The Cosby Show American the Different Sides free essay sample

The Cowboy Show changed the stereotypical roles that were usually handed to black films and movies. Before the Cowboy Show there were shows like Sanford Son and Good Times that portrayed black in poverty. The Cowboy Show however focused on Issues that pertained to everyone with a focus on black people. They addressed Issues such as pregnancy, education, marriage, and even touched on music.The days of poor black In television and movies are gone. Watching an episode of the Cowboy Show Is an Inspiration to everyone who sees It. Being able to watch where there Is a black family not struggling to pay the rent Is rejuvenating 6th me. We have a husband who Is a doctor and a wife that Is an attorney that shows examples of what living In America Is Like from a educational point of view versus Just what a stereotypical black family life would be. We will write a custom essay sample on The Cosby Show American the Different Sides or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Cowboy Show focuses on what It Is Like to be regnant and go through labor and delivery pains in dealing with real life situations. The show also focuses on a happy married life and the problems that can arise within a family. I never knew how smooth jazz could be until I had seen an episode of the Cowboy Show. Going to college is a dream that most people try to achieve. Until I had watched the Cobs Show I was never really informed on what it would be like to go to college. I never knew there were prominent black colleges and universities. I think that being able to have a good television show that shows real life examples of life is what helps make this a great society to live in, the Cowboy Show is that show. Once in a while the show highlighted musical guest usually Jazz and blues artists. Three was an episode where B King guest starred and showed America how he helped his guitar Lucile. The Cowboy Show is an example of if you put your mind to it you can do anything, and today America knows that.

Free Essays on Comuter Programming

Computer Programmer Computer programmers held about 568,000 jobs in 1996. Programmers are employed in almost every industry but the largest amount is in the computer and data processing industry that includes companies that write and sell software. Allot of programmers can also be found working for companies that provide engineering and management services, manufacturers of computer and office equipment, financial institutions, insurance carriers, educational institutions, and government agencies. A growing number of computer programmers are employed on a temporary, a contract basis, or work as independent workers because allot of companies demand expertise with newer programming languages or more specialized areas of application. Rather than hiring programmers as permanent employees and then laying them off after a job is completed, employers can contract with temporary help agencies, consulting firms, or directly with programmers themselves. A marketing company may only need the services of several pr ogrammers to write and debug the software necessary to get a new database management system running. This practice also enables companies to bring in people with a specific set of skills. Bringing in an independent contractor with a certain level of experience in a new or advanced programming language enables an establishment to complete a particular job without having to retrain their workers. Such jobs may last anywhere from several weeks to a year or longer. There were 20,000 self-employed computer programmers in 1996 and this number is expected to increase. Programmers usually work in offices. Although they usually work about 40 hours a week, programmers may work longer hours or weekends in order to meet deadlines or fix critical problems that occur during off hours. Programmers can access a system directly, but from remote locations, to make corrections or fix problems. Like other workers that spend a long time in front of a com... Free Essays on Comuter Programming Free Essays on Comuter Programming Computer Programmer Computer programmers held about 568,000 jobs in 1996. Programmers are employed in almost every industry but the largest amount is in the computer and data processing industry that includes companies that write and sell software. Allot of programmers can also be found working for companies that provide engineering and management services, manufacturers of computer and office equipment, financial institutions, insurance carriers, educational institutions, and government agencies. A growing number of computer programmers are employed on a temporary, a contract basis, or work as independent workers because allot of companies demand expertise with newer programming languages or more specialized areas of application. Rather than hiring programmers as permanent employees and then laying them off after a job is completed, employers can contract with temporary help agencies, consulting firms, or directly with programmers themselves. A marketing company may only need the services of several pr ogrammers to write and debug the software necessary to get a new database management system running. This practice also enables companies to bring in people with a specific set of skills. Bringing in an independent contractor with a certain level of experience in a new or advanced programming language enables an establishment to complete a particular job without having to retrain their workers. Such jobs may last anywhere from several weeks to a year or longer. There were 20,000 self-employed computer programmers in 1996 and this number is expected to increase. Programmers usually work in offices. Although they usually work about 40 hours a week, programmers may work longer hours or weekends in order to meet deadlines or fix critical problems that occur during off hours. Programmers can access a system directly, but from remote locations, to make corrections or fix problems. Like other workers that spend a long time in front of a com...

Education Essay Example | Topics and Well Written Essays - 1250 words

Education - Essay Example That racism has been a feature in the interpretations of specific events in the school experiences of some respondents necessitates a re-evaluation of the role played by schools in the underachievement of African-Caribbean pupils. Due to racism, black people, no matter how motivated, are often denied the opportunity of an adequate level of education. The underachievement of African-Caribbean children in the UK has been well documented over the years. African-Caribbean children, in particular boys, have been over represented in the figures for exclusions from school, poor examination results, emotional and behavioural difficulties (EBD), and receiving statements of special educational need (Taylor, 41; Mirza, 269). The situation has changed little in recent years. In 1998/99, the overall permanent percentage exclusion rate from school in the UK was 0.17% while the exclusion rates for Black Caribbean, Black African and Black other pupils were 0.59%, 0.20% and 0.49% respectively. These proportions represent some improvement from 1995/96 when they were 0.92%, 0.35% and 0.53% respectively. Other minority groups have much lower rates: Indian, 0.04%; Pakistani, 0.01%; and Bangladeshi, 0.07% (Department for Education and Employment [DfEE] 2000a, 27). Socio-economic status is known to be one of the most powerful predictors of educational success. In inner-city areas characterised by poverty and high unemployment, where African-Caribbeans often live, children from lower income families face exceptional obstacles en route to success, irrespective of the values of their parents (Strand, 170). This research suggests that local communities can provide a ‘sense of belonging’ and opportunities to be successful which can demonstrate to young African-Caribbeans that it are possible for them to succeed. Despite the DfEE encouraging local education authorities

