Implementing A Workable Business Plan - 1428 Words

I then asked him: â€Å"From your experience what do successful companies have in common early on?† His response was very insightful. He began by saying that you need two things in the very beginning, you have to have a concept that makes sense, and it needs to be something that people want. After you have those two things he said to make a workable business plan. The next step after the business plan is to find a team of people that are capable of carrying out that plan. He went on to add that it is harder to find a good team than it is to find a good plan in early businesses. Lots of good plans out there, but not that many good teams. He then went on to emphasize how essential a good team is by stating: â€Å"Whenever you think of yourself as an†¦show more content†¦I asked him about companies in the Huntsville area that are just starting up, and he referred me to a company which I could potentially site visit. The next interview I conducted was with the CEO of App leton, Glenn Clayton. He had a different style of responding to the questions than that of Mr. Corman, he was much shorter, and succinct with his responses. From the interview, which I asked very similar questions to that of Mr. Corman, I was able to extrapolate that he started the company when he was 18 and in school at UAH. He was a broke college student at the time trying to make money, so he started a tutoring business. After he realized that the company could be more successful in the HR department of public schools, he sold the tutoring part of the company. This was due to him realizing that there was a void created in communities by public schools, and he intended on filling the void. This notion of starting with a premise of find a need and fill it, and find a way to fill it effectively, or more effectively depending on whether or not there are other companies in the same market, was the main point he made during the interview. The final interview I conducted was the one wit h my dad’s good friend Mr. Kent Lowman. This interview was originally intended to be a phone interview just as the last two had, but it was changed to an email interview to accommodate to his busy schedule. He

The Security Threat Of Prisons And Police Officers

STGs There are many dangerous gang in prison and out on the streets that are a security threat to prison staff and to public. These groups are called STGs or Security Threat Groups (gangs). Prisons and police officers try to control these gangs as much as possible so there could be the least threat as possible. Some of the main security threat groups are: The Aryan Brotherhood, The Ku Klux Klan, The Folks, The Nation of Islam, and MS 13. These 5 groups are a major threat to prison staff and people out in the streets, so they try to keep an eye on them as close as possible to prevent from anyone getting hurt or even kill. Some of these gangs can be so dangerous that they control streets and police or authority don’t really want to mess with them to not lose their life. The Aryan brotherhood, or AB, is a white supremacist prison gang that has over 10,000 members in and out of prison. The Aryan brotherhood was founded by white supremacists, Barry Mills and Tyler Bingham, at the San Quentin state prison in 1964. This gang was formed to protect white inmates but through time the gang started to gain power and started to become more and more dangerous. This gang is most powerful in Texas because that is where they have the most members. The Aryan brotherhood is so dangerous that they are on the police hit list after a series of murders on law enforcement officials. The Aryan brotherhood is often being searched by the FBI, DEA, and ATF who are trying to dismantleShow MoreRelatedEssay on Roles Needs of a Criminal Justice Professional1378 Words   |  6 Pagesin Public Safety September 18, 2012 As we all know – there are tons of social issues within the entire world that Criminal Justice Practitioners deal with, most likely, on a daily basis. One of the many social issues I’ve chosen is Prison Overcrowding. 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The Italian government has succeeded thus far when it comes to not only preventing and countering terrorism, but avoiding it as well with solutions that haven’t been anything tooRead MoreThe Evolution Of The Correctional System1483 Words   |  6 Pagestheir appropriate facility. There are different kinds of facilities inmates can go to, there are Prison Camps, Federal Correctional Institutions, Unites States Penitentiary, Administrative Facilities, and Federal Correctional Complexes. The first federal facility is minimum security institutions, which are Prison Camps. Prison Camps have minimal security and usually have a higher inmate-to-staff ratio. Prison Camps have relatively low amounts of fencing around the facilities, and sometimes don’t haveRead MoreGangs in Prison Essay1447 Words   |  6 PagesIntroduction Prison gangs are originally formed by inmates as a way of protecting themselves from the other inmates. These gangs have turned out to be violent and thus posing a threat to security. This paper will have a look at the different gangs in prisons, their history, beliefs and missions, and the differences and similarities in these gangs. The Aryan Brotherhood The Aryan Brotherhood started in 1964 was founded by Tyler Bingham and Barry Mills who were white supremacists and Irish AmericanRead MoreCanada s Prisons Are The New Resdiential School Essay1629 Words   |  7 PagesCANADA’S PRISONS ARE THE ‘NEW RESDIENTIAL SCHOOL’ Nancy Macdonald (2016), an editor who works for the Maclean’s, writes an article on the way Indigenous and non-Indigenous citizens are treated by the law and police force. At least 36 per cent of the women and 25 per cent of men, who are Indigenous, were already sentenced to provincial and territorial custody in Canada. Nancy explains, from these scores, these statistics make up at least 4 per cent of the national population. 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Conferencing In Writing Classroom - Myassignmenthelp.Com

