekman and Friesen (1969, 1972) made a distinction between three hand movement categories: emblems (gestures with meaning, such as thumb up), illustrators, and self-adaptors. It has been investigated In Depaulos meta-analysis, and showed that emblems were not a diagnostic cue to deceit (Depaulo, Lindsay et al, 2003). However, Researcher may also failed to notice some others cues that are subtle and hard to detect by untrained observers (Davis, Markus et al, 2006). For example, micro-expressions of emotions are present only for a short period time, within 1/25 of a second. The second explanation could be that different people show different nonverbal cues to deceit. The nonverbal cues to deception people display may be influenced by their personality. The empirical evidences show that extraverts display different and few clues to deception than introverts (Riggio Friedman, 1983; Siegman Reynolds, 1983). It might be reasoned that introverts feel more uncomfortable in social interactions than extraverts. For people high in Machiavellianism, lying is a normal and acceptable way of achieving their goals, and they typically feel less guilt then others while lying, and they also dont find lying too cognitively complicated (Kashy Depaulo, 1996). It was also found that Machiavellians are more likely to engage in strategic self-presentation to influence others. Exline, Thibsuy et al, (1970) found people high in Machiavellianism kept more eye contact when lying than those in low Machiavellianism. People who find themselves good at acting also find lying easier (Gozna et al, 2001), and less intelligent people find it harder to lie (Ekman Frank, 1993; Vrij Mann, 2001). According to Buller and Burgoons Interpersonal Deception Theory, people who are high in Public Self-Conscious, e.g. politicians, try particularly hard to control their behaviour to make a good impression, such as exhibiting less eye contact or avoiding speech pause (Baumeister, 1984; Gallaher; 1992), but the findings couldnt be replicated in a deception experiment (Vrij, Edward, Bull, 2001). However, the nonverbal cues to deception can also be affected by ethnic origins and gender differences. For ethic origins or culture, as already discussed, people of different ethnicities hold different beliefs about cues to deception. Research (Sitton Griffin, 1981; Vrij Winkel, 1991) compared cues to deception in participants of different ethnic group, and no differences between ethnic groups were found. The difference in behaviour displayed by people from different ethnic origins may be the reason to lead to errors in lie detection, e.g. looking conversation partners in the eye. However, most of deception studies have been carried out in Western countries, and may lack cross-culture. Researchers rarely report gender differences in their detection experiment, because gender differences between truth tellers and liars are unlikely to occur, and there are no theoretical reasons why differences may occur in many situations (Hall, 2006). Although researches show no diagnostic cue to deception, a pattern emerges when the combination of cues is taken into account. Frank and Ekman (1997) found up to 80% of truths and lies could be detected when a trained observers paid attention to micro-expression, but 86% of truths and lies could be detected on the basis of a combination of micro-expression and the tone of voices (Ekman OSullivan, 1991). Its also supported by Vrij, Edward et al. (2002), found that accuracy rate 70.6% (truths) and 84.6% (lies) at detecting deceit when combines four nonverbal cues (illustrators, hesitations, latency period, and hand/finger movements). Other studies (Davis, Markus et al. 2005; Vrij, Akehurst et al, 2004) also showed high accuracy rates, which is the 71% to 78% range when researchers investigated a combination of behavioural cues. However, researchers suggest that more accuracy lie detection can be made if a combination cues is examined rather than each of cues individually. Summary and Conclusion This review focused on three major issues: (1) theoretical cues that associated with deception; (2) accuracy of lie detection based on nonverbal cues ;( 3) reasons for weak relationship and low accuracy between nonverbal behaviors and deception. The theoretical perspectives discussed above make clear that the relationship between nonverbal behavior and deception is complicated. In an extension of leakage hypothesis, outlined above (Ekman Friesen, 1969), three theoretical perspectives (the emotional, cognitive load and attempted control approach) are believed that can influence a liars nonverbal behaviors (Zuckerman, Depaulo Rosenthal, 1981). Deceivers may experience specific affects (e.g. guilt), they may be engaging in a more complicated processing, and they may also try to control their nonverbal displays. Depaulo, Lindsay et al.s (2003) meta-analysis of cues to deception provided general support for the