Film Analysis-Holes Essay Example | Topics and Well Written Essays - 750 words

Film Analysis-Holes - Essay Example The Warden assigns the daily chore of digging holes five feet deep, in the dry lake on a daily basis. She dominates everyone involved in the camp, inflicting pain on the assistant warden and threatening the patient counselor, Pendanski. It is evident that she is in control of her surroundings and those she interacts with. The empty lipstick tube with the initials KB, found by one of the boys during their daily digging of the holes, appears to hold special meaning for the warden. After the tube is brought to her, the warden becomes seemingly more powerful, inflicting her wounds and passing judgment on the others, with the exception of Stanley. The lipstick tube represents feminine control, power and intuition. The tube bears the initials of ‘Kissin Kate.’ This is a woman who, one hundred years prior, predicted doom for the people of Green Lake, after they killed a black man, Sam, for sharing a kiss with her. Katherine Barlow’s prediction of â€Å"punishment 2 from God† (Davis) does occur as the lake dries up and all vegetation disappears. The lipstick tubes seems to almost transfer the feminine intuitive powers from Kissin Kate to the warden. She seems to favor Stanley, as if she knows he is not the criminal he is reported to be, almost as if she knows the other boy took the case from Stanley to earn favor with her. Her special sense about Stanley is similar to that of Kate, about Sam. In both Green Lake settings, it is the women who possess the control and power, or matriarchic determinism.

A Comparative Legal Political Analysis on Child Labour in India and Dissertation

A Comparative Legal Political Analysis on Child Labour in India and Pakistan - Dissertation Example Consequently, I am writing this proposal after the research and dissertation has been finished. As requested, I have written the proposal as if the research had not yet been conducted, and have provided additional information where required. Objectives The aim of this research was to examine how people in India and Pakistan perceive child labour and what the differences in perceptions were. This information will be related to the international and national laws concerning child labour that employers in India and Pakistan are subject to, and what changes need to be made to decrease the prevalence of child labour. To address the research aim, a mixed methods research approach will be taken, using both qualitative and quantitative aspects. Proposed methods It was determined that to accurately determine the differences between the two countries, a large sample size will need to be taken. Because child labour is a sensitive topic in both India and Pakistan, it was important that the resea rch was non-invasive and did not require much time out of the participants. Consequently, a multiple-choice survey was designed containing ten questions. Using a multiple-choice survey allows the results to be quantifiable, and has the additional benefit of allow participants to maintain their anonymity. In order to bypass potential response bias and low response rate, the survey will be distributed in two forms, by mail (to 100 people in each country, using random sampling methods) and by handing out the survey in person (100 people per country). This method should allow for adequate numbers of respondents, to research the questions for this topic. Because the results from these surveys would be broad and the design did not allow individual perspectives to be shown, it was determined that a second part of the research project will also need to be undertaken. This component of the research will involve face-to-face interviews with five participants from each country, representing a range of industries. The aim is to interview two employers from industries that traditionally hire child labourers, two lawyers and one adult worker from the same industry. However, it may be difficult to find people who are willing to talk openly about child labour, so these allocations may not be exact. Each interview will be between ten minutes and an hour in length, depending on how willing the subjects are to participate. Ethical considerations Subjects who participate in this study will be given an informational page along with the survey which informs them about the study (Appendix 1) and what the data collected will be used for. Participation in the survey will be taken as informed consent. Likewise, all participants in the verbal interviews will be given information about the study, and the implications will be discussed prior to the beginning of the interview. Individuals will be given the option to opt-out of the study if they were not comfortable with the information, an d participation will be assumed to mean informed consent. The method of survey taking that will be used allows participants to remain entirely anonymous. Participants will not be asked to identify themselves in any way, and no identifying information will recorded. In addition, information on what addresses the survey is sent out to will not be recorded. Consequently, there will be no way to determine the individual identities of the people who participate in the survey. The interview portion of the study involves the researcher talking face-to-face with the participant. This is more difficult, as the researcher will be aware of the identity of the individuals that are part of the interviews. However, their anonymity will be maintained and no personally identifiable information will be

