University project help

Exchange rates, transportation and trade costs all need to be accounted for in the bid. These added costs make cost control (in other controllable areas of the project) vital. Without tight cost control, the company will not be able to compete with bids of domestic firms. 3. Why is cost estimation such an important component of project planning? Discuss how it links together with the Work Breakdown Structure and project schedule? Cost estimation, if done correctly, enables a firm to determine if the project will be profitable, if the company can afford the project and in general if the project is worth ursuing.It also provides the company with a cost range for bidding (in the case ofa customer-oriented project). With respect to Work Breakdown Structure and project schedule, cost estimation is important because it leads to budgeting of monetary and other resources (both material and human). These allocations must coordinate with the Work Breakdown Structure and project schedules prepa red by management to figure out if the required resources will be available as needed. 4. Imagine you were developing a software package for your company's intranet.Give xamples of the various types of costs (labor, materials, equipment and facilities, subcontractors, etc. ) and how they would apply to your project. Potential costs of creating software package include costs of labor, materials, subcontractors, equipment and facilities and travel. Software engineers, developers, computer technicians, trainers (for end users) and technical writers would incur labor costs. Material costs may come from printing and creating installation CDs/ disks, additional mainframe hardware, memory or accessories, and any printing and paper requirements for user manuals.Developers and contractors may require extra space or equipment. Subcontractors may be used to consult on design and implementation. Subcontractors may require costs associated with travel if the firm is not local. 5 Give reasons bot n in tavor ot and against the use ot personal time charge as a cost estimate for a project activity. Using a personal time charge can create a more accurate assessment of time by including a reasonable amount of downtime in estimates of work time.By using the personal time charge, a company can be better compensate for its labor resources, s all time (productive or not) spent on a particular Job is a use of human/intellectual resources. However, from a customer's perspective this charge may appear unwarranted. The personal time charge allows time for unproductive breaks. Customers will most likely be reluctant to pay for unproductive time – resulting in payment disputes. 6. Think of an example of parametric estimating in your personal experience, such as the use of a cost multiplier based on a similar, past cost.Did parametric estimating work or not. Discuss the reasons why. This is a personal example question and should only be applied to students with ome project experience . 7. Put yourself in the position ofa project customer. Would you accept the cost adjustments associated with learning curve effects or not? Under what circumstances would learning curve costs be appropriately budgeted into a project? As a customer, I would not accept fees when the repetitive work (that accounts for the learning curve) is a routine Job for the supplier.The reason for this is that I would be paying for learning effects that others would reap the benefit from. Also, learning effects associated with new employees would be unreasonable to include in project illing. On the other hand, if the repetitive work/learning curve effects were project or customer specific, then budgeting the costs into the project would be appropriate. 8. Consider the common problems with project cost estimation and recall a project with which you have been involved. Which of these common problems did you encounter most often? Why?

Cultural Perspectives on Crime Essay

Minorities are over represented in the criminal justice system because they are targeted during drives to reduce hooliganism, juvenile drug offenses and crime. Then there are biases against them during prosecution, trial and judgment. Finally, the minorities get harsher sentences than their white counterparts (Davis. A 1998). In my opinion the minorities are over represented in the criminal justice system because of prejudices within the system. Way back in 1991, in LA, police officers beating Rodney King were captured on video. Rodney was a black man and this evidence supported the claims of the Afro-American community that cases of police brutality were a norm. The prejudice in the system was further exposed when in the trial court; the jury did not find the four officers guilty of wrongdoing. This case helped to justify the claims that there was a bias in the justice system and that it was very difficult for colored persons to get justice. This form of discrimination it is alleged is found in the entire justice system. In reality what has happened is that there is a failure of judges, even elected officials to correct the injustices in the criminal justice system. In addition, the criminal justice policy makers have also failed to redress injustice (Lochner. L, 2003). The result is that minority groups in general and black and Hispanic Americans are targeted and victimized by law enforcement agencies. When charging for crimes is done it is the colored persons that are targeted. To add insult to injury colored law abiding citizens are regularly challenged because of racial profiling and police bias. This prejudice has permeated almost everywhere. When the cop is patrolling his attitude towards colored people for the purpose of prosecution and penalty to the treatment of colored by the prosecutors and judges. The essential point is that all individuals should be treated in a similar manner. This is what the Constitution requires the justice system to do. What is the consequence of such police action? The prison inmates are mostly Hispanic and blacks. There are communities of blacks who have actually fallen apart and have dispersed because a large part of the youth has been lost to prisons. This has fostered a belief in these people that the law enforcement system cannot be trusted and should not be supported (Cole. G & Smith. C 2004). This belief has reinforced the prejudice in the law enforcement agencies that colored communities are beds of lawlessness and so should be punished and incarcerated. How is this prejudice reinforced? There are law enforcement policies and tactics that target blacks and Hispanics, moreover, there is the issue of racial profiling. In other words the blacks and Hispanics are usually the targets of suspicion. What happens is that on the basis of bias and suspicions the blacks and Hispanics are blamed for most of the crimes in the area, and ultimately jailed. This system is well ingrained in prosecution. At every step the blacks and Hispanics are treated unfairly. During the first plea bargaining with prosecutors to the final sentencing, there are preconceived notions against blacks and Hispanics. The persons in the justice system especially the judges and prosecutors are all logical and rational persons but there are presuppositions that are introduced in the system which skews the outcomes against blacks and Hispanics (Pratto. F 1994). Till recently sentencing was an important task of great responsibility that was entrusted to judges that were known to be men of integrity and impartiality. Currently, there has been an involvement in sentencing of sentencing commissioners, prosecutors and legislators that has made this process inhuman and mechanical leading to long sentences against the blacks and African Americans. What are the consequences? Several colored people who would otherwise have received shorter or non-jail sentences are now languishing in jail. If those blacks that were eligible for probation had been treated similar to their white counterparts, they would have not been jailed. What is more appalling is that if the courts had taken cognizance of the inequities piled on the colored people injustice could have been reduced (Petersilia. J 1983). The courts in general have refused to investigate into or rectify racial inequality in the system. There are several reasons why the inequity against blacks and Hispanics is being perpetrated. One is that the statistical information about the overrepresentation of minorities in the criminal justice system has not adequately been compiled. In addition, there is not adequate diversification of the law enforcement agencies especially the police (Miller J 1996). Further in light of harsh sentencing against blacks and Hispanics, the death penalty should at least be suspended. Most importantly, the sentencing guidelines are outdated. Finally, the existence of the felony disenfranchisement laws creates and perpetrates prejudice in the system. One area in which the prejudice against minorities is most lucid is the juvenile justice system. There is an extremely harsh treatment against blacks and Hispanics. These youths are tracked and marked in most anti drug campaigns. They are put behind bars. There are more and more black and Hispanics arrested for selling drugs where as arrests of white juveniles has decreased (Bishop. D, 2000). What happens when there is discrimination against blacks and Hispanics? Those minorities who violate a law can expect longer sentences; they can expect fewer leniencies than their white counterparts. In addition, minority youth face harsher sentences and bear the brunt of the efforts of legislators to treat them as adults. The result being that these minority youth because of the machinations of the legislators are more likely to be converted to hardened criminals. Finally whenever legislators or policy makers choose to enforce law more vigorously, there is an increase in the number of atrocities against minority offenders. Even though the constitution requires that two cocaine dealers be treated equally by the law we find that the minority dealer bears the wrath of the law enforcement agencies. Ethnic background and racial heritage is becoming a basis for unfairness. This inequity is pervasive and affects every step of the criminal justice system (Sherman L 2002). What is dreadful is that in the criminal justice system, racial discrimination is increasing and not reducing. This makes a mockery of the progress in civil rights made till now. To sum, black and Hispanics bear the worst rage of the criminal justice system. They are followed by cops, watched and arrested more than their white counterparts. Then they face a criminal justice system that assumes that colored people are more likely to commit crimes. They are dragged to juries, prosecutors and judges who feel that minorities are more likely to have committed crimes. Finally, the legislative machinery ensures that tough sentences are passed against them to root out crime in the country.. They are over represented in the criminal justice system because they have been singled out for ruthless treatment. References: Bishop. D, (2000) Juvenile Offenders in the Adult Criminal Justice System, Crime and Justice, Vol. 27, pp 81-167 Cole. G & Smith. C, (2004) The American System of Criminal Justice, Thomson Wadsworth. Davis. A (1998) Prosecution and Race: The Power and Privilege of Discretion, Fordham Law Review. Vol. LXVII, No. 1. Lochner. L, (2003) Individual Perceptions of Criminal Justice System, Working Paper 9474 NBER Working Paper Series available at: http://www. nber. org/papers/w9474 Miller J (1996) Search and Destroy: African-American Males in the Criminal Justice System, Cambridge University Press. Petersilia. J (1983) Racial Disparities in the Criminal Justice System, Rand Corporation, Santa Monica. Pratto. F (1994) Attenuators and Hierarchy Enhancers: Social Dominance Theory and the Criminal Justice System, Journal of Applied Social Psychology, Volume 24, Issue 4. Sherman L (2002), Trust and Confidence in Criminal Justice, NIJ Journal, Retrieved from: http://www. ncjrs. gov/pdffiles1/nij/189106-1. pdf on January 4, 2007.