Question: Discuss about the Conferencing In Writing Classroom. Answer: Anderson, C. (2001). Conversations with Student Writers.School Talk,6(2), 2-5. In the book Conversation with Student Writers by Carl Anderson, the writer has emphasized upon the point that writing conference help students to understand better about the writing and become better writers, who can use techniques , strategies that they are taught in the conferencing. The conference conversations generally have two parts, in the initial part of the conferencing the teacher explains the work to the writers, listen to their opinions carefully that helps the teachers in making up a mindset how to guide the students. The next part of the conference the student is provided with the ideas how to improve their writing skills. According to the author, students and teachers have different roles in a writing conference conversation. Initially it is the teachers job to ask the students for setting an agenda for the conference, once the agenda has been set the students will be asked questions about the writing, the student will be sharing the writing to the teachers. The second part of the conference shall begin with the students feedback, followed by a detailed evaluation of the writing. The Author has mentioned that during the whole conferencing process, the student should have in mind that the teachers care. Thus it can be concluded that the author has tried to give an idea of how a writing conference should be. Anderson, C., Anderson, C. (2005).Assessing writers. Portsmouth, NH: Heinemann. In the paper assessing writers by Carl Anderson, the author had emphasized on the importance of assessing the writers. According to him, a good writing teaches should assess the student writers. A teacher should not only go through the students writing but also should interact with the students regarding their writing. Assessment plans helps the teachers to understand the students, their needs and thus helps the teachers in chalking out teaching strategies for individual students. Individual student plan would help the teachers in understanding the problem, if any, faced by the students. It will help in deepening the knowledge of the students. Assessing writers help to design the units of study that will cater to the collective requirements of the class. Knowledge of the student as a writer before the conference and during the conference helps the teachers to chalk out the techniques by which she is going to tailor the teachings to the students need. Assessing helps the teachers to d ecide the teaching plan of each unit of the curriculum. While assessing the students the teachers could set goals for each student, as all students cannot have the same requirement. Fountas, I. C., Pinnell, G. S. (2001).Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881. In the book the author had described about the management of the writing workshops. A systematic way should be used to manage the conference, as it would help the students to monitor their own rate of progress. According to the experts, it is essential to take time to arrange conferences as sessions conducted in a hurry do not deliver proper information to the students. According to Calkins, the conferences in which students interact most, the teachers also learn the most. Therefore the author had established listening as the key to learning. According to him, a writing conversation should involve listening to the students writing and reading them aloud , helping the students with the kind of writing help they want, extending the writing strategies, pointing out the good points in their writing, reinforcing the strength of the writer, reviewing the writing of the student, giving a piece of writing as a sample. It is important for the teachers to teach their students how to interact with their peers, as they are a type of audiences that are not threatening and can provide real motivation to the students. It should be noted that if peer conferences are not properly organized then poor ideas can be channelized to the students. It is also necessary for the students to come together and share among themselves, what they have written. Teachers should chalk out a proper plan for the writing workshop. The author has also discussed about the different languages that should be used in a writing conferences. Hindley, J. (1996).In the company of children. Stenhouse Publishers. In schools, teachers have the motto to turn their classrooms into workshops of reading and writing. In this book, Joanne Hindley takes a look at how a rigorous, successful and efficient writing workshop can be conducted. She had grounded her story in the lives of her third graders; the writer has tackled difficult situations and had offered thoughtful direction and ideas that would help on to manage a classroom workshop. The book provides with the idea, how to manage a workshop setting in a crowded classroom, how to launch the notebook of the writer with the students, how the study of one genre can help one to manage the workshop, the book also helps one to understand the mini lessons that should be conducted for the students. It also gives an idea about how to organize classroom that is process oriented. Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers.Education Review//Reseas Educativas. In this book the author has discussed about the teachers role in organizing a conference. He has described that the teachers play an active role in tailoring a proper learning to the children. A teacher will be able to make classroom strategies and response to the frequently asked question. He had emphasized on the development of effective, straight forward strategies. This would help the students to grasp the knowledge in an effective and an easy way. According to the author, a one in one talk with the students allows the teacher to know about the requirements of each student. Author has provided an insight of how a writing conference should be. It should be short and safe, as students should not be enforced with too many tasks. There should be a specific purpose of a conference. The author has mentioned that in the first part of the writing conference a teacher should ask assessment questions, read the writing of the student. The student in turn should set the agenda for the confer ence, respond by answering the questions. In The second part of the conference, a teacher should give a critical feedback to the student, Approve the writing and then allowing the students to have a go. In a nutshell it can be concluded that a writing conference is a strategy that is designed to guide the students in the process of writing. The sole purpose of the writing conference is to reveal the potential of the students as writers. The students get a better understanding of the knowledge of writing. Bibliography Anderson, C. (2001). Conversations with Student Writers.School Talk,6(2), 2-5. Anderson, C. (2001). How's It Going? A Practical Guide to Conferring with Student Writers.Education Review//Reseas Educativas. Anderson, C., Anderson, C. (2005).Assessing writers. Portsmouth, NH: Heinemann. Fountas, I. C., Pinnell, G. S. (2001).Guiding Readers and Writers, Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann, 88 Post Road West, PO Box 5007, Westport, CT 06881. Hindley, J. (1996).In the company of children. Stenhouse Publishers.

The Triple Pillar of the World Transformed into a Strumpets Fool Essay Example

The Triple Pillar of the World Transformed into a Strumpets Fool Paper Shakespeares chief source for Antony and Cleopatra was Plutarchs Lives of the Noble Grecians and Romanes translated by Thomas North (1579). Plutarch largely portrayed Mark Antony as a vain and dissolute character, juxtaposed against the heroism and virtues of his compatriots. Shakespeare plays down these attributes for more dramatic effect, choosing to make Antony a more complex, three-dimensional, and ultimately flawed character. Antony could be said to be the object of focus throughout the whole play, as his time on stage is spent always in the middle, and while his presence is absent, he is constantly the subject of conversation. Through this we are able to make our own judgements of whether Antony becomes his flow, or whether we agree with Cleopatras description of him as a Herculean Roman. Cleopatra humiliates Antony in front of Demetrius, Philo, Charmian, Iris, eunuchs and Cleopatras ladies by scalding Antony with her harsh words: Thou blushest, Antony, and that blood of thine is Caesars homager. The domestic arguing in the presence of those of lower status is somewhat embarrassing for a Herculean Roman, and transforms Antony into a strumpets fool. In addition to this, Antony surrenders to Cleopatra: Let Rome in Tiber melt and the wide arch of the ranged empire fall! Antony is defeated by Cleopatra, which demonstrates him as weak, and clearly expresses no intentions of returning to his duty, and therefore encourages the audience to see him as a strumpets fool. We will write a custom essay sample on The Triple Pillar of the World Transformed into a Strumpets Fool specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Triple Pillar of the World Transformed into a Strumpets Fool specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Triple Pillar of the World Transformed into a Strumpets Fool specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As Antony is a frequent source of conversation, different characters opinions of him become apparent and are influential to the audience. For example, Scarus refers to him as a Noble ruin that claps on his sea wing, and like a doting mallard, leaving the fight in height, flies after her, which suggests Antony considers his sexual engagements to be priority over his role of a world ruler. Scarus is a follower of Antonys, meaning that he is likely to make such remarks out of concern or pure observation, rather than out of disapproval, therefore increases the probability