Implications Career Counseling Based On Hollands Theory

Implications Career Counseling Based On Hollands Theory It is John Hollands view that career choice and career adjustment repre ­sent an extension of a persons personality. People express themselves, their interests and values, through their work choices and experience. In his theory, Holland assumes that peoples impressions and generalizations about work, which he refers to as stereotypes, are generally accurate. By studying and refining these stereotypes, Holland assigns both people and work environments to specific categories. Holland (1966, 1973, 1992, 1997) has published five books that explain his typological theory. Each book represents an update and a fur ­ther-refined version of earlier work in the development of his theory. The -August 1999 issue of The Journal of Vocational Behavior contains 12 arti ­cles which describe John Hollands 40-year contribution to career develop ­ment theory. Two psychological inventories were important in the devel ­opment of his theory: the Vocational Preference Inventory (Holland, i985b) and the Self-Directed Search (Holland, 1994). These instruments, in differ ­ent ways, measure self-perceived competencies and interests, which are an assessment of an individuals personality. Holland (Holland, 1997) recog ­nizes that his theory can account for only a portion of the variables that underlie career selection. He is clear in stating that, his theoretical model can be affected by age, gender, social class, intelligence, and education. with that understood, he go es on to specify how the individual and the en ­vironment interact with each other through the development of six types: Realistic Investigative, Artistic, Social, Enterprising, and Conventional. Both individuals and environments consist of a combination of types. The Six Types Realistic The Realistic Environment The Realistic (R) environment makes physi ­cal demands on the person. Such work settings have tools, machines, or animals that the individual manipulates. In such a setting, individuals are re ­quired to have technical competencies that will allow them to do such things as fix machines, repair electronic equipment, drive cars or trucks, herd animals, or deal with other physical aspects of their environment. The ability to work with things is more important than the ability to interact with other people. Construction sites, factories, and auto garages are ex ­amples of environments that provide machinery or other things for Realistic people to master. Some Realistic environments require a great deal of physical agility or strength, such as roofing, outdoor painting, and pipe fit ­ting. These environments may be hazardous and may produce more phys ­ical illness or accidents than other work environments. The Realistic Personality Type Realistic people are likely to enjoy using tools or machines in their hobbies or work. They tend to seek to develop competencies in such areas as plumbing, roofing, electrical and automotive repair, farming, and other technical disciplines. They are apt to like courses that are very practical and teach the use of mechanical or physical skills. Realistic people are likely to have little tolerance of abstract and theoreti ­cal description Often, they approach problems, whether mechanical or personal, in a practical or problem-solving manner. They are likely to value Investigative The Investigative Environment The Investigative (I) environment is one in which people search for solutions to problems through mathematical and scientific interests and competencies. In such a situation, people are encouraged to use complex and abstract thinking to solve problems cre ­atively. Examples of occupations that offer the opportunity to use analyti ­cal thinking skills are computer programmer, physician, mathematician, biologist, science teacher, veterinarian, and research and development man ­ager. In each of these environments, cautious and critical thinking is val ­ued. Individuals are likely to need to use logic and precise methodical thinking in order to find solutions to problems in these fields. These jobs require that people use their intellect to work independently to solve prob ­lems. They are not required or encouraged to use human relations skills to solve problems, nor are they likely to need to use thachines. For example, a computer programmer .uses logic to figure out solutions to problems (an Investigative environment), whereas the computer technician works with machinery and may assemble it or fix it (a Realistic environment). The Investigative Personality Type The Investigative person is likely to enjoy puzzles and challenges that require the use of intellect Such a per ­son is apt to enjoy learning and to feel confident about his or her ability to solve mathematical and scientific problems. Such people often enjoy read ­ing about science and discussing scientific issues. They seek to work in ­dependently to solve problems such as mathematical or scientific ques ­tions. They are likely to enjoy courses in math, physics, chemistry, biology, geology, and other physical or biological sciences. They are not likely to enjoy supervising other people or dealing directly with personal problems, but they may enjoy analyzing or searching for solutions to psychological problems. Artistic The Artistic Environment The Aitistic (A) environment is one that is free and open, encouraging creativity and personal expression. Such an envi ­ronment offers much freedom in developing products and answers. Exam ­ples of occupations in which people can use creative and unconventional ways to express themselves are musician, fine artist, and freelance writer. Such settings allow people to dress the way they wish, keep few.appoint ­ments, and structure their own time. These work environments encourage personal and emotional expression rather than logical expression. If tools are used, they are used to express oneself (for example, a clarinet or a paint ­brush) rather than as a means to complete a task (for example, an electric drill or a wrench). The Artistic Personality Type The Artistic person likes the opportunity to express himself or herself in a free and unsystematic way, creating mu ­sic, art, or writing. Such people may use instruments to do this, such as a violin, the voice, sculpting tools, or a word processor. They are likely to want to improve their ability in language, art, music, or writing. Original ­ity and creativity are particularly important in expression. To use a painted by-numbers kit would be deeply offensive to an Artistic type, who needs and desires the opportunity to express herself or himself in a free and open manner. A pure Artistic type would dislike technical writing and would prefer writing fiction or poetry. Social The Social Environment The Social (5) environment is one that encour ­ages people to be flexible and understanding of each other, where people can work with others through helping with personal or career problems, others, affecting others spiritually, and being socially responsible. The Social environment emphasizes human values such as being idealis ­tic, kind, friendly, and generous. These ideals most commonly exist in the education, social service, and mental health professions. Examples of these occupations are elementary school teacher, special education teacher, high school teacher, marriage counselor, counseling psychologist, speech thera ­pist, school superintendent, and psychiatrist. The Social Personality Type The Social person is interested in helping people through teaching, helping with personal or vocational problems, or providing personal services. Social people enjoy solving problems through discussion and teamwork rather than through delegation. Preferring to talk and resolve complex problems that may be ethical or idealistic in nature, they often choose to avoid working with machines. They