International Management Accounting Case Study Example | Topics and Well Written Essays - 500 words

International Management Accounting - Case Study Example By using this technique, Toyota sets goals for cost reduction, and then tries to achieve these new targets through design changes that will accomplish the cost reduction goal. Toyota goes through a vigorous testing phase to judge the costs of the new design in comparison with the old one, in order to guarantee a cost reduction after implementation of the new technique. This is the main idea that Toyota uses to achieve their company wide goals. Toyota Co made changes to existing automobiles and not the design of new ones.There are several steps in the sequence of price, production, and cost decisions.Toyota first decides what the new retail price of the automobile is going to be by taking the old price and adding the value of any new functions.The sales division comes up with the suggested production volume, by taking past numbers and indexing them to market trends and the state of competitors.After all these figures have been set, the focus switches to cost planning.This cost plan is based on the product plan and the targets for retail price and production volume.Toyota establishes a profit target that is subtracted to determine their target cost. These cost planning decisions are made three years before they release the model. When Toyota estimates the approximate costs of a

Contemporary Issues in World Politics Essay Example | Topics and Well Written Essays - 1750 words

Contemporary Issues in World Politics - Essay Example New theories have indicated that the mutual dependence between national-states and transnational political actors has expanded. From a traditional grouping, non-state actors can be classified into two groups; International non-governmental organizations (NGOs) and Intergovernmental Organizations (IGOs). IGOs consist of non-state actors established by the nation-states. The IGOs can be classified according to their roles; for example, economic, political, and environmental IGOs. NGOs can be established by a group of persons, and not the nation-states. NGOs play a vital role in nation-state and world politics through determination of policies. This assignment will critically analyze the view that non-state actors have become irrelevant to world politics. More specifically, it will cover the influential role of IGOs and NGOs in world politics. Critically analyze the proposition that non-state actors are irrelevant to world politics. Non-state actors play a significant role in foreign po licy formation of nation-states and influence their foreign policy behavior significantly. They gather in domestic and international settings and mobilize 2global and national public opinion. These non-state actors work in different states; therefore, the non-state actors can exploit nation-states against each other. Through the hiring of political leaders and bureaucrats, non-state actors use individual connections of their employees. This implies that they have a significant influence to politics in the world. It has become evident that the nation-states cannot do without the non-state actors in dealing with issues relating to climate change, food shortage, overpopulation, and poverty among other problems. These problems emanate from bureaucracy and domestic politics. Since IGOs are instruments of the states, they influence national-states in making political and bureaucratic policies, which help in solving the problems of the nation-states (Brown 1995, p. 57). Hence, they become an integral part of world politics. There exists a strong connection between the role of non-state actors and the distribution of power. Without proper exercise of power nation-states would become unruly; power is the principal variable that explains behavior of states (Bennet 1994, p. 43). Most international actors act with a self interest of what they will gain. However, the non-state actors play a significant role in observing the behavior changes of nation-states. The non-state actors ensure there is a total behavior change in the nation-states faced with power dilemmas. This means that; the non-state actors concentrate on a long term solution rather than concentrating on a short term solution in dealing with issues of powers dilemma in nation-states (Donelly 1994, p. 66). As a result, non-state actors play considerably significant role in world politics. Donelly (1994, p. 79)3 concludes that political scientists and neo-realists appreciate the role of non-state actors in politi cs of the world. The non-state actors’ role is significant in the international politics and has expanded internationally with the increasing level of nation-state interdependence. Increasing transactions and common concerns on global problems require collaboration between the nation-states and the transnational organizations. In most of the problems brought by political indifferences

The most important asset in any organization is its people Research Paper

The most important asset in any organization is its people - Research Paper Example The most important asset in any organization is definitely its people. Apple, Inc. is a benchmark of best practice in customer relationship management to gain market loyalty and maintain its high competitive edge. Apple performs what is referred to as movement marketing, an interactive CRM program that does not simply tell customers what products they develop, instead Apple builds interaction with buyers to gain trust and respect for its products (Goodson 2). Apple utilizes social media in a variety of different formats, such as Facebook and Twitter, to engage customers in real-time relationship development. One must keep in mind that none of these CRM concepts occur in a proverbial vacuum, it requires talent management and direct development of website content and mobile marketing communications to build a positive identity with customer segments. If Apple did not engage its employees to be relevant and socially-important elements of the consumer experience, it would lose considerab le market share to other technology producers. It should be recognized that Apple would not be able to maintain its high market share without human intervention in movement marketing. Organizations that rely on corporate or individual venture capitalist investment to succeed in their markets are more successful when they use human capital to justify investment opportunities. Companies that have a well-established corporate culture are considered to sustain some of the best investment opportunities (Very et al. 598). Investors seem to understand that human capital gives a business substantial advantage in terms of better performance, better knowledge transfer and technical expertise. When a company requires investment, they are in a better position to gain investor support when they provide evidence of quality culture existing within the business structure. Companies that are decentralized also have high advantage since decision-making is shared by a variety of skilled professionals instead of just being dictated by a single executive. According to W.E. Deming, a respected business theorist, 85 percent of all business failures are a direct product of management. Businesses that want to remove failures from its strategic plans and goals require risk analysis, environmental scanning, and recognition of potential opportunities. A business has much more advantage when these activities occur from many different knowledge professionals than through the single assessments of one executive leader. Finally, the most important asset is people due to the fact that organizations need to provide products and services that fit a consumer need. What distinguishes a successful product or service brand from competing brands is the personality and attitude of the brand. According to marketing theory, consumers will become attached to a product or service if it provides them with opportunities for self-expansion and self-esteem growth. It is from brand attachment where loyalty is established. In order to accomplish this, such as with companies like Cover Girl, the business must use effective promotional materials that have lifestyle relevancy and can illustrate that the organization can

LOGISTIC MANAGEMENT 3 Essay Example | Topics and Well Written Essays - 250 words

LOGISTIC MANAGEMENT 3 - Essay Example Firstly, companies examine the flow of value throughout the production down to the customer. Then they classify the processes that need improvement by using nonperforming functional metrics. Additionally, they use other elements of the model like the fishbone structure to explain the cause and influence of the people, resources, systems, equipments and the environment on the improvement of their products and services (Cole, 2011). With this knowledge, companies hence focus on costs reduction by optimizing their processes while controlling the production inputs to eliminate defects. Additionally, they focus on error reduction by strengthening and automating procedures for completing the production. Lastly, management of the model entails frequent inspections and auditing to ensure that the scheme maintains high performances (Cole, 2011). JIT concept facilitates the LSS management scheme by helping the company minimize their in-process inventories. JIT provides a cycle of signals, which informs the production line hence the system is able to identify the appropriate time of initiating each specific stage of production (Cole, 2011). The model uses ordinary indicators mainly the visual signals like the deficiency or presence of a piece that is essential for the production

The nature of Ontological arguments for Gods existence Essay

The nature of Ontological arguments for Gods existence - Essay Example The majority of the things are black and white. A person can tell the truth from what is false easily without much struggle. For instance, it would be useless for a person to start looking for a four or five-sided triangle as one will not find the triangles. Most ontological arguments use this approach to explain the concept of the existence of God. In this, they go contrary to other arguments that entirely rely on at least a single empirical premise (Reeves 24). A simple ontological explanation is a proposition of being a bachelor. A bachelor is a male. Therefore, a simple mention of God means that Got exists. However, whereas the being a bachelor means one is unmarried, there is nothing to assert his existence (Nagasawa 34). Despite this, the ontological augments go on to show how they can deduce the existence of God from the definition of God. An example of an ontological argument is the having views that the existence of God to be absurd as the four-sided triangle or existence of the married bachelor. Knowing the triangle means as a three sided, and not four sided and knew the name of God means he exists without further questions. Therefore, based on this argument, if a person claims of the non-existence of God they contradict themselves. This argument is self-explanatory that the claim that God does not exist to be a clearly false claim. this argument only focuses on the reason for the support of their argument (Pasquini 23).The ontological arguments define God as all-powerful and the beginning of perfection.

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

Finances - Essay Example These subsidiary companies are engaged in a wide range of business activities. The main ones are primary insurance and reinsurance business. Over the years it has acquired a myriad of subsidiaries engaged in diverse business operations like utilities and energy (MidAmerican Energy Holdings Company), manufacturing-service-retailing (Marmon group), wholesale distribution & logistics (McLane), jewelry (Ben Bridge Chain), carpets (Shaw Industries), bricks & boots (Justin Industries). The insurance (both primary and reinsurance) business is through more than sixty national and overseas enterprises. Berkshire being primarily in insurance business in effect means that the premium for undertaking risk generates cash which is available for investment when the opportunity knocks. The reputation of Mr. Buffet has been built over the years is due to the fact that he has been consistent in picking winning opportunities by and large. This translates into the fact that almost of the business acquisitions turn out to be profit making ones, which in turn swell the coffers of Berkshire to be ready to invest. Contrary to expectations and common belief, Berkshire does not invest by only trading in stock i.e., picking stock at low price and selling, but also by investing in the businesses and earning through their operations. â€Å"For some sellers Berkshire is a refuge, a place to land when, say, some members of a family that controls a private company want cash and others wish to keep running the business. To the latter Buffett promises independence and respect and then--barring some irreconcilable problem that just has to be dealt with--delivers on the commitment. "We dont have any MBAs running around telling these people what to do," Buffett says. "And God knows I wouldnt know what to tell them." To public companies that may also have a family reason for selling, or that just want to escape the cold world of regrettable stock prices, unrealistic quarterly demands, and

Ontology and Epistemology Essay Example | Topics and Well Written Essays - 2500 words

Ontology and Epistemology - Essay Example We will talk about ontology and its direct, objective approach to studying an entity, and epistemology, with its more intrinsic approach concerning knowledge, truth, belief, and justification. Ontology Ontology is the study of kinds of things that exist and its nature of being (â€Å"Ontology†). It is said that everything that has a name exists. Every noun points to an actual entity. Ontology is the study about that entity. Whether the concept is concrete such as a microorganism, or abstract such as resilience, the study of that entity as something that exists is the ontological approach. It is generally a descriptive and categorical way of thinking that examines the nuts and bolts of an existing entity, categorizing and differentiating it from other entities. I am holding a flower. The flower I am holding is a rose. The thorns are pointy and can pierce my skin. These are all ontological notions. It is the recognition and classification of an entity that exists and its constit uent parts. Epistemology Epistemology on the other hand is the study of knowledge. It questions what a person knows, how he knows what he knows, and how much a person can know about something. Some philosophers believe that knowledge is a True Belief that has Justification. So the three components of knowledge are that it should be true, the person with the knowledge must believe it is true, and there should be proof or justification that it is true (Sahakian and Sahakian). If epistemology is about knowledge, this is how they look at the situation: I KNOW it is a flower because all flowers have a stem, a stalk, leaves and a bunch of petals on the tip. This is true because it is consistent with other flowers who also have the same characteristics. I KNOW it is in my hand because I can feel it and see it in my hand. This is true under the correspondence theory of truth and Naive Realism. I KNOW it is a rose because I was taught by my teacher that this is what a rose looks like. This i s true under the criteria of authority. I KNOW that the thorns can pierce my skin because pointy objects can pierce my skin. This is true under Consensus gentium. All these things are considered knowledge because I believe that they are as they are, and my beliefs are proven to be true because the justification satisfies the criteria of truth. Satisfying the criteria of truth is needed to justify a proposition. There are many criteria for truth, some of which are valid, and others are not. These criteria are all valid or invalid to certain extents. Truth The criteria for truth consist of Authority which states that a proposal is true as long as a qualified individual says it is. This criterion is not very reliable since different qualified individuals can have opposing views toward a single topic. Coherence is the criterion in which a proposal is true as long as the facts are well explained and are reconciled to support that proposal. This criterion could be the most effective test of truth but is limited by the person’s ability to gather all the relevant facts. Consensus gentium is a general truth accepted by all of mankind. An example is the existence of gravity; consistency can be either mere or strict. Mere consistency makes a proposition true as long as two correct statements don’t contradict. Strict consistency needs a prior true statement to validate the proposed true statement; correspondence makes a propositi