that it is true. Through Caesars complaints that Antony fishes, drinks, and wastes the lamps of night in a revel-is not more manlike than Cleopatra, nor the Queen of Ptolemy more womanly than he, we can gather from a Roman point of view, Antony is not favoured in his reputation, and the insulting language used about Antonys behaviour implies that Antony is foolish. The Herculean Roman image is also insulted here, by being compared as not more manlike than Cleopatra, which leaves no element in defence of Antony. Pompey, who is further away at most, shows his awareness that Antony is not performing as he should perhaps: I know they are in Rome together, looking for Antony The fact that Pompey assumes that the whereabouts of Antony is not known indicates to the audience that Antony is a hindrance when serious matters like war arise, and cannot be found when he is needed. Antonys lasting pride throughout the play, contributes to the foolish title, by ignoring wise and practical advise from Enobarbus: Your ships are not well manned. Your mariners are muleteers, reapers, people engrossed by swift impress No disgrace shall fall you for refusing him at sea, being prepared for land. In this situation Antony fulfils the image of a strumpets fool, as he knows his skills lie fighting on land, but his pride leads him to accept the challenge by sea, only to lose to Caesar. Cleopatra talks about Antony as if he were her prey and she his predator: My bended hook shall pierce their slimy jaws and as I draw them up, Ill think them every one an Antony, and say Ah, ha! Yare caught! This imagery of Antony as a defenceless fish mocks him in front of the audience, and creates the sense that Cleopatra is totally in control over him. This is continued through the way Cleopatra tells the tales of her times with Antony: I laughed him out of patience, and that night I laughed him into patience I drunk him to his bed Whilst I wave his sword Philippan Cleopatra is constantly the active part in her speech, which suggests that everything is done for Antony, as he is the indirect object in each case. Shakespeare cleverly displays Antonys many attempts to attract Cleopatras attention: I am sorry to give breathing to my purpose- Now, my dearest Queen- The Gods best know- Cleopatra- Most sweet Queen- How now lady! Hear me, Queen. Here Antony is put up against Cleopatra, and we as the audience see him dominated, or rather ignored by her majesty, which from an observing eye would seem as if he were inferior or unable to be heard. This situation would be quite ridiculous, for the triple pillar of the world to be granted so little respect, therefore making him a laughing stock, and a strumpets fool. Compared to Caesar, Antony appears to be always behind and considerably slower in his actions, and this can be seen through a number of areas. Firstly, when making preparations to go to war, Antony is amazed to discover that Caesar has taken Toryne, thinks Tis impossible and strange that his power should be. Secondly, when Antony finally arrives in Rome on the brink of war, he reveals his ignorance of the situation by asking Caesar the following information about Pompey: Where lies he? About the Mount Misena What is his strength? By land, great and increasing; but by sea he is an absolute master. Thirdly, we learn from the text that Caesar has even been with Cleopatra before Antony: A certain Queen to Caesar in a mattress. From this information Antonys manhood is damaged, as the impression is felt, that Antony has Caesars leftovers, illustrating him as once again a strumpets fool. Certainly the historical view of Antony would have been of a man potentially virtuous, but ultimately seduced by the charms and wiles of Cleopatra, thus the strumpets fool. This is probably the way Plutarch would have him painted. But it could also be argued that, by portraying Antony in such complex and contradictory terms Shakespeare ensures that he sustains a nobility throughout the play. Certainly to the audience of the day the apparent paradox of this man would have appeared intriguing and attractive. The fact that several of the leading characters sustain their loyalty to Antony throughout goes to uphold this view. For example, Eros is asked by Antony to carry out his sworn duty to kill his master after the debacle of the failed military campaign. Eros, however, commits suicide rather than fulfil his duty out of loyalty to Antony, an act that would serve to ennoble him to an Elizabethan audience. Also Antonys relationship with Enobartus, although ultimately tragic, reflects the latters deep respect for his nobility. When Enobartus realises that Antony has lost all reason in embarking on the final battle, he is forced to leave his friend and leader: Now hell outstare the lightning. To be furious Is to be frightened out of fear, and in that mood The dove will peck the estridge The fact that Enobartus later dies of grief for the failure of it all would have generated a huge amount of sympathy from the audience. To conclude, the view that Mark Antony is a triple pillar of the world transformed into a Strumpets fool is only a partly accurate view. The Marcus Antonius of Plutarchs works may well be just that, but Shakespeare evolves the character into a much more tragic and human persona, ultimately ennobled by the loyalty of his fr iends and servants.