seek out envi ­ronments where they can use verbal and social skills, such as in education, welfare, and mental health. Enterprising The Enterprising Environment The Enterprising (E) environment is one where people manage and persuade others in order to attain organizational or personal goals. These are situations where finance and economic issues are of prime importance and risks may be taken to achieve rewards. In such an environment,- people tend to be self-confident, sociable, and assertive. Its an environment where promotion and power are important, and per ­suasion and selling take place. Examples of Enterprising environments are sales work, buying, business management, restaurant management, poli ­tics, real estate, the stock market, insurance, and lobbying. All of these en ­vironments provide the opportunity for power, status, and wealth. The Enterprising Personality Type The acquisition of wealth is particu ­larly important for Enterprising people. They enjoy being with others and like to use verbal skills in order to sell, persuade, or lead. They tend to be assertive and popular, trying to take on leadership positions. They enjoy working with people but prefer to persuade and manage rather than to help. Conventional The Conventional Environment Organization and planning best describe the Conventional (C) environment. Much of the Conventional environ ­ment is an office environment, where one needs to keep records, file pa ­pers, copy materials, and organize reports. In addition to written material, the Conventional environment includes mathematical materials, such as bookkeeping and accounting records. Word processing, calculating, and copy machines are the type of equipment that is found in a Conventional environment. Competencies that are needed to work well in a Conven ­tional environment are clerical skills, an ability to organize, dependability, and an ability to follow directions. The Conventional Personality Type. The Conventional person is one who values money, being dependable, and the ability to follow rules and orders. These people prefer being in control of situations and not dealing with am ­biguous requests. They enjoy an office environment where their values of earning money and following rules, regulations, and guidelines can be met. Their strengths are their clerical and numerical ability, which they use to solve straightforward problems in their environment; Their relationships they tend to be directed toward accomplishing tasks and establish ­ approach to problems. Hollands Theory and Implications for Career Counseling John Hollands typological theory of persons and environments is regarded as the most influential in the field of career counseling (Brown, 2002), but this has not carried over to the field of higher education and academic advising (Smart, Feldman, Ethington, 2000). This conundrum led us to explore whether or not Hollands theory and research were relevant and could shed light on the behavior and organization of college faculty and students, which could ultimately improve the effectiveness of academic advising and career counseling. This article summarizes the results of our exploration. As colleges and universities have grown in size, scope, and organizational complexity, some students have found it difficult to find a home (Astin, 1984). While students may identify with a student organization, residence hall, or activity program, we believe that the academic department is the entity where students are likely to find important mentors, peers, involvement, direction, and inspiration. Academic departments have an inherent, varied mixture of characteristics that are created by the interests and behaviors of the faculty. If students can recognize, differentiate, and understand these diverse academic environments and the faculty who dominate them with respect to Hollands theoretical model, we believe they are more likely to find a place within the university that will increase their satisfaction, involvement, and persistence. Hollands person-environment interaction theory is especially important to scholars and practitioners in education and psychology. John Holland pioneered in assessing the environments of colleges and universities and their influence on students. His research has been central in the development of knowledge about nonacademic accomplishments. Hollands Theoretical Contributions Many inventories and career assessment tools use the typology to enable individuals to categorize their interests and personal characteristics in terms of combinations of the six types: Realistic, Investigative, Artistic, Social, Enterprising, or Conventional. Hollands typological theory (Holland, 1997) specifies a theoretical connection between personality and environment that makes it possible to use the same RIASEC classification system for both persons and fields of study or occupations. According to RIASEC theory, if a person and an environment have the same or similar codes, e.g., Investigative person in an Investigative environment, then the person will likely be satisfied and persist in that environment (Holland, 1997). This satisfaction will result from individuals being able to express their personality in an environment that is supportive and includes other persons who have the same or similar personality traits. It should be noted that neither people nor environments are exclusively one type but rather combinations of all six types. Their dominant type is an approximation of an ideal, modal type. The profile of the six types can be described in terms of the degree of differentiation (flat or uneven profile), consistency (level of similarity of interests or characteristics on the RIASEC hexagon for the first two letters of a three-letter Holland code), or identity (stability characteristics of the type). Each of these factors moderates predictions about the be havior related to the congruence level between a person and an environment. Persons and environments are typically described proportionally in terms of the most highly weighted three of the six Holland types, e.g., Lawyer, ESI; Accounting, CEI. The environments of college campuses, fields of study, work positions, and occupations can also be classified using the RIASEC system (G. Gottfredson Holland, 1996). Hollands early efforts with the National Merit Scholarship Corporation (NMSC) and the American College Testing Program enabled him to look at colleges and academic disciplines as environments. It is important to note that RIASEC theory had its roots in higher education and later focused on occupations. However, almost any social setting, e.g., a family-owned business, a classroom, or a work group, might be characterized in terms of a RIASEC environment. Every aspect of the theory can be applied to different kinds of environments. L. S. Gottfredson and Richards (1999) traced the history of Hollands efforts to classify educational and occupational environments. Holland initially studied the numbers of incumbents in a particular environment to classify occupations or colleges, but he later moved to study the characteristics of the environment independent of the persons in it. College catalogs and descriptions of academic disciplines were among the public records used to study institutional environments. Astin and Holland (1961) developed the Environmental Assessment Technique (EAT) while at the NMSC as a method for measuring college environments. Success in measuring faculty and the curriculum led Richards to explore differences in environments in Japanese (Richards, 1973) and British Commonwealth universities (Richards, 1974), U. S. law schools (Richards, 1987b), and Historically Black colleges (Richards, 1987a). For example, Richards found that Japanese universities placed less emphasis on the Artistic area and more on the Realistic area than U.S. universities. The most recent instruments for measuring