Total Reward - Findings, Discussion, Conclusion and Recommendations Essay

Total Reward - Findings, Discussion, Conclusion and Recommendations - Essay Example The study is developed on the basis of a mixed approach where both qualitative and quantitative methods have been used. In order to undertake the analysis, the opinions of respondents have been collected through questionnaire method. From the research analysis, it has been found that total rewards which comprise both the elements of tangible and non-tangible rewards can effectively impact on the job satisfaction of the employees. As different employees have different needs, thus their motivational aspects can also differ. Nowadays, only better pay is not sufficient for employees to stay in an organisation. They also desire for other forms of motivation along with tangible rewards. In this context, the total reward package enables organisations to balance organisational objectives with the requirement of individual employees from organisations which in turn lead to enhanced productivity. Table of Contents Executive Summary 2 Introduction 4 Findings 6 Discussion 21 Conclusion 26 Recomm endations 28 References 30 Introduction Reward is a set of approaches which is intended for managing the human resources in an organisation. The major purpose of reward is to motivate employees to accomplish higher performance. ... The fundamental idea of reward is to motivate greater performance through certain activities and to emphasise their reoccurrence. The consequence of reward can result in a sense of achievement which in turn can lead towards higher performance. Rewards are of two kinds which are tangible/monetary rewards and non-tangible/non-monetary rewards. Tangible rewards are pay, incentives and compensation among others which are the basic conditions for employees to work in an organisation. On the other hand, intangible rewards are those which can lead to motivation of employees towards high performance such as recognition, better work culture and training and development among others. Together tangible and intangible rewards can generate job satisfaction for the employees. Job satisfaction occurs when an employee receives those facilities which he/she expects from an organisation. There is significant relationship that exists between job satisfaction and reward provided by an organisation. Rewa rds act as a basis for job satisfaction of employees. However, significant differences exist among the employees about expectations from an organisation. Thus, the aspect of job satisfaction within the employees can also be differing according to demographic factors such as age, gender and psychographics variables. Due to this reason, the term total reward has gained much acceptance among organisations in order to ensure better job satisfaction and enhance productivity (Flamholtz, 1996). The total reward includes all elements of rewards which are useful for enticing, encouraging and retaining employees. It is aimed at providing all employees a positive work environment where they can put much effort towards accomplishment of organisational objectives. In present days, total

Elizabeth Costello in J.M Coetzees in relation to the theme of Kafkas works Essay Example for Free

Elizabeth Costello in J.M Coetzees in relation to the theme of Kafkas works Essay Elizabeth Costello is a humane, ethical and uncompromising creation of Coetzee. In Coetzee’s book The Lives of Animals, Costello is used to describe her dislike and rejection of the rationality of the criteria justifying the unequal treatment of animals. Costello claims that the purpose of the book is to clarify that to differentiate beings with regard of their species is a form of discrimination, indefensible and immoral. Costello also maintains that she had chosen the path not because she was not aware of the crucial kind of thoughts and sentiments of respect regarding other creatures, but because the reason was more universal and compelling to appeal. Costello maintains though she admired those who eliminated speciesism form their lives due to their compassionate regard for other creatures she did not believe a pressure to empathy and good-heartedness only would prove to majority of the people into the wrongness of speciesism. Nevertheless, the messages Costello portrays are not from the invisible world although from the invisible of this world most cases the voiceless like animals that she can access by imagination. She is not worried with other earthly, disembodied voices, although this-worldly, embodied and embedded voices, dead or alive perpetrators fictional or historical. The human critics such as Costello are opposed to the authority of the world of other world as he is to the powers of this world. Costello proclaims that there is not any salvation to be brought into being in an afterlife in immortality. Costello is midwife not to immortal Forms, although a mortal voices and to being of the voices. The power of imagination stays not only in its potential to stir up and listen to other voices and to enter into speaking for other including for the voiceless but also use narrative to depiction literature in the particular work of narrative that rationally is divine spark that raises mankind above the rest of nature therefore in showing our continuity with animal-kind which allows us to regain our death, our humanity and imperfectness. The similarities between Costello and Socrates are outstanding, and are more striking than their differences. Similar to Socrates, Costello attempts to prompt persons to realize their humanity, to open their hearts, to the anguish of animals. Costello just like Socrates is faced by unfairness, which in her case is the discrimination of specialism, which she attempts to dispel with counter-illusions. â€Å"What does one choose the side of justice when it is not in one’s material interest to? The magistrates give the rather Platonic answer: because we are born with the idea of justice. † (Paola, et al. , 95). In The Lives of Animals the disregarded has come to take account of non-human animals. Costello is convinced that there is a crime regarding animals as stupid that is perpetrated towards animals. Costello challenge is to attempt to extend justice to animals especially to those that resemble humans. In Socrates, Plato’s mouthpiece in the Republic, spends the whole discussion arguing for justice suggesting that it is better to live rightly and show to be unjust than being unjust with all material rewards that come by and yet show to be just, Costello ends her speech by saying that proof points in the opposite direction and that individuals can do anything and get away with it that there is no reprimand. In The Poets and the Animals Costello disapproves the ecological approach to animals suggested by Plato since Plato’s perception implies that only human beings can understand the position of living things in the entire picture of natural world and as a result solely have the right to manage animal populations not including human population. Therefore (Paola, et al. , 102), might have valid point which is that a person should not enforce principled vegetarianism on a society but its misdirected as a disapproval of the position of Costello since she had gone to the great lengths to disapprove reason as decisive criterion of moral worth and as an only means to live an ethical life. Costello maintains that it is not right to construe the animal rights movement like imposing vegetarianism upon free citizens. Instead it appears as protecting the interests and the rights of nonhuman animals, guarding animals form exploitation, though this might as well lead to outlawing the eating of meat. Nevertheless, is clear that just as Coetzee distrusts commitment to moral principles he is suspicious of certain notions of justice. Coetzee and Costello’s aim is to alter the heart of individuals through feeling, friction and compassionate imagination instead of enforcing a large-scale utopian changing of society as purportedly stated by reason. Costello is perceived as arrogantly superior and as heralding a foreign set of values that of fighting for animal rights in opposition to blindly anthropocentric culture, and both individuals made numerous enemies by courageously inquiring the prejudices of the people around them. The arrogance of Costello can be demonstrated by certain members his audience anger having their discrimination and lack of knowledge exposed. In addition, Costello seems to be earnestly attempting to break through the shadows of ignorance and prejudice with the light of her imaginative sympathy and is ready to admit that she dose not understand that she could be correct â€Å"Am I fantasizing it all? I must be mad! † (Derek, 69). Costello might be ironically aware that some of her images might be imaginative for example when she gives anthropomorphic feelings to ape, Sultan: â€Å"In his deepest being Sultan is not interested in the banana problem. Only the experimenter’s single-minded regimentation compels him on it. The question that truly occupies him, as it occupies a rat and the cat and other animal trapped in hell f the laboratory or the zoo, is: where is home, and how do I get there? † (Stephen, 69). Costello was attempting to get her audience to think, feel and imagine that in new ways about something persons do not care to regard at all, specifically their use and abuse of animals: certainly she desires people to imagine how it would experience in the place of an exploited animal a state of powerlessness. Costello believes the mission will awaken individuals form their assertive sleep. Costello does not attempt to reject the reason for the infallibility and its assertion to make a distinction between animals and human beings and therefore doe not give good reason for the exploitation of animals. In The Lives of Animals, Coetzee portrays Costello as a Socrates figure. The analysis starts with â€Å"What is Realism? † since it was first in 1997, prior to its publishing in Elizabeth Costello in 2003. The Socratic and Platonic ideologies are clearly evident in this story strengthens the contention that Costello plays a role as Socratic figure in The Lives of Animals. Certainly, Coetzee refers to this story in his fist foot note of The Lives of Animals therefore further sustaining this perspective. In â€Å"What is Realism? † Platonic ideas are crucial to the story. Even though Coetzee keeps interrupting his realist mode and drawing attention to the fact that it is an undertaking therefore suggesting that realism and certainly all fiction deals with imaginations and there are times the power of fiction to attain immortality is asserted though always ironical. The depiction to the monkeys echoes Costello’s discussion of Kafka’s ape, suggesting that artistic creation is what differentiates humans from other animals. The story of Socrates might also illuminate other features of Elizabeth Costello, as described in The Lives of Animals, namely her reference to her embodiedness and her mortality. A similar relationship takes place between Costello and Coetzee, and in spite of his undeniable intellectual contributions as a public thinker, Coetzee remains retiring and an imaginary figure. On the other hand Costello is depicted as heavily embodied throughout Elizabeth Costello and The Lives of Animals. Behind every dialogue of Plato Socrates emerges and there is a consciousness of the fact that Socrates will be executed by the Athenian democracy for impiety and corruption of the youth. The same feeling of Costello’s mortality, together with a declining sense of desire, accompanies all Coetzee’s works in which he is featured. Therefore when Costello cannot be regarded as a martyr for her beliefs as did the Socrates there is nevertheless a feeing in which she is dying for her beliefs. Costello’s own mortality and feeling of her mortality heightens her compassion for animals that are being bred in numerous numbers and when still healthy and young are being exploited for experimentation, hunting testing and slaughter. â€Å"After a long flight, Costello is looking at her age. She has never taken care of her appearance; she used to be able to get away with it; now it shows. Old and tired. † (Stephen, 3). These illustrations continue in the beginning of the first paragraph of The Lives of Animals: He is waiting at the gate when her flight comes in. Two years have passed since he last saw his mother; despite himself, he is shocked at how she has aged. Her hair, which had had sneaks of gray in it, now was entirely white; her shoulders stoop; her flesh has grown flabby. In Costello’s speeches death is recurrent topic, in a sense The Lives of Animals reads like a memento mori for Coetzee himself. John (Costello’s son) guesses that his mother was about to talk about death. John dose not enjoy Costello talking about death and in addition her audience who majority consists of young people do not want any talks regarding death. Costello goes ahead in comparing the mass killing of animals in abattoirs to the mass killings of Jews in Nazi death camps. All through her speech, Costello talk about and describes the Nazi death camps and she returns to discuss death while talking about Nagel’s bat-being. â€Å"What I know is what a corpse does not know: that it is extinct, that it knows nothing and will never know anything more. For an instant, before my whole structure of knowledge collapses in panic, I am alive inside that contradiction, dead and alive at the same time. † (Derek, 32). Costello’s talk about lives of animals can be more or less lessened to her own solitude, seclusion and awareness of her own human mortality and all that she required was compassionate interaction with other human beings. In Slow man Costello is illustrated as returning rejuvenated. In The Lives of Animals, when Costello starts her conversation, she returns to her use of Kafka earlier in another speech, â€Å"What is Realism? † in which she identifies with Kafka’s ape, Red Peter. In both cases Costello points her similarity with Red Peter in that they are both salaried entertainers performing before a literate audience. Afterwards in her speech, Costello returns again to Kafka, and uses the terminologyâ€Å" amanuensis† two times with reference to the association between Kafka and his imaginative creation, the ape Red Peter (Franz, 35). The meaning of â€Å"amanuensis† is a person employed to take dictation or to copy manuscripts. The use of the phrase is not usual since it implies that Kafka the author took dictation from Red Peters in his imaginative creation. The same case applies in the relation between the writer Coetzee and Costello his imaginative creation. In the two cases, the normal causal association between the author and the character, creature and creator is interchanged. Costello and Red Peters are used by the authors as creatures that have an artistic reliability, a life of their own, which the authors have represented faithfully. The authors have respected the individual beings and voices of these creations. The two creations are required to come across as living animals and not just the ideal of animals. In â€Å"What is Realism? † Costello disputes that the greatness of Kafka is that Kafka stays awake during the gaps when people are sleeping. † WORKS CITED Derek, Attridge, J. M. Coetzee and the Ethics of Reading: Literature in the Event. Chicago and London: The University of Chicago Press, 2004. Stephen, Mulhall, The Wounded Animal: J. M. Coetzee the Difficulty of Reality in Literature and Philosophy. Princeton: Princeton University Press, 2008. Paola, et al. , The Death of the Animal: A Dialogue, New York: Columbia University Press: 2009. Franz, Kafka, The Diaries of Franz Kafka 1910–23 . London: Vintage, 1999.

