Training And Development As A Strategy

Police Brutality Essays (2503 words) - Los Angeles Police Department

Police Brutality Essays (2503 words) - Los Angeles Police Department Police Brutality Description: It was April 29, 1992 and it was my twelve birthday. My mom gave me a little chocolate cake with a plastic surfer riding a wave on top of it. We were watching television while I was getting ready to blow out my candles. There was a disturbance in South Central Los Angeles that the news helicopters were covering on every channel. There were crowds of people flooding the intersection of Florence and Normandy acting rowdy and getting aggressive toward passing cars. They stopped cars and pulled people out of them. The news cameras were right on top of it all of the way. Reginald Deny was taken out of his semi-truck and severely beaten. You could see people enthused about beating this defenseless man. One man grabbed a brick and threw it at Denys head then began to dance with enthusiasm. The majority of the crowd were black and they were harassing any other race that happened to go through their neighborhood. The crowd got out of control setting fire to cars and the violence was quickly s preading to other blocks around the neighborhood. I continued to eat my cake as I watched the news broadcasting the surging violence. The crowd was reacting to the acquittal, just hours earlier, of the four police officers in the beating of Rodney King2 . People couldnt believe the outcome. The beating of Rodney King was videotaped and shown over and over to the public. People believed that finally there was going to be justice. They believed that there was clear-cut evidence showing what has been complained about for years. Finally people who had never believed the accounts of police brutality existed witnessed it for themselves. Finally the public as a whole could react and try to control the officers that abuse their power. But instead, the officers were acquitted, and the Ngo 2 public felt betrayed. Especially the black community who was fed up with their complaints falling on deaf ears. They were fed up and they resorted to rioting. For five days the violence persisted and spread further and further out of the ghetto reaching across the borders of the black communities of South Central and into adjacent neighborhoods. The subject of police brutality was thrown into the eyes of the public. People could no longer ignore the problem and the city of Los Angeles was made the example of citizens frustrations in clouds of smoke and looted communities . Police brutality is defined as the unauthorized exercise of police discretion where the policeman acts without the formal capacity to impose legal sanctions (Rucheelman 133). The officers are given the power to use their best judgment in all situations. The main complaint is that the police often use force that is unnecessary. The police argue that they use force in order to protect themselves. The Law Enforcement Code of Ethics (International Association of Chiefs of Police) begins as follows: As a Law Enforcement Officer, my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence and disorder; and to respect the Constitutional rights of all men to liberty, equality, and justice (Ruchelman 17). It later addresses prejudices and violence stating: I will never act officiously or permit personal feelings, prejudices, animosities or friendships to infl uence my decisionsI will enforce the law courteously Ngo 3 and appropriately without fear or favor, malice or ill will, never employing unnecessary force or violence and never accepting gratuities (Ruchelman 17). The line between police brutality and the proper force used in any situation is not always clearly drawn. Police officers are in constant danger and need to control people in order to handle certain situations. Police officers need to calculate the amount of force needed as their situations develop. Their are two kinds of police brutality. One occurs when emotions run high for example, during mass demonstrations or riots. The other kind is carried out systematically and regularly in the line of duty and is often times fueled by stress, frustration, racial intolerance or for intimidation. The second type of misconduct is deliberate and calculating and is potentially more disturbing to

Discussion Questions Week One Essay Example | Topics and Well Written Essays - 500 words

Discussion Questions Week One - Essay Example the data set, while the alternative hypothesis is a claim of â€Å"difference in the population† (Introduction to Hypothesis Testing n.d.) After this, the test statistic for the data is calculated according to the type of test which is conducted. When the test statistic has been estimated, it is converted into a p-value which is also known as the level of significance. Lastly, the researcher makes a conclusion according to the result of the test. Hypothesis testing is very much important and is now widely utilized in coming up with significant business decisions. It should be noted that this technique can be utilized both for quantitative and qualitative analyses. One of the applicability of hypothesis testing is in predicting whether there would be an increase in the productivity of the workforce with the proposed performance based salary scheme. This is a very important issue which can be resolved using hypothesis testing noting that business organizations are now on the lookout for various techniques in order to motivate employees to excel in their respective posts. Monetary and non-monetary benefits are both used in order to increase employee productivity. Productivity can be measured through the average per hour production of employees which can be indicated by the dollar per hour that they contribute to the organization. A two-tailed hypothesis test can be conducted with the null hypothesis claiming that average produc tivity will not change or will still be equal to the previous average

Literature Review - How Sustainability Strategies can be measured A

- How Sustainability Strategies can be measured A of GRI and RepRisk - Literature review Example on what companies across the globe can do to attain sustainability and the important role that sustainability plays for them in their daily corporate management tasks. This review therefore looks into the definition of sustainability as well as the strategies that come with sustainability practices. Lastly, there is a focus on sustainability and trust and why it is important that stakeholders have sufficient trust in companies. Two major theoretical approaches to the definition of sustainability were identified in the extant literature. The first of these had to do with the view of sustainability from the perspective of efficiency, where companies are expected to show maximum expectation in their approach to social, economic and environmental utilisation of resources (Adams and Geoffrey, 2008). Those who argue for efficiency have generally debated that companies should be able to take the minimal level of social, economic and environmental resources and turn this into a viable end product that benefits an ordinary person in the community (Nidumolu, Prahalad and Rangaswami, 2009). This means that such theorists believe that where there is the excessive use of resource, this can result in waste. There is a second school of thought that focuses on sufficiency perspective, arguing that sustainability should be a framework of how well a company can measure what is sufficient for its need in the production of so cial, economic and environmental outcomes (Sparkes and Cowton, 2013). This means that the issue of quantity should only be factor when resources used are seen to be resulting in waste. Both definitions admonish sustainability to be a three-tier concept having components of economic, social and environmental outcomes. The first school of thought would however be noted to have failed to appreciate the fact that quantity is always relative to an expected outcome (Szejnwald, de Jong and Levy, 2009). In this end, the second school of thought on sufficiency is adopted