theoretical perspectives discussed previously that cues associated with those three states may be most likely the indicators of deception. None of these approaches claim that the presence of these signs necessarily indicates deception. There are no theoretical perspectives that predict the diagnostic nonverbal cues that may only occur when people lie. Research show that human ability to detect deception simply by observing the senders behavior is poor, by showing accuracy rate vary from 45% to 60%. The professional lie detectors (e.g. police officers) also seem to perform poorly, none of the experiments showed accuracy rate higher than 75%. It has been argued that observers in experiments lack of skill and have false beliefs about cues to deception. Research has shown that observers improve their skills in detecting deceit if they received some information about relationship between nonverbal behavior and deception. Moreover, there are a number of methodological concerns. Most of the experiments are laboratory studies. Participants do not choose to lie but instructed to do by experimenter, and the stakes are never really high, but the deception filed studies also show the problem with video footage, ground truth, and comparable truths. Research showed that examining a combination of cues provided a high hit rate in accurately detecting whether someone was lying or telling the truth. Many explanations for few nonverbal cues to deception, most of the cues are invalid. It may be the result of inadequate scoring systems. It will be easier to find the agnostic cues to deception if observers examine nonverbal response in more detail. It may further make a difference if the frequency of occurrence or the duration of each deliberate behavior can be measured. For example, the onset time, offset time of micro-expression. Furthermore, group differences should also be taken into account, e.g. Machiavellianism, self-monitoring. The gender differences are also necessary to distinguish, but there is no theoretical evidence to support any of the hypotheses (Hall, 1980). More valuable information can be found by using a cluster of nonverbal cues, it can also explain why behaviors such as tension, ambivalence, pupil dilation, and lip pressing are emerged as cues to deceit. The situational factors may also affect to draw the conclusion, such as high or low stakes, motivation of li ars. Therefore, observers need to consider the individual differences and circumstances by examining their changes in behavior under similar situation. The scope of review is limited to adults, the effectiveness of deceiving may be markedly different in children. For future research on the cues to deception, more filed studies should be examined in order to have high stakes, and should also focus on the way that a person is interviewed in the real life in terms of the Interpersonal Deception Theory. A number of questions also needed to be addressed. For example, which behaviors should be clustered? Can the results of a combination of cues generalize across different situations?

Environtmental Movement Essay -- Environtment Nature Essays

Environtmental Movement Introduction Environment is the entirety of circumstances surrounding an individual or group. This includes external physical settings as well as social and cultural conditions. However, this concept has been contextually limited when applied to the environmental movement. The environment is principally associated with the â€Å"natural† world. This creates an exclusive movement which inevitably will hinder constructive transformation. The political landscape of this nation must be renovated in order to achieve an effective environmental movement that infiltrates everyone (Bullard, 1994). An injustice to one is an injustice to all. Concepts cannot be restrictive. Understandings and perspectives of the term environment need to expand in order to create a successful, sustainable environmental movement. History of the Environmental Movement A biased viewpoint of history by the dominant culture, ethnicity, and gender produces the exclusive atmosphere of the environmental movement. History is established and recorded from socially constructed knowledge. This creates a public culture that is not equally representative of society. However, a neutral interpretation and documentation of the world is impractical. Countless combinations of possible ingredients that compose environments create infinite realities; therefore, reality is relative—a cultural, social, and political construction. Society needs to work towards multiple systems of representation, polyphony of voices. Furthermore, all researchers and historians can overtly acknowledge their biases, utilizing hermeneutics. Objectivism is ironically fiction, because the researcher bases his or her conclusions o... ...isco : Sierra Club Books. Crosby, Alfred W. Oct. 1995. The Past and Present of Environmental