Culturally Competent Nursing in an Ever Changing Diverse World Essay Example for Free

Culturally Competent Nursing in an Ever Changing Diverse World Essay In nursing and healthcare the issue of culture is more pronounced than anywhere else. This is because many people various ethnic, religious, racial and cultural backgrounds come forth to hospitals and healthcare centres in search of health solutions. Due to these cultural disparities, patients often fail to receive quality services because of practices that are lacking in cultural competence. Cultural competence in nursing and healthcare refers to the efficiency with which a healthcare provider is able to offer quality service in a cross-cultural setting thus enhancing the system’s or institution’s capacity to function in effective manners (Dolhun, E. P. et al 2003). Culture influences an individual’s values, perceptions, beliefs and opinions. It influences how patients respond to healthcare givers and the medication prescribed to them. Therefore it is very important that nurses and other medical practitioners seek to improve their awareness towards the issues raised by cultural diversity in order to improve on service delivery. This paper examines ways in which a nurse can be more culturally competent. It also examines the opportunities in the work place and nursing school that requires culturally focused health practices. Additionally the paper discusses the issues of self-assessment and client assessment that is geared towards the delivery of culturally competent health solutions. Importance of Culture to Nursing. The US is comprised of the most culturally diverse population. A big percentage of the world’s ethnic, religious and cultural groups are represented in this population. This has created a most unique opportunity as well as challenge to many organizations in the service delivery sector. This is because people from all cultures get ill at one point in time and they have to seek treatment. Nurses are thus presented with patients from very diverse cultural backgrounds. Culture influences how different people will respond to the different ways of health service delivery, interventions and treatment (Dolhun, E. P et al. 2003). It is therefore important for nurses to move towards achieving cultural competence in order to effectively deal with the challenges that come with the cultural reality. Because of the demographic situation in America service providers are under pressure to provide more culturally correct services. The nursing profession cannot be left behind and therefore the need to comply with the changing needs is overwhelming. Language limitations are also another issue of concern in attaining cultural competence. Ethical Factor One ethical principle that guides nurses in their endeavour to provide culturally appropriate care is the appreciating that everyone regardless of their cultural persuasion is entitled to receive quality health care. Cultural differences can influence the caregiver’s prejudices and bias towards a patient (Galanti G. A. 1997). In a similar way a patient can misconstrue the caregiver’s actions and words. This can serve to lower the quality of care given to this particular patient. Professional ethics require that there be no form of discrimination in the provision of health care but in a situation where there is prejudice on either party, then the quality of care is compromised. Similarly what is considered ethical may have serious consequences when viewed from a cultural context. A fitting example is when the doctor feels obliged to divulge some information to a patient or a certain member of the family, because in some cultures it is believed that giving certain information to a sick person is unacceptable, the doctors ‘ethical’ actions may be viewed in very bad light Nurse’s responsibility Nurses are usually supposed to care for the general well being of a patient, they ought to be able to understand and empathize with the patient in order to cater for their physical and emotional needs. On an individual level, a nurse has a responsibility to learn the practices that are in accordance to cultural competence. It is important that nurses should have an attitude that goes further than just learning acceptable cultural behaviours. Nurses must be motivated by compassion to the patients and driven by moral responsibility (Tervalon M. Murray-Garcia J. 1998). This allows them to display a genuine concern and is thus motivated to internalize harmonious attitudes towards achieving cultural competence. In a hospital setting a nurse is required to be able to anticipate the issues that may arise due to cultural disparities and lack of proficiency in certain languages. They are also to understand the others’ points of view as well as appreciating the strengths and weaknesses of these points of view. In addition to this, respecting the cultural differences is key to the ability to provide culturally appropriate care. Since the issues raised by cultural diversity are multi-faceted in nature, they require a holistic approach that calls for a total overhaul in the nurses’ ways of thinking. There is no one culture that is the standard of what is good or bad and therefore an open mind is important as nurses move towards delivering health care that exemplifies cultural competence. Achieving this kind of competence is only possible if one comes to self-awareness and recognizes their own values, beliefs, opinions, prejudices and biases (Dolhun, E. P. 2003). From here, they can be able to understand how they respond to different points of view from other. Inorder to come to self-awareness one needs to examine their own cultural and environmental backgrounds. An underlying ethnocentricity is part most people where one is protective and to an extent defensive when it comes to cultural differences (Switzer, G. E et al 1998). However in the nursing practice each nurse should be flexible and work towards developing skills of responding to varied cultural settings and situations. Nursing Schools Similarly in nursing schools one is required to meet most of the aforementioned standards. In addition to that communication skills are developed in school. Learning to communicate effectively in a cultural context entails being open-minded, respectful and shunning any form of prejudice or bias (Robins, L. et al 1998). It is a great opportunity to learn form and about other cultures. Other communication skills that are essential are listening skills that enable one to establish a rapport with the others. Language skills also play an important role in communication and as such each student nurse has a responsibility to learn other languages. Ofcourse it is not possible to learn all the languages there are but one can do their best and that is what is required of them. In the same way nurses should have skills that would enable them to assess the patient in a cultural context. This would entail finding out as much detail on the patient as possible. It would help to understand their ethnic background, socio-economic class, religion, age group and other social entities that they identify with. Learning about their experiences could also aid in establishing biases. Impact of culture on health care In the year 2010 more than 45% of all patients in the US will come from minority cultures. This is due to immigration that is the greatest contributor to the cultural diversity (Tervalon M. Murray-Garcia J. 1998). The health sector has realized the reality of these facts and medical practitioners are now given incentives to encourage them to take up learning on cultural diversity. This is changing the entire medical profession. Many initiatives have been put in place in order to bridge health differences that exist between minority groups and the white Americans. The existence of cultural difference may impact negatively on the care given. Cultural factor do affect the response to the different methods of treatment and diagnosis. Some ideas are perceived differently in different cultures and in some extreme cases family members can react in ways that may seem bizarre in the western world. Conclusion The issue of culture is increasingly attaining great importance with the ever-changing cultural mixture. The provision of healthcare is now taking cognizance of the effects of culture on the delivery of these vital services. It has been realized that cultural differences have been an impact on the quality of care given. Nurses and other medical practitioner are now under increased pressure to attain cultural competence in order to achieve high standards of quality. This paper opines the achievement of an all round cultural competence is a long journey. It will take a collective as well as an individual effort to achieve. Nurses have a personal responsibility to seek to understand the cultural factor. Additionally each one of them needs to appreciate their moral duty to seek self-awareness inorder to understand their own behaviour in response to other people with a differing opinion. Respect and a non-judgemental attitude are important if one is to overcome the ethnocentricity that is part of every human being. This awareness cultivates interest and inquiry. Once this point has been reached cultural differences will be viewed as learning opportunities that will spur personal growth. Reference Dolhun, E. P. Munoz, C. and Grumbach, K. (2003). Cross-cultural education in U. S. medical schools: Development of an assessment tool. Academic Medicine. Galanti G. A. (1997). Caring for Patients from Different Cultures: Case studies from American hospitals. 2nd ed. University of Philadelphia Press. Philadelphia, PA. Riddick S. (1998). Improving access for limited English-speaking consumers: A review of strategies in health care settings. J Health Care Poor Underserved. Supp vol 9: Robins, L. S. Alexander, G. L. , Wolf, F. M. , Fantone, J. C. , Davis, W. K. (1998). Development and evaluation of an instrument to assess medical students cultural attitudes. Journal of the American Medical Women’s Association, Switzer, G. E. Scholle, S. H. , Johnson, B. A. , Kelleher, K. J. (1998). The Client Cultural Competence Inventory: An instrument for assessing cultural competence in behavioral managed care organizations. Journal of Child and Family Studies, Tervalon M. Murray-Garcia J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved.