environments are the Position Classification Inventory (PCI; G. Gottfredson Holland, 1991), a direct theory-based measure of occupational environments, and the Environmental Identity Scale (EIS; Holland, 1997). These instruments make it possible to study college faculty directly and thus advance the study of academic disciplines and their effects on college students. Those who study or provide services to college students need to understand the importance of Hollands RIASEC theory. For example, Day and Rounds (1998) reported that the RIASEC typology was used similarly by ethnically diverse groups of U.S. students to organize information about their interests and options. This means that varied cultural subgroups in the United States have a sufficiently common social and educational experience that RIASEC theory and related practical applications can be applied to almost everyone. More recently, Tracey and Darcy (2002) found that college students whose schema for organizing information about interests and occupations differed from Hollands RIASEC structure had less career certainty and more career indecision. This finding suggests that the RIASEC hexagon may have a normative benefit regarding the classification of occupations and fields of study. Definitions Although the terms academic advising and career counseling are familiar, it is important to define them as they are used in this article. Ender, Winston, and Miller (1984) defined developmental academic advising as a systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources. The distinctions between academic advising and career counseling are primarily a matter of scope and emphasis. Career counseling is a broader, more comprehensive term not limited to educational settings. However, both functions involve a process of individual or small group interventions to help persons use information to make educational and occupational decisions that are consistent with their personal goals, values, interests, and skills. We believe that a theory that informs career counseling, such as John Hollands RIASEC theory, can also infor m academic advising. Academic advising is more narrowly focused on college and university students and life/career decision making related to curricular and co-curricular activities. Creamer (2000) defined it as an educational activity that depends on valid explanations of complex student behaviors and institutional conditions to assist college students in making and executing educational and life plans. Traditional Application of Hollands Theory in College Settings The most prevalent strategy used by scholars is to define achievement in terms of the further acquisition, growth, or development of individuals initially prominent characteristics; that is, the competencies, values, interests, and attitudes associated with their dominant or primary personality type. For example, in our recent book (Smart, Feldman, Ethington, 2000), Academic Disciplines: Hollands Theory and the Study of College Students and Faculty, we tested the validity of the congruence assumption by examining the extent to which college students with dominant Investigative, Artistic, Social, and Enterprising personality types who entered congruent and incongruent academic environments differed on their development of Investigative, Artistic, Social, and Enterprising abilities and interests, respectively. Separate analyses were conducted for each of the four personality types. Our findings provided rather clear support for the congruence assumption, though the evidence was decide dly stronger for students with Artistic and Investigative personality types than for those with Enterprising or Social personality types. The logic that flows from the traditional definition of achievement illustrated in our and others findings is that students who enter congruent academic environments are more likely to be successful and to exhibit higher levels of achievement. Conversely, students who select academic environments that are incongruent with their personality types are likely to be less successful or to manifest lower levels of achievement than would be expected. Education is of course a nurturing profession, and our task, especially as teachers and counselors, is to assist students in their efforts to be successful throughout their college experiences. Given the conceptual appeal of Hollands theory and the accumulative evidence in support of the congruence assumptionthough often of modest magnitudecounselors and others have embraced the theory in their efforts to assist students in their efforts to successfully navigate the complexities and challenges of their college experiences. In so doing, the typical advice given students is to select academic majors (i.e., environments) that are congruent with their personality types. The strategy is simple and straightforward given the exemplary instruments developed by Holland and his colleagues to assess students personality and academic environment types: simply (1) assess students personality types using such established instruments as the SDS or the SCII, (2) look up academic majors that are simi lar to the students personality types using such reputable references as the Dictionary of Holland Occupational Codes (Gottfredson Holland, 1996) or The Educational Opportunities Finder (Rosen, Holmberg, Holland, 1994), and (3) advise students to select academic majors that are congruent with their personality types. This has been, in my opinion, the typical or traditional approach to research on the validity of the congruence assumption of Hollands theory and the use of his theory by counselors and others to assist students in the selection of academic majors in which they have the greatest likelihood of being successful and satisfied. All this is predicated on the selection of academic majors that are congruent with students initially prominent characteristics (i.e., their dominant personality types). The vision of a college education that evolves from this strategy is one characterized by assisting students to further develop their primary or dominant interests and abilities they had as freshmen. To venture from this tried and true path was assumed to lead to dissatisfaction, failure, and dropout. An Alternative Application of Hollands Theory in College Settings Something seemed amiss or disquieting to me as a result of such investigations of the congruence assumption in this manner. Our definition of achievement and the research strategies we employ are essentially silent as to what students who entered incongruent academic environments learned in those environments because our definition and strategy of learning or achievement focused only on students further development of their initially prominent characteristics; again, that is, the competencies, values, interests, and attitudes associated with their dominant personality type. This conceptual and analytical approach seems unfulfilling and problematic in college settings given that American higher education has historically sought to promote student growth and learning in a broad repertoire of competencies and interests. This repertoire is evident in the various taxonomies of college student outcomes developed by Bowen (1977), Lenning, Lee, Micek, and Service (1977), Ewell (1984), the Association of American Colleges (1985), and others. In addition, one need only examine the professed intent of higher education as manifested in their catalogues and in the growing use of performance indicators proposed by statewide coordinating agencies to assess the effectiveness of those institutions (Nedwick, 1996). Are students who enter incongruent academic environments really less successful and, as a consequence, their institutions less successful as well? My sense of discomfort led to two recent articles (Feldman, Smart, Ethington, 2001, in press) that are grounded in that portion of Hollands theory