History. The American Historical Review. Duncan , James and Ley, David (1993). Place/Culture/Representation. London : Routledge. Douglas, Ian, Huggett, Richar, and Robinson, Mike (1996). Companion Encyclopedia of Geography: the environment and humankind. London : Routledge. Bender Shetler, Jane. Class Lecture, 13 February 2002 . Atkins, Peter, Simmons, Ian and Brain Roberts (1998). People, Land, and Time: An Historical Introduction to the Relations Between Landscape, Culture, and Environment. London : Arnold . Routhman, Hal. Sept. 2002. Conceptualizing the Real: Environmental History and American Studies. American Quarterly, Vol. 54. Vidgor, Jacob L. 2002. Does Gentrification Harm the Poor? Brookings-Wharton Papers on Urban Affairs Environtmental Movement Essay -- Environtment Nature Essays Environtmental Movement Introduction Environment is the entirety of circumstances surrounding an individual or group. This includes external physical settings as well as social and cultural conditions. However, this concept has been contextually limited when applied to the environmental movement. The environment is principally associated with the â€Å"natural† world. This creates an exclusive movement which inevitably will hinder constructive transformation. The political landscape of this nation must be renovated in order to achieve an effective environmental movement that infiltrates everyone (Bullard, 1994). An injustice to one is an injustice to all. Concepts cannot be restrictive. Understandings and perspectives of the term environment need to expand in order to create a successful, sustainable environmental movement. History of the Environmental Movement A biased viewpoint of history by the dominant culture, ethnicity, and gender produces the exclusive atmosphere of the environmental movement. History is established and recorded from socially constructed knowledge. This creates a public culture that is not equally representative of society. However, a neutral interpretation and documentation of the world is impractical. Countless combinations of possible ingredients that compose environments create infinite realities; therefore, reality is relative—a cultural, social, and political construction. Society needs to work towards multiple systems of representation, polyphony of voices. Furthermore, all researchers and historians can overtly acknowledge their biases, utilizing hermeneutics. Objectivism is ironically fiction, because the researcher bases his or her conclusions o... ...isco : Sierra Club Books. Crosby, Alfred W. Oct. 1995. The Past and Present of Environmental History. The American Historical Review. Duncan , James and Ley, David (1993). Place/Culture/Representation. London : Routledge. Douglas, Ian, Huggett, Richar, and Robinson, Mike (1996). Companion Encyclopedia of Geography: the environment and humankind. London : Routledge. Bender Shetler, Jane. Class Lecture, 13 February 2002 . Atkins, Peter, Simmons, Ian and Brain Roberts (1998). People, Land, and Time: An Historical Introduction to the Relations Between Landscape, Culture, and Environment. London : Arnold . Routhman, Hal. Sept. 2002. Conceptualizing the Real: Environmental History and American Studies. American Quarterly, Vol. 54. Vidgor, Jacob L. 2002. Does Gentrification Harm the Poor? Brookings-Wharton Papers on Urban Affairs Environtmental Movement Essay -- Environtment Nature Essays Environtmental Movement Introduction Environment is the entirety of circumstances surrounding an individual or group. This includes external physical settings as well as social and cultural conditions. However, this concept has been contextually limited when applied to the environmental movement. The environment is principally associated with the â€Å"natural† world. This creates an exclusive movement which inevitably will hinder constructive transformation. The political landscape of this nation must be renovated in order to achieve an effective environmental movement that infiltrates everyone (Bullard, 1994). An injustice to one is an injustice to all. Concepts cannot be restrictive. Understandings and perspectives of the term environment need to expand in order to create a successful, sustainable environmental movement. History of the Environmental Movement A biased viewpoint of history by the dominant culture, ethnicity, and gender produces the exclusive atmosphere of the environmental movement. History is established and recorded from socially constructed knowledge. This creates a public culture that is not equally representative of society. However, a neutral interpretation and documentation of the world is impractical. Countless combinations of possible ingredients that compose environments create infinite realities; therefore, reality is relative—a cultural, social, and political construction. Society needs to work towards multiple systems of representation, polyphony of voices. Furthermore, all researchers and