Nursing, current health developments to improve the risk of deep vain Essay

Nursing, current health developments to improve the risk of deep vain thrombosis for patients in hospital - Essay Example They are reliable in their field of practice and in researches related to their field of practice. The research is valid in terms of ethical processes, especially in ensuring that the research gathering process is voluntary and gained through informed consent (Hucker, 2001). The research is paid for by the authors, not by any private corporations. Hence, the validity of the results are not overshadowed by private funding (Friedman, 2004). Most of the materials used present unbiased and reliable results (Davies and Dodd, 2002). This study is significant in terms of establishing the importance of adopting and prioritizing preventive measures for DVT. Dennis, M. (2009) Effectiveness of thigh-length GCS to reduce DVT after stroke. 2518 patients Quantitative/experimental Outcome-blinded, randomised controlled trial Non-significant absolute reduction in risk of 0.5% (95% CI -1.9% to 2.9%). Skin breaks, ulcers, blisters, and skin necrosis were significantly more common in patients allocated to GCS than in those allocated to avoid their use. Results do not support use of thigh-length GCS in patients admitted to hospital with acute stroke. The author is a highly qualified expert in the field of medicine, most especially in cardiovascular medicine and in the clinical management of thrombus issues. He is reliable in his field and has carried out different researches in related studies (Williams, 2010). The research is valid in terms of the statistical processes applied, and different methodology applied (Strauss and Corbin, 1990). The research has been paid for by the author, not by any private corporation. The analysis and data results are based on thorough analysis of results (Glesne and Peshkin, 1992). No logical fallacies are seen from the author’s conclusions (Ethridge, 2004). This study is significant because it reviews the use of which length GC stockings in patients at risk for DVT Falanga, A (2005) To review the clinical significance of VTE in patients wit h cancer and the strategies for management of VTE in these patients, including the potential role of low molecular weight heparins (LMWHs). 49 studies Quantitative Clinical review The use of low molecular weight heparin (LMWH) therapy instead of VKAs may be beneficial in patients. This agent offers an effective alternative to VKAs in the long-term management of VTE, that is free from the practical problems associated with the use of VKAs and without increasing the risk of bleeding. Alternative means of managing DVT among cancer patients present with advantages which assist in their long-term care. These alternatives must be considered for patients. The author is also a highly qualified expert in the field of medicine, specifically in oncology and cardiovascular diseases. She has published several studies in cardiovascular diseases and in cancer management. She is highly respected in her field and has published numerous researches on cancer management, including thrombus management. This makes her a highly reliable author (Williams, 2010). The methods applied truly measure what they intend to measure (Joppe, 2000). The authors in the reviewed studies outline some of their methodology which is within ethical parameters of reliability and