Priming Of Social Attitudes The WritePass Journal

Priming Of Social Attitudes Abstract Priming Of Social Attitudes Abstract IntroductionMethodParticipantsMaterialsDesign Procedure ResultsDiscussion ReferencesRelated Abstract Previous research has indicated that social behaviour can be automatically activated when primed by traits (Higgins, Rholes Jones, 1977). The present study investigated whether participants are more like to interrupt an experimenter and unseen confederate when primed by words semantically associated with rudeness, compared with positive and neutral words. It represented a replication of the Bargh, Chen and Burrows experiment (1996) with one alteration; the total number of interruptions rather than time taken to interrupt was measured. 54 undergraduate students aged between 19 and 25 participated in a between-subjects experiment, and were randomly assigned to one of three experimental levels. Participants were asked to complete a Scrambled Sentence Task containing either rude, polite or neutral words. In order to indicate their completion, participants had to interrupt the conversation of the experimenter. As hypothesised, particpants allocated to the rude condition were significantl y more likely to interrupt the experimenter than those in the neutral or polite conditions. Introduction The extent to which one has intentional control over their own thoughts and behaviours has formed the basis of much research in the field of social psychology. During the 1970’s the distinction between automatic and conscious thought processes emerged, and has became the focus of much attention (Bargh, 1989). Research concentrating on social cognition and attitude formation has documented that many phenomena are unintentional or automatic in nature. Stereotypes, for example, can be automatically elicited merely by the presense of physical features commonly associated with the stereotyped group. Similarly, the presense of an ‘attitude object’ can automatically elicit an attitude, which in turn exerts influence on behaviour (Bargh, Chen Burrows, 1996). Both are examples of priming, which refers to the effect observed when exposure to a certain stimulus influences responses to a second stimulus. In social psychology, priming can be understood in terms of the tendenc y for recent information to influence subsequent thoughts. An early example of this came from Higgins, Rholes and Jones (1977). In this research, particpants read a passage involving a man attempting certain ambitious physical feats. Prior to this, particpants were told they were particpating in a memory task, and were given a list of attributes to read. Half of the particpants were ‘positvely primed’ and given words such as ‘adventurous’ and ‘brave’. The other half were ‘negatively primed’ and given words such as ‘foolish’ and ‘reckless’. After reading the passage, particpants were asked to give their impressions of the man in the story. Those who had been positively primed formed more positive impressions of the man in the passage than those who had been negatively primed. Forgas and Bower (1987) looked at the effect of priming on how people judge information about others. Participants were assigned to one of two conditions. In the first condition, participants were given information that primed a happy mood. In the second, particpants were given information to prime a sad mood. Participants in both conditions were then given identical person descriptions to read. They found that those who had been primed to experience a happy mood formed more positive impressions of the people in the person descriptions than those primed to experience a sad mood. An experiment by Bargh, Chen and Burrows (1996; exp2) demonstrated that priming influences behaviour, investigating the behavioural consequence of automatic stereotype activation based on the premise that a typical stereotypical view of the elderly concerns slowness. Participants were presented with scrambled sentences containing words that related to elderly stereotypes, or sentences containing neutral words. Importantly, the authors ensured that none of the words in the ‘elderly’ condition were directly related to slowness. This ensured that any observed behaviour change was attributable to the stereotype of elderly being activated (and the associated assumptions of slowness) rather than focusing attention on the single trait of being slow. Following this, particpants were asked to leave the room, and were timed walking down a hallway to return to the waiting area, to test whether priming participants with the concept of elderly would automatically and unconsciously ch ange their behaviour to emulate the elderly. As predicted, participants who were primed with the stereotypical information took longer to walk down the hallway than those who received the neutral information. Carver, Ganellen, Froming and Chambers (1983) demonstrated the priming effect of aggression on particpant’s subsequent behaviour. Participants were divided into two conditions and given scrambled sentences containing either aggressive or neutral concepts, diguised as part of a seemingly unrelated