Describe and evaluate theories of aggression

Describe and evaluate theories of aggression There are many forms of aggression used in society today, from name calling in the playground to domestic violence, a man or women being beaten by his or her spouse. There are several on-going debates regarding aggression development, one of the main debates is nature versus nurture with Konrad Lorenz supporting the nature theory by suggesting that aggression is an instinct that we are all born with and Albert Bandura supporting the nurture theory, believing that a child is influenced by their surroundings and by their upbringing. This leads to the question could aggression be genetically transferred to us like the colour of our hair or eyes or does it develop as we grow and mature and interact with the world around us. Frustration and anger are common precursors to aggression but anger doesnt always turn into aggression; frustration arising from inability to control a situation leads to anger which may or may not escalate to full blown aggression. Anger can lead to irritation; when we get ready in the morning to go to work and the car does not start we may feel frustrated and sense the anger warming up our face, however, it may not escalate to aggression because the object did not choose to act that way. In other words, we feel angry or aggressive when we know that the source of frustration could have chosen to behave in a better or more desirable manner. A study by Averill and Weiner showed that anger arises when someone who frustrates us could have chosen to act otherwise. (Myers 2005, p.387) The evolutionary explanation of human aggression suggests that aggression serves as an important function in terms of the individuals survival as well as its potential to procreate. Newman et al discovered genes that are linked to aggression in Macaque monkeys and this gene has been present in them for at least 25 million years and so for that gene to have survived it must have provided some advantages. One explanation for aggression in people is that humans are somehow programmed to be aggressive and violent and that it part of a persons basic nature. Another view suggests that aggression is an inherited fighting instinct that we share with other species. In the past males had to act aggressively to get rid of competition and get the mate they desire. They eliminated their competition either by driving them away or by killing them. Aggression can thus be seen to serve adaptive purposes. Because the males who were fittest survived and got the most access to females it may have lead to the aggressive gene to be passed on and so creates a more aggressive generation which is stronger and fitter than the last. Spriggs (1999) argued that our hunter-gatherer ancestors would have formed a social structure based on stamina, physical strength and stature. So our ancestors survived on their abilities and an adaptive aggressive tendency. Males might also have become the aggressors was in order to win favour of the females and then pass on his genes. Since evolutionary success was built on the foundation of the aggressive male and responsive female, evolution continues to favour the social groups dominated by natural selection. There is however various factors that help prove the theory that genetics is a large component in aggression. Some hunters in groups were better than other; some groups produced more males, males that were better at gathering sources, which is why in some cultures it is seen more desirable to have males. Those men who have the combined traits of strength, stamina and cunning begin to outperform and bring back more than the others. As a result their stature grew and so did their chances of reproduction. The disadvantage with this theory is that the evidence given is based on thousands of years ago when humanity first began, so it is difficult to empirically test. Some scientists argue that this theory is defenseless and has no real evidence. Austrian psychoanalyst Sigmund Freud agreed with the nature theory to aggression development, he believed in the instinct theory. He stated that everyone is born with an instinct to live, Eros, and an instinct to die, Thanatos, and that as our aggression builds up and builds up, we can turn our death instinct towards others in a movement of self preservation to stop us from destroying ourselves. This process is known as the hydraulic theory; Freud suggested that the only way around this was to find another way to vent our aggression build up possibly through some form of therapeutic release such as sport. Lorenz studied animals as he believed, like Darwin, that we evolved from animals and he found that we have inherited a fighting instinct from them. He supports the nature theory but his beliefs differ from Freuds as he finds aggression a beneficial instinct that doesnt come from an internal struggle between our life and death instincts but from an instinct to protect territory, part ners and young from rivals of the same species. Megargee and Mendelsohn agreed with Freuds theories and completed a study on people who had committed brutally aggressive crimes, they found that their aggression had been repressed for so long until it built up so much that something trivial caused an aggressive outburst, and, as Freuds theory predicts, after the outburst the attacker returned to a normal calm state with no signs of an aggressive nature. There are a lot of problems with the instinct theory one being that it is difficult to test and another being that not everyone displays the same levels of aggression in the same circumstances which suggests biological factors alone cannot be responsible. Also there are some societies that show almost no acts of aggression at all such as the Amish located in both America and Canada and the Nubians situated in Egypt. There is also the view that aggression is something we learn or imitate from people around us this is known as the social learning theory. The Social Learning theory proposes that the cause of all aggressive behaviour is due to interactions with others in our social world. According to social learning theorists such as Bandura, aggressive behaviour is learned in either one of 2 ways, by direct experience which is based on operant conditioning or by vicarious (indirect) experience which is based on observational learning. Operant conditioning is for example, when a child pushes another child and, as a result, gets something they want; the action is then reinforced and is likely to occur in similar situations in the future. However observational learning is when a child sees a role model behaving in a particular way and imitates the behaviour of the model. It is thought that most aggression is learnt by observational learning, usually from those who are of a big significance to us. From these models we learn about the nature of aggressive behaviour and to which situations this behaviour is appropriate and also its likely consequences. According to behaviourists, behaviour that is reinforced (rewarded) will be repeated and learned and aggression that is associated with a reward (e.g. Praise) is likely to be learned. However there are various factors that can determine whether a person will be aggressive in a certain situation, one of these is whether a persons previous experiences of aggression (either their own or aggression of another person) were good or bad experiences. Another factor is whether these previous experiences were successful or not, this then allows them to assess how likely their aggressive behaviour will get them rewarded or punished in this certain situation. Finally, the cognitive, social and environmental factors that are operating at the same time, for example a person isnt likely to act aggressive if they fear that the victim may retaliate. On the other hand, aggression is likely to increase if person is in a hostile situation. Bandura combines the logic of both social psychology and cognitive psychology in his social cognitive perspective of human behaviour. Bandura thought that behaviour may be motivated not only by inherent psychological factors but also by more socio-environmental factors. He argued that the individual and the social environment were linked, something he called reciprocal determinism. Bandura social learning theory had four basic processes which are Attention, Retention, Reproduction and Motivation (Reinforcements). Attention only occurs if a person attends to the models behaviour. Retention happens as we code and remember the behaviour by placing it into long-term memory. Reproduction happens if an individual is capable of reproducing the models behaviour. If an individual expects to receive positive reinforcements this will then motivate an individuals behaviour, which is the motivation process. The Social Learning theorys view on aggression is supported by various experiments. Banduras most well-known study is the Bobo Doll Study whch involved child male and female participants from 3 to 5 years old with half the participants exposed to aggressive models interacting with a life-sized inflatable Bobo doll whilst the other half were exposed to models with no aggression. Children in the aggressive condition reproduced most of the physical and verbal aggressive behaviour whereas children in the non aggressive showed virtually no aggression. The findings support the Social Learning theory as the aggressive behaviour displayed came diectly from watching an aggressive model. Bandura also carried out variations of his study, one showing the model being rewarded or punished in a variety of ways, the kids were rewarded for their imitations, and the model was changed to be less attractive or less prestigious, and so on. Â   Responding to criticism that Bobo dolls were supposed to be hit, he even did a film of the young woman beating up a live clown. Â   When the children went into the other room, what should they find there but the live clown! Â   They proceeded to punch him, kick him, hit him with little hammers, and so on. The variations support the Social Learning Theory even more because of its 4 processes with the last being motivation/reinforcements. One variation showed that from 3 different groups the group that had seen the model being rewarded for aggressive behaviour showed high levels of aggression, however those who seen the model punished performed a lower level of aggression and the ones that saw the model neither punished nor rewarded fell between the other two levels. This supports Social Learning Theorys about reinforcements. However, the studies lack ecological validity because they were carried out in Laboratory conditions which means the results may not be able to be applied to real world situations. On the other hand Social Learning Theory can explain inconsistencies in aggressive behaviour. For example, if someone is aggressive and overpowering at home, yet meek and passive at work then it means they have learned to behave differently in the two situations as aggression brings reward in one place but not the other. Therefore the theory makes logical sense that we have learned this. SLT can also explain cultural differences in aggressive behaviour. The culture of violence theory proposes that some cultures emphasize and model aggressive behaviour whilst others do the opposite and so are more likely to produce individuals with low levels of aggression. This means that there isnt cultural bias in the studies as they have studied various different cultures and explained the differences between them. Also, the studies have lead to other developments in the real world so have importance in the fact the studies have practical applications. The studies have lead to changes such as focus on the effects of the visual media on both children and Adults. It has also led to implications on other different places such as classroom use. This is because now they can see certain reinforcements could be put into use, for example rewarded for answering a very hard question in class or being punished for maybe hitting another pupil in the class. It is effective for increasing appropriate behaviour and also good for decreasing inappropriate behaviours. However, although the theory has many strong points it also has its weaknesses such as the fact that the Social Learning Theory is also reductionist in the sense that is ignores biological factors. Biological theorists argue that Social Learning Theory ignores biological factors completely. It doesnt look at brain structures or possible learning difficulties and therefore the results collected could lack validity. It also means that SLT takes the nurture side of the nature/nurture debate. Finally, one of the main issues with the Social Learning Theorys research studies; in particular Bandura is the fact that it seen as very unethical and also morally wrong to encourage the children to be aggressive. David Skuse from the Institute of Child Health also conducted his own study on 224 former male child abuse victims he disagrees with Zeanah and Zeanah and found that only 12% of these abused children went on in later life to copy or imitate this abuse. Myers (2005 p. 386), explains, Displacement is the redirection of aggression to a target other than the source of frustration. Generally, the new target is a safer or more socially acceptable target. It is difficult to understand why people intentionally cause harm to others; however, it is even more complex to comprehend why an innocent third person would be targeted to express frustration. Several theories have emerged on the subject and they give us better insight into the psychology of displaced aggression. Conventional psychology suggested that displaced aggression was closely connected with low-self esteem. However since the breakthrough study by Baumeister (1996), conventional wisdom has given way to a startling revelation, i.e. people with high ego are more likely to engage in aggressive behaviour than people with lower self esteem. Baumeister and Bushman (1998) studied aggression in more detail and in greater depth than many other researchers. They were the first to suggest that low self-esteem may have not any link to aggression rather it is inflated ego that appears to lead to aggression. In their study they tested young adults for narcissism and found that those who scored higher on narcissist scale would react with significantly more aggression than those who scored low on this scale. Self-love, as they had put it, was thus found to be closely linked to aggression. It would be important to understand here that self-esteem is not the same thing as ego. Some very egoistical people may not have high self-esteem. Even though these terms have been used interchangeably, it is wrong to assume that they are the same. The reason Baumeister and Bushman (1998) used them this way is because a person with low self-esteem doesnt really love himself and self-love was the main subject of this research. Temperature can play an important role with aggression, (Baron/ Bell) did research involving the effects of heat on aggression by seeing how willing a participant would be to give electric shocks to another,they found that temperatures within the range of 92-95F generally increased the level of aggression. However when the temperatures became too extreme they found the lvels of aggression decreased, in these conditions the participants were stressed and did not want to handle the persons angry reactions, because they didnt want the hassle of the added stress. Baron and Bells study showed a curvilinear effect (where the relationship between heat and aggression both increase together but as it gets to a certain point the aggression decreases) between temperature and aggression which was predicted by the NAE theory saying that when temperature becomes very high an individual seeks to escape lowering aggression, but at lower temperatures the negative affect leads to aggression. There have been many scientists that feel that outside factors are the cause of aggression, Berkowitz studied the effects of coldness on aggressive tendencies and found that students that held their hands in very cold water showed an increase in the likeliness of aggression towards fellow students. Whereas Carlsmith and Anderson studied 79 cities between 1967 and 1971 and they found that aggression was more likely to occur when it was particularly hot days. With so many studies showing different triggers and responses to aggression it is unlikely that we will ever find a definite cause. It could be a combination of all theories or just depend on the subject concerned however as long as there is aggression and violence in society it will continue to be researched and studied. Bibliography Davenport G.C (1994) An Introduction to Child Development Collins Educational London Gross R. And McIlveen R. (1998) Psychology A New Introduction Greengate Publishing Services Kent www.bbc.co.uk/dna/h2g2/A1093439 Accessed 21/03/09 www.beyondintractability.org/essay/aggression Accessed 21/03/09 www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Aggression.topicArticleId-25438,articleId-25408.html Date accessed 21/03/09 www.criminology.fsu.edu/crimtheory/bandura.htm Date accessed 21/03/09 http://serendip.brynmawr.edu/exchange/node/1809 Date accessed 21/03/09 http://209.85.229.132/search?q=cache:xd_v53tfKawJ:learn.hackney.ac.uk/file.php/32/Psychology_-_Dean/Social_Psychology/Handout_06_-_Theories_of_Aggression.doc+theories+of+aggressioncd=12hl=enct=clnkgl=uk Date accessed 21/03/09 Displaced aggression is an abnormal behavior even if found commonly in some people. It is continued as an easier form of aggression release if the aggressor has been successful the first time. If the aggression directed to the innocent target results in a positive outcome for the aggressor, the aggression is rewarded. The individual will recur to the same method of release of frustration the next time he faces similar situation if he feels that there are not consequences connected to the harm-doing. When punishment to this behavior is applied, it can teach the aggressor self-control. Displaced Aggression in children and young adults Unfortunately, when a parent has no control over the emotions caused by frustration and had tasted the reward of aggression, he/she is more likely to continue displacing the aggression toward his family; therefore, his children will learn aggression as a normal behavior. Displacement effects are, certainly, attached to ethnic and racial conflicts as well as many other social behaviors. Discrimination and prejudice are forms of aggression displacement. Motivation to restore equity may also produce displacement-like behavior. Displacement of aggression can also be observed in children at schools when they decide to transfer the frustration caused by a teachers negative attitude against them, toward others students. They cannot attack physically or verbally the teacher so displacement of the aggression is redirected to a target other than the source of frustration. Generally, the new target is a safer or more socially acceptable target. (Myers, 2005, p. 386). In this case, the targets are those kids to whom the teacher pays more attention. The teacher represents the authority, problem-solver person in charge and, in many cases, the children cannot approach them to talk about their feelings and even the needs they have about a subject. Then, the frustration turns into anger and without self control, in aggressive behavior. The student will feel rewarded by the displacement aggressive act even if the release of frustration is temporary. Displaced Aggression and Self-esteem Choice of Target It has also been found that aggressors choice of the innocent target is dependent on some important factors such as similarity of the target to the actual source or similarity of the situation in which the target was found. In other words, a person who behaves violently towards his wife when she asks him why he never mowed the lawn chose his wife as the target because her request bore some resemblance to the aggressive requests made by his boss. Miller (1948) suggested that choice of target is not a random act. It is based on three factors: a. the strength of the instigation to aggression b. the strength of inhibitions against such behavior c. The stimulus similarity of each potential victim to the frustrating agent. (Baron, 1977,p.24) The third factor explains that a target is chosen because it resembled the frustrating agent. The person may have used the same tone, asked for something similar, or made a demand in similar manner. It can be anything but as long as in the aggressors mind, it resembled the source, this target would be chosen. But this is not the only factor. It has also been found that the resembling target must also exhibit certain weakness. He/she must appear weaker than the original source and also weaker than the aggressor himself. A strong target no matter how much it resembles the source is most often not selected because the aggressor cannot hope to be successful against him. Triggers and Displaced Aggression In this regard, triggered displaced aggression studies have offered some interesting insights. Triggered displaced aggression suggests that strength of the trigger is closely connected with level of displaced aggression. Mild triggers were most often responded to with very high levels of displaced aggression compared to moderate or strong trigger. Vasquez et al. (2004) used triggers to examine the situations in which a person may choose to display displaced aggression. He found that mild triggers were more likely to result in serious displaced aggression compared to moderate or strong triggers. For example, episodes of road rage or spousal abuse are frequently elicited by minor events. Thus, in many of these episodes, a prior provocation or frustration may have contributed to the aggression observed in response to a minor impoliteness on the highway or a wifes reminder about the uncut lawn. Moreover, aggressive individuals may not even be explicitly aware that their response to the person who provided the minor triggering event may be inordinately disproportionate. Although the process details presented here are incomplete, future research conducted within the TDA paradigm may eventually lead to a complete understanding of situational and individual moderators of aggressive responding among previously provoked participants in response to a mild triggering provocation. It is hoped that through understanding these moderators and process variables, efforts to limit aggressive responding may be developed. Vasquez (2004) and others who have studied triggered displaced aggression used terms that might confuse a person regarding the connection between strength of triggers and displaced aggression. In simple terms, the reason a mild trigger elicits highest level of displaced aggression is because of the inherent weakness of the trigger. The target chose to use a mild trigger because he/she apparently lacked the strength to make a stronger provocation. The aggressor takes it as a sign of weakness that gives him the confidence to lash out and choose the person as a target. Conclusion We have often come across cases of displaced aggression. We may have also been guilty of engaging in it ourselves too without realizing that our aggression was displaced. Displaced aggression is not only found in adults but is also exhibited by children. It is a common not highly undesirable way to react to a provocative situation. The behavior is considered abnormal and is closely linked to inflated ego instead of self esteem. Children can learn displaced aggression as a normal way of reacting to frustration because that is how their parents behaved. Aggressors choose their targets based on some important characteristics. Most importantly this target should resemble the actual source in some manner and must also exhibit certain degree of weakness. It is important to understand that our research revealed no direct link between self esteem but was linked to narcissist behavior. A person who loves himself in an abnormal manner fails to take insults in its proper perspective and decides that he would react strongly even if the actual source remains unmoved. This is when an innocent third person is chosen. Displaced aggression can be treated through carefully administered punishment that sends a message that this kind of behavior is undesired and must be discontinued.