that is sociological in perspective and implicitly postulates a homogeneous pattern of reinforcement and reward by the respective academic environments irrespective of students levels of congruence with those environments. The approach is referred to as the socialization assumption or hypothesis of Hollands theory. Most important to remember here is that students success or achievement within the parameters of the socialization perspective is judged by the extent to which they grow in terms of the abilities and interests resistent and rewarded by their chosen environments (i.e., their academic majors) rather than enhancing their initially prominent characteristics. That is to say, for example, that while students who select academic majors that are incongruent with their personality types may remain the same or decline in their initially prominent characteristics, they may gain or grow in the abilities and interests reinforced and rewarded by their chosen academic major. This is a very different definition of students success or achievement within the parameters of Hollands theory than the typical or traditional approach discussed earlier (i.e., students ultimate satisfaction and success in college is dependent on their choice of an academic environment that is congruent with their personality type). Socialization Effects of Disciplines The research of Smart et al. (2000) was based on two ideas. First, faculty create academic environments inclined to require, reinforce, and reward the distinctive patterns of abilities and interests of students in a manner consistent with Hollands theory (p. 96). Second, students are not passive participants in the search for academic majors and careers; rather, they actively search for and select academic environments that encourage them to develop further their characteristic interests and abilities and to enter (and be successful in) their chosen career fields (p. 52). In the following paragraphs, we summarize findings relevant to these two ideas. Smart et al. (2000) sought to discover whether or not changes in students over four years were the result of their experiences in their major fields of study (academic discipline). They reasoned that faculty chose to be in academic environments, e.g., academic departments, because of their preferences and values regarding the goals of undergraduate education and their preferred ways of socializing students. Smart et al. held that faculty are the primary representatives of academic environments and the primary contributors to behavior patterns of students who choose those environments as majors. Students and Major Change Thus far, we have concentrated our analysis on the impact of four disciplines in socializing students toward the development of interests and skills predicted by Hollands (1997) typological theory. But what about the personal choices made by students in selecting a discipline? In order to study this phenomenon, Smart et al. (2000) classified students as primary or secondary recruits. Primary recruits were defined as students initially selecting a discipline and staying in that field over four years. Secondary recruits were those in a different major in the fourth year. When environments (percentage of seniors in each of the four areas) rather than entering students were examined, Smart et al. (2000) found that from 1/3 to 1/2 of the four environments were composed of primary recruits, and about half of the sample were secondary recruits, e.g., the seniors who had changed their majors. This means that almost half the seniors ended up in a discipline that was different from their initial choice. This was most notable in the Artistic environment where 2/3 of the students were secondary recruits from one of the other areas and did not intend to major in the Artistic area in their freshman year. About 1/3 of the students migrating into the Social area came from Investigative, Enterprising, or undecided areas. Students moving into the Investigative area were most likely to come from the Enterprising area, and vice versa. These data reveal the fluid nature of students major selections and the heterogeneous nature of the four environments with respect to t he students initial major preferences. Socialization in Relation to Student Characteristics The specific findings of Smart et al. (2000) regarding the impact of socialization for the four discipline environments with respect to student personality characteristics are summarized below. The variability in the socialization styles and the effects of the environments, as well as how socialization effected the students congruence with the environments are described. It will be recalled that a high level match between the person and the environment, e.g., Investigative person in Investigative major, indicates high congruence. Faculty in Investigative environments place primary attention on developing analytical, mathematical, and scientific competencies, with little attention given to character and career development. They rely more than other faculty on formal and structured teaching-learning, they are subject-matter centered, and they have specific course requirements. They focus on examinations and grades. This environment has the highest percentage of primary recruits. All students in Investigative environments increased their abilities and interests in this area, and this was even stronger if they were Investigative students at entry (primary recruits). Investigative students in disciplines outside of the Investigative environment did not increase their abilities and skills in the Investigative area. Artistic environments focus on aesthetics and an emphasis on emotions, sensations, and the mind. The curriculum stresses learning about literature and the arts, as well as becoming a creative thinker. Faculty also emphasize character development, along with student freedom and independence in learning. Varied instructional strategies are used. About two-thirds of students in the Artistic environment did not anticipate majoring in the Artistic environment when they entered college. Artistic type students were not more likely to initially select a major in this environment. On the other hand, Artistic students majoring in Artistic environments did have stronger interests and abilities in this area. Students majoring in Artistic environments did show large increases in Artistic abilities and interests, and this was true for both primary and secondary recruits. Artistic personalities not majoring in Artistic environments did not increase their self-rated interests and abilities over four years. Social environments have a strong community orientation characterized by friendliness and warmth. Like the Artistic environment, faculty place value on developing a historical perspective of the field and an emphasis on student values and character development. Unlike the Artistic environment, faculty also place value on humanitarian, teaching, and interpersonal competencies. Colleagueship and student independence and freedom are supported, and informal small group teaching is employed. The socialization effect of the environment was the smallest of the four areas studied and the effects were muddled by gender. Small increases were recorded for Social students in Social environments, but these were not much different from those for Social students in other environments. Social disciplines seem to have the least impact and Social students reported the least gains in related interests and abilities. Stated another way, the Social environments appear to be the most accepting and least d emanding of the four environments studied by Smart et al. (2000). The Enterprising environment has a strong orientation to career preparation and status acquisition. Faculty focus on leadership development, the acquisition and use of power to attain career goals, and striving for common indicators of org