study. They were then asked to participate in an experiment of human learning where particpants were able to punish another participant (actually a confederate) by administering electric shocks for incorrect responses. Those in the aggressive condition administered stronger shocks than those in the control condition. The studies discussed thus far have indicated that priming can influence both perceptions and behaviour. From this premise, Bargh et al. (1996, exp 1) investigated whether this effect overrode the typical processes one uses in everyday life, such as social judgement. In this experiment, 34 participants were informed that they were taking part in a test of language ability, and presented with a scrambled sentence test. They were randomly assigned to one of three conditions priming conditions, rude, polite and neutral. Participants were asked to complete the task individually, then notify the experimenter in another room. When the participant entered the second room, they found the experimenter in conversation with a second participant (a confederate). The critical outcome measure of the study was the length of time the participant took to interupt the conversation between the experimenter and confederate. They found that those in the rude condition did interupt significantly faster th an those in the polite and neutral conditions. However, the results suffered from significant ceiling effects; 21 of the 34 participants did not interupt at all. The present study was a replication of Bargh et al.’s(1996) experiment and borrows heavily from their methodology, but with one critical difference. In an attempt to address the methodological issues caused by the strong ceiling effects observed by Bargh et al., the current experiment measured the total number of people to interupt in each condition, rather than the time taken to interupt. Based on the findings of Bargh et al., the experimental hypothesis predicted that significantly more particpants in the ‘rude’ condition would interupt the experimenter than those in the ‘polite’ and neutral conditions. Furthermore, it was predicted that there would be no significant difference in the number of participants in the polite and neutral conditons who interupted the experimenter. Method Participants A total of 54 undergraduate psychology students, 34 females and 19 males, aged between 19-25 (mean age 20.3), volunteered to participate in the experiment. Materials Each of the participants was presented with Scrambled Sentence Test which was presented as a test of language ability. Comprising 30 items, participants had to use listed words to form a grammatically correct four-word sentence as quickly as possible. There were three versions of the scrambled-sentence test: for the rude and polite conditions, 15 of the 30 items contained words that were associated with the trait in question. In the neutral condition, these 15 were replaced with neutral words. The remaining 15 items were idetical across the three conditions. Design ÃŽ ¤he design of the experiment was between subjects, and had three experimental conditions. Participants were randomly assigned to each condition. The independent variable was the condition that the participant was assigned to and had three levels;   rude, polite and neutral. The dependent variable was the number of participants who interupted the experimenter. Procedure Participants took part in the experiment one at a time. They were informed that they were to participate in a language ability study, and their consent to participate was obtained. Each participant received an envelope that contained 30 scrambled sentences, and were told the task was concerned with grammatical construction. They were asked to form a grammatically correct four-word sentence from a list of five-word scrambled sentences. Particpants were then given one of three versions of the test (rude, polite or neutral) of the scrambled-sentence test, and asked to complete it as quickly as possible. Upon completion, participants were asked to find the experimenter in a second room and notify them of their completion, in order to move on to the next experimental task. Participants was randomly assigned to each condition, to which the experimenter was blind. When the participant entered the second room, the experimenter appeared to be engaged with another unseen particpant (actually a confederate). The experimenter and confederate continued their discussion until interupted by the participant. The confederate noted which of the participants elected to interrupt. Results Table 1: Total number of participants who did/did not interrupt in each condition (polite, neutral, rude). Word Type Polite (n) Neutral (n) Rude (n) Did not interrupt 15 10 8 Interrupted 3 6 12 The dependent variable of the experiment was the total number of participants that interrupted the experimenter in each word type condition, and as can be seen from Table 1, participants in the rude condition interrupted most frequently (n = 12). Participants in the polite condition interrupted the least (n = 3). The propensity to interrupt increased across the levels of the independent variable; a