Politicians and Poachers Essay -- Zambian Wildlife Policy, Government

In his book Politicians and Poachers, Charles Gibson analyzes the origins and effects of governmental â€Å"institutions† on Zambian wildlife policy. Keeping in mind his definition of what an institution is- it’s origins, what it does, and what it represents- one can apply his analysis to the nature of tourism. When so much of the tourist industry relies on what is seen as â€Å"authentic† and how it is determined, it is important to focus on how various institutions shape Western and local thought. Charles Gibson puts forth a definition of â€Å"institutions†, on which he bases his argument about Zambian wildlife policy. He says that, essentially, they are the result of â€Å"voluntary exchanges between relatively equal actors who are seeking mutually welfare-enhancing outcomes† . This definition is rather broad; it includes almost any organization with a common goal. However, Gibson narrows this too a more self-serving sense, saying that in addition an institution â€Å"features individuals†¦who seek to†¦augment their private well-being, not society’s†(Gibson 11). Moreover, they seek to â€Å"protect their streams of benefit from uncertainty† (Gibson 11). Therefore, a definition that once included any and all groups of people is now limited to a collection of people who not only seek to further and protect their own gains, but those who do so with only themselves in mind. Such an institution, according to Gibson’s definition, can prove to be very problematic, especially in a political realm. A leader of any sort, in office through election or use of force, who adheres to this sort of government institution, can do little to no good for their country. Such an institution does not have to stem from an individual; â€Å"weaker groups could agree to instit... ...ups of Kenya are equally valued†. This performance is not meant for foreigners; it is â€Å"an ethnic theme park for domestic tourists† (Bruner, Gmelch 209). Those cultural institutions that seem farfetched or overproduced are less likely to be deemed legitimate because they strive not to benefit the community but themselves. Charles Gibson, in his book Politicians and Poachers, establishes the framework of political and governmental institutions and their role in wildlife policy. However, it is not limited to state action; one can apply his basic definition to social and cultural institutions and their influence on the tourist industry. Because tourism, where people go, and how they spend their money are dependent on the concept of â€Å"authenticity†, it is vital that tourist attractions seem genuine, but not to the extent that this legitimacy seems falsified.