Effect of Sleep on Academic Performance

Effect of Sleep on Academic Performance Abstract Several studies have reported that a lack of sleep will negatively affect GPA.[FW1] Many others indicated that lack of sleep would also impair cognitive functions in all aspects[FW2]. This study is designed to determine if a sleep will have an impact on academic performance as well as look for a difference between male and female performance. To test this, 100 undergraduate students ages 18-24 will be randomly assigned to one of two condition. One group will be sleep deprived while the other will not, then both groups will take an exam with select math and literature questions taken from the SAT. It is expected that the participants not sleep deprived will score significantly lower than those in the standard sleep group. It is also expected that there will be no significant difference of male and female scores in either the sleep deprived or standard sleep conditions. This will demonstrate that sleep does affect academic performance in both males and females. Keywords: Sleep, Academics, Undergraduate, Students, Deprivation   Effect of Sleep on Academic Performance in Undergraduate Students Humans rely on sleep to help function during the day or during the night.[FW4]The ability for one to learn can be drastically effected by whether or not he/she gets enough sleep the night before. According to one study, it has been found that lack of sleep has negative affect on both memory recall and memory formation (Longordo, Kopp, Là ¼thi, 2009). This is a problem many college students face. When the students need to complete assignments or study for an exam they will often stay up all night and not sleep, hoping to get the paper complete or memorize the information so their grade will reflect how well they understand the material being taught. The problem here is that a lack of sleep makes academic success more difficult to achieve. There is a negative feedback loop demonstrating this predicament; the student stays awake studying or working, then does not receive the desired grade because memory recall is far more difficult, now the thought process is that more studying is req uired for the next exam or assignment, so the student stays up later. This sleep deprivation does not only come from the need to study or complete assignments. Because college is expensive many students get jobs to help pay the tuition (Chiang, Arendt, Zheng, Hanisch, 2014). Because the employed students are not the only ones needing help staying awake while doing assignments or during a lecture, they find alternative methods. As a way to help undergraduates stay awake, they consume energy drinks[FW5]. Energy drinks and their connection to sleep continue to negatively affect student performance. A study conducted by Champlin, Pasch and Perry found that there is a significant correlation between lower grade point average (GPA) and the consumption of energy drinks (2016). Because there are several ways sleep impacts student performance, this researcher intends to continue this area study. The researcher aims to demonstrate that there is a correlation between the amount of sleep a student gets and his/her ability to complete an exam. The hope is that the re will be a significant difference in scores between the two groups, indicating that the amount of sleep an undergraduate student gets the night before an exam will contribute to their score. This is important because it may help students understand that staying up is not the solution to success; therefore, they will may look for healthier and more beneficial study techniques to help them increase their academic performance. The researcher will also look at the difference in scores between sexes in each conditions. It is desired that there will be little difference between these scores, which will show that both male and female students have similar levels of understanding and that sleep has an effect on both sexes. The discovery that lack of sleep can be dangerous led to an article that stated that sleep is a biological necessity (Gilbert Weaver, 2010). It has been found that much like how the absence of eating leads to health concerns and eventual death, the absence of sleep will eventually have these same side effects. The research conducted by Gilbert and Weaver (2010) found that there is a significant negative correlation between poor sleep quality and GPA. This adds to the validity of a study done in 2008 [FW6]which indicated that students with GPAs over 3.0 reported that they were less likely to engage in all-nighters while students with GPAs of 2.5 report occasionally performing this action, and students with 2.0 and lower said that they conduct all-nighters frequently (Thacher[FW7]). This indicates a need for sleep if a student strives to be successful in their college career. In 1997[FW8], two researchers reported that students being sleep deprived were fatigued and had an increase in confusion, which caused those in the sleep-deprived group to struggle in their performance (Pilcher Walters). This may indicate that sleep deprivation[FW9] (SD) does not directly affect student performance instead; it creates the conditions that will impair student success. Another study also demonstrates that SD is not directly affecting the students. Engle-Friedman, Riela, Golan, Ventuneac, Davis, Jefferson, Major (2002) conducted an experiment with results that showed SD students, when given a choice, are significantly more likely to choose questions that are of less difficulty than students who had a normal amount of sleep. They also learned that even though the SD group selected easier questions they still scored less than the other group who chose more difficult questions. It was determined that being sleep deprived causes students to put forth less effort than people not sleep deprived. Even though lack of sleep makes it difficult to focus and makes students want to take t he easiest path to the finish, there are also emotional and physiological effects. Brown, Buboltz, and Soper reported that when people are sleep deprived they suffer an emotional imbalance. This imbalance causes the student to have a low sense of life satisfaction. Accompaning this is for depression and anger (2006). The research conducted by Brown et a. 2006 supports that done by Pilcher and Walters (1997) in that both found that the lack of sleep caused fatigue and confusion. Another more serious physiological effect that arises when the body does not rest enough is that it lessens the production of T cells. This is dangerous because T cells work with the immune system, when the immune system becomes weaker the body is more suseptable to infections and diseases (Longordo, Kopp, Là ¼thi, 2009). This can be a problem for students because if they are too sick to attend class they will fall behind leading to another reason lack of sleep harms GPA, because one cannot learn the information if they are not present. Sleep disorders have a major affect on the academic p erformance of students because they cause sleep deprivation. A study done with 1,845 participants showed that 27% of the students with a GPA less than or equal to 2.0 were at high risk of having a sleep disorder (Gaultney, 2010). Because sleep deprivation has had such a major impact on the GPA in college students, researchers set out to discover what range of sleep is effecting the students. They found a significant difference in GPA between students that had a maximum of 6 hours of sleep compared to the students that Routinely had 9 or more hours of sleep; however, they did not find a statistically significant difference between students that received 7-8 hours and those that had less than 6 nor was the difference significantly different between the students geeting 9 or more hours and those getting 7-8 hours of sleep (Kelly, Kelly, Clanton, 2001). Getting enough sleep is not enough to earn a good GPA, the student must also apply themsenves and be dedicated to the courses they are taking. Because of this the researcher will try to determine just how much sleep effects a students GPA or are they just not applying themselves to be successful. To solve this the following method will be used. Method Participants There will be 100 undergraduate [FW10]students between the ages of 18-24 recruited from Central Washington University (CWU). This range is being selected because it is the most common undergraduate age. All ages are being selected because the researcher wants to view the effect on all undergraduates not just freshman, sophomore etc. Materials There will be a questionnaire with questions such as did you wake up after falling asleep? (see appendix E for all questions) for the participants in the standard sleep time group. There will be a test which will have 20 questions taken from the SAT, 10 questions will be mathematics such as Which of the following is equal to sin(à Ã¢â€š ¬/5)? (see appendix C for questions and appendix D for solutions) calculators will be provided to all participants. There will also be five literature questions formulate the test. Participants will be shown an informed consent prior to beginning the study (see Appendix A) and a debriefing form after completing the study (see Appendix B). Design Using an experimental design, participants will be randomly assigned into one of the two conditions. These conditions will consist of either a deprived sleep group or a standard sleep time group. The administered test contains questions from the SAT because it is a standardized test, which all CWU applicants must have taken, giving them some level of familiarity with it. Participants in the deprived sleep group will be kept awake throughout the night and morning until they have completed the test. To ensure the participants remain awake, they will stay in a laboratory where the room will be lowered to the temperature of 60 degrees Fahrenheit, which will be warm enough to avoid any form of injury, damage, or illness yet help prevent the participants from sleeping. Music will play over a loudspeaker for 20 minutes every hour and there will an option of coffee until 2 hours before the test. The participants in the standard sleep time group will be allowed to sleep at their own residence and will return to take the test, when they return they will fill out a questionnaire. Both groups will proceed to take the same test at 12pm. The beginning of the test will have a demographic to determine if sex have an effect on the data. The data will be analyzed based on the number of correct test questions in each group. An ANOVA with alpha = .05 will be performed to determine if there is a significant difference between the deprived sleep and standard sleep time groups, as well as to see if there is a significant difference between male and female performance in each group. Procedure To begin the research all participants will be randomly assigned into one of the two conditions then they will be shown a consent form to read and agree to, if a participant does not agree they will be thanked for their time and asked to leave. The participants that agree to the informed consent form will be randomly assigned into 14 groups. Each group will be designated a day of the week within the next 14 days to take their test. There will be three participants from both groups to take the test each day; this is because of limited space in the lab. Those in the deprived sleep group will be asked to return to the lab by 9pm to be kept awake and the standard sleep group will be asked to sleep for at least 8 hours. Before the test begins, the standard sleep group will be given a questionnaire to fill out as a way to determine if they received the necessary amount of sleep, if they do not meet the required 8 hours they will be given a debriefing form and dismissed as to not contaminat e the data. Both groups will be required to be in the lab at 12pm to take the test. Before starting the test, each participant will be given a TI-83 calculator to assist in the math portion of the test. When a participant completes the test, he/she will return the calculator and then be given a debriefing form explaining the purpose of the study, if he/she is in the deprived sleep group they will be encouraged to go home and sleep. Results The data will be analyzed using an ANOVA. The researcher does not expect a significant difference between sexes in either group, this will show that sleep effects both male and female. The researcher does expect that the individuals will have significantly different scores based on the condition they were assigned to. Specifically, the participants in the deprived sleep group will score lower on both the math and literature than the participants in the standard sleep time condition. This will indicate that sleep does significantly affect the academic performance in undergraduate students. Discussion This study will set out to discover if and/or how sleep effects undergraduate academics and if these effects vary between sexes. The results should support previous research, which has indicated that the amount of sleep students get over the course of a quarter does have an effect on their GPA. It should be reported that students deprived of sleep have a lower score and that there is little to no difference in the scores between sexes. However, several limitations that may arise could have an effect on the results. Because the students are free to opt out of the study at any point, attrition will likely be evident. This would likely occur in the sleep-deprived condition because they may start out enthusiastic but become unwilling to sacrifice sleep to continue participation. Another limitation in the sleep-deprived condition would be from the students that physically could not stay awake which would disqualify them from the study. The test being administered to the students may also have an effect on the collected data. This is because some students may be more proficient in math and literature due to the classes they have already taken. In addition, the questions are being taken from the SAT to give the students a familiarity but many of them would not have taken the exam for many years. The students in the standard sleep time condition may lie on the questionnaire as to not be disqualified from the study. There are some possible ways to solve for these limitations. Having the standard sleep time condition, sleep in a lab where they can be monitored would eliminate the possibility of not knowing if they truly obtained the necessary sleep. Not using such a wide age range could reduce the risk of unfamiliarity with SAT questions as well as narrowing the proficiency gap. Future research could add a time limit, which would help to simulate a real class exam. They may also compare male and female scores between conditions to determine if sleep has an effect on both or just one sex. A practical application to this researchers findings would be knowing whether sleep does or does not have an effect on academic performance, which could be used to inform the students on the effects of sleep. This would benefit people because they would know that having enough sleep will help them do better in school which plays a major role in ones future. Understanding this could lead to an increase in average student GPA and in turn the graduation rates. The knowledge of the difference in scores between sexes could also be used to determine if one sex has the potential for the need of more assistance to learn the material being presented. References   Brown, F. C., Buboltz, W. C., Soper, B. (2006). Development and evaluation of the sleep treatment and education program for students (STEPS). Journal of American College Health, 54, 231-237. Retrieved from http://eds.a.ebscohost.com.ezp.lib.cwu.edu/ehost/pdfviewer/pdfviewer?sid=c01bec01-699f-4217-997e-ada931c678d4%40sessionmgr4006vid=11hid=4105 Champlin, S. E., Pasch, K. E., Perry, C. L. (2016). Is the consumption of energy drinks associated with academic achievement among college students? The Journal of Primary Prevention, 37, 345-359. doi:10.1007/s10935-016-0437-4 Chiang, Y.-C., Arendt, S. W., Zheng, T., Hanisch, K. A. (2014). The effects of sleep on academic performance and job performance. College Student Journal, 48, 72-87. doi:10.1037/t05178-000 Engle-Friedman, M., Riela, S., Golan, R., Ventuneac, A. M., Davis, C. M., Jefferson, A. D., Major, D. (2003). The effect of sleep loss on next day effort. Journal of Sleep Research, 12, 113-124. Retrieved from http://eds.a.ebscohost.com.ezp.lib.cwu.edu/ehost/pdfviewer/pdfviewer?sid=c01bec01-699f-4217-997e-ada931c678d4%40sessionmgr4006vid=17hid=4105 Gaultney, J. F. (2010). The prevalence of sleep disorders in college students: Impact on academic performance. Journal of American College Health, 59, 91-97. Retrieved from http://eds.a.ebscohost.com.ezp.lib.cwu.edu/ehost/pdfviewer/pdfviewer?sid=c01bec01-699f-4217-997e-ada931c678d4%40sessionmgr4006vid=20hid=4105 Gilbert, S. P., Weaver, C. C. (2010). Sleep quality and academic performance in university students: A wake-up call for college psychologists. Journal of College Student Psychotherapy, 24, 295-306. doi:10.1080/87568225.2010.509245 Kelly, W. E., Kelly, K. E., Clanton, R. C. (2001). The relationship between sleep length and grade-point average among college students. College Student Journal, 35, 84-86. Retrieved from http://eds.a.ebscohost.com.ezp.lib.cwu.edu/ehost/pdfviewer/pdfviewer?sid=c01bec01-699f-4217-997e-ada931c678d4%40sessionmgr4006vid=26hid=4105 Longordo, F., Kopp, C., Là ¼thi, A. (2009). Consequences of sleep deprivation on neurotransmitter receptor expression and function. European Journal of Neuroscience, 29, 1810-1819. doi:10.1111/j.1460-9568.2009.06719.x Pilcher, J. J., Walters, A. S. (1997). How sleep deprivation affects psychological variables related