higher number of participants in the neutral condition (n = 6) interrupted than in the polite group. A higher number again interrupted in the rude group. The results of this experiment were statistically analysed used a Chi-square goodness-of-fit test. This test was selected as the data was categorical, numerical and discrete. It produced a goodness-of-fit between the observed and expected values. If priming had no effect on interrupting behaviour, distribution across the conditions would be equal. The Chi-square test demonstrated whether the observed frequencies differed significantly from the expected frequencies. The result of the Chi-square was significant; participants in the rude condition were significantly more likely to interrupt the experimenter than participants in the neutral or positive condition, x2 (2, N = 54) = 7.50, p 0.5. Discussion This study examined whether priming traits (rudeness and politeness) could have an impact on social behaviour.   It was hypothesized that participants primed with rude traits would be more likely to interrupt an experimenter ostensibly engaged in a conversation with an unseen ‘participant’ than those who were primed with positive or neutral traits, and this hypothesis was fully supported by the results of the experiment. The study confirmed that people, when influenced by a rude prime condition, would demonstrate a negative impact on social behaviour, whilst the social behaviour of those who were influenced by a polite or neutral prime condition were unaffected. This finding supported the results of Bargh et al. (1996) despite the change to the dependent variable. This provides compelling evidence for their hypothesis regarding the automatic activation of social behaviours in the face of certain environmental features (in both cases, the rude primes). Not only does the replication confirm the original study findings, but the change in the dependent variable in the study under discussion improves on the methodological design flaw of the original. Interestingly, the present study also supported the original study finding of no significant difference in interrupting behaviour between the polite and neutral groups. This indicates that it is rude behaviour that is most likely to be automatically activated. Priming a participant with polite trait information does not appear to increase an individual’s politeness, or a significant difference between the neutral and polite levels would be observed. This is somewhat at odds with previous resea rch which indicated a bias towards increased postivity via priming (Higgins et al., 1977; Forgas Bower, 1987). However, these studies looked at the effect of priming on judgement, and not on behaviour. If the result of the present study is compared with Carver et al. (1983) study of negative priming and electric shock administration, both show an increased bias towards the propensity to prime negative behaviour. Although the change in the dependent variable from time to interrupt to presence of interrupting behaviour resolved the issue of ceiling effects described by Bargh et al. (1996), whilst producing a similar result, some detail was lost. Moving from a numerical scale (time) to a categorical measurement meant that the choice of statistical analysis available was limited. A future replication might involve measuring the total number of participants that interrupted, and the time taken among those that did. A second factor that should be considered is the possibility that those in the rude condition were simply a ruder group of participants and were more likely to interrupt despite the priming effect. To control for this possibility, a future replication could incorporate a personality questionnaire to control for propensity towards rude behaviour. The current study was a replication of Baugh et al.’s (1996) experiment 2. To resolve the original study’s problem of ceiling effects, a change was made to the dependent variable; instead of measuring the time taken to interrupt, the total number of those interrupting in each condition was measured. The results supported the finding of the original study, presentation of the rudeness trait primes subsequent rude behaviour; therefore social behaviour can be automatically triggered without conscious thought. References Bargh, J. A. (1989). Conditional automaticity: Varieties of automatic influence in social perception and cognition. In J. S. Uleman, J. A. Bargh (Eds.), Unintended Thought (pp. 3-51). New York: Guilford Press. Bargh, J.A., Chen, M., Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action, Journal of Personality and Social Psychology, 71, 230-244. Carver, C., Ganellen, R., Froming, W., Chambers, W. (1983). Modelling: an analysis in terms of c ategory accessibility. Journal of Experimental Social Psychology, 19, 403–421. Forgas, J. P. Moylan, S. J. (1987). After the movies: The effects of transient mood states on social judgments. Personality and Social Psychology Bulletin, 13, 478-489. Higgins, E. T., Rholes, W. S., Jones, C. R. (1977). Category accessibility and impression formation. Journal of Experimental Social Psychology,13, 141–154.