historians can overtly acknowledge their biases, utilizing hermeneutics. Objectivism is ironically fiction, because the researcher bases his or her conclusions o... ...isco : Sierra Club Books. Crosby, Alfred W. Oct. 1995. The Past and Present of Environmental History. The American Historical Review. Duncan , James and Ley, David (1993). Place/Culture/Representation. London : Routledge. Douglas, Ian, Huggett, Richar, and Robinson, Mike (1996). Companion Encyclopedia of Geography: the environment and humankind. London : Routledge. Bender Shetler, Jane. Class Lecture, 13 February 2002 . Atkins, Peter, Simmons, Ian and Brain Roberts (1998). People, Land, and Time: An Historical Introduction to the Relations Between Landscape, Culture, and Environment. London : Arnold . Routhman, Hal. Sept. 2002. Conceptualizing the Real: Environmental History and American Studies. American Quarterly, Vol. 54. Vidgor, Jacob L. 2002. Does Gentrification Harm the Poor? Brookings-Wharton Papers on Urban Affairs

Create and maintain a safe environment Essay

It is utmost importance for learners to feel physically and emotionally safe in order for learning to take place. Safe in terms of physical safety but emotional safety too in order for them to feel emotionally safe enough to engage in the classroom. It is important to understand that the learning establishing a safe learning environment provides the key to the success of the teaching/training process. This environment should be a place that puts learners at ease from anxiety, prejudice, and fear of criticism. The role of the teacher is to create an environment where everyone is accepted and learning can take place freely with mistakes happening as well. Although the trainer/teacher has the lead role it is accepted that there are no experts and good valid contributions can be made by participants. This creates a good learning environment where learning can take place. Laying down ground rules at the start of each session helps to establish expected behaviour from the participants and helps the m feel safe. Any adverse behaviour/ disruptive behaviour should be dealt with swiftly in a way that makes everyone feel safe and respected. The learning environment should be physically safe and health and safety procedures need to be adhered to. Trailing wires should be clipped appropriately and trailed appropriately avoiding trip hazards. If physical active exercise consists of the course then appropriate mats /flooring should be made available Assessment Criteria 1.2.2 – EXPLAIN why it is important to promote appropriate behaviour and respect for others. EXPLAIN 3 types of learner behaviour that may hinder learning and suggest ways of overcoming these. Learner Behaviour How I could overcome this A learner may have a strong opinion about a subject matter and this might start to affect others who may not agree with him/her I would thank the learner for taking time to bring this up. Validate their point by saying it was an issue that was very debatable and I would invite them on a 1 to one session to discuss the issue further in order for the rest of work we need to cover on the session to progress. A learner may become very chatty with others. This distracts other learners and they miss important parts of the session. A learner may use inappropriate language. Other learners may find this offensive. I would use an activity that would engage the leaner as it may be possible that they may start getting bored. In the process I may mix groups and shuffle people about so people get to share different ideas and try and see things from different points of view. It would be important to address this by saying â€Å"We agreed not to use inappropriate language in this session, let’s all be respectful of each other† If the behaviour persisted I would request to have a word with the offender in private and explain that his behaviour was disruptive and how it was affecting others. If this failed I may have to follow policy and procedure and ask them to leave the course to avoid further disruption. A learner has disrupted my lesson when we were doing a needs assessment where all the participants say what they would like to gain/learn on the day. He said he wasn’t here to learn anything and didn’t want to be on the course. He said he was only here because his manager had told him to. His tone was harsh and quite aggressive. I arrived on to the next person and called a  quick coffee break for 10 minutes. During the break I spoke to Tony who became very tearful and explained to me that he was agro phobic and did not like to be in large groups of people. He also explained that he suffered from depression and although it was currently under control with his medication he had relapsed. He also explained to me that he had been threatened with a disciplinary and had come on to the course under duress. I then explained that he was free to go home and I was going to have a meeting with his manager to try and rectify the situation. When I spoke to the manager we arranged to facilitate the same training for this individual in a smaller session where he felt more comfortable and at a time when he felt his mental state was better. I carried on with the rest of the learners and apologised for the disruption earlier in the session. Reference list Gravells, A (2013) The Award in Education and Training Exeter: Learning Matters