to college students cognitive performance. Journal of American College Health, 46, 121-126. Retrieved from http://eds.a.ebscohost.com.ezp.lib.cwu.edu/ehost/detail/detail?sid=c01bec01-699f-4217-997e-ada931c678d4%40sessionmgr4006vid=29hid=4105bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=1997-42387-003db=psyh Thacher, P. V. (2008). University students and the all-nighter: Correlates and patterns of students engagement in a single night of total sleep deprivation. Behavioral Sleep Medicine, 6, 16-31. doi:10.1080/15402000701796114 Appendix A Study Title: Sleep and Academics Principal Investigator(s): Eric Flowers Contact: [emailprotected] What you should know about this study: You are being asked to join a research study. This consent form explains the research study and your part in the study. Please read it carefully and take as much time as you need. Ask questions about anything you do not understand now, or when you think of them later. You are a volunteer. If you do join the study and change your mind later, you may quit at any time without fear of penalty or loss of benefits. Why is this research being done? This research is being done to discover if sleep changes performance. Who can take part in this study? The basic eligibility criterion for one to participate is that they must be an enrolled undergraduate student between the ages 18 and 24. Must be able to read and write English. The expected number of participants is to be around 100. What will happen if you join this study? If you agree to be in this study, we will ask you to do the following things: Once the study has been selected, you will be shown an informed consent. Once read and accepted, the participant will be asked return to the lab by 9pm to be kept awake until completion of the test starting at 12pm the next day or will be instructed to sleep for between 8 and 9 hours at their own residence and return by 11:30am to fill out a questionnaire before taking the test. The total time it will take to complete this study is between 15.5 and 16.5 hours. What are the risks or discomforts of the study? The risks and discomforts in this study are exhaustion, extreme tiredness and fatigue if in the deprived sleep group. The discomfort for the standard sleep time group may be from sitting down during the questionnaire and test. Are there benefits to being in the study? There is not benefit to you from being in this study. If you take part in this study, you will help further research in the link between sleep and academics. What are your options if you do not want to be in the study? For all participants:You do not have to join this study. If you do not join, it will not affect any benefits to which you are entitled. Can you leave the study early? You can agree to be in the study now and change your mind later. If you wish to stop at any time, please tell us immediately. What information about you will be kept private and what information may be given out? No defining characteristics will be asked of you. The only characteristics needed for this study are gender and age. This way, confidentiality can be assured. Data collected may be used for future research. What other things should you know about this research study? a. What is the Institutional Review Board (IRB) and how does it protect you? This study has been reviewed by the CWU Human Subject Review Council. HSRC is made up of faculty from many different departments, ethicists, nurses, scientists, non-scientists and people from the local community. The HSRCs purpose is to review human research studies and to protect the rights and welfare of the people participating in those studies. You may contact the HSRC if you have questions about your rights as a participant or if you think you have not been treated fairly. The HSRC office number is (509) 963-3115. b.What do you do if you have questions about the study? Call the principal investigator, Eric Flowers, at (253) 797-6777. If you think you are injured or ill as a result of being in this study, call the principal investigator, Eric Flowers at (253) 797-6777. If you have an urgent problem related to your participation in this study, call the Student Medical and Counseling Clinic at 963-1881. This study is not able to offer financial compensation nor to absorb the costs of medical treatment should you be injured as a result of participating in this research. However, the services at the Student Medical and Counseling Clinic will be open to you as they are to all students. What does your signature on this consent form mean? By signing this consent form, you are not giving up any legal rights. Your signature means that you understand the study plan, have been able to ask questions about the information given to you in this form, and you are willing to participate under the conditions we have described. A copy of the form will be given to you. Participants Name (print): Participants Signature: Date: Signature of Investigator(s): Eric Flowers Date: Appendix B This study is concerned with the effect of sleep on academic performance in undergraduate students. How was this tested? In this study, you were asked to participate after signing a consent form. You were asked to return complete a test to the best of your ability. One group was instructed to return to the lab to be kept awake from 9pm until the completed the test which started at 12pm the next day. The other group was instructed to sleep for 8-9hours and return to the lab by 11:00am the next day to fill out a questionnaire which was used to determine if the amount of sleep obtained met the requirements to continue with the study. Both groups then took the test at 12pm Hypotheses and main questions: We expect to find that those in the sleep deprived group will score lower than the participants in the standard sleep time group. We do not expect to find a significant difference between sex in either group. Why is this important to study? This is important to study in order to better understand differences in sleep, and the effect it has on academic performance. This research may help students realize that not sleeping does not benefit them and will hopefully lead them to find different ways to study. Who do I contact for more information? If you have concerns about your rights as a participant in this experiment, please contact Eric Flowers at (253) 797-6777 or [emailprotected] Thank you again for your participation. Appendix C 10 Math Questions and 5 Literature Questions Measured Math The recommended daily calcium intake for a 20-year-old is 1,000 milligrams (mg). One cup of milk contains 299 mg of calcium and one cup of juice contains 261 mg of calcium. Which of the following inequalities represents the possible number of cups of milk m and cups of juice j a 20-year-old could drink in a day to meet or exceed the recommended daily calcium intake from these drinks alone? 299m + 261j à ¢Ã¢â‚¬ °Ã‚ ¥ 1,000 299m + 261j > 1,000 299/m + 261/j à ¢Ã¢â‚¬ °Ã‚ ¥ 1,000 299/m + 261/j > 1,000 A research assistant randomly selected 75 undergraduate students from the list of all students enrolled in the psychology-degree program at a large university. She asked each of the 75 students, How many minutes per day do you typically spend reading? The mean reading time in the sample was 89 minutes, and the margin of error for this estimate was 4.28 minutes. Another research assistant intends to replicate the survey and will attempt to get a smaller margin of error. Which of the following samples will most likely result in a smaller margin of error for the estimated mean time students in the psychology-degree program read per day? 40 randomly selected undergraduate psychology-degree program students. 40 randomly selected undergraduate students from all degree programs at the college. 300 randomly selected undergraduate psychology-degree program students. 300 randomly selected undergraduate students from all degree programs at the college. 3. The first metacarpal bone is located in the wrist. The scatterplot below shows the relationship between the length of the first metacarpal bone and height for 9 people. The line of best fit is also shown. How many of the nine people have an actual height that differs by more than 3 centimeters from the height predicted by the line of best fit?      Ã‚   2 4 6 9 4. A survey was conducted among a randomly chosen sample of U.S. citizens about U.S. voter participation in the November 2012 presidential election. The table below displays a summary of the survey results. Reported Voting by Age (in thousands) Voted Did Not Vote No Response Total 18- to 34-year-olds 30,329 23,211 9,468 63,008 35- to 54-year-olds 47,085 17,721 9,476 74,282 55- to 74-year-olds 43,075 10,092 6,831 59,998 People 75 years old and over 12,459 3,508 1,827 17,794 Total 132,948 54,532 27,602 215,082 Of the 18- to 34-year-olds who reported voting, 500 people were selected at random to do a follow-up survey