Abraham Lincoln Quotes Everyone Should Know

Abraham Lincoln Quotes Everyone Should Know Abraham Lincolns quotations have become a part of American life, and for good reason. During years of experience as a courtroom advocate and political stump speaker, the Rail Splitter developed a remarkable knack for saying things in a memorable way. In his own time, Lincoln was often quoted by admirers. And in modern times, Lincoln quotes are often cited to prove one point or another. All too often the circulating Lincoln quotes turn out to be bogus. The history of fake Lincoln quotes is long, and it seems that people, for at least a century, have tried to win arguments by citing something supposedly said by Lincoln. Despite the endless cascade of fake Lincoln quotes, its possible to verify a number of brilliant things Lincoln actually did say. Here is a list of particularly good ones: Ten Lincoln Quotes Everyone Should Know 1.  A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. Source: Lincolns speech to the Republican State Convention in Springfield, Illinois on June 16, 1858. Lincoln was running for U.S. Senate, and was expressing his differences with Senator Stephen Douglas, who often defended the institution of slavery. 2.  We must not be enemies. Though passion may have strained, it must not break our bonds of affection. Source: Lincolns first inaugural address, March 4, 1861. Though the slave states had been seceding from the Union, Lincoln expressed a wish that the  Civil War would not begin. The war did break out the next month. 3.  With malice toward none, with charity for all, with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in. Source: Lincolns second inaugural address, which was given on March 4, 1865, as the Civil War was coming to an end. Lincoln was referring to the imminent job of putting the Union back together after years of very bloody and costly warfare. 4. It is not best to swap horses while crossing the river. Source: Lincoln was addressing a political gathering on June 9, 1864 while expressing his wish to run for a second term. The comment is actually based on a joke of the time, about a man crossing a river whose horse is sinking and is offered a better horse but says it isnt the time to be changing horses. The comment attributed to Lincoln has been used many times since in political campaigns. 5. If McClellan is not using the army, I should like to borrow it for a while. Source: Lincoln made this comment on April 9, 1862 to express his frustration with General George B. McClellan, who was commanding the Army of the Potomac and was always very slow to attack. 6. Fourscore and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Source: The famous opening of the Gettysburg Address, delivered November 19, 1863. 7. I cant spare this man, he fights. Source: According to Pennsylvania politician Alexander McClure, Lincoln said this regarding General Ulysses S. Grant after the Battle of Shiloh in the spring of 1862. McClure had advocated removing Grant from command, and the quote was Lincolns way of disagreeing strongly with McClure. 8. My paramount object in this struggle is to save the Union, and is not either to save or destroy slavery. If I could save the Union without freeing any slave, I would do it; if I could save it by freeing all the slaves, I would do it; and if I could do it by freeing some and leaving others alone, I would also do that. Source: A reply to editor Horace Greeley published in Greeleys newspaper, the New York Tribune, on August 19, 1862. Greeley had criticized Lincoln for moving too slowly in bringing an end to slavery. Lincoln resented pressure from Greeley, and from abolitionists, though he was already working on what would become the Emancipation Proclamation. 9. Let us have faith that right makes might, and in that faith, let us, to the end, dare to do our duty as we understand it. Source: The conclusion of Lincolns speech at Cooper Union in New York City on February 27, 1860. The speech received extensive coverage in the New York City newspapers and instantly made Lincoln, a virtual outsider to that point, a credible candidate for the Republican nomination for president in the election of 1860. 10. I have been driven many times upon my knees by the overwhelming conviction that I had nowhere else to go. My own wisdom and that of all about me seemed insufficient for that day. Source: According to journalist and Lincoln friend Noah Brooks, Lincoln said the pressures of the presidency and the Civil War had prompted him to pray on many occasions.

Cruse Ship Managment Assignment Example | Topics and Well Written Essays - 1250 words

Cruse Ship Managment - Assignment Example A good cruise itinerary must outline the effects of all internal factors at play. These factors are within the control of the management and can be tactfully addressed. Some of these factors as pointed out by Kaulbars (2008) include relations to the prospective host communities and authorities, budget estimations, and overall basics of a journey. Logistics is another internal factor that ought to be taken care of. Here, aspects such as exchange of crew and supply arrangements are looked into. Another factor is the characteristic of the vessel, with key concern to vessels’ capability, amenities, and adaptability to diverse port destinations. Some of these external factors as espoused by Kaulbars include infrastructure and superstructure of the port of call, with finer details to evaluate being the facilities available, bunker services and costs, as well as accommodation facilities (Sun, Gauri & Webster, 2011). Other factors include customer preferences, sea conditions such as winds and tides, as well as weather conditions both at sea and at inland destinations that may have adverse effects on the comfort of passengers. Cruise ships have also been made more comfortable by offering services that are similar to those offered in inland holiday inns. Amenities such as swimming pool, a shopping place where the customers can make light purchases, etc. have been included to make the voyages more exciting. Certainly, these amenities help create a pleasurable environment that provide greater experience to the tourists. A good cruise ship itinerary must also take into concern factors that motivate the customers. These factors can be evaluated based on costs, facilities available within the ship, duration of stay at particular ports during stopovers, among others. Greenwood and Barron observe that most passengers prefer the preservation of individuality, a factor that has been successfully overcome by offering sightseeing tours to