How to Find the Pisces Constellation in the Night Sky

How to Find the Pisces Constellation in the Night Sky The Pisces constellation can be seen from nearly all points on Earth. Pisces has a storied history and is one of the constellations of the Zodiac, a set of star patterns that lies along the apparent path of the Sun against the sky throughout the year. The name Pisces comes from the Latin plural for fish. Pisces used to be referred to as the first constellation of the zodiac. This is because the Sun appears against the backdrop of Pisces during the northern hemispheres spring equinox, which was previously considered the start of a new year. Finding Pisces The constellation Pisces is easiest to see in October and November, or on late evenings in September. Because its stars are relatively dim, Pisces is most visible in a dark country sky. Pisces is very close to Pegasus in the sky. Its one of three northern hemisphere autumn constellations that are easy to spot. Carolyn Collins Petersen The constellation Pisces is part of a larger grouping of Pegasus, Andromeda, Aries, and Triangulum. It is also near Aquarius. The stars that make up Pisces have a rough V-shape. The eastern fish has a small triangular head and the western fish has a small circlet for a head. It is located right next to the Great Square of Pegasus in the northern hemisphere sky, and the heads of the fishes are either to the west or southeast of the Square. The Story of Pisces Ancient Babylonians saw the constellation Pisces as two separate objects: the Great Swallow (a bird) and the Lady of Heaven. Later, the Greeks and Romans saw a goddess of love and fertility- for the Greeks, it was Aphrodite, while for the Romans, it was Venus. Chinese astronomers saw this region of the sky as a farmers fence that kept animals from escaping. Today, most stargazers think of Pisces as two fish in the sky. The Stars of Pisces Pisces is not one of the brightest constellations in the sky, but it is large. It does have several brighter stars, including ÃŽ ± Piscium- also known as Alrescha (Arabic for the cord). Alrescha, which lies about 140 light-years away from us, is at the deepest point of the V shape.   The IAU constellation designation for Pisces includes the main pattern plus numerous other stars. IAU/Sky Telescope   The second-brightest star is ÃŽ ² Piscium, with the lengthy informal name of Fumalsamakah (which means mouth of the fish in Arabic). Its much farther away from us, at a distance of just under 500 light-years. There are about 20 brighter stars within Pisces fish pattern, and numerous others in the official region designated by the IAU as Pisces on its charts.   Deep Sky Objects in Pisces The constellation Pisces doesnt have a lot of very obvious deep-sky objects, but the best one for stargazers to spot is a galaxy called M74 (from Charles Messiers list of faint fuzzy objects). M74 is spiral galaxy, similar in shape to the Milky Way (although its arms are not so tightly wound up as those in our home galaxy). It lies about 30 million light-years away from us. Professional astronomers continually study M74 because its face on from our point of view here on Earth. This positioning allows astronomers to study the star-forming regions in the spiral arms, and search out variable stars, supernovae, and other objects among the 100 billion stars that make up the galaxy. Astronomers use instruments like the Spitzer Space Telescope to study the galaxy for regions of star birth, as it is a prodigious star-formation galaxy. They are also intrigued by the possibility of a black hole at the heart of M74.   Here is the galaxy M 74 as seen through the infrared-sensitive instruments onboard the Spitzer Space Telescope. The view shows areas of starbirth in the spiral arms. NASA/CalTech/Spitzer Although its not in Pisces, the Triangulum galaxy (known as M33) is right next to the head of the western fish. Its a spiral galaxy that is actually part of the Local Group of galaxies that includes the Milky Way. A view of the Triangulum Galaxy (M 33) near Pisces. This was taken with amateur equipment. Kanwar Singh, Creative Commons Attribution-Share-Alike 4.0.   Andromeda is the largest member of the group, the Milky Way is second-largest, and M33 is third-largest. Interestingly, astronomers have observed that Andromeda and M33 are linked together by streams of gas, which means that the two have had a tango in the past and will likely interact again in the distant future.