Stereotypes of White Males Essay -- stereotypes, white males,

When people hear the word stereotype, they usually think of black people, Mexicans, Native Americans, women, and other races. Most people do not think there could be a stereotype against white males. People usually think that it would be the white male that would stereotype other races and not be stereotyped themselves. The truth is that white males get stereotyped just as much, if not more, as other races. White males have been categorized as hateful, major racists, skinheads, and over-privileged. In today’s society, a white male can’t criticize any other race without fear of being called a â€Å"hater† or a â€Å"racist†. One of the biggest forms of racism towards the white male is what the government calls â€Å"Affirmative Action†. Affirmative Action is something the government made to insure ...

Book of E.H. Carr on ‘Twenty Years Crisis.’

This paper seeks to make a review the book of E.H. Carr on ‘Twenty Years Crisis.’ The book is about international relations (IR) hence discussion dwells mainly on related different IR concepts including utopianism and â€Å"extreme† realism.  The book was written by Edward Hallett Carr in 1939 and is believed to be one of the classics in international relations (IR).   I see two reasons why Carr’s book makes a special place in the field of IR. Firstly, since the book was first printed in 1939, it is believed that it greatly contributed to the establishment of international as an autonomous discipline; secondly, it has a quite good amount of texts in understanding classical realism.An observant mind would think that the book was written shortly before the outbreak of World War II – as the author himself has put in the preface to the first edition. The book is believed to have grown out of the author’s disappointment with utopianism and â₠¬Å"extreme† realism that appeared to him to belong to opposite poles that have developed in the study and practice of international politics after the Great War. Utopianism is believed to have its roots from the philosophical liberalism and gained popularity in the first decade after WWI which included the view that there is goodness in man and of humankind as united by a substantial harmony of interests; the existence of natural law; and a reliance on the constructive consequence of public opinion on politics.Using the doctrine of utopianism, one could see the creation of the League of Nations and the liberal international economic system. But for author Carr, he saw the opposite, arguing that these two liberal institutions were weak which actually uncovered the weaknesses of the utopian approach.   It was Carr’s view, that the political and economic events in Europe occurring before the World II proved that principles like the universal interest in peace or the bene fits of open markets were not really true in the real sense since these developments were dependent on a distribution of power favouring the status quo countries which included Great Britain and the United States at the time.Carr’s emphasis on power in international politics, however, does not preclude him from disagreeing with those who take this realist principle to its extremes. He looks at politics as a constant quest for power in which imagination does not play any role, and making an allowance for morality as always relative and functional to interests. Thus he argued that the kind of realism developed in the decade before World War II, made utopianism’s opposite mistake that is analysis made makes purpose lacking in meaning.   Carr’s contemporaries including â€Å"heirs of Machiavelli† were proposing a completely pragmatic approach to politics, which had detached any emotional appeal, finite goal, or ground for ethical judgment, which Carr readil y found to have no basis.This would leave any one then reading this book wander the way one then should look at world politics.   The author then made his theory of international relations clearer in the second half of the book.   What he theorized as is that power or drive for supremacy is the main driving force of international politics. He denied not the fact that every state has selfish interest and that no interaction in the international arena can be well explained without making an assumption to the selfish nature of states. These countries according to Carr lust for influence and to the conflictual character of politics. He defined power to be referring to military as the most important, because of the possibility of war that was always present then.Power could also be economic, or ideological. He thus believed that power is not the only force at work in the international arena. As to how can this be, Carr, as distinguished from the â€Å"extreme† realists, believ es that morality plays a role in politics.   His conception of ethics, however, is not embodied as part of one he is opposing, the theory of the utopian philosopher. Instead what Carr theorized on is a â€Å"realistic† morality, found and felt in the actual behaviour of the states that recognize each other as belonging to the same community. Commonality for membership in the same community lies with similar goals and â€Å"feelings† of said members.There is basis to look at the authors position on ethics in international relations as having significant limitations which should include the need and concern for self-preservation) so that denying not to have   any function in politics may sound to be baseless since man must not be forgotten that he can be sociable as well as egoistic. Thus in trying to find the middle ground or the so called â€Å"golden mean† that is between complete power and purely morality based on utopianism, Carr’s analysis of inte rnational law did show his plausible view in international relation. It may be just logical to understand his argument not to obey the law because it is â€Å"good† or out of pure imposition.He believes then powerful countries then do so make decisions because law gives certainty and regularity to an order and such situations do show both the systemic distribution of power and the consent of its participants. What can be inferred from Carr’s position is that, the main challenge for a system undergoing a redistribution of power via peaceful transformations of its legal order moral principles should be maintained as still important part of the process.To conclude, it may be said that the Carr’s book on The Twenty Years’ Crisis is a classic of International Relations and it’s a complex although others believe that has its simple structure.   Beyond the complexity it must be noted the author’s arguments revealed his concern the method of Inter national Relations as well as its substance. Carr’s attacking utopianism and â€Å"extreme† realism limits not only views of the human nature and of the essence of politics, but his good grasp of the relationships of thing like those between pragmatism and ethics in the study of politics making a reader to fill in some interpretation for the solution.   What must be remembered also is not his narration of the history of the inter-war international system, nor pure theoretical discussion as show in his refusal to transform arguments into universally models as he seemed to argue on case to case basis.Reference:Carr, E. (2001) The Twenty Years' Crisis 1919 -1939: An Introduction to the Study of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   International Relations (Paperback), as updated by Michael Cox