Lab Report: Effect of Temperature on a Rate of Reaction between Sodium Thiosulphate and Hydrochloric Acid :: essays research papers

My aim in this piece of work is to see the effect of temperature on the rate of a reaction in a solution of hydrochloric acid containing sodium thiosulphate. The word equation for the reaction that will occur in the experiment is: Sodium thiosulphate + hydrochloric acid →, sulphur + sulphur dioxide + sodium chloride + water ..where the sulphur is an insoluble precipitate. And the symbol equation for it is: Na2S2O3 + 2HCl →, S + SO2 + 2Na + H2O Before conducting my experiment I will research into, amongst other things, the factors that affect the rate of a reaction. This is so that I may enough information to understand the effect of temperature on the rate of a reaction and also gain appropriate understanding to make a suitable prediction as to what the outcome of my experiment will be. Reactions occur when the particles of reactants collide together continuously. If they collide with sufficient energy, then they will react. The minimum amount of kinetic energy required for particles at the time of collision is called the activation energy and this theory is known as the ?collision theory?. Reactions occur in all circumstances. Chemicals are always combining and breaking up: Reactants and products combine and break apart in all reactions.

Journal Article Analysis Essay

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

Pricing Kernels Defined in Relation to Asset Pricing

Pricing Kernels Defined in Relation to Asset Pricing The asset pricing kernel,  also known as the stochastic discount factor (SDF), is the random  variable that satisfies the function used in computing the price of an asset. Pricing Kernel and Asset Pricing   The pricing kernel, or stochastic discount factor, is an important concept in mathematical finance and financial economics. The term  kernel  is a common mathematical term used to represent an operator, whereas the term stochastic discount factor  has roots in financial economics and extends the concept of the kernel to include adjustments for risk. The fundamental theorem of asset pricing in finance suggests that the price of any asset is its discounted expected value of future payoff specifically under risk-neutral measure or valuation. Risk-neutral  valuation can only exist  if the market is free of arbitrage opportunities, or opportunities to exploit price differences between two markets and profit from the difference. This relationship between an assets price and its expected payoff is considered the underlying  concept behind all asset pricing. This expected payoff is discounted by a unique factor that depends upon the framework set forth by the market.  In theory, risk-neutral valuation (in which there is an absence of arbitrage opportunities in the market) implies the existence of some positive random variable or the stochastic discount factor. In risk-neutral  measure, this positive stochastic discount factor would theoretically be used to discount the payoff of any asset. Additionally, the existence of such a pricing kernel or stochastic discount factor is equivalent to the law of one price, which presumes that an asset must sell for the same price in all locales or, in other words, an asset will have the same price when exchange rates are taken into consideration. Real-Life Applications Pricing kernels have numerous uses in mathematical finance and economics. For instance, pricing kernels can be used to produce contingent claim prices. If we were to know the current prices of a set of securities in addition to the future payoffs of those securities, then a positive pricing kernel or stochastic discount factor would provide an efficient means of producing  contingent claim prices assuming an arbitrage-free market. This valuation technique is particularly helpful in an incomplete market, or a market in which total supply is not sufficient to meet the demand. Stochastic Discount Factors Apart from asset pricing, another use of the stochastic discount factor is in the evaluation of the performance of hedge funds managers. In this application, however, the stochastic discount factor would not strictly be considered the equivalent to a pricing kernel.