A view from the bridge by Arthur Miller Essays

A view from the bridge by Arthur Miller Essays A view from the bridge by Arthur Miller Paper A view from the bridge by Arthur Miller Paper Consider the importance of Italian loyalty in the play A view from the bridge by Arthur Miller. Daniel Bishop In the play A View From The Bridge Arthur Miller constantly conveys the extreme moral importance of loyalty towards others, be it strangers or close family in a closely linked Italian-American community in 1950s Brooklyn. Eddie Carbone values and honours these unwritten laws as much as anyone else, but despite warnings, his own desperation and selfishness slowly leads him to reject these values and therefore suffer the harsh Italian justice of the people that once stood by him. Alfieris opening speech gives us a brief insight into the ways of this Italian community. He describes how people are still very Italian, keeping to superstitions when he says, I often think that behind that superstitious little nod of theirs lie three thousand years of distrust; this also shows how long they can hold a grudge, being very honourable. He also mentions how people are more than willing to take the law into their own hands, due to honour and vengeance when he states, Oh, there were many here who where justly shot by unjust men. Justice is very important here. This shows that people are just like babies, if they dont get what the want they get upset and go and shoot someone and how happy they are to take the law into their own hands. Later we also learn how close the community is and how they all know each other and each others business. He also gives a little hint of a long, drawn out event that is very bad and will probably end in pain when he says, another lawyer, quite differently dressed, heard the same complaint and sat there as powerless as I, and watched it run its bloody course. This is referring to Eddies deterioration of character The first, real explanation of the severity of Italian loyalty is learnt in the Carbone household at the beginning of Act One. The family is at the dinner table discussing the arrival of the illegal immigrants; this is significant because one of the most serious acts of betrayal is telling immigration about hidden illegal immigrants. Eddie stresses the seriousness of not telling anyone because of the chance of being caught, as stated earlier, everyone knows everyones business. This is shown when Eddie states; if you said it you knew it, if you didnt say it you didnt know it. Eddie also recalls a story of a boy who snitched about his hidden uncle, his own family turned on him, they spat on him in the street, which means they no longer have any respect for him and is not considered part of the family or community. This shows the severity of the communitys own justice system, and how betrayal and dishonouring is one of the worst crimes in their eyes. This story is ironic as Eddie does exactly the same thing, but with worse consequences, therefore making him a hypocrite. Eddie clearly obeys these laws of the community for now. The whole reason he is taking in these immigrants is out of loyalty. He tells Catherine, just remember, kid, you can quicker get back a million dollars that was stole than a word you gave away. This shows the Italians strong grudge again. As an audience, by now have taken in the seriousness of Italian values and the responsibilities that come with them. Marco introduces a new aspect of Italian loyalty through his character, the way he acts and communicates with different characters differently. He is obviously polite to Eddie and has great respect for him for taking him and his brother in, taking the blankets from my bed as it is put by Eddie later. There isnt much contact between Marco and Beatrice and Catherine, but he obviously loves his brother. Marco loves his family so much that the whole reason he has come to America, the land of opportunities to earn money for his extremely poor family, this shows the importance of family. Marco is extremely grateful and doesnt want to offend Eddie, he even tells his brother to be quiet quite harshly so as not to offend him, there is a profound show of loyalty throughout this scene, Eddie has taken in these two strangers at great risk without question or want of reward purely out of loyalty to Beatrice and her family. At the end of Act One we see the growing tension caused by Catherine and Rodolphos relationship boil over slightly. Eddie has become hostile out of jealousy and openly questions Rodolphos sexuality, Eddie has given the hint to the audience that he will be responsible, or at least partly for the catastrophic end of the play. Marco acts cool and doesnt notice (or ignores) the tension until the boxing incident which everyone thinks went a bit far, but the tension is lowered but coffee and conversation, yet, out of loyalty to his brother, Marco still feels the need to subliminally challenge Eddie with the chair incident, giving a warning that he has the power to stop Eddie should this go any further and that if it comes to choosing sides he will defend his brothers honour. Here stage direction representing this; Marco is face to face with Eddie, a strained tension gripping his eyes and jaw, his neck stiff, the chair raised like a weapon over Eddies head and he transforms what might appear like a glance of warning into a smile of triumph, and Eddies grin vanishes as he absorbs this look. At the beginning of Act Two Eddie acts out his feelings towards Catherine and Rodolpho in a drunken rage, the audience can make their own judgements upon this but most will loose a lot of respect for Eddie, as do the characters. Eddie still denies his feelings and acts and his reasons for them but no one is convinced and this incriminates him further. Marco still doesnt do anything about this, possibly because he believes it was the alcohol. We have now seen the change Eddie has gone through, all his morals and values which he upheld at the start of the play have all but deteriorated, and worse, he doesnt realise or care, all he thinks about is himself and how to get himself out of situations. All he wants is his respect and