Abigail Williams Character Essays

Abigail Williams Character Essays Abigail Williams Character Paper Abigail Williams Character Paper Human beings act the way they do because of their past. When he or she is traumatized or have lived through harmful events in his or her life, it can effect their present actions. Abigail Williams , character from The Crucible by Arthur Miller, has experienced dreadful events and emotions that have effected her actions. Though the affairs she caused were unnecessary , it was not her fault at all. She is emotionally scarred and her acts were a cry for help. Abigail Williams, a poor traumatized girl, should not be held countable for her actions. Abigail has survived one of the most disturbing tragedies someone can go through. She has seen her parents killed by the Indians before her very own eyes. Witnessing this gruesome event could cause any human being to go insane and to not think rationally for the rest of his or her life. All the actions she had taken during the witch trials were caused by her insanity. She was not acting bewitched for fun for her insanity caused her to see witchcraft that did not exist. When she witnessed the flying bird in the court house it was her mind that was tricking her to see what was really not there. Also, when she witnessed her parents’ death, it filled her with anger and hatred for the world. With all of this anger and hatred built up, her insanity brought her to want revenge. So during the witch trials her so called â€Å"acting† of being bewitched was caused by her insanity. Abigail had a forbidden love with John Proctor. This love made her attached to Proctor. When Proctor was done with her, he destroyed the whole relationship. He told her they were done and gave her the horrible feeling of being unwanted. Just because he was ashamed of what he did and did not want any part of it anymore . It did not mean he had to hurt poor Abigail. Most of Abigail’s life was lived without parents to share love, but with Proctor, she finally had someone to love. When he suddenly ended what they had so quickly , it made her feel like he never really cared about her in the first place. Through out her encounter with John, you can notice the love and attachment she had with him. No girl can honestly say she blames Abigail wanting Elizabeth’s place in life , she had everything she wanted. Of course without John this love could have never happened, so John Proctor is at fault for making Abigail feel abandoned , unwanted, and not good enough. Life as a Puritan was a life with many restrictions. Puritans had firm rules that had to be obeyed by everyone at all times. Abigail grew up in a Puritan time which meant she had to stick to the religious beliefs she had since she was a young girl. All her life she needed to act as a well behaved and reserved girl. Being so reserved can be tiring after a while, and the rebel inside of her needed to come out . Abigail could not ignore the urges she had to do something rebellious. The situation in the woods involving her was merely for fun and was not as serious as everyone took it to be. Quite frankly Abigail should be praised for showing the puritans a way of fun for a change. All of the other citizens of the town possibly had the same thought as Abigail but would never have to confidence to do it. She can not be blamed for following her creative mind and wanting to add more lively hood to the Puritans. People’s past can really have a huge impact on the rest of the world. Most of the time their past is not even their own fault. Many people would say that Abigail Williams is at fault for all of the results of the witch trials, but if you look more into her past and what she had went through you would see her side of the story. She was just a traumatized girl trying to mend her own problem that were not completely her fault. People should feel sorry for all she had to encounter in her life. Put yourself in her position and try to feel her pain. Abigail Williams, a girl tortured by life, should not be held countable for her actions involving the witch trial.