The Placebo Effect: How Strong Is The Power of Suggestion? :: Biology Essays Research Papers

The Placebo Effect: How Strong Is The Power of Suggestion? For years, scientists have sought to find an explanation for the placebo effect. Although many hypotheses exist, there is no one reason defining why or how the placebos work. Some researchers argue that the phenomenon doesn't even occur; that the placebo effect is merely random error and that any improvement said to be caused by a placebo is simply a spontaneous recovery in the patient's condition (2)(3). Other scientists argue that Pavlovian conditioning supports an explanation for the effect: If patients have previously shown improvement from being in a medical setting or from taking medicine, they are conditioned to experience positive effects every time they are in the same situation (1). A second explanation for the placebo effect is that any drug (or placebo) given to a patient will reduce their stress levels. Because many illnesses begin under high-stress circumstances, or exhibit more extreme symptoms under stressful situations, many of the patient's symptoms are likely to im prove (2)(4). The first question that must be answered before delving into the hypotheses behind the placebo effect is whether or not the phenomenon even exists. Certain physicians and scientists claim that "positive effects" of a placebo are, in actuality, just the body's natural ways of healing itself and the immune system's defenses kicking in soon after the placebo is taken (2). Basically, these researchers argue that improvement in a patient's condition after being administered a placebo is merely a coincidence. Negative effects that are often blamed on placebos are viewed by these researches in the same way: nausea or headaches that are claimed to be a placebo's side effects may be spontaneously occurring symptoms (3). It has been established that colds, nausea, headaches and flus will indeed go away eventually, regardless of whether we take drugs or not. But how can studies that show that placebos have an effect on more serious and chronic illnesses, or potentially fatal conditions, such as hypertension, asthma, Parkinson's disease and schizophrenia be explained? One theory comes from Pavlov's experiment on conditioned reflexes. In this experiment, Pavlov rang a bell before giving food to a dog. After a numerous trials, no food was given after the bell rang, but the dog still salivated and expected the food. This reflex was an involuntary bodily response to an outside stimulus. Similarly, many people have experienced relief after visiting a physician or taking a medication.

Essay --

1. Security is paramount when dealing with a company network and the services that access the network. The services that will use the company network server are data storage, internal applications, and many desktop computers. When securing networks you must take into account, any exposure of an access, insecure protocols, any open ports, and any type of broadcasts that may show a weakness to the network. Many types of prevention are available. A user access must be setup; this allows the company users permission to utilize the network. The advantage of this, it limits the access to files, applications, and nodes that an individual does not have permission to access. You will want to setup filtering and port blocking on your network components that you will be using such as, routers, firewalls, switches, and virus protectors. Make sure you install the latest patches and updates. Any idle services must be disabled and secured for prevention. 2. The Atbash Cipher was the one I chose to use. A Jewish rebel sect most likely created this cipher; the name of the sect is Essenes. They used this cipher to protect significant people from the act of following a different religion. My initial message as follows: Hello Professor, I am using the Atbash Cipher for my message. Originally, the code was the Hebrew alphabet, but later changed to operate with the English alphabet. Virtually it takes the letters and orientates them to another letter, such as the "A" is a "Z"; the "B" is a "Y". The text that was encoded and decoded was as follows: Svool Kiluvhhli, R zn fhrmt gsv Zgyzhs Xrksvi uli nb nvhhztv. Lirtrmzoob, gsv xlwv dzh gsv Svyivd zokszyvg, yfg ozgvi xszmtvw gl lkvizgv drgs gsv Vmtorhs zokszyvg. Erigfzoob rg gzpvh gsv ovggvih zmw lirvmgz... ...secure as not to allow access from the outside. More things that utilize the network is various types of hardware, for example network adapters, hubs, switches, routers, access points, modems, and cables. I have to make sure that all of these devices remain secure at all times. Another of the options that I have to be concerned with is would I like to setup a peer-to-peer network or a client-server network for my home. One of the inadequacy I have in using is securing my laptop in the home, I the laptop sitting on my desk for use. If I was to put it in a laptop case when it is not is use, it would be one solution. Secondly, if I secure the laptop to the desk with a cable and lock for added security it would take a little time in trying to steal it. Thirdly, I could remove the laptop from sight and put in a secure location that only my family and I know it is secure.