Balkanization (COT) essays

Balkanization (COT) essays In 1912 the term Balkanization was coined and describes the region formerly known as the Balkans. It can be defined as a region broken up into smaller and usually hostile units. The region known as the Balkans is where the Slavs meet the Germans, Greeks, and other different ethnic and religious groups. Due to the major ethnic and religious diversity the region has trouble sustaining stability. During the nineteenth century, many changes and conflicts disturbed the Balkan region. In the diplomatic history of the Balkans a change in diplomacy came across the new forces of nationalism and militarism). Rivalries in the Balkans grew after 1878 with the tension between the ethnic groups. The assassination of the Archduke of Austria-Hungary, Franz Ferdinand was the spark that ignited the war that was first between Austria-Hungary and Serbia, yet the tension in the Balkans assisted in creating the energy to the spark. World War I was inevitable in 1914 because of many different reasons. One reason is that both the governments of Austria-Hungary and Serbia believed that their character and veracity were on the line in the international population. For Austrians, a personal attack on the royal family required a strong response, especially if it concerned the Serbs. Another reason is that both governments believed that they were in high favor of winning if the war came. Th e Austrians had the Germans as allies as the Serbs had Russia; neither thought the war would spread across Europe although they all created alliances just to make sure that they had their chances reassured. A further reason is that neither side believed that their divergence could be compromised by negotiation, only one regime could rule. Fourth, each side focused on victory and not the expenses of defeat. Fifth, both governments had little fear of war. Lastly, an essential element of Greek, Serb, and Bulgarian nationalism had always been the eradication of t...

The Failure of the Launch in Thiokol and NASA Term Paper

The Failure of the Launch in Thiokol and NASA - Term Paper Example The National Aeronautical and Space Administration (NASA)’s flight, which was using the Challenger spaceship, under the mission, STS 51-L burst into flames within the first 72 seconds after takeoff, on January 28, 1986 (Kizza 170). The flight was scheduled to occur in July 1985, but it was postponed for three times until the day this flight took off resulting into a fatal accident. This accident destroyed the established reputation of NASA, as well as the prestige attached to the space program. Globally, millions of people were shocked by the event, which unfolded.          According to (Kizza), the loss of the Challenger emerged due to a joint failure at the lower segments, which are located at the solid rocket motor found on the right side of the Challenger (170). This joint failure was attributed to destruction of seals, which are aimed at preventing leakage of hot gases. As such, a combustion leakage of a gas, which is found at the right solid rocket motor adjacent to the joint initiated shortly or at the ignition. This resulted in the initiation of the vehicle structural breakup, as well as the loss of the Space Shuttle Challenger in the STS 51-L Mission.          Further investigations indicated that sabotage and pay-load or elements of the STS 51-L Shuttle did not contribute towards the joint failure. Moreover, the design specifications of the Shuttle were not altered. This was a conclusion was arrived at after the establishment of the investigations on non-conformance, quality control, assembly, manufacturing, and materials for the Space Shuttle were conducted. The launch activities of the Space Shuttle, including preparation and assembly were in accordance with procedures, which are established. This indicates that the launch activities were not factors of considerations as the main sources or contributors towards the occurrence of the accident.              In the manufacturing process of a vehicle or any machine, design is a critical step, which engineers focus on in order to ensure that the designed machine, vehicle, or equipment has the ability to attain the desired objectives.

Marketing Research Essay Example | Topics and Well Written Essays - 1500 words

Marketing Research - Essay Example For ordinary research, the problem definition is comprised of a description of the background situation and the statement of the problem. In the context of market research, particularly in the case of applied market research in a practical setting, problem definition refers to an entirely different process. According to Malhotra (1996), â€Å"Problem definition involves stating the general problem and identifying the specific components of the marketing research problem. Only when the marketing research problem has been clearly defined can research be designed and conducted† (p. 47). Gibson (1998) stated that â€Å"Problem definition is best thought of as solution definition – the selection of a domain likely to be rich in ideas to solve the problem† (p. 5). Most recently, Wild & Diggines (2010) said that â€Å"Problem definition is the most important step in a research project†¦often more important than its solution† (p. 42). As may be deduced, there is no one hard and fast definition of problem definition in market research, except the stress on its importance to effect a solution, and from this therefore it must be said that problem definition should result in an actionable research plan. Malhotra (2011) provides the following diagram and example of a marketing research problem defined: Source: Malhotra (2011, p. ... etermining the various needs of automobile users and the extent to which current product offerings were satisfying those needs.† Note that the broad statement includes the target of the research (i.e., automobile users), the object of research (their needs), and the subject of research (the extent to which the needs were satisfied). To complete the problem definition, the specific components are as follows: Component 1: What needs do buyers of passenger cars, station wagons, and sports utility vehicles seek to satisfy? Component 2: How well do existing automobile product offerings meet these needs? Component 3: Is there a segment of the automobile market whose needs are not being adequately met? Component 4: What automobile features does the segment identified in number 3 desire? Component 5: What is the demographic and psychographic profile of the identified segment? (Malhotra, 2011, 2-17 to 2-18). The problem definition should be neither too wide that the problem becomes vagu e, nor too narrow that important considerations are left out. A well formulated problem definition should be able to answer the following basic questions: (Zikmund & Babin, 2006, p. 122) What is the purpose of the study? How much is already known? Is additional background information necessary? What is to be measured? How? Can the data be made available? Should research be conducted? Can a hypothesis be formulated? As to subject matter, Emanuel H. Demby, formerly of MPI Marketing Research Inc in New York (in Marketing News, 1975, p. 8), marketing problems may be classified into four, namely: Market targets – understanding the who and why of the potential consumer Product positioning – critical benefits that will create a strong edge in the target market Decision-making process – should