analysis essays

analysis essays We the people - How far should we take it. It is our government, our state, what the people say should be law, as long as certain inalienable rights are observed. In 2002, a referendum was placed on the Florida ballot stating the State would build a mass transit sytem "Bullet Train"..The destination would be from Tampa to Orlando. The next "leg" would be to Miami. Florida voters overwhelmingly passed the bullet train referendum two years ago. Now the legislators are trying to take it away. Are they not our elected representatives? Should they not heed the wishes of the people? Unfortunately, the Florida Legislature has not appropriated any money for this project. They have stated there is not enough money in the budget. They are trying to get it back on the ballot in hopes it will be defeated. Many mistakes were made in 2002 when the initiative was placed on the ballot. No funds were provided and those voting for it had no idea what it would cost the taxpayers. Now as the cartoon shows, the legislature is attempting to crush the "sand train." Both the legislators and the voters should learn a lesson - know what you are voting for and who you are voting for. The wave will crush the bullet train, but the concept could still be kept alive if the Florida voters are given enough information to vote intelligently. The young child in the picture illustrates the future that belongs to our youth. Should progress prevail or should we stagnate our human resources? Florida has a very complex governmental system. We must look at the responsibilities of the people and of our legislature. ...

Gilded Age Essay Example | Topics and Well Written Essays - 750 words - 1

Gilded Age - Essay Example Mark Twain coined the tem â€Å"Gilded Age† in the last decades of the nineteenth century. Gilded Age refers the era that followed the American Civil War, stretching from the end of the reconstruction period to the dawn of the twentieth century. The era was characterized by enormous economic growth and European investments. Ideally, the Gilded Age was an era of transforming America into a liberal country. Outstanding events that characterized the era included increased immigration, industrial growth, and construction of railway networks. The Gilded Age cannot be considered as a Golden Age for Americans instead, the age symbolizes an era of unsolved problems. In The Gilded Age: a Tale of Today, writers Mark Twain and Charles Dudley confirm that Gilded Age was an era of severe social problems (Biography web). According to the authors, these problems could not be visualized since they remained beneath a thin layer of the supposed gold. In this context, gold symbolizes the economi c and social developments that accompanied Gilded Age. Golden age refers to an era of peace prosperity, stability, and harmony. Unfortunately, the Gilded Age was characterized by neither stability nor prosperity (Zinn 32). In particular, the period can be considered as an era of great economic oppressions as Americans struggled to rebuild their country. To the American, the Gilded Age was an era of exorbitant taxation. American economy became more intertwined with cotton and tobacco exports. The prices of these commodities reduced dramatically affecting the livelihood of ordinary American farmers. Although the country experienced a GDP growth, per capita income remained minimal. Unsolved problems in the agriculture sector included the slave question, the north, and south states issue. These problems were covered under increased exports to the European market and the rise of mechanized farming. Unsolved economic problems became the basis of more sophisticated social and political pro blems. Gilded Age politics were characterized by intense completion between political parties. The third party system promoted intense competition Between the Democratic and the Republican Parties. Consequently, minor parties including the Labor and Farmers unions disappeared as soon as they were established. Intense competition between the two parties intensified the country’s political temperature. Indeed, Americans were divided between Republicans and Democrats (Zinn 54). Both parties established the supposed â€Å"Political Machines† to oversee elections, reward their royalists and buyoff their opponents. Consequently, the wining party becomes the sole controller of state and government’s jobs, contracts and business openings. The â€Å"spoils system† was also a major source of political influence. Elected candidates were expected to pray according to the instructions of their political spoils/sponsors. For example in 1876, Hayes was elected in a secr et deal to be the new president of the United States. In addition, Harrison won the elections without winning the popular vote. Thus, the US did not achieve any form of political stability during the gilded age. Indeed, the era was a cover-up for the political instabilities that characterized the country. The era is considered the most turbulent time in American political history. Political reforms that promoted multiparty democracy and high voter turnout, acted as a conspiracy for politically motivated scandals, political rivalry, and civil unrest. Thus, the Gilded Age can never be considered as the US’s version of the Golden Age. Social developments also remained unattended during the Gilded Age. During the gilded age, discriminations against the black Americans intensified. Black Americans living in the southern states experienced the worst form of discrimination. The black communities were stripped off their political and voting rights. Ideally, the system almost revived slavery despite slave trade and slave labor having been abolished. During the

Case blue nile Essay Example | Topics and Well Written Essays - 1000 words

Case blue nile - Essay Example SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis deals with examining the internal and external factors impacting the actions and performance of the organization. While strengths and weaknesses can be identified by scrutinizing the internal factors, opportunities and threats are revealed by investigating the various macro environmental aspects like political, social, economic, legal and environmental forces. The biggest strength of Blue Nile is its ability to keep its costs under control. The company has a vast array of products in its repertoire and thus provides its customers a wide choice. It has an economical supply chain, a lean hierarchy and does not give any mark up to the wholesalers and retailers. All these aspects help Blue Nile to keep its operating costs low. The online retailer boasts of exceptional customer service. Blue Nile provides grading reports on its website that enables customers to purchase just the ‘right kind’ of jewelry. Every diamond marketed by Blue Nile is graded either by the Gemological Institute of America (GIA) or by the American Gem Society Laboratories (AGSL). Blue Nile also maintains favorable relations with its suppliers. The company has managed to ink pacts with numerous suppliers and therefore is not dependent on one particular supplier for the purchase of diamonds. Blue Nile offers its customers more than 60, 000 diamonds and hundreds of settings. However, the company derives majority of its revenue from the sale of engagement rings. The company has not been able to chalk out a strategy to increase the percentage of consumers to buy jewelry items online. Another weakness is that the company’s net profit margin at 4.2 percent is very low especially when compared to the net profit margin of 9.8 percent at Tiffany. Blue Nile provides ‘trust, guidance and value’ to its customers. These features are now being provided by its competitors as well. If