The Indigo Spell Chapter Eight

I THINK ADRIAN WOULD'VE gone hunting Ms. Terwilliger's sister with me then and there. Amberwood's curfew wouldn't allow it, and besides, it was something I wanted to do in daylight. To his credit, he did heal Marcus without them getting into a fistfight, so that was progress. Marcus lost a little of his animosity and tried to engage Adrian in conversation about what spirit could do. Adrian gave wary responses and looked relieved when Sabrina showed up to take Marcus away. He gave me a mysterious farewell, simply saying he'd text me soon about the â€Å"next stage.† I was too tired to ask for more details and headed back to my dorm to sleep off what had been a pretty crazy day. I was awakened at the crack of dawn by heavy pounding at my door. I squinted at the clock, grimacing when I saw that it was an hour earlier than I usually got up. I stayed in bed, hoping whoever it was would go away. If there was something really urgent happening, someone would've called me on my cell phone. The display showed no missed calls, however. Unfortunately, the knocking didn't stop. With a feeling of dread, I finally dragged myself up, half-afraid of what I'd find outside my door. It was Angeline. â€Å"Finally,† she said, inviting herself into my room. â€Å"I thought you'd never answer.† â€Å"Sorry,† I said, shutting the door behind her. â€Å"I was busy sleeping.† She walked right up to my bed and sat down like she owned it. I really didn't know her schedule, but she always struck me as a late riser. Apparently not today. She was dressed in a school uniform, with her brilliant red hair pulled back in what was, for her, a rather tidy ponytail. â€Å"I have a problem,† she said. My feeling of dread grew. I turned on my coffeemaker, which I always had ready with fresh grounds and water. Something told me I was going to need a cup to get through this. â€Å"What's going on?† I asked, settling into my desk chair. I made no attempt at even guessing. When it came to Angeline, her problems could range from throwing a desk in rage or accidentally spilling hydrochloric acid on another student. Both had happened recently. â€Å"I'm failing math,† she said. This was unwelcome but not unexpected news. Angeline's mountain community, while still educating its children, didn't quite match the standards of Amberwood's elite curriculum. She struggled in a number of her classes but had managed to scrape by so far. â€Å"I'm already in trouble in my Spanish class,† she added. â€Å"But that pinata I made got me some extra credit, so I'm hanging in there okay for now.† I'd heard about the pinata. It had been for her class's cultural day, and she'd been so thorough with her papier-mache that none of her classmates had been able to open it through normal means. Angeline had ended up beating it against a wall and had to be stopped by her teacher when she'd produced a lighter. â€Å"But if I slip there and in math, I could get expelled.† That dragged me away from the flammable pinata and back to the present. â€Å"Ugh,† I said, having no better way to articulate my thoughts. The problem with a school that had high standards was . . . well, it had high standards. Trouble in one class might be tolerated, but not two. And if Angeline got kicked out, we'd be down one level of security for Jill – not to mention the fact that I'd probably get blamed for it all. â€Å"Ms. Hayward told me I need to get a tutor. She says I either need to get better or at least show I'm trying.† That was promising, I supposed. Even if a tutor couldn't help, hopefully the school would be lenient with her good faith effort. â€Å"Okay,† I said. â€Å"We'll get you a tutor.† She frowned. â€Å"Why can't you do it? You're smart. You're good at math.† Why couldn't I? Well, first I had to stop an evil sorceress from sucking the youth and power from innocent girls. Then I had to crack the secrets and lies that the organization I'd been born into was telling me. Instead I said, â€Å"I'm busy.† â€Å"You have to do it. It'd be easy for you,† she protested. â€Å"Really busy,† I said. â€Å"I'm surprised Eddie can't do it.† His name brought a smile to her face. â€Å"He offered, but his grades are just average. I need someone really good.† â€Å"Then I'll get you someone really good. I just can't do it myself right now.† Angeline didn't like that answer, but at least she didn't flip over my desk. â€Å"Okay. Fine. Just hurry up.† â€Å"Yes, your majesty,† I muttered, watching her strut out of my room in a huff. At least Angeline's academic problems were something a little easier to deal with than the other supernatural intrigues occupying my time. Since I was already awake and had coffee, I decided there was no point in going back to sleep. I showered and dressed, then caught up on some extra homework while I waited for breakfast. When the serving time started in our cafeteria, I headed downstairs and lingered near the entrance. It only took about five minutes before my friend Kristin Sawyer came by. She always went running before class started and was usually one of the first in line for breakfast afterward. She was also in AP calculus with me. â€Å"Hey,† I said, falling in step with her. â€Å"Good run?† â€Å"Great run,† she said. There was still a little sweat on her dark skin. â€Å"A lot nicer now that the weather's cooler.† She eyed me curiously. â€Å"I don't usually see you here this early. I don't usually see you eat breakfast.† â€Å"It's the most important meal of the day, right?† I selected oatmeal and an apple. â€Å"Besides, I have a favor to ask you.† Kristin nearly dropped the plate of scrambled eggs one of the servers handed to her. Her brown eyes widened. â€Å"You have a favor to ask me?† While I wasn't responsible for my human friends in the same way I was the Moroi and dhampirs, I still had a tendency to look after them. I'd helped Kristin a number of times. â€Å"Yeah . . . my cousin Angeline needs a math tutor.† There was an expectant look on Kristin's face, like she was waiting for me to finish my story. Then understanding hit. â€Å"Who, me? No. No way.† â€Å"Oh, come on. It'd be easy.† I followed her to a table, having to hurry to catch up. I think she thought that if she walked quickly enough, she might be able to escape my request. â€Å"She's in remedial math. You could tutor her in your sleep.† Kristin sat down and gave me a long, level look. â€Å"Sydney, I saw your cousin punch a grown man and throw a speaker at someone. Do you really think I'm going to sign on for a job that makes her do work she doesn't want to do? What if she gets frustrated at what I'm telling her? How do I know she won't stab me with a compass?† â€Å"You don't,† I admitted. â€Å"But I think it's unlikely. Probably. She really wants to improve her grade. Otherwise, she could get kicked out.† â€Å"Sorry.† Kristin actually did look legitimately apologetic. â€Å"You know I'd do almost anything for you – but not this. You're going to have to find someone who's not afraid of her.† I thought about her words over and over as I headed off to history class. She was right. But the only people completely at ease around her were Eddie and Jill, and they were off the list as tutors. I wondered if maybe I should offer up money to someone when I went to calculus later. â€Å"Miss Melbourne.† Ms. Terwilliger was back in her classroom, no doubt to the relief of yesterday's sub. She waved me up to her messy desk and handed me a single sheet of paper. â€Å"Here's the list we discussed.† I scanned it. It contained the names of six girls as well as their addresses. These must be the ones she'd mentioned, girls with known magical aptitude but no coven or teacher to look out for them. All the addresses were in the Los Angeles metropolitan area. â€Å"I trust Mrs. Santos got you the other information you needed for your project?† â€Å"Yes.† Mrs. Santos had emailed me the historical neighborhoods she knew about, and I'd narrowed them down to a couple likely candidates. â€Å"I'll start working on the, uh, project this weekend.† Ms. Terwilliger arched an eyebrow. â€Å"Why are you putting it off? I've never known you to procrastinate on an assignment.† I was a little startled. â€Å"Well . . . normally I don't, ma'am. But this is going to take some extra time – travel time – and I don't have enough of it on school days.† â€Å"Ah,† she said, realization hitting her. â€Å"Well, then, you may use your independent study for it. That'll give you extra time. And I'll tell Mrs. Weathers you may be coming in after curfew. I'll make sure that she's accommodating. This project is of the utmost importance.† There was no protest I could make. â€Å"I'll start today, then.† As I was walking back to my desk, a voice said, â€Å"Jeez, Melbourne. Just when I thought that independent study you had with her couldn't get any easier . . . now you don't even have to show up for class?† I paused to give Trey a smile. He was Ms. Terwilliger's assistant during this class period, meaning he did a lot of filing and photocopying. â€Å"It's a very important assignment,† I said. â€Å"I guess. What is it?† â€Å"It'd bore you.† I did a double take as I looked him over. I didn't even have to grope for a change in conversation. â€Å"What happened to you?† His eyes were bloodshot, and the unkempt state of his black hair suggested he hadn't had a shower this morning. There was a sallow, almost sickly hue to his normally tan skin. He gave me a weak smile and lowered his voice. â€Å"Craig Lo's brother scored us some beer last night. It was from some microbrewery I guess that's good.† I groaned. â€Å"Trey, I thought you were better than that.† Trey managed as much of an indignant look as he could in his hungover state. â€Å"Hey, some of us like to have a little fun now and then. You should give it a shot sometime. I already tried to help you with Brayden, but you messed that up.† â€Å"I didn't mess anything up!† Brayden was a barista who worked with Trey, one who rivaled me when it came to a love of academia and random knowledge. Our brief relationship had been full of facts and low on passion. â€Å"He broke up with me.† â€Å"You wouldn't guess it. Did you know he writes all this lovesick poetry about you on his breaks?† I was taken aback. â€Å"He . . . he does?† The reason Brayden had broken up with me was because my various duties to my vampire family had constantly interfered with the two of us, forcing me to neglect him and cancel a lot. â€Å"I feel kind of bad he took it that hard. I'm surprised he'd have such a, I don't know, outburst of passion.† Trey snorted. â€Å"I don't know that it's that passionate. He's more concerned about form and sits around with books detailing iambic pentameter and sonnet analysis.† â€Å"Okay, that sounds more like him.† The bell was about to ring, so I had started to return to my seat when I noticed something on Trey's desk. â€Å"You're not done with that?† It was a big homework assignment we had for our chemistry class, involving a number of complicated acid and base problems. It was due in our next period, and it seemed unlikely Trey would finish in time since all he had on the paper so far was his name. â€Å"Yeah . . . I was going to finish it last night, but . . .† â€Å"Right. The beer. Having fun.† I didn't even bother to hide my disapproval. â€Å"That's a huge part of our grade.† â€Å"I know, I know.† He looked down at the papers with a sigh. â€Å"I'll finish as much as I can before then. Partial credit's better than no credit.† I studied him for a moment and then made a decision that went against many of my basic principles. I reached into my messenger bag and handed him my completed homework. â€Å"Here,† I said. He took the pages with a frown. â€Å"Here what?† â€Å"It's the assignment. Use my answers.† â€Å"I. . . .† His jaw dropped. â€Å"Do you know what you're doing?† â€Å"Yes.† â€Å"I don't think you do. You're giving me your homework.† â€Å"Yes.† â€Å"And telling me to pass it off as my homework.† â€Å"Yes.† â€Å"But I didn't actually do the work.† â€Å"Do you want them or not?† I asked in frustration. I started to take the papers back, but he pulled them close. â€Å"Oh, I want them,† he said. â€Å"I just want to know what you want in return. Because this doesn't really make up for getting me ostracized from my family and friends.† He kept his tone light, but I heard the edge of bitterness. There it was. No matter how friendly he and I were, our respective allegiances to the Warriors and the Alchemists would always be between us. Maybe it was a joke now . . . but someday it wouldn't be. â€Å"I need a favor,† I explained. â€Å"A small one, really. Has nothing to do with any of that . . . stuff.† Trey looked understandably wary. â€Å"Which is?† The bell rang, so I spoke quickly. â€Å"Angeline needs a math tutor or else she'll fail. And if she fails, she'll get kicked out of school. It wouldn't be hard for you at all. And it'd look good on your college applications.† â€Å"Your cousin's a little unstable,† he said. But he didn't say no, so I thought that was a good sign. â€Å"You used to think she was hot,† I reminded him. â€Å"Yeah, that was before. . . .† He didn't finish, but I knew. Before he found out she was a dhampir. The Warriors had the same taboos the Alchemists did about relationships between the races. â€Å"Okay,† I said. â€Å"I understand. I'll just take my homework and go.† I held out my hand, but he didn't give the papers back. â€Å"Wait, I'll do it. But if she injures me, I hope you'll feel really bad. Basketball season just started, and the team will fall apart if I'm sidelined because of her.† I grinned. â€Å"I'll be devastated.† Angeline was not so thrilled when I told her at lunch. She flushed with rage and looked like she was about ready to throw her tray across the cafeteria. â€Å"You expect me to work with that . . . that . . . vampire hunter?† she demanded. I wondered if she'd had another name in mind but had held back in some remarkable show of restraint. â€Å"Especially after what they tried to do to Sonya?† â€Å"Trey's not like the rest of them,† I said defensively. â€Å"He refused to kill her and even went through the trouble of getting me in to help her – which ended up severely messing up his life, I might add.† Eddie looked amused, despite the grim subject. â€Å"You should also add that he wants very, very badly to get back to that old life.† I pointed at Eddie with my fork. â€Å"Don't tell me you think Trey's a bad choice too.† â€Å"For tutoring?† He shook his head. â€Å"Nah, he's fine. I'm just saying you shouldn't be so quick to assume everything's happy and bright with him. It seems pretty likely his group's working against us.† â€Å"He's my friend,† I said, hoping my firm tone would put an end to the discussion. After a few more assurances, Eddie convinced Angeline to work with Trey, reminding her she needed to keep her grades up. Still, Eddie's words haunted me. I believed absolutely that Trey was my friend but again wondered when that rift between us would rear its ugly head. When Eddie and Angeline left to go to their afternoon classes, I asked Jill to hang back at the table for a minute. â€Å"What's Adrian doing right now?† â€Å"He's in his painting class,† she said promptly. â€Å"The bond must be running strong today, huh?† I asked. Sometimes her view of his mind and experiences was clearer than others. She shrugged. â€Å"No, but it's eleven on Tuesday.† â€Å"Right,† I said, feeling foolish. I knew everyone's schedules; it was necessary for my job. â€Å"I should've realized that. Do you think he'd be able to meet up with me after school?† â€Å"To go on that witch hunt? Yeah, he'd probably leave right now.† Jill knew what Adrian knew, so she'd also been briefed about my search for Veronica. While I'd learned to accept Jill's knowledge as part of confiding in Adrian, it was still a little shocking for me to hear these forbidden topics discussed openly. Seeing my stunned reaction, Jill smiled a little. â€Å"Don't worry,† she said. â€Å"I keep Adrian's secrets. And yours.† The bitterness in her voice also caught me off guard. â€Å"Are you mad at me?† I asked, puzzled. â€Å"You're not . . . you're not still upset about what happened between Adrian and me, are you? I thought you'd eased up on that.† Although Adrian's proclamation of loving me against the odds had been unsettling, his more relaxed attitude had come through in her until now. â€Å"Adrian has,† she said. â€Å"He doesn't see the danger of you running around with another guy.† I was lost. â€Å"Another guy? You don't mean . . . Marcus? That's crazy.† â€Å"Is it?† asked Jill. The bond was so strange at times. Jill was jealous on Adrian's behalf. â€Å"He's human, you're human. You've both got this rebel Alchemist thing going on. And I saw him. He's pretty cute. There's no telling what could happen.† â€Å"Well, I know what could happen: nothing,† I said. Even through a psychic bond, Marcus could win over girls. â€Å"I just met him. I don't even know if I can entirely trust him, and I certainly don't have any feelings for him. Look, I get that you want to help Adrian, but you can't be mad at me about what happened. You know why I turned him down – especially after Micah.† Micah was Eddie's human roommate, and even though she knew human-vampire relationships couldn't get serious, she'd still been surprised at just how complex and difficult the situation had been. â€Å"Yeah. . . .† She frowned, no doubt conflicted over Adrian's feelings and what she knew was true. â€Å"But maybe with Adrian, I don't know. Maybe things could be different. Or maybe there's at least a way to make them less painful for him.† I looked away, unable to meet her eyes. I didn't like to think of Adrian in pain, but what else could I do? What did either of them expect me to do? We all knew the rules. â€Å"I'm sorry,† I said, picking up my tray and standing. â€Å"I never asked for any of this. Adrian will get over me.† â€Å"Do you really want him to get over you?† she asked. â€Å"What? Why would you even ask something like that?† She didn't answer and instead made a great show of stirring around her mashed potatoes. When I realized she wasn't going to elaborate, I shook my head and walked off toward the exit. All the while, I could feel her watching me as that question echoed in my mind: Do you really want him to get over you?