dignity, which everyone agrees he doesnt deserve. Alfieri shows great sense of loyalty as he is a man of the law but still believes that Eddie shouldnt turn them in because of trust, loyalty and the unwritten code. Despite Alfieris harsh warnings (which are very accurate) Eddie ignores him and does what he thinks is best and commits one of the ultimate acts of betrayal, the audience now reflects on how serious Eddie was with Catherine about secrecy and wonder how this change of face took place. Alfieris warnings were not unlike Eddies story about the young boy at the start, Alfieri says; even those who understand you will turn against you, even the ones who feel the same will despise you! Alfieri somehow understands Eddies feelings and situation very well. In the final scene, Eddie has committed the betrayal and everyone reacts how the audience would expect, everyone loathes Eddie and has turned their backs on him, yet Eddie feels some remorse as immigration knocks at the door. This is all to much for Marco, and because this would result in sending him home he will not be able to provide for his family and in theory Eddie has killed his family, Marco spits on Eddie in the street, this shows that Eddie has committed a horrible act against the community. Catherine now hates Eddie, understandably, she even says; Hes a rat! this must affect Eddie greatly because he did it so he could be closer to her. What is very odd is that Beatrice is still loyal to Eddie, as she will not go to the wedding under his command, this doesnt necessarily mean she still loves him but is possibly still upholding her wedding vows and the loyalty of being a wife. Marco however wants blood, he is eager to reclaim justice and take the law into his own hands as Alfieri described at the beginning. This, coupled with Eddies demand for respect inevitably leads to the confrontation, neither have anything to loose and through Eddies death his soul is purified and justice is done in the eyes of the community. Alfieris closing speech describes how no one wants what they cant have without risk, unlike Eddie and everyone is better off this way. This play has tested the extremes of Italian loyalty and how important it is otherwise you simply dont fit in, also how severe the punishments are. Through Eddie the community and the audience become more aware of these things and are reminded why they live by their rules.

Using Qualitative Technique To Investigate A Problem At Work Assignment

Using Qualitative Technique To Investigate A Problem At Work - Assignment Example The technique was chosen because it is significant in dealing with practical situations that require a proper understanding of behavior. Consequently, observation is influential in determining the meaning as well as the context over which an issue occurs. Misunderstanding about the responsibilities is a behavioral issue that can only be understood by analyzing the behavior of other people. Another rationale for choosing the technique is that I wish to determine the reasons why other employees cannot fulfill their duties as stipulated by the firm. Sometimes I find myself performing most of the tasks because the other employees consciously or unconsciously fail to undertake their duties. Essentially, the objective is to analyze and evaluate the situation through observations before employing other measures that can aid in solving the impasse. Observation avoids direct contact with the target group yet retrieves vital information.The issue under investigation is a misunderstanding about the responsibilities. Each of the members of the department will be observed against the duties they perform. After the responsibilities are assigned to the group, I will observe what each person does and the amount of time taken to complete a particular task. Consequently, documenting the people who have done their work will provide a perspective on the genesis of the problem. The observation will also focus on those directly involved and the ones who are dormant or focusing on other functions different from the duties assigned to them.

Personal Statement to apply preparatory course of graduate school in

To apply preparatory course of graduate school in UK - Personal Statement Example Fortunately, I enjoy family support, especially from my father who works as an Electrical and Automation engineer. He is interested in providing both moral and financial support in my pursuit for engineering knowledge, either at home or abroad. Prior to providing detailed description of my personal life and career plans, I would like to categorically explain my specific choice of wanting to study at a UK college. First, I was born and raised in China. I have undertaken all my academic programs within the People’s Republic of China, up to my undergraduate level. As a result, I would wish to pursue further learning within a different environment away from the monotonous Chinese institutions. I choose United Kingdom because it features as one of the most culturally diversified society in Europe. UK is known for its cultural tolerance and warm accommodation to people from diverse religious backgrounds. In addition, the UK offers friendly and homely residential settings to visitors. Therefore, I believe that learning institutions within the country offers me with an opportunity to study within a culturally rich and diverse environment free from the Chinese way of learning and thinking. Apart from cultural diversity, it is undeniable that the UK education system is renowned and respected across the world. Its learning institutions like yours are known to offer quality and standardized education system that meet and even exceed expectations within the labor market. Actually, preparatory courses from UK enjoy international recognition. They have sophisticated learning infrastructure with qualified teaching staff (Smith 67). Consequently, students undertaking and completing their preparatory studies within the UK are not only highly regarded by stakeholders within the education sectors but also by employers around the world. Apart from enabling me to gain substantial knowledge, such recognition and high regards to UK